So wretched is the education in the
Minneapolis Public Schools that I have been motivated to put my talents as a
teacher and researcher into motion for the production of two monumental
tomes: Fundamentals of an Excellent Liberal Arts Education and
Understanding the Minneapolis Public Schools: Current Condition, Future
Prospect. The latter exposes the deficiencies of the Minneapolis
Public Schools in factual, analytical, and philosophical detail;
the former delivers to my students the education in economics, political
science, psychology, world religions, world history, American history, African
American history, other ethnic history, literature, English usage, fine arts,
mathematics, biology, chemistry, and physics that they do not get in the public
schools of Minneapolis.
In order to meet various student time frames
and immediate needs as to knowledge acquisition, I have generated various
versions of Fundamentals of an Excellent Liberal Arts Education, from very
concise to the longest edition at approximately 500 single-spaced pages. I am currently working with an exquisitely
talented grade 11 student who has high capacity for information acquisition and
is moving rapidly in quest of Advanced Placement mastery and superior ACT
performance. I have for her generated a middle page-range length of text
in all chapters, which readers may find if they scroll on down to my blog
entries of late winter and early spring in this very year of 2019.
In these next few entries I provide to my
readers a list of essential terms to be understood in informational context for
detail and significance, providing these for several of the chapters of Fundamentals
of an Excellent Liberal Arts Education.
Please, then, peruse the first list, pertinent
to a middle page-range version of my chapter on psychology:
>>>>>
Essential Information, Micro-Fundamentals
of an Excellent Liberal Arts Education
Psychology
Gary Marvin Davison, Ph. D.
Director, New Salem Educational Initiative
I. Definition
>>>>> study of human behavior and cognition
II.
Psychoanalytical School
Essential terms, to be understood in
historical context for detail and significance:
Sigmund Freud
Structure of the personality
>>>>>
id, ego, supego
Levels of consciousness
>>>>>
conscious, unconscious, subconscious
Male and Female Complexes
>>>>>
Oedipus Complex; Electra Complex
II.
Behaviorist School
Essential terms, to be understood in context
for detail and significance:
B. F. Skinner
operant conditioning
essentials of operant conditioning
>>>>>
positive reinforcement, punishment, negative
reinforcement
schedules of reinforcement
>>>>>
fixed ratio
variable ratio
fixed interval
variable interval
behavior acquisition
behavior maintenance
behavior extinguishment
primary
v. secondary reinforcers
determinism
II.
Humanist School
Essential terms, to be understood in context
for detail and significance:
psychotherapy
Carl Rogers
>>>>> client-centered
therapy
Abraham Maslow
>>>>> hierarchy
of human needs
freewill
III.
Cognitive School
Essential terms, to be understood in
historical context for detail and significance:
George A. Miller
short-term memory
schemas/schemata
retrieval from memory/learning
categorization, representation, memory,
forgetting
neurons
synapses
levels of reality
>>>>> molecular
level, letters, words, impossible objects
mental stimuli
>>>>> visual,
aural, tactile, gustatory, olfactory
Noam Chomsky
linguistics
language acquisition
hardwiring v. environmental acquisition
serial reasoning v. parallel reasoning
deductive v. inductive reasoning
III. Neuropsychological School
Essential terms, to be understood in
historical context for detail and significance:
Magnetic Resonance Imaging (MRI)
Computerized Atrial Tomography (CAT)
brain
central nervous system
neurological hierarchy
>>>>> spinal
cord; brainstem;
midbrain;
pons, medulla, cerebellum,
thalamus, basal ganglia; cerebral cortex
“flight” or “fight”
cerebrum/cerebral cortex
left brain v. right brain
corpus collosum
brain development
>>>>>
genetics v. social/natural environment;
nature v. nurture
particular conditions
>>>>>
autism, Alzheimer’s/dementia,
schizophrenia, psychopathic behavior
III. Other Subfields of Psychology
Essential terms, to be understood in
historical context for detail and significance:
Psychometrics
Personality Psychology
Developmental Psychology
Jean Piaget
Social Psychology
Psychology of Motivation & Emotion
Psychology of Sensation & Perception
No comments:
Post a Comment