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Psychology of Religion

PSY 193R - PSYCHOLOGY OF RELIGION

DIMENSIONS OF THE SACRED COLLOQUIUM

 

DOMINICAN UNIVERSITY

SPRING 2001

 

LeeAnn Bartolini, Ph.D.

Office Hours: T 11-12/TH 8-9/W 11-12 and by apt.

Dominican Telephone: 257-1357 Class: W/F 9:25-10:40

Bartolini@dominican.edu

 

SYLLABUS

REQUIRED BOOKS

 

 

Frankl, V. Mans Search for Meaning.

Freud, S. Future of an Illusion.

Jung, C. Modern Man in Search of a Soul.

Paloutizian, R. (1996). Invitation to Psychology of Religion.

Schimmel, S. (1997). Seven Deadly Sins.

World Wide Sites of Interest to Psychology of Religion Students

 

The Psychology of Religion Homepage: http://www.psywww.com/psyrelig/ is a great site with many important and useful links. From within this page you can link to a variety of topics within the entire are of Psychology and Religion and Religion itself.

FURTHER READING:


References and suggested readings and resources for the psychology of religion:

 

 

 

 

Allport, G.W., & Ross, J.M.. (1967). Personal religious orientation and prejudice. Journal of Personality and Social Psychology, 5, 432-443.

Batson, C. D., & Ventis, W. L. (1982). The religious experience: A social psychological perspective. New York: Oxford University Press.

Batson, C. D., Schoenrade, P., & Ventis, W. L. (1993). Religion and the individual: A social psychological perspective. New York: Oxford University Press.

Beit-Hallahmi, Benjamin, (1981). Psychology and religion. In M. Bornstein, Ed., Psychology in Relation to Allied Disciplines. Hillsdale, NJ: Lawrence Erlbaum Associates.

Benson, J. E. (1974). What is the church to make of psychology? A Journal of Theology, 13(2), 97-103.

Bergin, A. E. (1980). Psychotherapy and religious values. Journal of Consulting and Clinical Psychology, 48, 95-105.

Bergin, A. E., & Jensen, J. A. (1990). Religiosity of psychotherapists: A national survey. Psychotherapy, 27, 3-7.

Bernstein, R. (1983). Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis. Philadelphia: University of Pennsylvania Press.

Bollinger, R. A. (1985). Differences between pastoral counseling and psychotherapy. Bulletin of the Menninger Clinic, 49(4), 371-386.

Coles, R. (1990). Spiritual life of children. Boston: Houghton Mifflin.

Erikson, E. (1958). Young Man Luther: A Study in Psychoanalysis and History. New York: W.W. Norton.

Feldman, K. A. (1969). Change and stability of religious orientations during college. In H. N. Malony, Ed., Current perspectives in the psychology of religion. Grand Rapids, MI: Eerdmans Publishing.

Fiske, D. W. a. R. A. Shweder. (Ed.). (1986). Metatheory in Social science: Pluralisms and subjectivities. Chicago: University of Chicago Press.

Frank, J. D. (1973). Persuasion and Healing: A Comparative study of Psychotherapy. New York: Schocken Books.

Freud, S. (1912-1913). Totem and Taboo. In Standard Edition (pp. 9-55). London: Hogarth Press.

Freud, S. (1927). Future of an Illusion. In Standard Edition (pp. 3-57). London:

Freud, S. (1930). Civilization and its Discontents. In Standard Edition (pp. 3-57). London: Hogarth Press.

Fromm, E. (1950) Psychoanalysis and religion. New Haven: Yale University Press.

Ganje-Fling, M. A., & McCarthy, P. R. (1991). A comparative analysis of spiritual direction and psychotherapy. Journal of Psychology and Theology, 19(1), 103-117.

Hoge, D., & Petrillo, G. (1978). Development of religious thinking in adolescence: A test of Goldman's theories. Journal for the Scientific Study of Religion, 17, 139-154.

Homans, P. (1970). Theology after Freud: An interpretive inquiry. New York: Bobbs-Merrill.

Homans, P. (1991). The ability to mourn. Chicago: University of Chicago Press.

Jackle, C. (1973). What's psychotherapy: what's pastoral? Journal of Pastoral Care, 27(3), 174-177.

James, W. (1929). The varieties of religious experience. New York: Random House.

Jorjorian, A. D. (1972). Reflections upon and definitions of pastoral counseling. Pastoral Psychology, 23(224), 7-15.

Jung, C. (1938). Psychology and religion. New Haven: Yale University Press.

Jung, C. (1971). Stages of Life. In J. Campbell (Eds.), The Portable Jung. New York: Penguin Books.

Jung, C. G. (1948). A Psychological Approach to the Dogma of the Trinity. In R. F. C. Hull (Eds.), Psychology and Religion: West and East. Princeton, NJ: Princeton University Press.

Jung, C. G. (1957). The Undiscovered Self. In R. F. C. \Hull (Eds.), Civilization in Transition Princeton, NJ: Princeton University Press.

Kakar, S. (1982). Shamans, Mystics and Doctors:A Psychological Inquiry into India and its Healing Traditions. Boston: Beacon Press.

Kiev, A. (1964). Magic, Faith and Healing. New York: Free Press.

Leuba, J. H. (1912). The psychological study of religion: Its origin, function, and future. New York: Macmillan.

Luckmann, T. (1967). The invisible religion. New York: MacMillan.

Malony, H. Newton (1991). Psychology of Religion: Personalities, Problems, Possibilities. Grand Rapids: Michigan.

Mumford, M., Snell, A., & Hein, M. (1993). Varieties of religious experience: Continuity and change in religious involvement. Journal of Personality, 61, 289-293.

Prince, R., & Savage, C. (1972). Mystical states and the concept of regression. In John White, Ed., The highest state of consciousness. Garden City, N.Y: Doubleday Anchor.

Regan, C., Malony, H. N., & Beit-Hallahmi, B. (1980). Psychologists and religion: Professional factors and personal belief. Review of Religious Research, 21, 208-217.

Schleiermacher, F. (1991). On religion: Speeches to its cultured despisers (trans. R. Crofter). New York: Cambridge University Press.

Shafranske, E.P. (1996). Religion and the Clinical Practice of Psychology. Washington,DC : American Psychological Association

Shafranske, E.P., & Malony, H.N. (1990). Clinical psychologists’ religious and spiritual orientations and their practice of psychotherapy. Psychotherapy, 27, 72-78.

Shweder, R. (1990). Thinking Through Cultures. New York: Cambridge Univ. Press

Smith, J. Z., Ed. (1995). The Harper-Collins dictionary of religion. San Francisco: Harper.

Starbuck, E. D. (1899). Psychology of religion. New York: Scribner's.

Torrey, E. F. (1986). Witchdoctors and Psychiatrists. Harper and Row.

Turner, V. (1969). The Ritual Process. Ithica, New York: Cornell University Press.

Wallace, Anthon F. C. 1966. Religion: An Anthropological View. New York: Random House.

White, John (1972) Ed. The highest state of consciousness. Garden City, N.Y.: Doubleday Anchor.

Worthington, E. L. (1986). Religious counseling: A review of published empirical research. Journal of Counseling and Development, 64(7), 421-431.

Wulff, D. M. (1991). Psychology of religion: Classic and contemporary views. New York: John Wiley.

Wuthnow, R. (1985). Science and the sacred. In P. E. Hammond, ed., The sacred in a secular age. Berkeley: University of California Press.

DESIRED OUTCOMES
Students will demonstrate:

  • The ability to summarize and articulate their own religious story,
  • The ability to integrate this story with the creation of a model personal "sacred space" integrating the concepts from the Art History course: (Humanities Requirement)
  • Comprehension of the spiritual positions of James, Freud, Jung, Frankl, Maslow, May
  • Comprehension of a diverse number of topics in the field of Psychology and Religion,, including, but not limited to, the psychological dimensions of prayer and meditation, attempts at measuring religiosity and spirituality, developmental perspectives on religious growth and change, conversion experiences, contemporary women's spirituality, and cult involvement.
  • The ability to research a specific topic in the psychology of religion and then synthesize this research into a group project (written and oral)

COURSE OUTLINE

 

JAN. 22 Administrative Issues

Course Overview: Definitions and Goals

 

JAN. 27 Historical Perspectives in the field of Psychology and Religion

Paloutzian, Chapt. 1 and Chapt. 2 (Overlap with 1/29)

http://www.yorku.ca/web/index.htm History of Psych

JAN. 29 William James and the Jamesian Perspective

Reserve Reading or WWW site http://www.psychwww.com/psyrelig/james

James' Site is located on his Home Page

William James, Varieties of Religious Experience, Chapt. II and XVI and XVII

 

FEB 3 Personal Reflection Paper Due on Religious/Spiritual Experience

Informal Oral Presentations

Paloutzian, Chapt. Chapt. 7

 

 

FEB. 5 Informal Oral Presentations Continued

 

FEB.10 Research in the Psychology of Religion and Psychology Attempts to Measure Religiosity/Spirituality

Paloutzian, Chapt. 3

http://ericae.net/testcol.htm Test Locator Site

 

FEB. 12 The Psychoanalytic Perspective: Sigmund Freud

Freud, The Future of an Illusion (complete)

http://www.psychoanalysis.org/ New York Psychoanalytic Institute Freud Page

 

FEB.17 Religious Development in Children

Paloutzian, Chapt. 4

 

FEB. 19 The Jungian Perspective: Carl Jung

Jung, Modern Man in Search of a Soul

http://sfjung.org San Francisco Jung Institute Home Page

http://cgjung.com More on Jung

 

FEB.24 Student Led Discussion of Freud and Jung Readings

Two Questions Due on Feb. 19

 

FEB. 26 Conversion Experiences

Paloutzian, Chapt. 6

 

MARCH 3 The Humanistic Perspective: Maslow and Rogers and the Concept of Spiritual Emergency

Reserve Reading: Library

 

 

MARCH 5 Midterm Exam

 

MARCH 10 The Existential Perspective: Rollo May, Bateson, Frankl

Frankl, Man’s Search for Meaning (Complete Book)

 

MARCH 12 Theories of Faith Development: Fowler

Reserve Reading: Library

Focus/Topic and Group Assignments for Final Paper Due

MARCH 17 SPRING BREAK

MARCH 19 SPRING BREAK

 

MARCH 24 The Seven Deadly Sins: The application of Psychology to Religious Ideas - Lecture

Read: Schimmel, The Seven Deadly Sins (Complete Book)

MARCH 26 The Seven Deadly Sins

Discussion Groups: Pride, Envy, Anger, Lust, Gluttony, Greed, Sloth

 

MARCH 31 Religious Development in Adolescence and Adulthood

Paloutzian, Chapt. 5

 

APRIL 2 GOOD FRIDAY HOLIDAY

 

APRIL 7 Religion and Social Psychology

Paloutzian, Chapt. 8

 

APRIL 9 Prayer and Meditation

Reserve Reading: Library

Class Out at 10:15/Field Trip to the Zen Center with Art History Class

 

APRIL14 Issues in Women's Spirituality

Reserve Reading: Library


APRIL 16 The Journey of Spiritual Awakening

The Archetype of Pilgrimage

Reserve Reading: Library: Clift and Clift, The Archetype of Pilgrimage (1996), Chapt. 1

http://www.littleflowers.com/tours.htm Modern Day Web Pilgrimage Tour Site

 

APRIL 21 Religion: Health and Well-being

Paloutzian, Chapt. 9

 

APRIL 23 Cults

Reserve Reading: Library: Margaret Singer, Cults in our Midst (1992)

Integrative Projects Due

http://www.factnet.org/ Cult information Clearinghouse

 

APRIL 28 Oral Presentations of Final Group Projects

Written Final Papers Due

 

APRIL 30 Oral Presentations of Final Group Projects

 

WEEK OF MAY 5: FINAL and conclusion of Oral Presentations

COURSE REQUIREMENTS

 

FEB. 3 - Personal Reflection Paper 15%

MARCH 5 - Midterm Exam 20%
Essay and Short Answer Exam Covering all Lecture and Reading through March 3
Study Guide is provided one week prior to the exam

APRIL 23 – Integrative Paper 20%
In this paper students will integrate the two courses from this semesters "Dimensions of the Sacred Colloquium." An explanatory Handout will follow by March 1.

APRIL 28 – Written and Oral Final Group Projects 15%
(Group Projects – Based on a Group of 3)

A 10 Page Paper on the Topic of your Choice in the Field of Psychology and Religion

A Focus or Topic and Corresponding Outline is Due on March 12

This Group Research Project will be Orally Presented to the Class on either April 28, April 30 or for one hour after the Final Exam

Week of May 5 - Final 15%
Essay and Short Answer of all Lecture and Reading After March 5
Study Guide is provided one week prior to the exam.

ENTIRE CLASS- Attendance and Participation - 15%

POLICIES AND PROCEDURES

I believe that formal teaching is a rare opportunity. My goal for this course is to introduce you to what is undoubtedly an enormous area of potential study. The process of teaching is reducing years of potential research and reading into one sixteen week experience where you leave having learned something new, something substantial, with a thirst to know more. These are my classroom policies and procedures.

Success in this course can be achieved by taking responsibility for your own learning. This means being a serious student (attend class, read, reflect, research, ask questions and see the results). In hours this means approximately six to ten hours a week on this course. Take advantage of my office hours or make an appointment to see me if anything is unclear.

Grading: An A is an outstanding, superior, and nearly flawless paper or test

A B is a very good, of fine quality, and exceeds minimum expectations

A C is average and represents satisfactory work

A D is below course expectations and represents a significant problem in one's work

An F is, well, failing and represents and overall poor performance in class assignments and usually indicates a lack of attendance, poor scheduling, or little effort

 

I'll attempt to assign grades fairly and without bias. I do not enjoy being pressured into giving A grades. I freely give A's when deserved.

Papers: All Papers must be typed, double-spaced, with a 12 point easily readable font type, have one inch margins, a title page with all necessary information, and a staple. A and B papers have few, if any, spelling or grammar errors. I expect complete referencing when the assignment requires it ( e.g. research papers) and prefer that papers not be in plastic folders. Also, if you are a PSY, NURSING, or OT major APA format is expected in all research-type papers.

Late Papers: I expect that papers will be turned in on time. I will accept late papers, although late papers will be downgraded and will be reduced and additional letter grade for each week that they are late. Late papers will not be accepted after the third day of Finals week - no exceptions!

Make-up Exams: Make-up exams will be given only in emergency situations. If you must miss an exam, contact me ASAP to explain the reason and to discuss the possibility of a make-up exam.

Incompletes: I only use the incomplete system for personal tragedies. I will not accept procrastination as an excuse.

Study Groups: I highly recommend that students form study groups.

It is best to meet two weeks before every test. Begin by reviewing class notes and then discuss how the textbook/article reading supports what has been presented in class. At the second meeting review the "Test Study Guide Handout" and attempt to answer every item. Or divide the items between group members before the second meeting and then share answers - taking notes as each member "teaches" you about the potential test item.

Reward yourself when the session is completed...

Please see the Academic Honesty Policy in the Dominican College catalogue. I follow this policy and will not tolerate plagiarism. Plagiarism is taking the work of another person and passing it off as one’s own. The way to avoid plagiarism is to use quotes and/or page references. I will not pass a student who cheats.

Research Papers are just that: RESEARCH. This means that you will consult at least four books, plus four articles, plus four WEB pages and other resources while searching for information on your topic. Doing less than this results in a lower grade on a research paper. Do not rely on the Internet alone! Effective research takes time and planning.

Students with special needs: You know who you are. I do not. If I need to assist you in a special way let me know early in the semester. I will do my best to make my classroom conducive to your learning.

Classroom Guidelines: Arrive on time. Try not to leave early

No eating during class time.

Monitor your own "air time". If you tend to be silent - speak. If you tend to share a lot - understand that no one appreciates a student who uses a psychology class for personal "therapy".

Respect the academic environment: listen to others, learn from others, ask good questions, be prepared...GET INVOLVED in the class and in your own learning. This is essential for the class to be a success for all of us.

Returning Papers and Tests: My personal rule of thumb is one week for tests and two weeks for papers. I attempt to honor this policy – sometimes I fall short. I will let you know if this happens. Please try not to ask…

Missed Classes: You do not have to notify me if you miss one class. However, please leave me a message if you miss multiple classes in a row due to a serious illness or family emergency.

A Final perspective: I borrowed this from M. Nielsen who borrowed it from someone else…

If we could, at this time, shrink the earth’s population to a Village of precisely 100 people, with all existing human ratios remaining the same, it would look like this:

  • The Village would be made up of 57 Asians, 21 Europeans, 14 from North and South America, and 8 Africans
  • 70 would be non-white; 30 white
  • 70 would be non-Christian; 30 Christian
  • 6 people would control 50% of the entire wealth, and all 6 of them would be from the United States
  • 70 would be unable to read
  • 50 would suffer from malnutrition
  • 80 would live in substandard housing
  • 1 would have a college education

As you can see, being in college is a rare privilege. Teaching you is a rare privilege. Let us both make good use of this opportunity. NOW LET US LEARN TOGETHER

 

 

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