Psychology

Theoretical-practical course whose purpose is for students to identify the concepts and theories of the study of human personality considering their respective historical, cultural and epistemological contexts, based on the transmission of content in classes and evaluation activities in which they must propose synthesis and original applications of the contents reviewed in the course.

This course aims at providing knowledge about adjustment and personal growth to enable students to develop more effective coping skills and social behaviors. Topics include models of personality, life cycle, self-identity, love and attraction, sexual knowledge and fulfilment, marriage and family, life style and health, stress management, social skills training, assertiveness training and theories on competent personhood.

This course introduces students to the critical potential of "everyday lived experience" as a radically different approach to psychological research and practice that provides a link between psychology and social theory. Introduction to psychology of everyday lived experience; concepts such as lived experience, voice, values, subject position, participation; ethnography of lived experience as researching with the other; case studies such as children living in a debt economy, the everyday experience of being a migrant, digital technology and the transformation of everyday living, everyday caring, etc. Case studies vary from year to year.

Theoretical-practical course whose purpose is for students to acquire fundamental knowledge of evolutionary development during the school stage, adolescence, adulthood and senior citizen, based on active participatory methodologies.

In this course, students gain insight into a variety of approaches to ensuring that children grow up healthy and with opportunities to become contributing members of society. The historical roots, current issues, and future challenges related to children’s well-being are addressed. Students gain diverse knowledge and form opinions on a broad spectrum of related topics, including family life, the influence of the turbulent 20th century on youth and education, regional and national differences in educational systems, preventive youth health care, public policy on social services and divorce support, parental leave, and day care provision. Students learn about alternative educational approaches, such as those developed by Maria Montessori, Rudolf Steiner, Célestin Freinet, and A. S. Neill. Site visits to relevant museums and exhibitions deepens students’ theoretical learning. The course incorporates guest talks in order to foreground the place of family, schools and child development across societies and cultures.

This course examines sensory and perceptual processes, with an emphasis on psychophysical and scaling methods and experimental techniques. Contents include: psychophysics and scaling, sensory systems, perceptual development, constancies and illusions, and attention.

Theoretical-practical course of the basic cycle whose purpose is for students to understand and explain the relationship between the functioning of the nervous system and human cognition, understanding it as a result of the interaction of widely distributed neural networks. 

This course comprehensively introduces the biological basis of human “mind” and “behavior.” The course covers topics such as the neural basis of sensation and perception; learning; attention; memory; language, and emotion. The course also encourages thinking critically about how the brain and the environment interact.