History of Psychology

In their first lecture, the students acquaint themselves with the keywords of the history of psychology, ideas through the ages succinctly, some problems in the great field studies of psychology from ancient Greece to modern psychology. The main goal is to look at the history of psychology in its problematic cross-section. Similarly, the first lecture analyses the different interpretations and problems of psychology and history.

The second topic outlines and further reveals some of the big issues of psychology as a branch of science, such as nurture VS nature, free will or predispositions for language development after Chomsky, etc. In order for students to understand the history of the development of psychology’s main concept psyche, this lecture outlines the historical aspects of interpreting the concept, counts ancient human animism and other notions.

On this topic, students will get an idea of the first phase of pre-scientific psychology, which is based on the ideas of European cultural foundants Sokrata, Plato, Aristotle. The socratic or classical stage of the vintage era. Sophist notions of statement processes, thinking and speech. Sokrat’s ideas and their further development. Demofell materialism. Plato idealism, typology of soul types, Plato cave concept in understanding human limited perception. Aristotle’s notions of nature, soul as a function of the body, its hierarchical structure and its possibilities for statement.

In this topic, students will explore the keywords of psychology during the Patristian period, which can be attributed to Christian philosophy for some examples of patterns in the sholastic texts of medieval thinkers Saint Augustine and Aquinas Tom. The main idea of learning a topic is to analytically interpret your understanding of the analogies of concepts of psychology in the understanding of thinking, emotion, personality.

Similarly, in this subject, students will get to know the authors of the Renaissance period (Vivez, Fitzino, Leonardo da Vinci) ideas of humanism in analogies of the concepts of psychology. The main purpose of learning the subject is to analytically and critically interpret the knowledge of the authors of the given period regarding the soul, thinking, emotion, personality of the person, where analogies with modern psychology can be seen.

Similarly, this topic outlines the connection of new-time ideas, authors, eras to analogous ideas about aspects of the human psyche, linking the subject to the emergence of science, empiricism and its authors (Bacon, Descartes, Kant) and outlining signs of a period of scientific psychology.

In this topic, students will explore the keywords of psychology during the Patristian period, which can be attributed to Christian philosophy for some examples of patterns in the sholastic texts of medieval thinkers Saint Augustine and Aquinas Tom. The main idea of learning a topic is to analytically interpret your understanding of the analogies of concepts of psychology in the understanding of thinking, emotion, personality.

Similarly, in this subject, students will get to know the authors of the Renaissance period (Vivez, Fitzino, Leonardo da Vinci) ideas of humanism in analogies of the concepts of psychology. The main purpose of learning the subject is to analytically and critically interpret the knowledge of the authors of the given period regarding the soul, thinking, emotion, personality of the person, where analogies with modern psychology can be seen.

Similarly, this topic outlines the connection of new-time ideas, authors, eras to analogous ideas about aspects of the human psyche, linking the subject to the emergence of science, empiricism and its authors (Bacon, Descartes, Kant) and outlining signs of a period of scientific psychology.

In this topic, students will explore the keywords of psychology during the Patristian period, which can be attributed to Christian philosophy for some examples of patterns in the sholastic texts of medieval thinkers Saint Augustine and Aquinas Tom. The main idea of learning a topic is to analytically interpret your understanding of the analogies of concepts of psychology in the understanding of thinking, emotion, personality.

Similarly, in this subject, students will get to know the authors of the Renaissance period (Vivez, Fitzino, Leonardo da Vinci) ideas of humanism in analogies of the concepts of psychology. The main purpose of learning the subject is to analytically and critically interpret the knowledge of the authors of the given period regarding the soul, thinking, emotion, personality of the person, where analogies with modern psychology can be seen.

Similarly, this topic outlines the connection of new-time ideas, authors, eras to analogous ideas about aspects of the human psyche, linking the subject to the emergence of science, empiricism and its authors (Bacon, Descartes, Kant) and outlining signs of a period of scientific psychology.

In this topic, students will explore the keywords of psychology during the Patristian period, which can be attributed to Christian philosophy for some examples of patterns in the sholastic texts of medieval thinkers Saint Augustine and Aquinas Tom. The main idea of learning a topic is to analytically interpret your understanding of the analogies of concepts of psychology in the understanding of thinking, emotion, personality.

Similarly, in this subject, students will get to know the authors of the Renaissance period (Vivez, Fitzino, Leonardo da Vinci) ideas of humanism in analogies of the concepts of psychology. The main purpose of learning the subject is to analytically and critically interpret the knowledge of the authors of the given period regarding the soul, thinking, emotion, personality of the person, where analogies with modern psychology can be seen.

Similarly, this topic outlines the connection of new-time ideas, authors, eras to analogous ideas about aspects of the human psyche, linking the subject to the emergence of science, empiricism and its authors (Bacon, Descartes, Kant) and outlining signs of a period of scientific psychology.

The topic reveals how the principles of science in psychology evolve in different countries, also seen today as leading the way in psychology - Germany, the US, France, Britain. German topic reveals rationale for advancing science in Germany over signs of an era that spurred national investment in psychology development (universities, laboratories, experiments, freethinking). Primary V. Vundt, founder of Scientific Psychology. Authors such as G.V. Leibnitz, Kr., have contributed to the development of science in Germany. Wolff, J. G. Herder, I. Kant. Students also need to familiarize themselves with different psychology directions of the time, such as geastaltpsychology, perceptive, etc.

Students also explore the course of the history of US, British and French psychology for learning the subject, focusing on analysing and synthesising insights from both the influence of the state as a mirror of age and politics on scientific development, the impact of individual academic structures (universities), and the role of individual authors in research (C.J. Darwin, C.J. Spearman, J Locke, J Berkeley, D. Htev, and others. In Great Britain), (U.S. - W. James, J. Watson, E. Tichener, etc.)

In this topic, the acquisition of the topic - modern directions of psychology, 20.G.S.s - is structured in two parts, providing that students will analyse, discover, interpret subtopics such as the schools of 20th G.S.s and mid-range psychology in seminars, insight into the psychology of the 20th G.S.T. and present day, and demonstrate knowledge of the development of Latvian psychology.

Learning the subject is structured by the unified structure of all subjects in the subject - age, ideas, authors, psychology opinions, research, examples. The main purpose of this topic is first to familiarize yourself with the characterization of psychology schools, ideas, authors, students need to demonstrate knowledge of 20.gs. The main achievements of the first half in psychology by analyzing ideas about the directions influencing psychology, such as psychoanalysis - psychodynamic psychology, biheiviorism, getaltpsychology, existential psychology, cognitive psychology, humanistic psychology.

In each of the directions, students will be able to interpret the findings of the lead authors in conjunction with the methodology for the development of psychology science, the context of the era and research, such as in biheiviorism - JJ. Watson, B. Skinner, C. Tolman, A. Bandura, etc., or for the development of psycho-diamond psychology, analyze the findings of authors such as Z. Freud, K.G. Jung, E. Eriksson, A. Adler, etc. The authors of existential psychology must know of a car like R. Meij, I. Jalom, W. Franklin. Students will also be able to analyse and interpret psychological concepts of authors of humanistic psychology, such as K. Rogers, A. Maslow, etc.

In the topic of Shai, students will become acquainted with the beginning of the development of Latvian psychology - the beginning of 20.gs and the 20-30-40 years when psychology in Latvia began to be developed by educators, philosophers, writers who had acquired education abroad. Students should demonstrate understanding and skills to analyse and synthesize, interpret and evaluate the contribution of authors in the history of Latvian psychology such as Oswald Kilpe, Karlis Asmanis, Zigmunds Lancmanis, Pauls Dale, Karlis Kasparsson, Julius Augustus student, Peter Birkerts, etc.

From the 20.gs of Psychology history of Latvia today. the 90s to the 21st. 20s students should demonstrate the skills to analyse information on the most important studies in the activities of certain Latvian psrophesors according to importance (scientific publications, books, development of study programmes in psychology, awards), such as I. Plotnieks, Ah. Karpova, V. Herring, M. Rashčevska, S. Sebre, Kr. Martinson, B. Martinson, I. Austers, etc.

The plan includes two lectures for this topic

The plan includes double lectures for this topic for full-time students

Two lectures for this topic

Two lectures for this topic for full-time students

Three lectures for this topic for full-time students

Three lectures for this topic for full-time students

Three lectures for this topic for full-time students

Three lectures for this topic for full-time students

In their first lecture, the students acquaint themselves with the keywords of the history of psychology, ideas through the ages succinctly, some problems in the great field studies of psychology from ancient Greece to modern psychology. The main goal is to look at the history of psychology in its problematic cross-section. Similarly, the first lecture analyses the different interpretations and problems of psychology and history.

The second topic outlines and further reveals some of the big issues of psychology as a branch of science, such as nurture VS nature, free will or predispositions for language development after Chomsky, etc. In order for students to understand the history of the development of psychology’s main concept psyche, this lecture outlines the historical aspects of interpreting the concept, counts ancient human animism and other notions.

On this topic, students will get an idea of the first phase of pre-scientific psychology, which is based on the ideas of European cultural foundants Sokrata, Plato, Aristotle. The socratic or classical stage of the vintage era. Sophist notions of statement processes, thinking and speech. Sokrat’s ideas and their further development. Demofell materialism. Plato idealism, typology of soul types, Plato cave concept in understanding human limited perception. Aristotle’s notions of nature, soul as a function of the body, its hierarchical structure and its possibilities for statement.

In this topic, students will explore the keywords of psychology during the Patristian period, which can be attributed to Christian philosophy for some examples of patterns in the sholastic texts of medieval thinkers Saint Augustine and Aquinas Tom. The main idea of learning a topic is to analytically interpret your understanding of the analogies of concepts of psychology in the understanding of thinking, emotion, personality.

Similarly, in this subject, students will get to know the authors of the Renaissance period (Vivez, Fitzino, Leonardo da Vinci) ideas of humanism in analogies of the concepts of psychology. The main purpose of learning the subject is to analytically and critically interpret the knowledge of the authors of the given period regarding the soul, thinking, emotion, personality of the person, where analogies with modern psychology can be seen.

Similarly, this topic outlines the connection of new-time ideas, authors, eras to analogous ideas about aspects of the human psyche, linking the subject to the emergence of science, empiricism and its authors (Bacon, Descartes, Kant) and outlining signs of a period of scientific psychology.

In this topic, students will explore the keywords of psychology during the Patristian period, which can be attributed to Christian philosophy for some examples of patterns in the sholastic texts of medieval thinkers Saint Augustine and Aquinas Tom. The main idea of learning a topic is to analytically interpret your understanding of the analogies of concepts of psychology in the understanding of thinking, emotion, personality.

Similarly, in this subject, students will get to know the authors of the Renaissance period (Vivez, Fitzino, Leonardo da Vinci) ideas of humanism in analogies of the concepts of psychology. The main purpose of learning the subject is to analytically and critically interpret the knowledge of the authors of the given period regarding the soul, thinking, emotion, personality of the person, where analogies with modern psychology can be seen.

Similarly, this topic outlines the connection of new-time ideas, authors, eras to analogous ideas about aspects of the human psyche, linking the subject to the emergence of science, empiricism and its authors (Bacon, Descartes, Kant) and outlining signs of a period of scientific psychology.

In this topic, students will explore the keywords of psychology during the Patristian period, which can be attributed to Christian philosophy for some examples of patterns in the sholastic texts of medieval thinkers Saint Augustine and Aquinas Tom. The main idea of learning a topic is to analytically interpret your understanding of the analogies of concepts of psychology in the understanding of thinking, emotion, personality.

Similarly, in this subject, students will get to know the authors of the Renaissance period (Vivez, Fitzino, Leonardo da Vinci) ideas of humanism in analogies of the concepts of psychology. The main purpose of learning the subject is to analytically and critically interpret the knowledge of the authors of the given period regarding the soul, thinking, emotion, personality of the person, where analogies with modern psychology can be seen.

Similarly, this topic outlines the connection of new-time ideas, authors, eras to analogous ideas about aspects of the human psyche, linking the subject to the emergence of science, empiricism and its authors (Bacon, Descartes, Kant) and outlining signs of a period of scientific psychology.

In this topic, students will explore the keywords of psychology during the Patristian period, which can be attributed to Christian philosophy for some examples of patterns in the sholastic texts of medieval thinkers Saint Augustine and Aquinas Tom. The main idea of learning a topic is to analytically interpret your understanding of the analogies of concepts of psychology in the understanding of thinking, emotion, personality.

Similarly, in this subject, students will get to know the authors of the Renaissance period (Vivez, Fitzino, Leonardo da Vinci) ideas of humanism in analogies of the concepts of psychology. The main purpose of learning the subject is to analytically and critically interpret the knowledge of the authors of the given period regarding the soul, thinking, emotion, personality of the person, where analogies with modern psychology can be seen.

Similarly, this topic outlines the connection of new-time ideas, authors, eras to analogous ideas about aspects of the human psyche, linking the subject to the emergence of science, empiricism and its authors (Bacon, Descartes, Kant) and outlining signs of a period of scientific psychology.

The topic reveals how the principles of science in psychology evolve in different countries, also seen today as leading the way in psychology - Germany, the US, France, Britain. German topic reveals rationale for advancing science in Germany over signs of an era that spurred national investment in psychology development (universities, laboratories, experiments, freethinking). Primary V. Vundt, founder of Scientific Psychology. Authors such as G.V. Leibnitz, Kr., have contributed to the development of science in Germany. Wolff, J. G. Herder, I. Kant. Students also need to familiarize themselves with different psychology directions of the time, such as geastaltpsychology, perceptive, etc.

Students also explore the course of the history of US, British and French psychology for learning the subject, focusing on analysing and synthesising insights from both the influence of the state as a mirror of age and politics on scientific development, the impact of individual academic structures (universities), and the role of individual authors in research (C.J. Darwin, C.J. Spearman, J Locke, J Berkeley, D. Htev, and others. In Great Britain), (U.S. - W. James, J. Watson, E. Tichener, etc.)

In this topic, the acquisition of the topic - modern directions of psychology, 20.G.S.s - is structured in two parts, providing that students will analyse, discover, interpret subtopics such as the schools of 20th G.S.s and mid-range psychology in seminars, insight into the psychology of the 20th G.S.T. and present day, and demonstrate knowledge of the development of Latvian psychology.

Learning the subject is structured by the unified structure of all subjects in the subject - age, ideas, authors, psychology opinions, research, examples. The main purpose of this topic is first to familiarize yourself with the characterization of psychology schools, ideas, authors, students need to demonstrate knowledge of 20.gs. The main achievements of the first half in psychology by analyzing ideas about the directions influencing psychology, such as psychoanalysis - psychodynamic psychology, biheiviorism, getaltpsychology, existential psychology, cognitive psychology, humanistic psychology.

In each of the directions, students will be able to interpret the findings of the lead authors in conjunction with the methodology for the development of psychology science, the context of the era and research, such as in biheiviorism - JJ. Watson, B. Skinner, C. Tolman, A. Bandura, etc., or for the development of psycho-diamond psychology, analyze the findings of authors such as Z. Freud, K.G. Jung, E. Eriksson, A. Adler, etc. The authors of existential psychology must know of a car like R. Meij, I. Jalom, W. Franklin. Students will also be able to analyse and interpret psychological concepts of authors of humanistic psychology, such as K. Rogers, A. Maslow, etc.

In the topic of Shai, students will become acquainted with the beginning of the development of Latvian psychology - the beginning of 20.gs and the 20-30-40 years when psychology in Latvia began to be developed by educators, philosophers, writers who had acquired education abroad. Students should demonstrate understanding and skills to analyse and synthesize, interpret and evaluate the contribution of authors in the history of Latvian psychology such as Oswald Kilpe, Karlis Asmanis, Zigmunds Lancmanis, Pauls Dale, Karlis Kasparsson, Julius Augustus student, Peter Birkerts, etc.

From the 20.gs of Psychology history of Latvia today. the 90s to the 21st. 20s students should demonstrate the skills to analyse information on the most important studies in the activities of certain Latvian psrophesors according to importance (scientific publications, books, development of study programmes in psychology, awards), such as I. Plotnieks, Ah. Karpova, V. Herring, M. Rashčevska, S. Sebre, Kr. Martinson, B. Martinson, I. Austers, etc.

Three lectures for this topic for full-time students