77 courses in the 1967–68 Undergraduate Calendar, read from the scanned original. The text comes from OCR, so check the scanned page before relying on a detail.
R. H. Walters, B.A., Dip. Ed., M.A. (Bristol), B.Phil. (Oxford), Ph.D. (Stanford), F.B.Ps.S. Professor (Philosophy and Psychology) and Chairman of Department R. K. Penney, B.Sci. (Wayne State), Ph.D. (Iowa) Professor and Associate Chairman of Department G. T. Barrett-Lennard, B.Sc., B.A. (Western Australia).
Ph.D. (Chicago) - - - - - - Professor M. P. Bryden, S.B. (Massachussets Institute of Technology), M.Sc., Ph.D. (McGill) - - - - Professor
A. de Vos, M.Sc., Ph.D. (Wisconsin) - Professor (Geography and Psychology) J. S. Minas, A.B., M.A. (Wayne State), Ph.D. (Illinois) - - Professor (Philosophy and Psychology) E. A. Salzen, B.Sc., Ph.D. (Edinburgh) - - - - Professor D. A. Sprott, B.A., M.A., Ph.D. (Toronto), F.S.S. Professor (Mathematics and Psychology)
R. K. Banks, B.A., M.A., Ph.D. (Toronto) - - Associate Professor T. E. Cadell, B.A. (British Columbia), M.A. (Massachussets).
Ph.D. (Wisconsin) - - - Associate Professor W. D. Fenz, B.A. (Southern Missionary), M.A., B.D. (St. Andrew’s).
M.Sc. (Hawaii), Ph.D. (Massachussets) - - Associate Professor J. B. Gilmore, B.A. (Stanford), M.S., Ph.D. (Yale) - Associate Professor G. V. Goddard, B.A., M.A. (Saskatchewan).
Ph.D (McGill) - - - - Associate Professor
H. M. Lefcourt, B.A. (Antioch), M.A., Ph.D. (Ohio State) Associate Professor C. F. Preston, B.A. (Toronto), B.D. (Wycliffe), M.A., Ph.D. (Toronto) Associate Professor and Director of Counselling Services P. M. Rowe, B.A. (Toronto), M.A. (Dalhousie), Ph.D. (McGill) - - - Associate Professor R. R. Ross, B.A., M.A., Ph.D. (Toronto) - Associate Professor (part-time) S. D. Saleh, B.A. (Cairo), Dip. Ed. and Psych. (Ein-Sharms), M.A., Ph.D. (Western Reserve) - - - Associate Professor R. A. Steffy, B.A. (Albright), M.A., Ph.D. (Illinois) - Associate Professor R. V. Thysell, B.A. (Montana), M.A., Ph.D. (Iowa) Associate Professor (Mathematics and Psychology) M. D. Vogel-Sprott, B.A. (McMaster), M.A., Ph.D. (Toronto) Associate Professor (Mathematics and Psychology) D. M. Amoroso, B.A., M.A. (Toronto), Ph.D. (Waterloo) Assistant Professor
K. S. Bowers, A.B., Ph.D. (Illinois) - - - Assistant Professor P. E. Bowers, B.A. (Rosemont).
M.A., Ph.D. (Illinois) - - - Assistant Professor (part-time) M. Breidenbaugh, B.A. (Wittenburg).
Ph.D. (Vienna) - - - Assistant Professor (part-time) M. Brown, B.A., M.S. (McGill), Ph.D. (Michigan) - Assistant-Professor J. M. Cornell, B.S., M.S., Ph.D. (Washington) - - Assistant Professor G. R. Engel, B.A., M.A., Ph.D. (Queen’s) - - Assistant Professor
G. A. Griffin, B.A. (Colgate), M.A., Ph.D. (Wisconsin) Assistant Professor
J. E. Grusec (Mrs.), B.A. (Toronto), M.A., Ph.D. (Stanford) Assistant Professor T. Grusec, B.A. (Toronto), Ph.D. (Stanford) - - Assistant Professor W. C. Horne, B.A., M.A., Ph.D. (lowa) - - Assistant Professor P. C. Jennings, B.A. (Utah), M.A., PH.D. (Texas) Assistant Professor (Computer Science and Psychology) M. Krampen, Diploma in Visual Communication (Hochschule fuer Gesaltung, Ulm), Ph.D. (Michigan State) Assistant Professor (Design and Psychology) R. D. Lambert, B.A., M.A. (McMaster), Ph.D. (Michigan) Assistant Professor (Psychology and Sociology)
J. B. Kalbfleisch, B.Sc. (Toronto), M.Sc., Ph.D. (Waterloo)
Assistant Professor (Mathematics and Psychology) G. E. MacKinnon, B.A. (Queen’s), Ph.D. (Johns Hopkins) Assistant Professor D. Meichenbaum, A.B. (City College of New York)
M.A., Ph.D. (Illinois) - - - Assistant Professor P.M. Merikle, B.A. (Knox), M.A., Ph.D. (Virginia) - Assistant Professor J. C. Naidoo, B.Sc. (Witwatersrand), B.Sc. (South Africa).
M.A., Ph.D. (Illinois) - - Assistant Professor, J
I. W. Silverman, B.A. (Brooklyn), MS., PhD. (Purdue) Assistant Professor J. A. Van Evra, B.A. (Valparaiso), M.A.
PhD. (Michigan State) - - - Assistant Professor (part-time) D. S. Barnes, B.A., M.D. (Western Ontario) - - Adjunct Professor A. J. Cawley, D.V.M., D.V.Sc (Toronto) - - - Adjunct Professor J. J. Hartford, M.D. (Toronto) = - - - - Adjunct Professor D. J. Torney, B.A., M.A. (Western Ontario) = - - Adjunct Professor K. Carlson, B.A., M.A., Ph.D. (McGill) Research Fellow and Special Lecturer R. D. Seim, B.A. (Queen’s) - - - - - Special Lecturer R. G. Setterington, B.A., M.A. (Toronto) Research Fellow and Special Lecturer
A first year student intending to take either an Honours or a General Degree programme in Psychology must select either Psychology 110 or Psychology 150, and is advised to elect Philosophy 100 or two of Philosophy 125, 135, 140, 150. Students without high school Biology are advised to include Biology 131 in their programmes. Students with fewer than two Mathematics papers in Grade XIII are, in addition, advised to take Mathematics 85.
In year II to IV Honours students are required to take Psychology 280, 290, 360, 430, and 499 as part of their programme.
In year II the General student majoring in Psychology must take Psychology 200, and at least one other full-year or two half-year Psychology courses. Psychology 280 is strongly recommended in the second year. During Year II the student must complete two full-year or four half-year Psychology courses at either the 200 or 300 level, including Psychology 280 if it has not been taken previously.
Department of Psychology
Students who expect to proceed to graduate study in Psychology will find it helpful to include the following courses in their programme: Biology 231, Mathematics 140, Mathematics 233, Philosophy 220.
An introductory course (Psychology 110, 111-112, 150) is a prerequisite for all subsequent courses in Psychology.
Note on numbering: Courses numbered 250-299, 350-399 are Honours courses. Ordinarily, General Course students will take the courses numbered 200-249 or 300-349. Honours students may take a limited number of 200-249 and 300- 349 courses but Honours standing will be required. Undergraduate courses ending in 0 and 99 are full-year courses. Courses ending in odd numbers are half-year courses offered in the fall term, while courses ending in even numbers are half-year courses offered in the winter term, with the exception of those courses offered to students in co-operative programmes. Courses numbered 250-299 and 350-399 are intended primarily for honours students.
Graduate Offerings: Courses numbered 600-650 are offered on a half-year basis. Courses numbered 699 and above are full-year courses.
Candidates for a graduate ‘degree in psychology who possess an ordinary bachelor’s degree must take at least one preliminary year of work in psychology to ensure that their preparation is equivalent to that of a graduate of an honours course in psychology.
Candidates with an honours bachelor’s degree or equivalent preparation may select either a research-oriented course leading to the Ph.D. degree or a professionally-oriented course leading to a Master of Applied Science (M.A.Sc.) degree.
Ph.D. candidates must pass a general examination and examinations in major and minor fields of specialization. Permissible major areas of specialization are: perception and cognition, learning and motivation, biopsychology, child behaviour and development, social, clinical, and counselling. Permissible minor areas of specialization are: any one of the permissible major areas (except biopsychology), quantitative methods, physiological and comparative, educational, and industrial. Candidates electing to major in clinical or counselling psychology will be required to complete internship training under conditions approved in advance by the Department.
Students primarily interested in professional work in applied settings, for which they are seeking to qualify at the master’s level, are advised to take the M.A.Sc. programme. This programme is organized on a co-operative plan and includes four full terms of on-campus study and two terms of employed practical work and training in field settings. Students enter the programme in mid-September and will go out for their first fieldwork (internship) term in the following January or May. The degree thus requires two calendar years beyond the honours bachelor degree in psychology or equivalent preparation.
Undergraduate Course Descriptions
NOTE: The number of hours or lectures shown after the course description is an attempt to indicate the “normal”; each instructor determines how often his particular class will meet.
15.* Introductory Psychology. A short introduction to the methodology and basic principles of some of the major areas of modern psychology such .as learning, emotion, and perception. (For engineering students only.)
3 lectures.
This course is designed to provide the students with an understanding of the basic concepts and techniques of modern psychology as a behavioural science. The development of behaviour, learning, motivation, emotion, sensation and perception, and individual differences will be studied with reference to physiological correlates and to environmental factors.
3 lectures.
This course, together with Introductory Psychology II, is equivalent to Psychology 110, but is given in two self-contained units. (For Co-operative Mathematics students only).
(For Co-operative Mathematics students only.) Prerequisite: Psychology III. 3 lectures.
An introduction to research methods in psychology. Emphasis will be placed on methods of testing, observation, and experimentation. (For students in Honours Psychology or in joint Honours programmes with Psychology. Other students by permission of department only.)
2 lectures, 2 hours laboratory.
An introduction to the methods of experimental psychology. Laboratory experience will be used to introduce the student to the data and theories of learning and perception. (This course is required of all general B.A. students in Psychology unless both Psychology 290 and Psychology 360 are substituted.)
2 lectures, 2 hours laboratory.
211.* Developmental Psychology. The genesis and development of behaviour will be traced from conception to maturity. 3 lectures, fall term.
An analysis of the motivational aspects of human behaviour from a developmental point of view. 3 lectures, winter term.
251." Comparative Psychology. An introduction to the study of animal behaviour in natural and laboratory situations. Cross-species comparisons. 2 lectures, 2 hours laboratory, fall term.
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252.* Physiological Psychology. The relationship between patterns of behaviour and physiological processes. 2 lectures, 2 hours laboratory, winter term.
253.* (Sociology 210). Introductory Social Psychology. The contribution of psychological processes to social interaction. Analysis of selected interpersonal events, such as the self, communication, «ad bonds, with special attention to the problem of social influence and social control.
Fall.
254.* (Sociology 212). Interpersonal Relations. The contribution of social organization to interpersonal processes. Consideration of some “theories” of social interaction at the small group level. The social system approach to the problem of personal and interpersonal control.
Winter.
An introduction to the logical and theoretical bases for the application of statistical methods to the solution of problems in the social sciences. Consideration will be given to descriptive statistics, to sampling statistics, to inferential statistics, and also to the effective use and interpretation of statistics in the design and understanding of experiments. Required of all Honours Psychology students, except Mathematics students who have taken Mathematics 233.
3 lectures, 1 hour problems.
This course is designed to introduce the student to learning theory and to provide an understanding of experimental techniques in this area. Required of all Honours Psychology students.
2 lectures, 2 hour laboratory.
Several topics in social psychology will be covered in depth. . Prerequisite: 253 or Sociology 210. ‘
331.* Individual Differences. The basic problems in measuring individual differences in intelligence, personality, and other characteristics will be studied. 3 lectures, fall term.
332.* Applied Psychology. An introduction to the methods and problems of such applied areas as counselling, educational, and industrial psychology. 3 lectures, winter term.
351.* Personality Theory. An examination and evaluation of some of the ~ outstanding theories of personality and methods of assessment deriving from these theories.
3 lectures, fall term.
352.* Psychopathology. The nature and origin of deviant behaviour will be considered. Time will also be devoted to an examination of current research on behaviour disorders.
Prerequisite: 351.
3 lectures, winter term.
The characteristics of sensation and perception will be studied in relation to the physics of the stimuli and physiology of the sensory apparatus. Required of all Honours Psychology students.
2 lectures, 3 hours laboratory, alternate weeks.
More advanced study of learning principles, together with a presentation of, and practice in, the techniques of experiments with animals.
2 hours lectures, 2 hours laboratory.
Prerequisite: 252.
2 hours lectures, 2 hours laboratory.
Past experience, the social environment, and physiological responses as determinants of motivated behaviour. 2 hours lectures, 2 hours laboratory.
An examination of current theoretical approaches to psychological problems presented in a historical context. 3 hours lectures.
Conducted, for the most part, as
a seminar class, the purpose of this course will be to examine the latest.
developments in psychology, chiefly through journal publications, in order to evaluate contemporary trends in research and theory. Required of all Honours students in Psychology.
2 lectures.
Logic of experimental designs. Randomization. Experimental and sampling errors. Designs applied to biological sciences. Methods of analysis for factorial designs. Latin squares, etc.
2 lectures.
Each student will work under the direction of a member of the department on an experimental study. The result of this investigation will be presented in the form of a thesis, which will be critically examined by members of the department and also, where pertinent, by members of other departments. Required of all Honours Students in Psychology.
5 hours supervised research. Seminar.
Graduate Course Descriptions
A. Courses for Credit Toward the Ph.D. Degree
The human being as an element in an engineering system; his physical and mental capabilities and limitations; his assets and liabilities as compared to automatic elements; his physical and mental requirements for optimum functioning as an element in a system.
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More advanced study of selected problems presented in Psychology 611, together with laboratory demonstrations.
A critical evaluation of issues that have particular relevance for clinical psychology. Epistemological and methodological issues will be raised as well as problems in person perception, clinical judgment, and behavior change. The course will also include historical developments, ethical problems, and role definition of clinical psychology. A practicum portion of the course involves topical questions in clinical research, and subsequently covers intellectual assessment with lectures pertaining to the development and reliability of, and the validation research on, each of the tests utilized.
This course deals with the theoretical structures upon which psychological treatment is based. Coverage ranges from orthodox psychoanalytic theory to current phenomonological and supervised examinations of school children on standard measures of intelligence.
This course deals with the nature, validity and underlying assumptions of the major “diagnostic” clinical tests. Emphasis is placed on the more difficult “projective” tests. Practicum work includes discussion and interpretation of protocols secured from hospital and reformatory populations.
Traditional views and recent experimental approaches to psychopathological states are analyzed and contrasted. Course work is concerned with the definition and research of certain central concepts: mental illness, anxiety, defense mechanisms, unconscious processes, neurotic and schizophrenic reactions.
A detailed coverage of psychotherapeutic system; their respective views of health-illness, their techniques of intervention, and related research are considered.
Students will conduct continuing psychotherapy under supervision of the staff. Theoretical and practical issues will be discussed.
This seminar is designed to enable individual staff members to present their current points of view and research contributions.
Presentations by individual staff members supplementary to those given in 627.
A study of the underlying principles of group therapy with emphasis on the psychodynamics of the individual as he operates in a group situation.
Learning theory is extended in the realm of human behavior with particular emphasis on the use of operant and classical conditioning in the elimination of maladaptive behavior and the production of adaptive behavior.
A number of theoretical approaches to child therapy, ranging from analytical through family to milieu therapies, are examined, particularly in the light of current research.
This course offers an opportunity for students who have previously taken a half-year course in a specific area to explore selected problems in greater depth.
An advanced introduction to descriptive statistics and statistical inference. Prerequisite: Psychology 280 or its equivalent.
Basic principles used in the design of experiments and the analysis of experimental data, with emphasis on complex analysis-ofvariance techniques. Prerequisite: Psychology 631.
635, 636. Social and Personality Development. Two half-year courses designed for students who are interested in a developmental approach to theory and research in social and personality psychology. 635 will be given in the Fall term, 636 in the Winter term, but 635 is not a prerequisite for 636.
637, 638. Experimental Personality Research. Two half-year courses emphasizing experimental approaches to personality psychology. 637 will be given in the Fall term, 638 in the Winter term, but 637 is not a prerequisite for 638.
701, 721, 741. Sensory and Perceptual Processes I, II, II. A series of seminars dealing with current theoretical and experimental problems in perception and sensory processes.
702, 722, °742. Learning I, Wf, I. A series of seminars devoted to critical “reviews of basic theoretical issues and recent advances in selected topics in learning.
A seminar series dealing with the physiological aspects of human behaviour and with relevant animal physiological and behavioural studies. Open only to students obtaining minor credit in comparative and physiological psychology.
704, 724, 744. Social Psychology, I, I, Il. A series of seminars dealing with theoretical issues and research findings in the area of social psychology.
705, 725, 745. Child Psychology I, Il, II. A series of seminars dealing with recent experimental advances in the area of child psychology and with theoretical issues and research in the areas of child development and behaviour.
A seminar on aspects of cytology, histology, anatomy, embryology, phylogeny and genetics in relation to the behaviour of organisms.
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707, 727, 747. Biopsychology I, I, WH. Seminars dealing with topics in the comparative, physiological and neurological study of behaviour.
Comparative study of the vertebrate nervous system; detailed study of the central nervous system of mammals including man.
An examination of aspects of physiology and physiological chemistry that are related to the behaviour of organisms.
An advanced course covering theory of test construction, factor analysis, and scaling methods.
A supervised experimental study, together with a survey of relevant findings in the literature.
Detailed study of selected problems in the student’s major area of specialization; e.g. cognition, learning, motivation, perception.
An introduction to the principles of electricity, relay circuiting, and biological amplifiers.
A seminar on various aspects of nonhuman primate behaviour, including learning, concept formation, and social behaviour, accompanied by training in observational and testing techniques appropriate to the area of study.
B. Courses Principally for M.A.Sc. Candidates
An examination of methods and issues in the evaluation, selection and construction of psychological tests. General procedures for evaluating tests (various kinds of reliability estimation and validation) will be considered in detail. Principles of test construction will be examined.
A consideration of several major theories of personality and relevant areas of research. Applications will be made to case materials.
Theories of intelligence and the nature of tests derived from these theories. Criteria for the selection of tests. Review of relevant research. Practice in test administration and evaluation of results.
The development and use of non-projective personality tests. A brief introduction to the role of projective techniques. Theoretical and research foundations of tests used in career planning. Practice in test administration and evaluation of results.
An overview of the literature on socially deviant behaviour, e.g., drug addiction, delinquency, and on problems of adjustment in industry and education.
A review of leading theoretical interpretations of deviant behaviour, e.g., psychonanalytic, Rogerian, and social-learning theories.
Applications and analyses of interviewing in the contexts of gathering and giving information, forming judgments and providing psychological assistance. An examination of influencing and communication processes in interviewing. Effects of interviewer and interviewee characteristics. Interview demonstrations, and introductory practice, reporting and self observation in interviewing.
Counselling as a helping process, examined in the context of differing situations, practical orientations and theoretical interpretations. Communication and relationship features of the clientcounsellor interaction. Explanations and research bearing on the process and effects of personal counselling and therapy. Comparison of individual and group counselling. The course will include a practicum consisting of demonstrations and discussion of recorded and live interviews and, according to the opportunities available, experience as a participant counsellor in individual or group situations.
Prerequisite: Psychology 833.
Supervised practice in individual and/or group counselling in settings selected with the student’s individual interests and objectives in mind. Students will meet with their instructor or supervisor individually and/or in small groups for intensive examination and discussion of their own counselling sessions and related issues.
Prerequisite: Psychology 834 or consent of instructor.
The course will be concerned primarily with applications and interpretations of small-group procedures with normal persons, where the intention is to facilitate increasing sensitivity and skill in human relations, to foster self-related learning, or to facilitate communication and reuce tensions in an on-going group or set of interacting individuals. Research investigations of small-group processes and their effects will be considered. A series of practicum sessions will provide a personal experience of a basic encounter or human relations training group process.
Prerequisite: Psychology 833.
Ethical concepts, practices and problems. Issues of responsibility, personal and professional values. Implications of a professional influencing function in relation to human conduct and personality. The counsellor in his contemporary and prospective institutional settings and interprofessional relations.
A formal paper which may either: (a) report a research study carried out under supervision during work terms; or
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(b) present an extensive review of the literature on some aspects of applied psychology; or
(c) present a series of related case studies within a theoretical framework.
Theory and methodology of learning and behavior change based on operant, reinforcement principles.
An examination of various areas of personnel psychology, with special reference to job analysis, personnel selection and evaluation, and psychological testing in industry.
An application of the principles of social psychology to industry, including such areas as motivation and morale, unionmanagement relations, and organizational problems and theories.
The classification and definition of the exceptional child within the school system. Characteristics of learning difficulties will be emphasized. Mental retardation, emotional problems, and receptive and expressive handicaps will be considered in detail.
A study of diagnostic techniques including available tests used to identify the exceptional child. Treatment procedures will be considered, stressing available resources within the school system..
Reference Clerk — Arts Library 315
Religious Knowledge
J. W. Fretz, A.B. (Bluffton), B.D. (Chicago Theol. Seminary).
M.A., Ph.D. (Chicago) - - - Professor G W. Klaassen, B.A. (McMaster), B.D. (McMaster Divinity School), D. Phil. (Oxford) - - - Associate Professor G
A. M. McLachlin, M.A. (Toronto), B.D. (Emmanuel) Associate Professor P E. B. Gamble (Miss), B.A. (Victoria), M.A. (Columbia).
B.R.E. (Emmanuel) - - Assistant Professor P J. R. Horne, M.A. (Western), B.Th. (Huron).
Ph.D. (Columbia) - - - Assistant Professor D. M. Lochhead, B.Sc., B.D., S.T.M., Ph.D. (McGill) | Assistant Professor P L. J. Siess, Ph.D., S.T.L. (Gregorian, Rome) - Assistant Professor J N. L. Medley, B.A. (St. Mary’s) - - - - Lecturer J P. F. Pigott, B.A. (Western), S.T.L. (Laval) - - Lecturer J
Grace; concepts pertaining to all the sacraments; the meaning of sacramental life to the individual and to society. 3 lectures.
A survey and interpretation of the history of Israel and of the life and teachings of Jesus. 3 lectures.
Establishment of the claims of Christianity; the divinity of Christ; the Church; sources of dogma; faith, God and His nature the divine attributes: the Trinity; Incarnation; Redemption; Mariology.
3 lectures.
This course will consist of two parts.
(a) An Introduction to Greek grammar with appropriate grammatical exercises and development of vocabulary.
(b) An exegetical study of the Greek Text of the Synoptic Gospels, with Mark as the basis.
3 lectures.
An introduction to Hebrew grammar. Translation and exegesis of selected passages from the Old Testament. 3 hours.
110P* - 111P*. Christian Belief. A survey of the basic elements of the Christian faith. The relationship between revelation and reason, the authority of Scripture, the doctrines of God, of man, of the Church, of God’s activity in history, and of the Christian life.
3 lectures. (Fall and Winter Terms)
The history and philosophy of the world’s major religions, compared and contrasted with the unique message of Christianity.
3 lectures.
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The history and philosophy of the sixteenth century sectarians contrasted with the major reformers and evaluation of their place in modern Christianity.
3 lectures.
2003. Sacred Scriptures. Inspiration; origin; the canon of the Scriptures; manuscripts and versions; Biblical history of the Old and New Testaments. 3 lectures.
A study of the history of the ancient church, special emphasis being placed on the New Testament period and on subsequent developments in ferm and doctrine and their relation to the culture and thought of the time.
3 lectures.
A study of religious and secular theories of the nature and purpose of education. The thought of classical Greek and Biblical writers, Reformation and Renaissance thinkers, and selected educators of the present day. 3 hours, one term.
A study of theories of the psychological nature of religious experience and the sources of religious belief. Special attention to such questions as faith and doubt, conversion, revivalism, conscience, and religious prejudice.
3 hours, one term.
1560). Especially emphasized are parish life and belief and the causes of the reformation. The Anabaptist movement is studied as a significant part of the reformation in addition to the traditional concern with Lutheran, Reformed and Anglican Christianity.
3 lectures.
The Church and society; the pronouncements of the Church on civil, domestic, professional and international societies. 3 lectures.
The sources of contemporary theology in 19th century thought with particular reference to Schleiermacher, Kierkegaard and Nietzsche. The thought of selected contemporary theologicans, including Barth, Tillich and Bonhoeffer. Special attention to certain problems such as secularization and the ‘death of God’.
3 hours.
Science
The nature of science; science and technology in Egypt and Babylon. The development of science in Greece; the Orphic mysteries and the Ionian philosophers. Plato and Aristotle; Archimedes. The Alexandrian school and the separation of science and philosophy.
Technology under the Roman Empire. The mediaeval attitude toward science. The Renaissance, Copernicus and Galileo. Sir Isaac Newton. The physical and biological sciences during the 18th century. Developments during the 19th cenutry in Physics, Chemistry, Technology, Geology. Evolution and the rise of modern Genetics. The 20th century revolution in pure science and technology.
2 lectures.
Conrad Grebel College
Department of Sociology and Anthropology
H. J. Fallding, B.A., B.Sc., M.A. (Sydney), Ph.D. (Australian National
University ) - - Professor and Chairman of Department J. W. Fretz, A.B. (Bluffton), B.D. (Chicago Theol. Seminary), M.A., Ph.D. (Chicago) - - Professor G
N. H. High, B.S.A. (Toronto), M.S., Ph.D. (Cornell) "Professor and Dean of the Faculty of Arts H. D. Kirk, B.S. (City College, New York), M.A., Ph.D. (Cornell) - Professor W. L. Sauer, B.A. (Wayne State), M.A., Ph.D. (Michigan State) Associate Professor W. G. Scott, B.A. (Western), M.A. (Toronto) - Associate Professor E. W. Vaz, B.A., M.A. (McGill), Ph.D. (Indiana) - Associate Professor M. Kurokawa, B.A. (Tokyo Women’s Christian College), M.A. (California) Assistant Professor R. D. Lambert, B.A., M.A. (McMaster), Ph.D. (Michigan) Assistant Professor (Psychology and Sociology) A. J. Muntean, B.A. (Youngstown), M.A. (Michigan State) Assistant Professor Wm. B. Roosa, B.A. (Texas Christian), M.A. (New Mexico) Assistant Professor
J. M. Spina, B.A., M.A. (Chicago) - - - Assistant Professor S. M. Weaver, B.A., M.A. (Toronto) - - Assistant Professor A. Wipper, B.A., M.A. (McGill) - - + - Assistant Professor
D. R. Badir, B.Sc. (Manitoba), M.Sc. (Syracuse), M.Sc. (London) - Lecturer R N. L. Choate, C.R., B.A. (St. Mary’s, Kentucky), M.A. (St. Louis) - Lecturer J
Undergraduate Course Descriptions Notes.
(1) Students electing an Honours programme or a major in Sociology should register in Sociology 100. Students electing to major in Anthropology should register in Anthropology 101 and 102, but Anthrology 101 and 102 cannot be substituted for Sociology 100 towards further work in Sociology.
(2) General students who major in Sociology must elect the following courses: Sociology 100, Anthropology 102, Sociology 210, 320, 325, and one other full or two half courses in Sociology. Courses listed under Anthropology are acceptéd as credit in Sociology, with the exception of Anthropology 444.
(3) General students who major in Anthropology must elect the following courses: Anthropology 101 and 102, 222 or 223, 225 or 226, Anthropology 350, and at least one other full course in Anthropology at the 300 level. Under certain conditions the following Sociology courses will be accepted for credit in Anthropology: Sociology 230, 251, 260, 270, 300, 301, 320, 331, and 355.
(4) Students who pursue an Honours Programme in Sociology must take the following courses in their 4th year: Sociology 450, 470, 499 and two electives.
Courses at the 400 level are normally open to Honours students only, but may be open to General students with the permission of the instructor.
(5) The number of hours or lectures shown after the course description is an attempt to indicate the “normal”; each instructor determines how often his particular class will meet.