Dr. Donadrian L. Rice
email:  drice@westga.edu

OFFICE 123 Melson Hall
PHONE 770 836-6510
Appointments:  Please make appointments with Secretary

Texts:
Our Dreaming Mind by Robert L. Van De Castle
The Psychology of Dreaming by Kelly Bulkekey

Other Readings Assigned in Class

There is a WebCT component for this Class-All written work is to be submitted via WebCT

COURSE DESCRIPTION

This course explores the Psychological and physiological aspects of dreaming and sleep.  While the course examines classical and contemporary theories and research findings on dreaming, emphasis is placed on how dreams can help you understand yourself and others, and how to analyze and synthesize dream theories in a meaningful psychological context.  This course is designed to facilitate an understanding of the influences of dream-life on waking life.  Classical theories (e.g., Freudian, Jungian, and Gestalt) will be covered, as well as contemporary physiological, phenomenological, transpersonal, cross-cultural and cognitive theories.  Emphasis is placed on personal understanding of your dreams as they relate to everyday life.

The interpretation of dreams for oneself and in therapeutic settings is examined through a variety of in-class activities including lectures, discussions and small group exercises.
Occasionally, videos and guest lectures are used to supplement the learning experience.
 

COURSE OBJECTIVES

Students will be able to:

1. Describe the psychological and physiological processes occurring during sleep and dreaming.

2. Compare and contrast various approaches the study of dreams while asking the question whether dreams have meaning.  Students will be expected to examine the answers given by these different approaches but also to critically interrogate the underlying assumptions of each approach.

3. Demonstrate an understanding of how dreams influence one’s waking life.

4. Demonstrate an understanding of the use of symbolism in dreams.

5. Recognize the role cultural factors play in understanding dreams.

6. Recognize and articulate an understanding of the experiences of others through an interpretation their dreams.  Students meet this objective by writing about their dreams and the dreams of others.  These writing sessions involve intense applications of content analysis and qualitative research methods to understanding one’s own dreams and the dreams of others
 
 

REQUIREMENTS

DREAM JOURNAL

Each student should begin immediately to keep a dream journal.  It is strongly suggested that during this semester the journal be kept in a ring binder so pages can be removed when the journal is turned in.  In this way, the dreamer can retain control over what writings are turned in without damaging a bound journal by tearing out pages.  You are encouraged to record dreams as regularly as possible in as much detail as possible.  Avoid the temptation to ignore a dream because you think it is “trivial” or you “know what it means.”  Similarly, avoid the temptation to write more about things the dream makes you think of than you write about the dream.  The first goal is to record the dream in detail.

For those of you who do not routinely recall dreams, we will discuss ways to enhance dream recall.  Two important factors are motivation (if you want to recall dreams, you can) and schedule (you have to have at least a minute or two in the morning to jot down some notes).  Engage your imagination by imagining yourself waking up and writing down a dream.

Bring your dream journals to class!  From time to time, we will do experiential exercises in class for which recent dreams will be useful. Your dream journals also will provide the basis for your dream groups (see below).

DREAM GROUPS

You should have your dream journal for each meeting of your dream group.  Dream groups will consist of 4 to 5 members and have the responsibility to initiate discussion in selected class meetings.  For each assigned class period, the group should meet in advance to discuss the assigned material.  Your goal should be to promote discussion concerning the meaning of dreams within a psychological context and understand the dream in terms of personal growth for self and others.  Attendance in the dream groups is required and will be counted the same as attendance in class.  Some of the most significant opportunities for learning will come during these meetings of the dream groups if you make the commitment to the other members of the group to take the group and its task seriously.  Guidelines for conducting dream groups will be distributed in class.

GRADING OF ALL PAPERS

  Throughout the semester, you will have reaction papers to write and a final paper. Your paper should be typed (“neat handwriting is not typing).  Grading criteria will include the following:

Content.  The paper should be relevant to the assigned reading or assigned topic.  You should make one or more points in your paper and raise one or more issues for seminar discussion.  Then provide some supporting elaboration.  If you wish to criticize an argument in the text, give some support for your position.  If you are raising a question, make clear why the question is significant.  If you are sharing a personal reaction, give enough detail to bring your account to life. Your paper should demonstrate critical thinking.  Analyze the arguments made and look for relationships between the assigned readings and other things you have learned.  You should also be attentive to contexts.  That is, you should question assumptions-both the authors and your own.  Examine not only the claims made in the reading but the conceptual framework within which these claims are being made.  Ask how this framework may be a product of a certain time, place, or group and thus how gender, race social class, religion or political objective may have shaped the claims being made.  While no one paper will do all these things, relevance to the assignment, critical thinking, attention to context, and implications for action are criteria you should keep in mind

Organization and Expression.   Aim for coherence and logical development of ideas.  Appropriate transitions should be made between sentences and paragraphs.  The writing should be clear and effective.

Mechanics.  The paper should be free of mechanical and grammatical errors.  Even if your word processor checks the spelling and punctuation of everything you write, you should still proofread you paper.

Creativity, Originality, Insight!  I want your paper to be alive!  We want to aim for discussions that are challenging, provocative, illuminating, and in the end educational.  A major goal of your reaction papers should be to provoke this kind of lively discussion.
 

Exams

Midterm-  June 14

Final Exam- June 27

**Final Paper June 26

**Shorter papers due dates announced in class with assignments.

Assignment Values

Midterm 25%
Final  25%
Papers  50% (approximately 4-5)
 

Important!  You are responsible for all assigned readings and materials presented in class.  Exam material will come from readings, lectures, films and guest speakers.  I expect you to be present and on time for class.