Summer, 2000
Dr. James J. Dillon
 

Course Description

This course is an exploration of the inner life of children. We will make this exploration in two ways: first, we briefly look at the child in terms of the findings and observations that have come to us as a result of modern scientific experimental techniques. In a sense, this is a picture of the child “from without.” What we will spend most of the semester doing is to look at the child in terms of how he/she uses fairy tales, stories, and other symbolic forms to express and sort out his or her inner life. From these literary works, I will advance the claim that the child’s inner world is primarily “mythopoetic” as opposed to the logical, discursive world of the adult. As such, forms of expression that figure prominently in English, Mythology, Art, and Drama are the “natural language” of the child. Thus, these forms of expression should figure prominently in the repertoire of “tools” which we use as psychologists, parents, and teachers to understand and relate to children. As such, this course is critique of psychology as a natural science.
 

Text

We will be using several books for this course. We will be reading J.K. Rowling’s Harry Potter and the Sorcerer’s Stone and L Sachar’s Holes. In addition, we will be reading several classic fairy tales that you will probably remember from your own childhood that are on reserve at the library.
 

Course Format and Your Role

This course will be a mix of lecture, class discussions, group problem-solving activities, and video presentations. The course, and your performance in it will be optimal if you prepare for class by doing assigned readings, come to class, and have at least one question on your mind before you sit down for a lecture.
 

Course Objectives

1. A working knowledge of ways in which our views about children affect how we treat them.
2. Familiarity with the diverse theories of child growth and development.
3. An appreciation of the qualitative and quantitative methods used in the scientific study of children.
4. An appreciation of the close relationship between literary studies and psychology, particularly how fairy tales and stories function for young children.
5. The ability to analyze and understand literary texts and imaginative writings from a psychological point of view.
6. An appreciation of the “mythic” and “literary” character of the child’s mind, as well as the symbolic nature of our own everyday lives.
7. The ability to use different theoretical perspectives to understand and relate to individuals at different developmental periods in their lives.
8. A greater understanding of your self, the way your past affects your present, how you have grown, and how you would like to grow, e.g., your goals, preferences, desires, hopes and dreams for your future.
9. The ability to employ critical thinking, that is, the challenging of sources, evaluation of ideas, and integration of diverse findings into a coherent and well-thought out point of view.
 

Grading, Requirements & Assignments

Now onto business. Your grade will be based upon your performance on several assignments. You will be writing a five-page essay on one of the theoretical topics that we discuss in the first part of the class. In writing the paper, you should formulate, with me, a question that you are passionately interested in. The first half of the paper should be an exposition on how the writer in question would answer this question. Obviously, quotes from the text would be required. The last half is your opportunity to say how you answer this question and why you think/feel the way you do. You will also be writing a five-page analysis of one of the fairy tales that we will read. I will go into much more detail over the semester as to just what is expected and how to write such a paper. I strongly suggest going to the Writing Center in the Humanities Building for help. If you bring me written documentation that you have done so, I will give you extra credit on the paper.
For your “final exam,” you will be composing your own fairy tale. The tale itself should be about four pages. You should also include a four-page “analysis” of the story’s meaning, i.e., how your story elements “stand for” certain developmental and psychological issues. I will discuss this process in much greater detail over the course of the semester as well. The key to success in this class is to do the readings as assigned and not to get behind. Finally, I do “count” attendance and class participation. All in all, here is the breakdown of your grade out of 100 points:
1st paper 20 pts.
2nd paper 20 pts.
Fairy Tale 35 pts
Attendance & participation 25 pts.
 

Class Schedule
6/12  Welcome & Introductions
6/13  Elkind,pp,70-86 (reserve)
6/14  Egan, “the Mythic Stage” (reserve)
6/15 Freud, “The Jnterp. Of Dreams” (reserve),   Jung, “Man & His Symbols” (reserve)
6/16  Bettleheim, pp. 3-19; 45-60; 116-123
6/19  “Hans the Hedgehog,” and “Little Red Riding Hood” (reserve)   ***1st Paper Due***
6/20  “Jack & the Beanstalk,” “The Spirit in the Glass Bottle,” “The Emperor’s New Clothes,” “The Brave Little Tailor” (reserve)
6/21  “Hansel & Gretel,” “Snow White” (reserve)
6/22  “Cinderella,”  “The Three Feathers” (reserve)
6/23  Elkind, pp. 158-182 (reserve)
6/26 Egan, “The Romantic Phase,” Freud, “Family Romances” (reserve)  ****2nd Paper Due****
6/27  Rowling, pp. 1-112
6/28  Rowling, pp. 113-214
6/29  Rowling, pp. 2 15-309
6/30  Sachar, pp. 3-115
7/3  Sachar, pp. 116-233
7/5  Jung, “The Psychology of the Child Archetype,” pp. 151-181 (reserve)
  Summary & Conclusions