Class Interaction Project #4

Was Freud Right? 

For many years, there's been an ongoing debate within psychology regarding the validity and usefulness of the comprehensive yet controversial theory of human personality espoused by Sigmund Freud.  Some components of Freud's theory are generally accepted, such as the ego defense mechanisms.  And yet many aspects of Freud's theory, such as the notion that infants and children are sexual beings, the five psychosexual stages of development, the Oedipal complex, and even the existence of the unconscious mind, have stirred vigorous debate amongst psychologists over the years.  Your task in this discussion is to select an aspect of Freud's theory, read about it in the textbook or other credible outside sources, and then write and post a position statement explaining your position of an specific part of Freud's theory.  In short, was Freud right?

Instructions: 

Step 1:

Consider the following issues of controversy related to Freud's theory of personality.  The following are stated beliefs asserted by Freud regarding the human personality:

• The unconscious mind does exist and exerts a considerable influence on our thoughts, feelings and behaviors even though we are largely unaware of its control of our mind and behavior.
   
• Infants and children are 'sexual beings' and are ultimately motivated by deep, unconscious sexual urges.
   
• The male / female 'Oedipal complex' exists and can be seen in the interactions between 3 - 6 year old boys and girls and their parents.
   
• Around age 5 or 6, girls experience a deep-seated desire to possess a penis or 'penis envy.'  If the girl does not resolve this issue successfully, she will likely develop personality problems affecting healthy adult social interactions.
   
• [Select any other part of Freud's theory not mentioned in the items listed above and discuss your beliefs on the issue]

Select one of the issues above and write a one to two paragraph position statement in which you explain your position on one of these components of Freud's personality theory.  Be sure to give at least one concrete, real life example that supports your belief if possible.

Step 2:

For CI-4, please use the 'Discussions' message board within Blackboard for this CI debate.  To post your statement on Freudian controversies and interact with the class, access the Blackboard site for this class, click the 'Discussions' tab on the left navigation bar, and then select CI-4.

Post your position statement preferably no later than Tuesday of the week in which the discussion takes place.  But if you haven't posted your message by Tuesday, don't panic.  It's not too late.  Just be sure to post your essay as soon as possible. 

Step 3:

Starting on Tuesday, check the bulletin board, read what your classmates have written and be sure to reply and comment on at least THREE other posted statements. You are encouraged to respond and defend your position by addressing challenges to your position on the issue you addressed in your position statement.  Continue to check the message threads through the weekend and engage in the debate. 

IMPORTANT POINT: 
When posting your rebuttal to another students belief, DO NOT resort to personal attacks or insults in attempting to discredit another student's belief.  The tone of the debate should be friendly, logical and scholarly, NOT personal and emotional.  Keep in mind that these are philosophical issues and that there is not an ultimate right or wrong position to take.

Activity Summary:

Step 4:

A written activity summary is required before credit for this activity is recorded.  After completing the first three steps, answer the following questions.  Send your answers to the discussion questions through the assignment submission box within the Blackboard/Ce6 platform.  To access the assignment submission box, login to Cougarweb, click the link to this course, select the 'assignments' tab on the left, then click the link to 'CI-4: Was Freud Right?' 

 Friendly tips: 

• The primary reason a student would receive a 'fail' on this write-up project is insufficient depth of discussion in answering the questions below.  One or two sentences for each question is not sufficient.  To ensure credit is awarded, answer each question with at least a brief paragraph, if not more.
• Please do not submit the summary before Saturday of the week in which the discussion takes place..  If you submit the summary too early, you will have missed the majority of the online debate and discussion, and therefore will not have a complete understanding of the arguments posted as the debate continues.

Please submit your answers to the discussion questions by midnight on the deadline date specified within the Blackboard/CE6 course calendar.

1. Briefly summarize the aspect of Freud's theory you chose to discuss and your position on that issue.
   
   
2. For each of the possible discussion topics, did most of the essays lean toward one position?  Or were the arguments equally well represented?  Explain.
   
   
3. Other than your own statement, what was the strongest argument offered by another student that supported your position on an aspect of Freud's theory?  That is, explain a rationale that supported your view, but offered a different point of view.  [If there were no other arguments supporting your view, discuss a position statement you found compelling and strong for one of the other discussion topics]
   
   
4. What was the most persuasive argument given by another student that differed from your own original opinion on the an aspects of Freud's theory?  [If there were no other arguments opposing your view, discuss a position statement you found compelling and strong for one of the other Freudian discussion topics with which you initially disagreed]
   
   
5. After discussion and debate, was your original belief on any aspect of Freud's theory changed as a result of reading other's responses or by their rebuttals to your message?  Explain.
   
   
6. Any other comments or observations?

Copyright 2009 Collin County Community College District and Dan Lipscomb 
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