The address of this file is:
Dr. Leon James, Instructor: www.soc.hawaii.edu/leonj/leonj/leonpsy/leon.html
Psychology 459, Spring 2007, Generation 26
G26 Class Home Page: www.soc.hawaii.edu/leonj/leonj/leonpsy26/classhome-g26.htm
Instructions For Weekly Readings and Oral
Instructions for the Five Reports
(with Due Dates)
Instructions for Oral Presentations
1. Each week three students are scheduled and listed in the order of first, second, third -- see Oral Presentations Schedule.
2. The first student answers Question 1 for five minutes.
For example, if you check the weekly readings below, you will see this for the first oral presentations (January 25, week 3):
Week 3 Readings: Section 1.0 to 188.8.131.52.1
- Student 1: 1, 4, 7
- Student 2: 2, 5, 8
- Student 3: 3, 6, 9
(a) Describe your educational experience regarding the positive and negative bias in science.
(b) Describe your reaction to what this week's readings say about science education.
As you can see, student 1 starts with reading question 1 and then answers it. A complete answer must take five minutes (not three or four). So you'll need to practice for preparation. Next, student 2 reads questions 2, and answers it. After student 3, student 1 begins again with question 4. And so on. The round will take 45 minutes. This will be followed by 15 minutes of answering questions from the audience, both oral and written.
Note: Each student is responsible for taking questions from the entire readings for that week. In this case Section 1.0 to 184.108.40.206.1. Do not just prepare for your three oral answers. You are expected to be familiar with the answers to all nine questions. This will prepare you adequately for writing up the typed report that covers that section. Without this preparation, as specified, you will not be able to write good answers for the five reports due for the semester.
So it's critical that you compel yourself to prepare as required for every week's readings. Also, without being prepared for all nine answers, you will not be able to answer the audience questions addressed to you. This will affect your oral grade. In past semester, this regular weekly work was the most difficult part for many students, so they ran into trouble later in the semester. Let this not happen to you. You will be so much more satisfied with yourself and the journey to the end.
Students in the audience must also do the same preparation, as discussed above, except that they do not give oral presentations that day. So you must be familiar with the week's assigned readings when you come to class. This is a requirement and part of your grade is based on it. Also, you will be writing the reports three weeks, and these are the same as the readings and the questions in the orals. So you need this weekly work to keep up.
You are required to come prepared with questions based on your readings for the week. Do not ask the questions for your reports as listed in this document below. Come up with your own questions. They should reflect your perspective while re4ading, your reactions, what you wondered about and want to see what the oral presenters have to say about it. It's a good idea to write the questions down so you can read them or hand them to the presenters.
As you can see, your entire performance in this course will depend very closely on your weekly preparation of approximately 7 to 9 hours of reading and writing. If you are not able or ready to do this, you will not enjoy the course and perhaps not do well in the evaluation of your performance.
Instructions for the Five Reports
1. All text must be single spaced and arranged for the Web presentation medium.
2. Type your report in a word processor, saving the file as a Web page (this
is required). The name of the file must be:
lastname-report1.htm or lastname-report1or lastname-report3, etc. Do not use capital letters or spaces in file names.
All reports must be uploaded to your class web folder by the due dates given. Late work penalty is 2 points per week late. After uploading, and after checking the document with your Web browser, you must send email to the instructor at firstname.lastname@example.org with the Subject Line giving the Course and Report Number (e.g., Psy 459 Report 1), and in the body of the message giving the Web link address of your report. Make sure this link address works by trying it first!
Make sure also that there is a link to each of your reports from your Home page -- this is required. Be sure that link works by testing it in your Web browser after you uploaded your file -- see FTP Uploading Instructions from the Class Home page.
3. The report must have the following title-author information at the top of the document. Copy-paste the text between the two horizontal lines below, then edit it as needed. ((Delete comments in parentheses)).
Course: Psychology 459, Spring 2007, Generation 26 ((must be left aligned))
Instructor: Dr. Leon James (left aligned)
Introduction to Theistic Psychology at www.soc.hawaii.edu/leonj/theistic/ch1.htm
My Home Page: www.soc.hawaii.edu/leon/459s2007/lastname/lastname-home.htm ((make sure that this link works))
Class Home Page: www.soc.hawaii.edu/leonj/leonj/leonpsy26/classhome-g26.htm
Instructions for this Report: www.soc.hawaii.edu/leonj/leonj/leonpsy26/459-g26-weekly.htm
((two returns or blank lines here))
Make Up a Suitable Title For This Report ((centered,
by Your Name or Pen Name ((centered))
Report 1 For Section 1.0 to 220.127.116.11.1 ((centered, bolded, with link))
I am answering Questions 3.1, 3.4, 3.5, 3.6 and 4.1, 4.4, 4.5, 4.7 ((insert correct numbers))
(paste the question here and indent it to set it apart)
and then your answer that follows.
My Answer to Question 3.1
Your answer should be divided into the sub-parts of the question marked (a), (b), etc. Now you need to copy paste just the part of the questions you are answering (a, b, etc.). Reread the last sentence: Students often forget this, but if you think of the reader, it makes sense!
Each answer should be approximately one typed page, single spaced -- which comes to about 500 words that you composed yourself as an answer.
You are encouraged to write longer answers for more points, but this is not required.
Be sure to separate paragraphs by a blank line for better visibility. You need to use bolded-sub-headings (within your answer) to enhance the meaningfulness of your answer. Do not quote things. Use your own paraphrasings and interpretations of the assigned Sections for that Week. You may also supplement your content with additional Sections from the other Theistic Psychology Volumes.
4. You must paste each question at the beginning of each answer. Be sure the question number shows. Mark the question with the sub-heading Question 3.1: ((underlined and bold)) followed by the question itself in italics, to set it off from the answer. Mark your answer with the sub-heading Answer 3.1: ((underlined and bold)). Then go on to Question 3/2, etc.
5. No paragraph can be longer than about 150 words (about 10 lines or less), and most paragraphs should be less than the maximum.
Reread your report and if any paragraph is longer than this, just put a return somewhere that makes sense. Then type a second return in order to have one blank line between all paragraphs. This is required for better visibility. Every paragraph must be separated by a blank line (one, not two).
After uploading the file, view it online in your Web browser. Make sure the blank line shows (not two blank lines, just one). If anything is not just right, go back to your word processor, make the corrections, upload, view it with your Web browser, give the Refresh command. The Refresh command is necessary since without this you will not be able to see the corrections you made, given that your browser shows you the old copy it has cached away.
6. Every Answer should have at least two bolded sub-headings describing the content of that sub-section in your answer.
Your page must have an effective Web appearance. You do not need to be an expert, but only be willing to inspect and correct as necessary -- this anyone can quickly learn to do who is already able to use a word processor and a Web browser. For example, use white space, font changes, and formatting judiciously and conservatively. Do not use a lot of color changes in the font as this makes it harder to read. The background of the page should be white, but some people with Web experience or talent may get away with their own scheme. Avoid black backgrounds as this is hard to read for a text report.
7. Write in a style that is suitable for both future generations and Web visitors who find your report through search engines. You are writing the report for them, not the instructor. Always define new or technical terms when first used (only once per report is this definition needed). You can also have links in one report to allow the reader to go to another report of yours, when you think the connection will help the reader's comprehension. You can also link to our textbook (must be to a specific Section), to the reports of other students in G26 or earlier, and to other Web pages that you think will make it easier to comprehend what you have written. You get credit in points for all the extra effort you put in that shows.
8. Keep track of where the information comes from when you are reading, making notes, and including something in your answers. This means giving the Section Number and a link to it specifically (make sure it works after you upload your file). This referencing procedure is important if you want a good grade. It is very helpful to readers and increases the value of your report.
9. You are required to upload all your reports to the
College of Social Sciences Server into a class folder provided for your access
through login and password using your Web browser. Explanations are given in the
FTP Uploading Instructions
Along with your report files you must also create a Home Page which contains links to all your reports. Also, all your Reports must have a link back to your Home Page and to the Class Home Page. Points will be deducted unless you have your Home Page and all links work properly. The Home page and all your reports, including all the links, can be created in your word processor and saved as a Web page before uploading to the server. Do not upload .doc files without first saving them as a Web Page. If you do so by mistake, delete it from your folder on the server.
Week 2: special readings -- see
459 Schedule of Oral Presentations
Summary: (the due dates are given further below and in the Oral Presentation Schedule)
For Report 1 select 4 of the 9 questions from week 3 and 4
from week 4 (8 in all).
For Report 2 select 4 of the 9 questions from week 5 and 6 from week 4 (8 in all).
For Report 3 select 4 of the 9 questions from week 7 and 8 from week 4 (8 in all).
For Report 4 select 4 of the 9 questions from week 9 and 10 from week 4 (8 in all).
For Report 5 select 3 of the 9 questions from week 11, 3 from week 13, and 3 from week 14 (9 in all).
Week 3 Readings: Section 1.0 to 18.104.22.168.1
(a) Describe your educational experience regarding the positive and negative bias in science.
(b) Describe your reaction to what this week's readings say about science education.
(a) Describe your reaction to discovering that you are a dual citizen.
(b) Is this difficult for you to go along with as part of the positive bias in science?
(c) Describe the reaction of your friends or family with whom you discussed the course.
(a) Give a description of the anatomy of a human being viewed in the positive bias in science as a dual citizen.
(b) How is this anatomy different from the anatomy you learned before?
(c) Describe your reaction to this new knowledge.
(a) Explain the idea that there is only one mental world in the human race.
(b) How was this proven by Swedenborg?
(c) What are the potential consequences of this discovery for you and society once it becomes known?
(a) What does it mean that we are "born into eternity"?
(b) How does this relate to God and the afterlife?
(c) How does it relate to the anatomy of our mental world?
(a) Describe the correspondential relationship between the physical body and the mental body.
(b) How do they work together?
(c) How do you react to learning these facts about yourself?
(a) Explain the relationship between Divine Speech and human minds. You'll need to include the concepts of "Spiritual Sun" and "spiritual substances."
(b) How do your friends react to the existence of a Spiritual Sun in eternity?
(a) Explain the answer to "Where are you?" as viewed from the perspective of "substantive dualism."
(b) Try to teach this idea to your friends. What success did you have?
(a) How would you prove that you are immortal? Think about it by reflecting on the new concepts in this week's readings. Make a list. Be sure you can define them to your own rational comprehension.
(b) Now present the proof to a friend or two.
(c) Describe their reactions and arguments.
(d) How do you interpret what happened?
Week 4 Readings: Section 22.214.171.124.2
(a) Describe the mental physiology of men and women.
(b) How do you relate to this anatomical difference? Will it make a difference to your life in any way?
(a) Describe the physiology involved in the two stages of marriage. Consult Volume 11, Section 11.4.5 "Conjunction Dynamics in Marriage" at:
Write out your own explanations and draw your own diagrams.
(b) When you are ready, explain it to one or two friends. What difficulty did you run into?
(c) What is your conclusion?
(a) Explain why the mental body of men and women have to be reciprocals of each other in order to achieve conjugial unity.
(b) How do you assimilate this piece of knowledge in the positive bias in science mode?
(a) Read the book Flatland at:
Do you see similarities between its ideas and what you know of the mental world of eternity?
(a) Do a google search on marriage. Give some of the links and a brief annotation or comment on each. What impressions do you get from this? Summarize the trends and ideas that seem to dominate this topic.
(b) How would theistic psychology fit into this?
(a) Describe the the mental physiology of men and women.
(b) Discuss it with a friend or two. What difficulties do you encounter when explaining this to them?
(c) What is your conclusion?
(a) Read at least five of the student reports on marriage listed at:
and discuss your overall impression of them.
Report 1: due February 7. Answer Questions for Weeks 3 and 4.
Week 5 Readings: Section 126.96.36.199 to 188.8.131.52
(a) Describe the psychobiology of "conjunction" with God from the perspective of the positive bias in science. You need to include the concept of how thoughts and feelings are spiritual substances operating inside mental organs.
(b) Explain why this is called psychobiology. Explain the degrees of conjunction.
(c) What happens to this psychobiology when we are in the negative bias in science?
(b) How do you see this concept as applying to you?
(a) Describe the infrastructure of physical things from the perspective of substantive dualism.
(b) Show that the inmost of any object is the mental world of humanity.
(c) How does this change the way you look at objects around you?
(d) Are you able to explain this to a friend and be heard?
(a) Explain why God hides from people. Include the concept of sensuous vs. rational spirituality.
(b) What would happen if God showed Himself to your friends?
(a) Describe how Divine Speech operates our mental life.
(b) Why does God not operate the minds of psychologists towards the positive bias in science?
(b) How does this change your view of God and His relationship to people?
(a) Where is heaven and hell?
(b) Describe its anatomy.
(c) Why do they both exist in everybody's mind?
(d) If you came to accept this, how would it affect your lifestyle or character?
(a) Describe the two methods God uses to conjoin or communicate with people.
(b) In what way have you experienced these two avenues of relationship with God?
(c) Why does God not speak with people in their mind, like a dialog or conversation?
(a) Explain why this is a perfect world despite the appearances of imperfection. Define what is perfection in the created world. Include the idea that the world was created for human beings to help them evolve to their eternal heavens.
(b) How do you answer some of the arguments people make when they insist that this is far from being a perfect world today. How do you counter their facts?
(a) Why does spirituality, or relationship to God, have to be rational?
(b) What happens with "sensuous spirituality" -- discuss what happens in the afterlife.
(c) How do you react to or assimilate these ideas about your own future?
(a) Explain the formula "mental world = spiritual world = afterlife = eternity". Write out your proof after reading the assigned Section. Read it and edit it until it makes sense to you. Make sure each = link is rationally justified in your proof.
(b) Now try to explain the proof to a friend or two. How well did you succeed?
(c) What is your conclusion.
Week 6 Readings: Section 1.0.6 to 1.0.7
(a) Explain the Swedenborg reports in relation to the positive bias in science.
(b) Describe what happened to him? What did he discover?
(c) Describe how you manage to take on the positive bias in science regarding the Swedenborg reports. Are you succeeding? What conflicts are you having to contend with in your mind?
(d) Compare your adaptation efforts at the positive bias in science with those of your friends with whom you discussed it so far.
(a) What is the purpose of Sacred Scripture? What would happen without it?
(b) How does God want it to be used?
(c) How has it been used (today and before)?
(d) What might be a solution? (e.g., theistic psychology or...)
(a) Explain the two senses we can find in Sacred Scripture.
(b) Give several illustrations from this Section.
(a) Give two illustrations not found in this Section, so you will need to search for this in Volume 18. Make sure you indicate which Sections you took your two illustrations from.
(b) How do you react to finding out that there is a hidden scientific sense in Sacred Scripture that is still unsuspected by most scholars even today?
(a) What is rational spirituality in relation to God?
(b) Explain how we can comprehend higher spiritual ideas by means of the new mental organ called spiritual-natural or interior-natural organ.
(c) How did it come into existence?
(d) Describe its role in the evolution of human consciousness.
(e) How do you react to these ideas that apply to your own mind?
(a) Explain why substantive dualism is called substantive.
(b) How does substance differ from matter?
(c) Search google for "dualism" and explain how what you found is different from substantive dualism in theistic psychology.
(a) What is the most exciting piece of news or fact you have heard so far in theistic psychology?
(b) Share this exciting fact with your friends and family. What do you conclude form their reaction?
(a) List some objections you or your friends can come up with against the Swedenborg reports
(b) against the positive bias in science
(c) against the inclusion of God in science, and
(d) against one other issue of your choice.
Be sure you comment for each issue you list -- (i) what the doubt is and (ii) what your current position is on it.
(a) Make up a dialogue between you and a hypothetical friend in a situation where you are telling your friend about this course. No length is specified. It depends on how you write the dialog. You can add lines of explanations, like a stage play, if you want.
(b) Show the dialog to a couple of people. Describe their reaction and your discussion.
Report 2: due February 21. Answer Questions for Weeks 5 and 6.
Week 7 Readings: Section 1.1 to 184.108.40.206
(a) Study the Table that begins Section 1.1 "Three Levels of Thinking About God." Explain the history of your own development regarding the idea of God.
(b) Use the Table to describe your own thinking today at each level.
(c) Can you guess about where will your thinking take you in the future?
(a) Make up a gain-loss sheet that lists and briefly explains what you could gain or lose by adopting the negative vs. positive bias in science regarding God's existence as a scientific reality.
(b) Read the list. Comment on it from an objective point of view.
(a) Why does God allow people to be in the negative bias in science and survive as well as those who are in the positive bias in science?
(b) Comment on this situation. Do you understand it? Do you see problems with it?
(a) Explain the difference between religion as a mystical view of God and Sacred Scripture vs. theistic psychology as scientific view of God and Sacred Scripture.
(b) Is knowing about this difference important to you? Explain.
(a) Summarize the ten conclusions that follow logically from the positive bias in science assumption that God exists in science.
(b) Does this proof make sense to you? Do you accept it as proof?
(c) Do any of your friends accept it as an adequate proof that if God exists then He must be a Divine Human Person whose creation must therefore be perfect.
(a) Prove rationally that our mental world is the world of eternity.
(b) What will be the consequences for society when this knowledge becomes known?
(c) Check it out with your friends. Are they jumping up and down with joy when they hear you describe it?
(a) How are humans different from animals?
(b) What makes us human? Justify the statement that we are human because we are rational.
(c) Explain why animals are not immortal.
(d) How do you react to this knowledge?
(a) Describe the Incarnation Event from the perspective of theistic psychology.
(b) Explain what it means to say that "when God entered history He entered science."
(b) Does this makes sense to you? Does it change anything about your ideas of God?
(c) What would happen if this knowledge becomes known to the public in general?
(a) In what sense can we say that the Incarnation Event is the completion of the creation of the human race?
(b) What difference does it make to the human race? What new evolutionary abilities does it give us? How does this influence our future in eternity?
Week 8 Readings: Section 220.127.116.11 to 18.104.22.168.1
(a) Explain how we become spiritually enlightened by studying theistic psychology.
(b) What is the difference between natural and spiritual enlightenment?
(c) Who do you know that is enlightened?
(a) What are temptations? Explain how our spiritual development depends on our willingness to fight our temptations.
(b) What happens after we are victorious in a temptation?
(c) What have you observed about your own temptations in the past?
(a) When and how did Sacred Scripture reveal that heaven in eternity is the mental world?
(b) Why do you think that this knowledge remains unknown or disbelieved?
(c) Search the Web to see if anything about this is known. What is your conclusion?
(a) Explain the principle that "individual biography recapitulates human evolution and history."
(b) How does this influence the way you see yourself?
(a) In your own words explain chart 1 in Section 22.214.171.124.1. Do not just guess. You will need to do some research in Volume 18 to find the explanations and clarifications: www.soc.hawaii.edu/leonj/theistic/#Searching_for_something
(a) In your own words explain chart 2 in Section 126.96.36.199.1. Do not just guess. You will need to do some research in Volume 18 to find the explanations and clarifications: www.soc.hawaii.edu/leonj/theistic/#Searching_for_something
(a) In your own words explain chart 3 in Section 188.8.131.52.1. Do not just guess. You will need to do some research in Volume 18 to find the explanations and clarifications: www.soc.hawaii.edu/leonj/theistic/#Searching_for_something
(a) In your own words explain chart 4 in Section 184.108.40.206.1. Do not just guess. You will need to do some research in Volume 18 to find the explanations and clarifications: www.soc.hawaii.edu/leonj/theistic/#Searching_for_something
(a) In your own words explain chart 5 in Section 220.127.116.11.1. Do not just guess. You will need to do some research in Volume 18 to find the explanations and clarifications: www.soc.hawaii.edu/leonj/theistic/#Searching_for_something
Report 3: due March 7. Answer Questions for Weeks 7 and 8.
Week 9 Readings: Section 18.104.22.168.2 to 1.3.1
(a) Explain how Divine Speech descends through the three discrete degrees of our mind.
(b) How do you react to this knowledge?
(c) How do your friends react to this knowledge?
(d) What is your conclusion?
(a) Explain correspondences in relation to Sacred Scripture.
(b) What is your reaction to this new knowledge?
(a) Show how correspondences influence the way we think in daily life.
(b) Search the Web for what people know about correspondences and explain what you found.
(a) Many people uncritically repeat the idea that "God is energy." Give a rational proof that this belief is illogical.
(b) Then compare the logic of the opposite idea that "God is a Person."
(c) In your opinion, why is there opposition to the view that God is a Person?
(a) The highest idea of God is also the most rational. What is this celestial view of God in relation to the substances of good and truth?
(b) Can you imagine having this view?
(a) How does rational consciousness of God differ from sensuous consciousness of God?
(b) How would you describe your consciousness of God?
(c) Contrast your consciousness of God with that of a friend or two. How do they differ, or how are they similar?
(a) Explain who is Swedenborg.
(b) Contrast the rational perspective on Swedenborg with the mystical perspective that some people have.
(c) How do you relate to both of these perspectives?
(a) Google the expression "substantive dualism" (in quotes) and then the expression "theism and science" (in quotes). Summarize your assessment of this literature indicating how it relates to theistic psychology.
(a) Discuss the book or movie Matrix in relation to theistic psychology. See for example:
en.wikipedia.org/wiki/Matrix_movie or www.imdb.com/title/tt0133093/
Alternately, you can choose the movie What Dreams May Come. See for example:
en.wikipedia.org/wiki/What_Dreams_May_Come or www.imdb.com/title/tt0120889/
If you prefer another choice, email the instructor or discuss it in class.
Week 10 Readings: Section 1.3.2 to 1.5
(a) Explain the concept of "discrete layers of substances" in the mental world. What is the role of correspondences in maintaining these discrete layers?
(a) Explain the meaning of "space" in the mental world of eternity.
(b) What is there in your own experience that gives you a sense of space in the mental world?
(c) What creates this appearance of space where there is none?
(a) Define sensations, thoughts, and feelings in terms of spiritual substances.
(b) Explain this concept to a friend or two. What difficulty do they run into as they try to comprehend this new idea?
(c) What is your conclusion?
(a) What is your idea of a vacuum as you learned it from science classes?
(b) Describe the encounter between Swedenborg and Newton where they discussed the meaning of a vacuum.
(c) What is your reaction?
(a) Explain the difference between the concept "God as He is in Himself" vs. the concept "God as He is outside of Himself." What's the importance of making this distinction?
(b) How does this increase or change your understanding of God?
(a) Explain the concept "being consciously in the Presence of God."
(b) Select a convenient day to practice being consciously in the presence of God.
You can do this in various ways, as you see fit, but it should involve talking to God in your mind, expressing your appreciation for all that you have and enjoy as things coming from Him. Also, by expressing regret to Him when you think or do something that is not heavenly, like swearing, denigrating others in your mind, not doing what you know you should, procrastinating, doing something that's harmful to yourself or others, etc.
You can do this exercise regardless of what your views are about God. Just enact the role of the positive bias in science. After you had a successful day doing the above exercise, write it up by describing what you did and what the results were.
(c) What is your overall conclusion?
(a) Explain the benefits of studying theistic psychology. For each item you mention, explain also how you relate to that particular benefit.
(b) Are you planning to continue studying theistic psychology on your own? Explain your thinking about it.
(a) Identify five revelations found in the literal meaning of the Writings of Swedenborg.
(b) Describe each and indicate your thoughts on it. How does it relate to anything else you know about these subjects?
(a) Google Swedenborg. What is your impression of the activity around his name. Give examples.
Report 4: due March 21. Answer Questions for Weeks 9 and 10.
Week 11 Readings: Section 1.5.1 to 1.6.2
(a) Summarize Section 1.5.1 "Students Speak Out on Swedenborg."
(b) Contrast the ideas of students in the History of Psychology earlier classes vs. the ideas of students later in theistic psychology. What is the difference in attitude and content?
(b) Give your impressions and conclusions of how students are doing in studying and accepting theistic psychology.
(c) Relate your conclusions to your own study of theistic psychology thus far. How do you fit or relate?
(a) Section 22.214.171.124 "The Negative Bias in Science" presents an extensive quote by a negative bias mode psychologist (Bering). Analyze what he says.
(b) Make a conclusion in the light of what you already know from the positive bias in science perspective in theistic psychology.
(c) How would your other professors this semester relate to the idea presented in this class that nontheistic psychology assumes the negative bias in science? Would you predict that they agree that it is a bias in science or not?
(a) Select a few concepts from Section 126.96.36.199 "Outline of Swedenborg's Spiritual Psychology." Make an outline of the entire argument.
(b) Which concepts are most interesting to you. Explain.
(c) Now present and explain the outline to a friend or two. Have a discussion about it.
(d) What observations can you make from this exchange?
(a) Section 188.8.131.52 also contains a "narrative account" in which there is a discussion with angels about what people on earth know about heaven and hell. What is your impression of this?
(b) Give an interpretation of the account as best you can at this point in your study of theistic psychology.
(a) Summarize what is said in Section 1.6 "Spiritual Psychobiology."
(b) How does this relate to what you already know about the field of psychology?
(a) Study Section 1.6.1 "Three Levels of Behavior." Based on that discussion, and your own limited knowledge of the field, explain the major differences between non-theistic psychology and theistic psychology. You can also consult other Sections, e.g., Section 2.3 "Is theistic psychology really science?" at www.soc.hawaii.edu/leonj/theistic/ch2.htm#Q2
(a) Discuss your answer of question 6 with a friend or two. Describe your interaction.
(b) What is your conclusion?
(a) Discuss the "transmissive model" (or "transmission theory") of the mind by William James in Section 2.3. He was familiar with Swedenborg's Writings from his father, who wrote a book about Swedenborg's Writings.
(b) Do you see a connection between substantive dualism and the model of William James?
(a) Discuss your perceptions of how other students in this class (G26) are adjusting intellectually to the positive bias in science perspective.
(b) Read some of their reports. Do the reports show the same thing as the class discussions?
(c) How do you stand relative to others?
Week 12 is a holiday.
Week 13 Readings: Section 1.6.3 to 1.7
(a) List between 3 and 5 criteria that theistic psychology should have if it is going to make it as a science in the future.
(b) Briefly explain each.
(c) Then give your assessment as to how theistic psychology as you know it, stacks up against these criteria.
(a) What is the method of psychobiological correspondence.
(b) How can it be applied in theistic psychology.
(a) What is the organic basis of human thoughts, emotions, and feelings?
(b) Contrast this with the negative bias psychology which "reduces" thoughts and feelings to electricity and chemistry in the neurons of the brain.
(c) What is your view on this controversy?
(a) Study Section 1.6.9. Explain how you understand what is dualism in science.
(b) Contrast Swedenborg's substantive dualism with the dualism of other scientists before him. Focus on the essential difference.
(c) How do you react or assimilate these abstract topics? Do you agree with the idea that if you study these abstract topics, you develop your ability to think rationally?
(a) How do you react to the idea in Section 1.6.8 that "Sacred Scripture Is the Source of Scientific Revelations"?
(b) Explain the importance of the distinction between the literal sense of Sacred Scripture (religion) and its correspondential sense (theistic psychology).
13.6. Section 1.6.8 discusses how Divine Speech inflows into the mental world by levels, and each level is lower in rationality than the level above it, until it reaches the natural level of Sacred Scripture in a natural language. Describe this process in your own words, as if you were giving a speech about it to people interested in spirituality.
13.7. Discuss the 6 "Levels of Rational Mentality" in Section 1.6.8. Can you comprehend these levels of thinking about God?
(a) Study Section 1.7 on the resuscitation process.
(b) How do you react to this new information?
(c) Share it with some friends. How do they react?
(d) What is your conclusion?
(a) Why is it important for God to talk to or communicate with human beings?
(b) What does God intend to talk to us about? Why?
(c) How does God talk to us or communicate with us?
(d) Is there anything relevant you'd like to say about your relationship to your conscience and to Sacred Scripture?
Report 5: due April 18. Answer Questions for Weeks 11, 13
For G26, no further written reports are required below this line
Week 14 Readings: Section 1.8 to 1.8.7, and 2.3
14.1. What are people talking about on the Web or in the media when they say the "Bible Code"? Explain it, then show how it differs in method and purpose from theistic psychology. Why is the Bible code called blind in relation to theistic psychology?
14.2. Explain the relationship between layers of meaning hidden within Sacred Scripture and the levels of human mentality or mind.
14.3. Explain the difference between material and spiritual ideas or concepts. Explain this difference to a friend. What is your conclusion?
14.4. Explain the assertions that "there is only one mental world and we are all in it". How do you understand this? What difficulties did you encounter when trying to explain this assertion to another person? What is your conclusion? What are the consequences in your mind of this assertion?
14.5. What is regeneration? How do you relate to the idea of character reformation in your own life? How do you imagine yourself as a "reborn self"? Would your friends like you better? Would you be a better citizen or student?
14.6. Describe the three methodologies used in theistic psychology. Explain the levels of extractive research. How are these levels related to our mental anatomy or organs? How do you understand all this? What is the potential significance of this method for generating new scientific knowledge?
14.7. How do you understand the expression "style of Divine Speech"? How do you understand the assertion that "Divine Speech exteriorizes to the next layer of the mental world"? How does this affect you as a unique individual today? Give the "specific content of Divine Speech". How do you react to the fact that this is what God wants to talk to us about or teach us? Why are these things called spiritual? How important are these things to society and the human race?
14.8. How does theistic psychology stack up as a science, according to its own criteria and definition?
14.9. Who was Swedenborg? Give a brief description of what you know so far. Should one believe Swedenborg? Does it depend on belief or rational understanding and proof? What benefits are there in studying Swedenborg's theistic psychology, which is hidden within the literal sentences of the Writings Sacred Scripture that he authored. Do you think he knew that his sentences were Divine Speech and contained infinite knowledge that the human race could never exhaust?
For Report 5, you need to add a Section at the very end of the document that is titled in bold: Advice to Future Generations. Explain to them what it was like for you to take this course. They will be looking at your descriptions and reports, and starting where you did at the beginning of the semester. Help them adjust and cope with the course's unusual instructional and intellectual atmosphere.
Week 15 Readings: Section 1.8.9, 2.11 , 2.12, 2.17
15.1. Search the Web for Creationism and read some of what is presented. Now in your own words explain what is Creationism. What is the explanation in theistic psychology as to why Creationism is inappropriate?
15.2. Read the court case quoted regarding intelligent design. Then read some of what is said on the Web about it. Now in your own words explain what is "intelligent design." How is its approach different or similar to theistic psychology?
15.3. What do Americans say in polls when they are asked about their belief in God, heaven, hell, and miracles? Are you surprised at these results? Does it fit with the people you know?
15.4. Search the Web for comparative statistics for different religions or countries. How do Americans compare in religiosity? Are you surprised? Does it fit with what you know of culture?
15.5. Search the Web or other sources for comparative statistics on belief in God for scientists in various disciplines vs. non-scientists. How do you interpret these results? What happens to the scientists who believe in God, pray, read Sacred Scripture, but exclude God from cause-effect explanations in their scientific reports?
15.6. Read Part I of the book Flatland at this location:
How does this help you understand the spiritual world of eternity?
15.7. How does theistic psychology, the science of immortality, avoid becoming like mysticism or paranormal phenomena? Contrast the sensuous spirituality of psychics or mediums to rational spirituality in theistic psychology
15.8. Is it possible to study God scientifically, according to theistic psychology? Explain. What is your evaluation?
Week 16 Readings: Section 6.4 to 6.8
16.1. Explain what is meant by the "love of self and the world for the sake of self." How is this definition different from what people usually mean when you ask them what is the love of self? How does this definition help you understand yourself better? Does it help you understand other people better?
16.2. Explain the "economics of immortality." How does this compare to religious ideas? How is it related to morality and ethics -- look up these words on google to see what is said about them.
16.3. Explain how the economics of immortality applies to television shows with which you are familiar. What is this indicative of regarding society?
16.4. Explain the concept of "love of ruling over others for the sake of others." How is this related to leadership in this world? How is this related to heaven in the afterlife? What implications do you draw for yourself?
16.5. Explain how theistic psychology defines sexuality across the layers of the human mind, especially the contrast between natural sexuality and spiritual sexuality. How do you react to these new facts and principles?
16.6. Explain the meaning of "spiritual love of one's spouse." How is this related to the afterlife? What contrasts with this, so that it's the opposite? How does this apply to you now or in the future?
16.7. Explain the assertion that "whether a man and a woman stay together to eternity is a matter of spiritual physiology." How is this idea contrast with what other people think -- look it up on the Web.
16.8. Explain what is the first death and the second death. How do we know about this mental physiology in eternity? Can you imagine yourself going through these two states of mind?
16.9. Ask a few people about what they know or think about death and dying. Explain to them that we are immortal, born into eternity as dual citizens. What is their reaction? What is your conclusion about how theistic psychology can be taught to people.
Optional: For extra credit points (up to 6). Select 4 from each week.
Report 6: due April 26. Answer Questions for Weeks 15 and 16.
Back to G26 Class Home Page: www.soc.hawaii.edu/leonj/leonj/leonpsy26/classhome-g26.htm