Course Details Language of Instruction English Level of Course Unit Bachelor's Degree Department / Program PSYCHOLOGY Type of Program Formal Education Type of Course Unit Elective Course Delivery Method Face To Face Objectives of the Course From the 20th century onwards, many social conflicts have emerged due to significant shifts in political culture worldwide. Over the past 50 years, we have witnessed the fall of colonialism in Africa and communism in Eastern Europe, followed by the emergence of brutal inter-ethnic conflicts in Rwanda, Bosnia, and Kosovo. We have also seen the intensification of the antagonistic relationship between Muslims and Jews in the Middle East, the escalation and subsequent conciliation of intergroup conflicts, as well as the ongoing wars in the Middle East and Europe, including the current migration crises driven by these conflicts. Additionally, the problematization of multiculturalism has increased in North America and Europe. Understanding the psychological dynamics of social conflicts has become more critical than ever, particularly in the context of the rise of 21st-century global fascism and authoritarian regimes. Social conflict has even been described as a “problem of the century” in social psychology (Fiske, 2002). Research aimed at understanding the true nature of conflicts between human groups and striving to create a better society—where diverse groups collaboratively build the future of humanity in harmony—remains a daunting task for scientists. However, it is crucial to accumulate scientific observations and knowledge about individuals and human groups concerning these issues. For students in higher education, the ability to comprehend social conflicts in our complex, modern world is essential. Navigating successful business and social lives increasingly requires engaging with diverse communities, thriving in knowledge-intensive environments, and embracing a commitment to lifelong learning. Course Content This course provides specific theories in political psychology, with a primary focus on the social aspects of interpersonal, intragroup, and international conflicts. No prior knowledge or previous coursework in the field is required to enroll. Participants who successfully complete this course will achieve the following learning outcomes, aligned with the AGU Psychology Program goals: Goal 1: Knowledge Base of Psychology Learners will identify the theoretical perspectives of social conflict to explain various thoughts, emotions, and behaviors in conflict contexts. 1.1 Describe key concepts, principles, and overarching themes of social conflict from a psychological perspective. 1.2 Develop a working knowledge of psychology’s content domains relevant to peacebuilding. 1.3 Describe applications that utilize discipline-based conflict resolution. Goal 2: Scientific Inquiry and Critical Thinking Learners will demonstrate scientific reasoning and problem-solving, including the use of effective research methods. 2.1 Use psychological methods to address specific research questions. 2.2 Analyse empirical data on the psychological connections between social conflict and social harmony at different levels. 2.3 Interpret, design, and conduct basic psychological research on social conflict. 2.4 Engage in informed reading, writing, and discussion of key concepts in peace psychology. Goal 3: Ethical and Social Responsibility Learners will develop ethically and socially responsible behaviors for professional and personal settings. 3.1 Apply ethical standards to psychological science and practice. 3.2 Identify social, economic, political, and cultural conflicts in various national contexts. 3.3 Recognise the diversity of values in national and cross-national contexts. Goal 4: Communication Learners will demonstrate competence in written, oral, and interpersonal communication skills. 4.1 Demonstrate effective writing across multiple formats. 4.2 Exhibit collaborative problem-solving and communication skills regarding practical problems in conflict resolution and peacebuilding. 4.3 Develop prosocial actions, solidarity with disadvantaged groups, and an engaged approach to living for peace. Goal 5: Professional Development Learners will develop skills that enhance readiness for employment, graduate school, or professional careers. 5.1 Apply psychological knowledge and skills towards career goals. 5.2 Exhibit self-efficacy and self-regulation. 5.3 Refine project management skills. 5.4 Demonstrate mutual respect and support for diverse cultures, opinions, and orientations in social and organisational settings. Ethical Code and Academic Integrity Each participant in this course is expected to adhere to the Abdullah Gül University (AGU) ethical rules and principles (The link will be provided on CANVAS), which are outlined in detail on the university’s website (AGU Ethical Rules and Principles). Compliance with these rules and principles is mandatory for all course participants without exception. Additionally, it is crucial to develop an understanding and respect for universal ethical principles that transcend specific cultures, philosophies, faiths, and professions. While there may not be rigid rules and regulations governing these universal principles, engaging in discussions about them can help cultivate a conscientious mindset, enhance personal growth, and support moral decision-making—core objectives in psychological theories. Participants are strongly encouraged to explore the following resources that offer insights into universal ethical principles: • Marian Hillar’s “Universal Declaration of Global Ethics”: This work explores the possibility of establishing a set of universal ethical principles that align with humanist values. (The link will be provided on CANVAS) • Larry Colero’s “A Framework for Universal Principles of Ethics”: Colero provides a structured approach to understanding and applying universal ethical principles across various contexts. (The link will be provided on CANVAS) Engaging with these materials will not only deepen your understanding of ethical principles but also contribute to your development as a responsible and reflective individual in both academic and professional settings. Course Methods and Techniques Course Requirements: Discussion Questions: Students are expected to read a set of assigned papers (listed in the syllabus and available on the “Modules” page of CourseWorks) prior to each class meeting. For each reading, students must submit a set of discussion questions to the Discussion Board on CourseWorks by 5 p.m. on the Monday before the class meeting. This allows the discussion leaders to organize their plans, incorporating the questions and issues raised by other students. Suitable questions might address critical aspects of the research methods or theoretical perspectives, relate different readings to one another (either within the same week or across weeks), or consider the implications of the findings. Reaction Papers: To help prepare for discussions and practice writing skills, students will submit four 1- to 1.5-page, single-spaced reaction papers on the readings, due by 5 p.m. on the Tuesday before the relevant class meeting. Students can choose which weeks to submit reaction papers (starting from the first possible week announced once the course schedule is set by the university), but at least two must be submitted before fall break. Late reaction papers will not be accepted, and submissions should be made through CourseWorks. To facilitate anonymous grading, please do not include your name in the document. In reaction papers, students can freely express their thoughts on one or more readings from that week. Possible approaches include critiquing research methods or interpretations, designing a new study to extend current research, generating further questions or hypotheses, drawing connections between readings or with other psychological findings, or discussing novel applications of the research. Reaction papers that merely summarize the readings will not receive points. Participation: Active participation is expected in every class, and students should be prepared to contribute to group discussions. If a required and unavoidable absence arises, students must inform Prof. Çoymak in advance. Participation grades will be given three times throughout the semester: one after the first month, one after two months, and one before the paper submission. On the first day of the course, the class will collectively draft a set of guidelines on discussion and classroom etiquette. These guidelines will address questions such as the purpose of discussions in the course, expectations for preparation, and strategies to maintain a respectful and safe environment for discussing sensitive topics. Grading Procedure It is important for participants to acknowledge that GRADES ARE NOT GIVEN, BUT EARNED. Each participant will earn their grade based on performance in the various learning assessments throughout the course. The catalog grading system will be applied, and each participant will be evaluated individually—grades will not be curved. No changes will be made to your final grade at the end of the semester, except in cases of calculation errors. If you need to achieve a specific grade for your goals, please discuss this with me at the beginning of the semester. This will allow us to develop an effective strategy to help you reach your target grade. Grading Components: • Attendance & Active Participation: 10% • Moderation of Class Discussion: 25% • Proposal: 10% • Written Discussion: 25% • Term Paper: 30% • Bonus Assignments and Research Participation: 5% (added at the end of the course) Total: 105% Prerequisites and co-requisities ( PSYF221 ) Course Coordinator None Name of Lecturers None Assistants Research Assist. Ömer Topuz https://avesis.agu.edu.tr/omer.topuz omer.topuz@agu.edu.tr Research Assist. H. Öznur Erem https://avesis.agu.edu.tr/oznur.erem oznur.erem@agu.edu.tr Work Placement(s) No Recommended or Required Reading Resources Fiske, S. (2012). What we know now about bias and intergroup conflict, the problem of the century. Current Directions in Psychological Science, 11(4), 123-128. Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. The Social Psychology of Intergroup Relations, 33, 47. Brewer, M. B. (1999). The psychology of prejudice: Ingroup love and outgroup hate? Journal of Social Issues, 55(3), 429–444. Christie, D. J., Wagner, R. V., & Winter, D. A. (2001). Introduction to Peace Psychology. In D. Christie, et al. (Eds.), Peace, conflict and violence: Peace psychology for the 21st century, (pp.1-14). New Jersey, NJ: Prentice Hall. Chambers, J. R., Baron, R. S., & Inman, M. L. (2006). Misperceptions in intergroup conflict: Disagreeing about what we disagree about. Psychological Science, 17(1), 38-45 Halevy, N., Bornstein, G., & Sagiv, L. (2008). "In-group love" and "out-group hate" as motives for individual participation in intergroup conflict: A new game paradigm. Psychological Science, 19(4), 405-411. Leidner, B., Tropp, L. R., & Lickel, B. (2013). Bringing science to bear – on peace, not war: Elaborating on psychology's potential to promote peace. American Psychologist, 68(7), 514-526. Berkowitz, L. (1990). Biological roots: Are humans inherently violent? In B. Glad (Ed.), Psychological Dimensions of War, (pp. 24-40). Newbury Park: Sage Publications. Jennings, M., & Markus, G. (1988). Political Involvement in the Later Years: A Longitudinal Survey. American Journal of Political Science, 32(2), 302–316. http://www.jstor.org/stable/10.2307/2111125 Wagner, R. V. (2001). Direct Violence. In D. Christie, et al. (Eds.), Peace, conflict and violence: Peace psychology for the 21st century, (Section I). New Jersey, NJ: Prentice Hall. Kelman, H. (2004). The nature of international conflict: A social-psychological perspective. In H. Langholtz & C. Stout (Eds.), The Psychology of Diplomacy (pp.59-77). Westport, CT: Praeger Publishers Ginges, J., & Atran, S. (2008). Humiliation and the inertia effect: Implications for understanding violence and compromise in intractable intergroup conflicts. Journal of Cognition and Culture, 8(3-4), 281-294. Eidelson, R. J., & Eidelson, J. I. (2003). Dangerous ideas. Five beliefs that propel groups toward conflict. The American Psychologist, 58(3), 182–192. https://doi.org/10.1037/0003-066X.58.3.182 Staub, E. (2001). Genocide and mass killing. In D. Christie, et al. (Eds.), Peace, conflict and violence: Peace psychology for the 21st century, (Chapter 6, pp.1-20). New Jersey, NJ: Prentice Hall. Waller, J. E. (2002). Becoming evil: How ordinary people commit genocide and mass killing. Oxford University Press. (pp. 9-22) Haslam, S. A., & Reicher, S. (2017). 50 Years of “Obedience to Authority”: From Blind Conformity to Engaged Followership. Ssrn, October. https://doi.org/10.1146/annurev-lawsocsci-110316-113710 Iyer, A., & Leach, C. W. (2008). Emotion in inter-group relations. European Review of Social Psychology, 19(1), 86-125. Retzinger, S. and Scheff, T. (2000). Emotion, Alienation and Narratives: Resolving Intractable Conflict. Mediation Quarterly, 18(1), 71-85. Leach, C. W. (2019). After motivational hedonism: Feeling bad can be good| feeling good can be bad. In Philosophy of Suffering (pp. 180-193). Routledge. Leach, C. W. (2005). Against the notion of a 'new racism'. Journal of Community & Applied Social Psychology, 15(6), 432-445. Winter, D., & Leighton, D. (2001). Structural violence section introduction. In D. Christie, et al. (Eds.), Peace, conflict and violence: Peace psychology for the 21st century, (Section II). New Jersey, NJ: Prentice Hall. Wenzel, M., Mummendey, A., & Waldzus, S. (2007). Superordinate identities and intergroup conflict: The ingroup projection model. European Review of Social Psychology, 18(1), 331–372. https://doi.org/10.1080/10463280701728302 Opotow, S. (1990), Moral Exclusion and Injustice: An Student Testimonials for PSYT335: Artificial Intelligence and R for Computational Applied Psychology In this course, students develop valuable skills in coding and data analysis, specifically tailored for psychology research. Below are various student reflections, offering a balanced view of both positive experiences and challenges faced during the course: Positive Feedback: 1.“As a future psychologist, I think this course must be taken. Coding is fun, so even if it’s not your thing, just take the course. I don’t think you’ll regret it. 8/10 would recommend.” 2.“I loved this course. As a psychology student, it opened the door for me to gain a very important skill. It was a mind-opening course.” 3.“This course gave me the opportunity to learn how artificial intelligence and programming are applied in psychology. Although it was sometimes stressful, I found the learning process enjoyable overall.” Constructive Criticism: 1. “I would only recommend taking this course if you enjoy coding. It was a difficult course because what was taught was very basic, but the exam expectations were five levels above. Having all the reports due after the midterm added unnecessary stress. I think it would have been better to spread the workload throughout the semester.” 2. “The course was too difficult. The gap between what was taught in class and what was expected in the exams was too large, which caused stress for many students. I think there could have been more focus on foundational skills before moving on to advanced topics.” 3. “The course requirements were stressful, and I think the deadlines for assignments should have been extended. If I had more time, I believe my learning would have improved.” Instructor’s Note: “I strive to continuously improve the course based on student feedback. While some students have found the course challenging, the goal is to equip psychology students with essential skills in data analysis and artificial intelligence. For those new to coding, the course is designed to be introductory but will require dedication and consistent practice.” Course Category Mathematics and Basic Sciences %0 Engineering %0 Engineering Design %0 Social Sciences %60 Education %0 Science %0 Health %30 Field %10

 





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