Informatie over Course package 'Challenging Society' for exchange students BSc level - Autumn
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| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I a | keuze | PAMIN10 | Educational Ambitions and Child Images in History | Engels | 5 | variabel | |
| keuze | PAMIN16 | Issues in Child-rearing and Challenging Behaviour | Engels | 5 | |||
| keuze | PAMIN17 | Gender and Sexual Development in Adolescence | Engels | 5 | 2 | ||
| keuze | PSB3E-SP03 | The social psychology of communication | Engels | 5 | |||
| keuze | SOBA202B | Application of Theories | Engels | 5 | 4 | ||
| keuze | SOBA904 | Social and institutional change | Engels | 5 | variabel | ||
| semester I b | keuze | PAMIN15 | Diversity and inclusion in Education | Engels | 5 | 2 | |
| keuze | PSB3E-SP07 | Social influence | Engels | 5 | 2 | ||
| keuze | SOBA204A | Organisation and Society | Engels | 5 | 4 | ||
| 1 | Application of Theories | SOBA202B | ||||||||||||||||||||||||
| Scientists develop explanations and/or predictions of specific phenomena based on general theories about the behavior of individuals and social systems. These general theories need to be applied to the specific research problem. In this course, students learn how this is done in a scientifically correct way. Based on many examples from the social-scientific literature, we discuss how theories should be formulated and how they are applied in a logically correct way to generate testable predictions and analyze policies. The application of theories will be taught in lectures and practices in tutorials, related to weekly assignments (a lecture and a practical each week). | ||||||||||||||||||||||||||
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| 2 | Diversity and inclusion in Education | PAMIN15 | ||||||||||||||||||||||||
| The “typical student” does not exist, instead, classrooms are comprised of unique individuals. Although, to some extent, education can take the needs of this heterogeneous group of students into account, education is usually organized around the “typical student”. At a societal level, we (re)produce particular sets of expectations and stereotypes about different sources of heterogeneity: cognitive, psychological and physical capabilities, ethnic-cultural background, gender or social-economic status. These societal expectations and stereotypes trickle down to educational policies, curriculum and, ultimately, daily classroom practices. As a consequence, educational equality and equity are compromised. This course includes a critical reflection on the understanding of diversity and inclusion in educational settings, the role teachers and educational policy could play in enhancing social justice, the applicability of the largely US-based body of literature to other cultural contexts, and the positioning of students from 'minority groups' due to the way education is organized. | ||||||||||||||||||||||||||
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| 3 | Educational Ambitions and Child Images in History | PAMIN10 | ||||||||||||||||||||||||
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| 4 | Gender and Sexual Development in Adolescence | PAMIN17 | ||||||||||||||||||||||||
| During early adolescence, pubertal development sparks an interest in intimate relationships. It is also during this time, that gender roles become more distinct and peer social regulation increases. In this course, we will study the development of sexuality and gender in adolescents, and what role diversity of sexuality and gender plays. Further, we will evaluate the effectiveness of sexuality education for secondary school students, and what inclusive and comprehensive sexuality education might look like. Seminars serve to consolidate and apply new information, and aim to equip students with knowledge and skills to critically contribute to discussions on gender and sexual development. | ||||||||||||||||||||||||||
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| 5 | Issues in Child-rearing and Challenging Behaviour | PAMIN16 | ||||||||||||||||||||||||
| This course focuses on child atypical development and challenging behavior in a broad sense, and on the impact of child-rearing practices and intervention programs on this behavior. After two introductory lectures on (a)typical child development and challenging behavior, the course is made up of six themes, focusing on bioecological and dynamic views of child behavior and development, child rearing practices, challenging behavior and research in this area. Each week, intervention or prevention programs for children and their families related to the theme are discussed. Students will evaluate one of these programs, and also design their own intervention based on the concepts learned in this course. | ||||||||||||||||||||||||||
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| 6 | Organisation and Society | SOBA204A | ||||||||||||||||||||||||
| Since the beginning of the 20th century, the number of organizations has grown exponentially. This holds for all types of organizations, ranging from for-profit enterprises, non-profit associations, public agencies, to non-governmental entities. These corporate actors meanwhile are key agents in any modern society. For example, the top 200 corporations control more than a quarter of the world´s economic activity. Of the 100 largest ´economies´ in the world, more than 50 are multinational firms. Wal-Mart´s corporate revenues exceed the GDP of Sweden or Austria, and those of General Motors equal the GDP of Turkey. Individuals continuously have to deal with organizations: citizens interact with state authorities, consumers with enterprises, employees with employers. Organizations not only affect all areas of social, political, and economic life, but also have a huge impact on the desires, beliefs, and opportunities of individuals, including their health and their social relations. Consequently, any analysis of modern societies – the origin and solution of its social problems ranging from the obesity epidemic to failed states, as well as its successes in creating welfare through innovation – will remain incomplete unless it considers the role that corporate actors play. The main objective of the course Organization and Society is to provide insight into the role that corporate actors play in society. Theories of organizations as sites and drivers of social action will form the analytical tool to achieve this objective. The course will focus on the role of organizations as I) Equalizers and stratifiers, discussing how organizations as corporate actors reproduce or challenge social inequality; II) Standardizers and monuments, discussing which role organizations play in the persistence of traditions, habits, values, and norms in society; III) Movers and shakers, discussing ways with which organizations contribute to social and political change in society, as well as how they socialize and mobilize individuals; IV) Networks and wirings, discussing how organizations contribute to the spread of innovation, the transmission of new ideas, and how they connect or separate different groups in society. | ||||||||||||||||||||||||||
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| 7 | Social and institutional change | SOBA904 | ||||||||||||||||||||||||
| We live in an ever-changing world and sociology as a discipline has a long tradition to explain such changes societies have been going through such as globalization, the use of technology, and international migration. This course will elaborate and compare different theories that are used to explain causes, forms, and possible directions of social and institutional change. We will explore how various forms of institutions influence each other and the extent to which institutions have desired or undesired effects. Moreover, we will focus on the conditions under which institutions lead to coordination and cooperation. Several examples will be given based on contemporary empirical research from the field of international migration, family life, digitalization, and climate change. Special attention will also be paid to the role of the state in a market economy, and the effect of cultural norms on economic development. To this end, we will discuss classical theories (Weber, Durkheim, Smith) that have been used to explain social institutions. | ||||||||||||||||||||||||||
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| 8 | Social influence | PSB3E-SP07 | ||||||||||||||||||||||||
| The environment, the economy, the spread of Corona virus, your partner not putting the cap on your toothpaste. Most important problems entail human behavior, either as a cause, a solution or both. This raises the question: "How can you motivate people to engage in certain behaviors?" A handgun, a two million Euro incentive, or a set of great arguments will do the trick but we will focus on situations in which you have non of these. In order to answer this question regarding persuasion and influence, many others arise: "Why are some campaigns effective in motivating people and others not? To what extent does the setting influence the effectiveness of compliance requests? Why is “playing hard to get” sometimes effective? How did TellSell convince me into buying the Huggy? Together we will answer these questions and many more. In this course you’ll learn how people’s beliefs, and actions are influenced by others. You will be introduced to various theories, principles and studies that give insight to how you can use people’s need for affiliation, accuracy and a positive self-concept to persuade them. This (interactive) course is focused at both theory development and practical application. | ||||||||||||||||||||||||||
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| 9 | The social psychology of communication | PSB3E-SP03 | ||||||||||||||||||||||||
| Communicatie is de kern van sociaal gedrag. Effectieve communicatie maakt het voor mensen mogelijk om fysieke en sociale behoeften te bevredigen en dingen te bereiken die ze als individu nooit zouden kunnen bereiken. Deze cursus gaat onder andere over sociale fenomenen zoals crossculturele communicatie, stemgebruik en nonverbale communicatie, liegen, taalgebruik, het uiten en herkennen van emoties, roddelen en kletsen, wat we normaal en gepast vinden in communicatie en communicatie via nieuwe media. Deze cursus gaat niet alleen over wat mensen zeggen, maar ook over waarom mensen op een bepaalde manier communiceren. Om evolutionaire of andere redenen kan het zijn dat mensen steun van anderen willen, dat ze anderen willen beïnvloeden of dat ze erbij willen horen. In pogingen om misscommunicatie en conflict te voorkómen moet rekening worden gehouden met dergelijke motieven, door aandacht voor bijvoorbeeld non-verbale signalen zoals emoties, gebaren en stemkenmerken en door er rekening mee te houden dat mensen elkaar soms bedriegen. Tegen deze achtergrond is communicatie via het Internet een interessant hedendaags fenomeen met zowel voor- als nadelen. De rol van sociale context bij communicatie komt ook aan de orde, bijvoorbeeld in groepsmarkeringen en in de rol van de sociale status van de bron van informatie. Met behulp van beschrijvingen van dergelijke fenomenen en verschillende theorieën, geeft de sociale psychologie een inspirerende kijk op een alledaags fenomeen. | ||||||||||||||||||||||||||
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