Ranking races and classes by intelligence or ‘merit’ from Plato to Jensen.
This paper is designed for those who are interested in problems that can be solved only by viewing psychology in the context of its relations with philosophy and other social sciences. These include the race and IQ debate, a proper theory of intelligence, how to defend humane ideals versus their opponents and the status of religious experience.
|Paper title||Justice, Race and Class|
|Teaching period||First Semester|
|Domestic Tuition Fees (NZD)||$1,038.45|
|International Tuition Fees (NZD)||$4,492.80|
- One of PSYC 111, PSYC 112, PHIL 103, POLS 101, SOCI 101
- Schedule C
- Arts and Music, Science
- May not be credited together with PSYC 321 passed before 2005.
- More information link
- View more information on the Department of Psychology's website
- Teaching staff
- Emeritus Professor Jim Flynn
- Paper Structure
- Jensen and The Bell Curve are used to show that psychologists study race and class
without the necessary philosophical sophistication. Aristotle, Huxley and Skinner
are cited as thinkers who tried to collapse moral philosophy into psychology. An overriding
theme is whether a combination of these two disciplines can provide a defence of humane
ideals. This culminates in a critical analysis of Nietzsche's anti-humane ideals.
Full details are available on Blackboard.
A research essay contributes 33.3% to the final grade; the remainder is based on a two-hour final exam.
This paper is based on five themes:
- Race and intelligence
- Class and merit
- Defending humane ideals
- Our minds and God
- Ethics and three psychologies
- Teaching Arrangements
- Three 50-minute sessions each week for a total of 39. Four are tutorials on preparation of essays, essay performance and reviews of the paper at mid-term and at the close. The remainder are lectures, but class participation introduces a tutorial element.
- Graduate Attributes Emphasised
- Global perspective, Critical thinking.
View more information about Otago's graduate attributes.
- Learning Outcomes
- Students will develop the realisation that universities do not educate enough beyond narrow specialisations and that students must supplement that by wide reading and thinking.
- Deary, I. J. (2001). Intelligence. Oxford University Press.
- Flynn, J. R. (2008). Where have all the liberals gone? Race, class and ideals in America. Cambridge, Cambridge University Press.
- Flynn, J. R. (2009). What is intelligence? Beyond the Flynn effect. Cambridge, Cambridge University Press.
- Flynn, J. R. (2012). Are we getting smarter: Rising IQ in the twenty-first century. Cambridge University Press
- Flynn, J. R. (2012). Fate and philosophy: A journey through life's great questions. Awa Press.
- Flynn, J. R. (2013). Intelligence and human progress: The story of what was hidden in our genes. Elsevier.
- Herrnstein, R. J., & Murray, C. (1994). The Bell Curve. New York: Free Press.
- Rushton, J. P. (1999). Race, evolution, and behavior (abridged ed.). New Brunswick, NJ: Transaction Publishers.