ITP 7186 Critical Thinking with Integral/Transpersonal Psychologies- critical thinking Assignment help

ITP 7186 Critical Thinking with Integral/Transpersonal Psychologies
Course Information
Course Title: Critical Thinking with Integral/Transpersonal Psychologies
Course Number: ITP 7186
Semester: Fall 2020
Credit Hours: 3.0 units
Meeting Times and Days: Online
Class Location: Online
Full Name/Title: Courtenay Richards Crouch, Ph.D. (Courtenay, or Dr. Crouch, or Professor)
Telephone Number: available upon request
Office Location: Online
Office Hours: Zoom/Skype/telephone appointment
Course Description
This course offers tools and processes of critical thinking within the context of an overview of
integral and transpersonal psychology and other related areas of psychology.
Integral/transpersonal psychologies involve many areas of scholarly controversy within the field
and vis-à-vis other areas of scientific exploration. Sciences based on classical, materialist
metaphysics—including the field of psychology at large—tend to oppose transpersonal
phenomena (and subjective experience or phenomenology generally), often claiming that such
experiences are unreal, hallucinatory, or delusional. Transpersonal scholars practicing radical
empiricism are willing to examine any human experience as worthy of study, embracing the full
range of human phenomenology, regardless of how strange or inexplicable using standard
models. Transpersonal psychology remains at the forefront of the paradigmatic struggle
between classic science and a new worldview that would more adequately account for
consciousness and “anomalous” experiences and observations.
Only by being willing to embrace and open-mindedly examine the fullest range of human
experience can we begin to grasp what it means to be human and to understand our role in the
natural world. And only by being willing to hold our views lightly and examine them critically for
their validity can we come to understand what they really mean. Using both critical and
comparative lenses with a rigorous process of reflexivity drawn from psychology and
consciousness studies, this course deepens the examination of different controversies in
transpersonal studies, including:
• Cultural psychologies and spiritual traditions
• Embodiment and somatic psychology
• Psychodynamic and other therapeutic perspectives
• The politics of science and religion
• Psi phenomena
• Psychedelic drugs and sacred medicine traditions
• Contemplative practices
• Speculative transcendent metaphysics
• The empirical evidence for the self as soul, and questions of coming into and going out of
From this overview, students will have opportunities to learn and practice both intellectual
discrimination and intuitive discernment in thinking about integral and transpersonal
psychology, especially how to work with that critical examination in scholarly discourse.
Student Learning Outcomes
In this course, students will gain experience in the foundational skills needed to think, discuss, and write critically on key issues in integral and transpersonal psychology. They will also learn
the rigor and discernment necessary in evaluating scholarly literature; building a logical,
evidence-based argument; engaging in scholarly discourse; approaching inquiry and
application, and participating in the academic community. By the end of this course, students
will demonstrate their capability by
• Identifying, articulating, and critically discussing the major controversies in
transpersonal psychology
• Discerning the advantages and limitations of worldviews associated with different
epistemologies based on consciousness studies
• Utilizing reflexive and comparative lenses to examine scholarly literature
• Making connections and comparisons across the epistemologies of religion, science,
spirituality, and science fiction
• Writing critical, logical, evidence-based opinions on major issues in integral and
transpersonal psychology
• Engaging in respectful, critical discourse in class discussions
• Responding non-defensively to critical feedback or scholarly disagreement in ways that
refine their own thinking and writing
• Sustaining a written argument based on the critical evaluation of research studies in
correct APA style in a scholarly paper
• Displaying discernment for the role of Western, scholarly criticism relative to other
cultural epistemologies utilized in integral and transpersonal studies
Course Texts and Materials
Required textbooks are listed below, but for most weeks, these readings are augmented by
required peer-reviewed articles as well as required documentary videos to illustrate key
concepts. The juried articles can be accessed online through CIIS’s library services, although
links are provided for them and for the videos. Students are expected to be competent in using
academic library and database resources.
• Daniels, M. (2005). Shadow, self, spirit: Essays in transpersonal psychology. Imprint
Academic. [Affordable Kindle version available online]
• Friedman, H. L., & Hartelius, G., (eds.). (2013). The Wiley-Blackwell handbook of
transpersonal psychology. Wiley Blackwell. [Electronic version available through CIIS
Library’s databases]
• Meltzoff, J., & Cooper, H. M. (2017). Critical thinking about research: Psychology and
related fields. American Psychological Association. [Electronic version available through
CIIS Library’s databases]
• Shweder, R. A. (1991). Thinking through cultures: Expeditions in cultural psychology.
Harvard University Press. [Affordable used copies available online]
*If your hard copy books are in transit and you won’t have them in time for the early
assignments, please forward your purchase receipts to the instructor, who will send you
pdfs of the required chapters until you receive your copies in the mail. Proof of receipt is
required to prevent copyright legality issues with scanning chapters from a
book for distribution in educational settings.
Recommended General Periodical Resources
Journal of Transpersonal Psychology
International Journal of Transpersonal Studies
Journal of Transpersonal Research
Journal of Humanistic Psychology
Journal of Consciousness Studies
Anthropology of Consciousness
Psychology of Consciousness
Recommended Books
Transpersonal psychology includes centuries of philosophical and spiritual writings from many
cultures too extensive to represent here. The following is a smattering provided to indicate
some areas of special interest related to what is covered in the course as well as to give you
ideas about resources to explore for the final paper of the course.
Abrams, J., & Zweig, C., (Eds.). (1991). Meeting the shadow: The hidden power of the dark side of
human nature. Jeremy P. Tarcher/Putnam.
Berger, P. L., & Luckman, T. (1966). The social construction of reality: A treatise in the sociology
of knowledge. Anchor Books.
Cardeña, & Winkleman, M. (2011) Altering consciousness: Multidisciplinary perspectives, vol. 1.
History, culture, and humanities. Praeger Publishers.
Cushman, P. (1995). Constructing the self, constructing America: A cultural history of
psychotherapy. Da Capo Press.
Fadiman, J. (2011). The psychedelic explorer’s guide: Safe, therapeutic, and sacred journeys. Park
Street Press.
Ferrer, J. N. (2002). Revisioning transpersonal theory: A participatory vision of human spirituality.
State University of New York Press.
Gannon, J. J., & Pillai, R. K. (2013). Understanding global cultures: Metaphorical journeys through
31 nations, clusters of nations, continents, and diversity (5th ed.). SAGE.
Gergen, K. J. (2009). Relational being: Beyond self and community. Oxford University Press.
Grob, C. S. (Ed.) (2002). Hallucinogens: A Reader. Penguin Putnam.
Hanegraaff, W. J. (1998). New Age religion and Western culture: Esotericism in the mirror of
secular thought. State University of New York Press.
Kelly, E. F., Kelly, E. W., Crabtree, A., Gauld, A., Grosso, M., & Greyson, B. (Eds.). (2007).
Irreducible mind: Toward a psychology for the 21st century. Rowman & Littlefield.
Kripal, J. J. (2014). Comparing religions. Wiley Blackwell.
Kripal, J. J. (2010). Authors of the impossible: The paranormal and the sacred. University of
Chicago Press.
Metzner, R. (Ed.). (1999.) Ayahuasca: Human consciousness and the spirits of nature. Thunder’s
Mouth Press.
Neuliep, J. W. (2014). Intercultural communication: A contextual approach (6th ed.). SAGE.
Packer, M. J., & Addison, R. B. (Eds.). (1989). Entering the circle: Hermeneutic investigation in
psychology. State University of New York Press.
Plante, T. (Ed.), (2010). Contemplative practices in action: spirituality, meditation, and health.
Samovar, L. A., Porter, R. E., McDaniel, E. R., & Roy, C. S. (2012). Communication between
cultures (8th ed.). Wadsworth Cengage.
Shiraev, E.G., & Levy, D. A. (2013). Cross-cultural psychology: Critical thinking and contemporary
applications (5th ed). Pearson Education.
Streiber, W., & Kripal, J. J. (2016). The supernatural: A new vision of the unexplained. Tarcher
Tart, C. T. (Ed.) (1983). Transpersonal psychologies. Psychological Processes.
Tart, C. T. (2017). The secret science of the soul: How evidence of the paranormal is bringing
science & spirit together. Fearless Books.
Thayer-Bacon, B. (2000). Transforming critical thinking: Thinking constructively. Teachers
College Press.
Thayer-Bacon, B. J. (2003). Relational “(e)pistemologies.” Peter Lang.
Thornton, B. S. (1999). Plagues of the mind: The new epidemic of false knowledge. Intercollegiate
Studies Institute.
Wade, J. (1996). Changes of mind: A holonomic theory of the evolution of consciousness. State
University of New York Press.
Wade, J. (2004). Transcendent Sex: When Lovemaking Opens the Veil. Simon & Schuster.
Walsh, R., & Vaughan, F. , (Eds.). (1993). Paths beyond ego: The transpersonal vision. J. T.
Washburn, M. (1995). The ego and the dynamic ground. SUNY Press.
Welwood, J. (2002). Toward a psychology of awakening: Buddhism, psychotherapy, and the path
of personal and spiritual transformation. Shambhala.
Winkleman, M. & Roberts, T. (Eds.), (2007). Psychedelic Medicine: Addictions Medicine and
Transpersonal Healing. Praeger.
Reputable on-line resources about psychedelic research are among the most informative, given
the repressive, often biased regulatory environment that exists in the US. Primary resources
Course Assessment Measures
Learning Activities
• Cognitive/Didactic (lecture/video/reading): 40%
• Experiential/Applied (critiques, writing, critical discourse): 60%
Criteria for Evaluation
The graded assignments for this course consist of:
! 60% of grade–Final paper demonstrating critical analysis of literature based on
research studies
! 10% of grade—Preliminary 10-page paper
• 30% of grade—Position essays and critical responses based on reading and viewing
The grading for each assignment is based upon the following criteria:
Content = 70% of the grade – how well does what you have written responses to the
requirements of the assignment?
• A = excellent response; shows an in-depth critical reflection and creative response to
the assignment requirements
• B = very good response; shows a strong grasp of the material upon which the
assignment is based
• C = adequate response; shows a basic understanding of what the assignment calls for
• F = poor response; shows a flawed understanding of the material and assignment
Form = 30% of the grade. Form includes grammar, punctuation, spelling, APA formatting, and
scholarly tone. The instructor follows a 5-error rule: More than 5 different errors in form will
result in the paper being returned unread and un-credited until it is brought into compliance
with scholarly standards. Form also involves meeting length requirements; it takes much
greater skill to write to a short length than to write long. Original essays that exceed the
maximum length requirements by more than 100 words are out of compliance.
• A = hardly any mistakes in form
• B = some minor mistakes in form
• C = some important mistakes in form
• F = multiple mistakes in form, more than 5 different errors –returned unread.
Unless otherwise stated, all discussion posts and papers for this course should
demonstrate critical thinking and scholarly writing. Each essay must have a thesis
statement (your position on the issue) backed by a logical argument that supports your
thesis. You are expected to provide evidence from the readings to support your
argument, referenced using APA citations in the text with a matching APA References
list at the end of your essay.
Weekly reading and viewing. Students are usually required to read 150-200 pages
per week, documented by knowledgeable citation in discussion essays. Most weeks
students are required to watch video lectures and documentary videos of concepts
covered in the course. Typically weekly viewing requirements do not exceed 120
minutes inclusive of the instructor’s class lecture video. For weekly reading
assignments, you should read all required book chapters, and then choose 1–2 peerreviewed
papers from the Recommended list to read, for a total of 160–200 pages
read per week.
Discussion and critique forums. An essential part of this course is learning how to
critically evaluate scholarly literature, argue for a position (stated as a thesis
sentence), and express appropriate appreciation and criticism in scholarly discourse.
Students are required to create their own critical response to the readings and
course material. Weekly discussion assignments must include a thesis statement
bolstered by logical argument and evidence from at least one of the required
readings, written in APA 7th style with citations in the text and a references section.
The “Logic of ____ Form” should be used to develop your thesis and the points you
will discuss in your post, based in your assessment of one of the book chapters or
journal articles from the Required and Recommended Reading lists for the
At least five out of the 10 required discussion assignments should be based
on a peer-reviewed article of your choice listed in the Recommended Reading
lists for the week/module. Academic books are important resources for literature
reviews, theory, and method, and they are assigned as required reading in this class,
but students also need to develop critical thinking for peer-reviewed and
particularly empirical research. Thus, students will choose at least five peerreviewed
articles from the Recommended Readings to write discussion assignments
on. The instructor will keep a record of the readings cited in your posts to make sure
you are assessing journal articles in addition to book chapters, as explained in this
assignment. You are only required to write about one publication in your discussion
assignment, though you are welcome to cite further readings, as well as those from
outside the class, to support your argument.
Each discussion post should be 250 words, with an optional and separate
paragraph of 100 words of personal critical reflection in relation to the topic or
assignment. The brevity of the word count is an exercise in writing concise
academic scholarship. Writing assignments must be posted by specified deadlines,
and then students are required to respond to other students’ postings by a
subsequent deadline. These postings constitute a class discussion as well as an
opportunity to engage in scholarly discourse, and refine thinking going forward
based on the responses to the postings. In order to have sufficient time to carry out
these post-and-response assignments, and to meaningfully contribute to a realtime
dialogue in the class, students must honor the deadlines.
A response of at least one paragraph long (3 sentences minimum) to two other
students’ postings is also required as part of the discussion posting assignment.
Your response may be written less formally as a more conversational exchange in
reaction to someone’s post, but keep the tone respectful and limited to ideas (not
personalities); disagreement should be couched in evidence supported by citations.
Dialogue with other students in addition to the two you are required to respond
to is encouraged but entirely discretionary; the instructor only looks at two
responses for completion of the assignment. The discussion forum is closed after
the response deadline passes, so if you want to continue your dialogue with other
students, use the Café, email, or other venues.
Class attendance via active participation in discussion. Students are required to
participate actively in the discussion forums in a timely way. A maximum of 2
discussion deadlines can be missed in terms of timely participation without its
affecting your grade, but this does not reduce the reading or viewing requirement
for the period nor change the requirement to submit and respond to feedback in
discussion forums. Points are not given for late assignments; instead, an “absence”
will be used and the assignment will be graded as usual. If you have run out of
absences and post another late assignment, you will not receive points for the
assignment. This strict “attendance” policy is intended to facilitate real-time
dialogue in a small window of time, as if students are attending a class and
discussing their work in person. If a student’s postings are too late to obtain
responses from classmates, the instructor may provide a make-up assignment, at
the instructor’s discretion. Discussion forums are closed to further postings after the
response deadline has passed. If you wish to continue discussion with colleagues,
please switch to one of the other venues provided. The instructor only reviews the
first two of your responses, per the assignment.
Research and writing competency. Students are expected to know how to use
CIIS’s library services and library search engines, such as PsychInfo and ProQuest to
locate and access materials. Students are expected to write in current APA 7th style,
which can be learned through the APA style manual and applied manually or
through various APA software programs. These competencies will be demonstrated
through postings and the final paper, per the above. Throughout the course, the
instructor will provide feedback on your writing. By the time of the final paper, your
writing must be up to scholarly standards for grammar, punctuation, general usage
and tone (no slang, for example), and APA 7th style. The final paper will be returned
unread if it contains more than five different types of errors.
Reflexive report. In Week 14, students will post a reflexive report as the discussion
assignment for the week. A reflexive report is a 300–500 word critical reflection on
one’s learning process over the course, including assumptions, bias, and
preconceptions which have changed, and ideas or positions which have been
refined. Part of the work of being a researcher is to identify one’s own
preconceptions about experience, reality, and particular topics or stances, in an
ongoing personal practice that is foundational for formal research. Some
researchers today are calling out for further transparency from researchers, in
methods, practices, and data. Both qualitative and quantitative researchers should
consider how their personal stances shape their research practices. As you work
through the assignments of this course, you will be growing your knowledge of
transpersonal and integral psychology and related fields, and developing your
scholarly voice through critical thinking; use this reflexive report to show the class
some part of your learning process.
Preliminary paper. Turn in a preliminary 10 pages of your final paper to the
instructor via email in Week 9 by October 30, 11:59pm Pacific. You need to
ensure that enough research studies exist on your topic for a viable thesis, and you
will need to have some idea of what they say. If you have been composing an
annotated bibliography using the “Logic of ____ Form” for each journal article or
book chapter you read, then you should already have some writing and material for
this assignment.
The final paper is a critical literature review, rather than an argument paper
which seeks to advance or prove an idea. The final paper should demonstrate that
you can critically evaluate the state of research on a topic and formulate a thesis of
what that research says, for example, what “gap” (i.e., a research unknown) exists in
the literature, particularly in empirical studies.
The text surrounding critical evaluation of relevant studies is part of your
evaluation of the literature on your topic. You’re not aiming for a specific number
of articles, but the paper should include reference to at least 5 empirical studies
from the literature on your topic. In a general way, what do the studies say about
the state of the research literature on your topic? How substantial or mature is the
literature in this area? How much is there? Who is conducting it? How well are the
studies done?
If your topic is part of a robust literature (innumerable studies done by many
researchers over many years; e.g., mindfulness research), your will need to cut the
literature down to a manageable chunk you can logically separate from the vast
body of literature and treat as a discrete batch. You may need to present your
argument for how you created that chunk in your paper, based in your review of the
current state of the literature, and the directions future research could take.
If your topic is part of an immature literature (few studies, only a few
researchers, small studies), your job will be to critically discuss the paucity of the
literature in framing your discussion of the studies that do exist. In a new literature,
it is undesirable to investigate only studies done by the same researcher unless truly
nobody else has conducted any research in this area. You want to find whether
anyone has been able to replicate that person’s results. (This is one of the
arguments against many researchers, such as that only people who are followers of
the TM guru have conducted all the research on how great Transcendental
Meditation is; same with Heart Math; same with Ian Stephenson’s past-life studies.)
If you’re having trouble finding many studies on your topic using several of the
databases in the CIIS library resources, you may need to expand your search by key
word, a key skill you need to develop. Look at the other key words associated with
articles you’re investigating to get ideas.
At this point you should be fairly familiar with the available research on your
topic. If you need to, change your thesis statement but send the revised version to
the instructor via email to have your modification okayed. It may be that as you
investigate the literature more, our original thesis formulation is no longer accurate
or appropriate and so you should modify it to be congruent with the evidence you
are developing in your critical analysis of some studies.
For example, if you originally proposed something like, “There is a relationship
between prenatal trauma and psychological problems in adulthood” as a thesis
statement, you might change it with further research to something much more
refined, such as:
“The mother’s prenatal emotional trauma is significantly correlated with similar,
persistent emotional predispositions in their offspring.” In a mature literature, this
statement eliminates other forms of trauma and signals that the paper focuses only
on research into emotional trauma in mothers and surviving children, not any of the
other possible conditions associated with trauma to the mother or to the fetus.
“The literature linking prenatal trauma and psychological problems in adulthood is
scarce, but the few studies that exist strongly suggest such a connection exists,” if
the literature is small and partial.
If you’re feeling confused or in need of advice, get in touch with the instructor.
Final research paper. A final research paper is required for the class. This paper
represents a culmination of critical thinking about theory and empirical research for
this course and ITP 7184 Western/World Philosophies with History and Systems of
Psychology: it serves as the final assignment for both courses (instead of writing
two 15-page final papers for two courses, you write one 30-page paper, which is
evaluated by both course instructors). Students will demonstrate their critical
thinking and writing competency by completing a 30-page final research paper,
exclusive of back matter, on a topic of their choice for the course. The paper is due
Monday December 14 11:59pm. Students are expected to work on the paper
throughout the course, with a preliminary version of the paper submitted in Week
9. It will be good practice for the skills used in any kind of scholarly writing, but
especially the literature review for your dissertation. The purpose of this
assignment is to demonstrate an ability to sustain a long argument with evidence
based in research studies, and to present and critically evaluate the validity of
research studies representing the state of the literature bearing on your topic.
It can be on a topic of your choice with relevance to integral/transpersonal
psychology that can be adequately treated in 30 pages, exclusive of back matter. It
must be a topic backed by research studies, not just theory. Your topic does not
need to be one covered in this course, but it must be one for which published
research exists.
You must define constructs and other special terms in the paper using scholarly
citations; examples might be “consciousness,” “ego,” the “self,” “shame,”
“psychedelics,” “energy,” and so forth. These words may be used in common
conversation but have to be defined in scholarly writing because scholarly use may
be quite different from common use of the word or the term may represent very
different constructs from different philosophical points of view. Dictionary
definitions are not scholarly definitions.
In marshalling evidence to support your thesis for the paper, you must include
and evaluate a minimum of 5 research studies bearing on the topic, so your topic
must be one that has at least some body of research literature addressing it (not just
theory). You must present and then critically evaluate the studies and will also
include your critique on the extant research bearing on the topic, not just the
handful of studies you present as examples of this state of the literature.
Your paper must be in APA 7th style, but you do not have to create a cover page
or running head; you must include a References section of all materials cited in your
paper (but not a bibliography of related but not cited papers). Please single-space
block quotations and your bibliography. Attention to APA 7th style is critical. Papers
with more than five different errors in grammar, punctuation, usage, and APA 7th
style will be returned unread for correction.
Level of Instruction: PhD
Prerequisites: None
Grading Options: Letter grade only
Course Calendar
Week 1, Aug 22–Sept 4—Consciousness and reflexivity
Week 1 Assignments:
1. Read 150-200 pages from required and recommended reading lists, and watch any
lectures or videos
2. Post response to discussion question by August 31 11:59pm Pacific (250 words max +
optional 100 words critical reflection)
3. Post responses to two classmates’ responses by September 2 11:59pm Pacific (100
words max each)
Required Book Readings:
• Introduction and Chapter 1, Critical Thinking in Research
• Chapters 2-4, Handbook of Transpersonal Psychology
• Chapters 1 and 3, Shadow, Self, Spirit
Recommended Papers:
Danvers, E. (2015) Criticality’s affective entanglements: Rethinking emotional and critical
thinking in higher education. Gender and Education, 28(2), 282–297.
Finlay, L. (2002). Outing the researcher: The provenance, process, and practice of reflexivity.
Qualitative Health Research, 12(4), 531–545.
Hitchcock, D. (2018). Critical thinking. In E. N. Zalta (Ed.), Stanford encyclopedia of philosophy
(Fall 2020 ed.).
Thayer-Bacon, B. (1998). Transforming and re-describing critical thinking: Constructive
thinking. Studies in Philosophy and Education, 17, 123–148.
Patriotta, G. (2017). Crafting papers for publication: Novelty and convention in academic
writing. Journal of Management Studies, 54(5), 747–759.
Southworth, J. (2020). How argumentative writing stifles open-mindedness. Arts and
Humanities in Higher Education, 1–21.
Thurlow, S. (2020). Creativity is for poets and pop singers, isn’t it? Academic perspectives on
creativity in doctoral writing. Arts and Humanities in Higher Education, 1–20.
Supplemental Reading:
@briandavidearp. (2018, December 29). People seem interested in how a small group of
researchers with an agenda can ‘rig’ a “systematic review” in medicine to make it say
whatever they want, albeit dressed up in objective-sounding rhetoric. Here is a followup
for those who want to see the details of how it’s done. [Twitter thread].

@jd_wilko. (2019, May 13). Why won’t people believe statisticians when we say “statistics is not
as powerful as you think it is?” Why would we make that up? [Twitter thread].

Lakens, D. (2016). Why scientific criticism sometimes needs to hurt. The 20% Statistician.
Lakens, D. (2019). Does your philosophy of science matter in practice? The 20% Statistician.
Huston, M. (2019, May 7). A revolution is happening in psychology. Here’s how it’s playing out.
Psychology Today.
Neuroskeptic. (2018, August 6). How accessible is psychology data? Discover.
Week 2, Sept 5–11—Cultural psychologies Pt. I; Analytic, hermeneutic,
and critical modes in psychology
Week 2 Assignments:
1. Read 150-200 pages from required and recommended reading lists, and watch any
lectures or videos
2. Post response to discussion question by Sept 7* 11:59pm Pacific (250 words max +
optional 100 words critical reflection)
3. Post responses to two classmates’ responses by Sept 9 2 11:59pm Pacific (100 words
max each)
*This due date falls on the US holiday of Labor Day. If you take this day off, please post on
Sunday Sept 6.
Required Book Reading:
• Introduction, Ch 1–2, Thinking Through Cultures
• Chapter 9, 15, 34, Handbook of Transpersonal Psychology
Recommended Papers:
Adams, G., Dobles, I., Gómez, L. H., Kurtiş, T., & Molina, L. E. Decolonizing psychological
science: Introduction to the special thematic section. Journal of social and political
psychology, 3(1), 213–238.
Bernbaum, E. M. (1974). The way of symbols: The use of symbols in Tibetan mysticism. Journal
of Transpersonal Psychology, 6(2), 93-109.
Brah, A., & Phoenix, A. (2004). Ain’t I a woman? Revisiting intersectionality. Journal of
International Women’s Studies, 5(3), 75-86.
Friedman, H., & MacDonald, D. A. (2002). Using transpersonal tests in humanistic psychological
assessment. The Humanistic Psychologist, 30(3), 223–236.
Glaveanu, V.-P. (2010). Principles for a cultural psychology of creativity. Culture & Psychology,
16(2), 147–163.
Grahn, J. (2005). The emergence of metaformic consciousness. (Original work published 1993)
Hook, D. (2005). A critical psychology of the postcolonial. Theory & Psychology, 15(4), 475-503.
MacDonald, D. A., & Friedman, H. L. (2002). Assessment of humanistic, transpersonal, and
spiritual constructs: State of the science. Journal of Humanistic Psychology, 42(3), 102–
Mohanty, C. T. (2003). “Under Western eyes” revisited: Feminist solidarity through
anticapitalist struggles. Signs, 28(2), 499-535.
McCall, L. (2005). The complexity of intersectionality. Signs: Journal of Women in Culture and
Society, 30(3), 1771-1800.
Mapara, J. (2009). Indigenous knowledge systems in Zimbabwe: Juxtaposing postcolonial
theory. Journal of Pan African Studies, 3(1), 139-155.
MacDonald, D. A. (2000). Spirituality: Description, measurement, and relation to the five factor
model of personality. Journal of Personality, 68(1), 153–197.
MacDonald, D. A., & Friedman, H. L. (2002). Assessment of humanistic, transpersonal, and
spiritual constructs: State of the science. Journal of Humanistic Psychology, 42(3), 102–
Macdonald, D. A., & Friedman, H. L. (2009). Measures of spiritual and transpersonal constructs
for use in yoga research. International Journal of Yoga, 2(1), 2-12.
Phoenix, A. (2009). De-colonising practices: Negotiating narratives from racialised and
gendered experiences of education. Race, Ethnicity and Education, 12(1), 101–114.
Polkinghorne, D. (2000). The unconstructed self. Culture & Psychology, 6(2), 265–272.
Pope, A. (2011). Modern materialism through the lens of Indo-Tibetan Buddhism. International
Journal of Transpersonal Studies, 30(1-2), 171-177.
Qin, D. (2004). Toward a critical feminist perspective of culture and self. Feminism &
Psychology, 14(2), 297-312.
Schäfer, T., Schwarz, M. A. (2019). The meaningfulness of effect sizes in psychological research:
Differences between sub-disciplines and the impact of potential biases. Frontiers in
Psychology, 10, 813.
Shope, J. H. (2006). “You can’t cross a river without getting wet”: A feminist standpoint on the
dilemmas of cross-cultural research. Qualitative Inquiry, 12, 163-184.
Winkelman, M. (2013). Shamanism in cross-cultural perspective. International Journal of
Transpersonal Studies, 31(2), 47-62.
Viewing Assignment:
Please view the following short videos of indigenous shamanic practitioners:
Day in the Life of a Witch Doctor


Interview with an African shaman on becoming a shaman:

Siberian shaman

Nepali healing ceremony

Inuit drum dancing:

Navajo Nightway

Week 3, Sept 12–18—Cultural Psychologies Pt. II; Diverse perspectives
Week 3 Assignments:
1. Read 150-200 pages from required and recommended reading lists, and watch any
lectures or videos
2. Post response to discussion question by Sept 14 11:59pm Pacific (250 words max +
optional 100 words critical reflection)
3. Post responses to two classmates’ responses by Sept 16 2 11:59pm Pacific (100 words
max each)
Required Book Reading:
! Ch 3–5, Thinking Through Cultures
! Ch 8, 21, 33, Handbook of Transpersonal Psychology
Recommended Papers:
Belo, C. (2006). Averroes on god’s knowledge of particulars. Journal of Islamic Studies, 17(2),
Berkhin, I., & Hartelius, G. (2011). Why altered states are not enough: A perspective from
Buddhism. International Journal of Transpersonal Studies, 30(1-2), 63-68.
Capriles, E. (2010). The transreligious fallacy in Wilber’s writings and its relation with Wilber’s
“philosophical tradition” and views. International Journal of Transpersonal Studies, 28(2),
Cott, C., & Rock, A. (2009). Towards a transpersonal psychology of Daoism: Definitions, past
research, and future directions. International Journal of Transpersonal Studies, 28, 119-
Church, A. T., & Katigbak, M. S. (2002). Indigenization of psychology in the Philippines.
International Journal of Psychology, 37(3), 129-148.
Dalal, A. K., & Girishwar, M. (2010). The core and context of Indian psychology. Psychology and
Developing Societies, 22(1), 121-155.
Dols, M. W. (2007). Historical perspective: Insanity in Islamic law. Journal of Muslim Mental
Health, 2(1), 81-99,
Diaz-Guerrero, R. (1994). Origins and development of psychology in Latin America.
International Journal of Psychology, 29(6), 717-727.
Diagne, S. B. (2004). Islam and philosophy: Lessons from an encounter. Diogenes, 51, 123-128.
Drob, S. (2003). Towards a Kabbalistic psychology: C. G. Jung and the Jewish foundations of
alchemy. Journal of Jungian Theory and Practice. 5(2), 77-100.
Ebede-Ndi, A. (2016). A critical analysis of African-centered psychology: From Ism to praxis.
International Journal of Transpersonal Studies, 35(1), 65-77.
Ghorbani, N., Watson, P. J., & Khan, Z. H. (2007). Theoretical, empirical, and potential
ideological dimensions of using Western conceptualizations to measure Muslim
religious commitments. Journal of Muslim Mental Health, 2(2), 113-131.
Goleman, D. (1981). Buddhist and Western psychology: Some commonalities and differences.
Journal of Transpersonal Psychology, 13(2), 125-136.
Hamdan, A. (2008). Cognitive restructuring: An Islamic perspective. Journal of Muslim Mental
Health, 3(1), 99-116.
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral
and Brain Sciences, 33, 61–135.
Higgins, L. T., Davey, G., Gao, X., & Ni, Z. (2008). Counselling in China: Past, present and future.
Psychology and Developing Societies, 20(1), 99-109.
Inayat, Q. (2005). The Islamic concept of the self. Counselling Psychology Review, 20(3), 2-10.
Jamison, D. F. (2009). Returning to the source: An archeology and critical analysis of the
intellectual foundations of contemporary Black psychology. Journal of African American
Studies, 13, 348-360.
Kim, U., Park, Y.-S., & Park, D. (1999). The Korean indigenous psychology approach:
Theoretical considerations and empirical applications. Applied Psychology: An
International Review, 48(4), 451-464.
Long, W. (2017). Essence or experience? A new direction for African psychology. Theory &
Psychology, 27(3), 293–312.
Luhrmann, T. M., Padmavati, R., & Tharoor, H., & Osei, A. (2015). Differences in voice-hearing
experiences of people with psychosis in the United States, India, and Ghana: Interviewbased
study. The British Journal of Psychiatry, 206, 41–44.
Mbiti, J. S. (1969). African religions and philosophy. New York, NY: Praeger Publishers.
Mol, A. A. A. (2009). The dark side of the shaman: The evidence for sorcery in the Antilles. 23rd
Congress of the International Association of Caribbean Archaeology Antigua, British
West Indies.
Nagai, C. (2007). Culturally based spiritual phenomena: Eastern and Western theories and
practices. Psychoanalytic Social Work, 14(1), 1-22.
Ojelade, I. I., McCray, K., Meyers, J., & Ashby, J. (2014). Use of indigenous African healing
practices as a mental health intervention. Journal of Black Psychology, 40(6), 491-519.
Ongel, U., & Smith, P. B. (1999). The search for indigenous psychologies: Data from Turkey and
the former USSR. Applied Psychology: An International Review, 48(4), 465-479.
Paranijpe, A. C. (2011). Indian psychology and the international context. Psychology and
Developing Societies, 23(1), 1-26.
Waldron, D., & Newton, J. (2012). Rethinking appropriation of the Indigenous: A critique of the
romanticist approach. Nova Religio, 16(2), 64–85.
Viewing Assignment:
Please view the following short videos of dark magic and neo-pagan practitioners:
Black magic and Australian/Papuan indigenous people

Dark Shamans of the Amazon, Neil Whitehead
Asatru, Stephen A. McAllen
Heil Odin

Wiccan Full Moon Ritual

Week 4, Sept 19–25—Cultural psychologies Pt. III; Psychotherapies
Week 4 Assignments:
1. Read 150-200 pages from required and recommended reading lists, and watch any
lectures or videos
2. Post response to discussion question by Sept 21 11:59pm Pacific (250 words max +
optional 100 words critical reflection)
3. Post responses to two classmates’ responses by Sept 23 2 11:59pm Pacific (100 words
max each)
Required Book Reading:
• Ch 6–8, Thinking Through Cultures
• Chapters 7, 32 Handbook of Transpersonal Psychology
Recommended Papers:
Combs, G., & Freedman, J. (2012). Narrative, poststructuralis, and social justice: Current
practices in narrative therapy. The Counseling Psychologist, 40(7), 1033–1060.
Cushman, P. (1990). Why the self is empty: Toward a historically situated psychology. American
Psychologist, 45(5), 599–611.
Davis, J. (2011). Jung at the foot of Mount Kailash: A transpersonal synthesis of depth
psychology, Tibetan tantra, and the sacred mythic imagery of East and West.
International Journal of Transpersonal Studies 30(1), 148-164.
Edwards, S. D. (2011). Breath psychotherapy. Inkanyiso: Journal of Humanities and Social
Sciences, 3(1). 13–23.
Fonagy, P., Rost, F., Carlyle, J.-A., McPherson, S., Thomas, R., Fearon, R. M. P., . . . & Taylor, D.
(2015). Pragmatic randomized controlled trial of long-term psychoanalytic
psychotherapy for treatment-resistant depression: The Tavistock Adult Depression
Study (TADS). World Psychiatry, 14(3), 312–321.
Hart, J. (1981). The significance of William James’ ideas for modern psychotherapy. Journal of
Contemporary Psychotherapy, 12(2), 88–102.
Hill, C. E. (2012). Shopping around for theories for counseling psychology practice: Reaction.
The Counseling Psychologist, 40(7), 1061–1069.
Infurna, F. J., & Luthar, S. S. (2018). Re-evaluating the notion that resilience is commonplace: A
review and distillation of directions for future research, practice, and policy. Clinical
Psychology Review, 65, 43–56.
Johnsen, T. J., & Friborg, O. (2015). The effects of Cognitive Behavioral Therapy as an antidepressive
treatment is failing: A meta-analysis. Psychological Bulletin. Advance online
Kendler, K. S., Zachar, P., & Craver, C. (2011). What kinds of things are psychiatric disorders?
Psychological Medicine, 41, 1143–1150.
Tirado, J. M. (2008). The Buddhist notion of emptiness and its potential contribution to
psychology and psychotherapy. International Journal of Transpersonal Studies, 27, 74-79.
Welwood, J. (1982). Vulnerability and power in the therapeutic process: Existential and
Buddhist perspectives. Journal of Transpersonal Psychology, 14(2), 125-139.
Kalff, M. (1983). The negation of ego in Tibetan Buddhism and Jungian psychology. Journal of
Transpersonal Psychology, 15(2), 103-124.
Goleman, D. (1975). Mental health in classical Buddhist psychology. Journal of Transpersonal
Psychology, 7(2), 176-181.
Welwood, J. (1984). Principles of inner work: Psychological and spiritual. The Journal of
Transpersonal Psychology, 16(1), 63–73.
Wyatt, W. J., & Midkiff, D. M. (2006). Biological psychiatry: A practice in search of a science.
Behavior and Social Issues, 15, 132–151.
Young, C. (2008). The history and development of body psychotherapy: The American legacy of
Reich. Body, Movement and Dance in Psychotherapy, 3(1), 5–18.
Viewing Assignment:
Watch the following clips for different perspectives on sex, the shadow, and evil
! Tobias Lars Gunnar on the shadow:

! An academic overview of tantra

• Between God & the Devil: Mexico’s Land of Sorcerers

! Does evil exist?

! Aliester Crowley: The Wickedest Man in the World

Week 5, Sept 26–Oct 2—Critical Debate Pt. I; Cognitive Neuroscience
Approaches to Transpersonal/Integral Experiences
Week 5 Assignments:
1. Read 150-200 pages from required and recommended reading lists, and watch any
lectures or videos
2. Post response to discussion question by Sept 28* 11:59pm Pacific (250 words max +
optional 100 words critical reflection)
3. Post responses to two classmates’ responses by Sept 30 2 11:59pm Pacific (100 words
max each)
*This due date falls on the US holiday of Yom Kippur. If you take this day off, please post on
Sunday Sept 27.
Required Book Reading:
• Ch 2–3, Critical Thinking About Research
• Ch 6, 12, 14, Handbook of Transpersonal Psychology
Recommended Papers:
Bercik, P. (2011). The microbiota—gut—brain axis: Learning from intestinal bacteria? Gut, 60(3),
Bryck, R. L., & Fisher, P. A. (2011). Training the brain: Practical applications of neural plasticity
from the intersection of cognitive neuroscience, developmental psychology, and
prevention science. American Psychologist, 67(2), 87-100.
Cacioppo, J. T., Bernston, G. G., Lorig, T. S., Norris, C. J., Rickett, E., & Nusbaum, H. (2003). Just
because you’re imaging the brain doesn’t mean you can stop using your head. Journal of
Personality and Social Psychology, 85(4), 650–661.
Dijksterhuis, A., & Meurs, T. (2006). Where creativity resides: The generative power of
unconscious thought. Consciousness and Cognition, 15, 135–146.
Dijksterhuis, A., & Nordgren,, L. F. N. (2006). A theory of unconscious thought. Perspectives on
Psychological Science, 1(2), 95–109.
Epstein, S. (2010). Demystifying intuition: What it is, what it does, and how it does it.
Psychological Inquiry, 21, 295–312.
Fox, M. D., Snyder, A. Z., Vincent, J. L., Corbetta, M., van Essen, D., & Raichle, M. E. (2005). The
human brain is intrinsically organized into dynamic, anticorrelated functional networks.
PNAS, 102(27), 9673–9678.
Kim, H. D., & Sasaki, J. Y. (2014). Cultural neuroscience: Biology of the mind in cultural contexts.
Annual Review of Psychology, 65, 487–514.
Mayer, E. A. (2011). Gut feelings: The emerging biology of gut-brain communication. Nature
Reviews Neuroscience, 12, 453–466.
Myers, D. G. (2010). Intuition’s powers and perils. Psychological Inquiry, 21, 371–377.
Newberg, A. B., & Waldman, M. R. (2018). A neurotheological approach to spiritual awakening.
International Journal of Transpersonal Studies, 37 (2).
Pert, C. B., Dreher, H. E., & Ruff, M. R. (1998). The psychosomatic network: Foundations of mindbody
medicine. Alternative Therapies in Health & Medicine, 4(4), 30–41.
Pham, M. T. (2007). Emotion and rationality: A critical review and interpretation of empirical
evidence. Review of General Psychology, 11(2), 155–178.
Raz, A., & Shapiro, T. (2002). Hypnosis and neuroscience: A cross talk between clinical and
cognitive research. Archives of General Psychiatry, 59(1), 85–90.
Skolnick Weisberg, D., Keil, F. C., Goodstein, J., Rawson, E., & Gray, J. R. (2008). The seductive
allure of neuroscience explanations. Journal of Cognitive Neuroscience, 20(3), 470–477.
Storbeck, J., & Clore, G. L. (2007). On the interdependence of cognition and emotion. Cognition
& Emotion, 12(6), 1212–1237.
Supplemental Reading:
Berger, K. (2018, July 26). The man says the mind has no depths: Nick Chater argues our brain is
a storyteller, not a reporter from an inner world. Nautilus. Retrieved from
Chater, N. (2018, July 26). There’s no such thing as unconscious thought: A behavioral scientist
unravels one of our most cherished conceptions. Nautilus. Retrieved from
Meaningness (@meaningness). (2019, May 29). Decades of neuro research wasted because “we
wanted to be REAL SCIENTISTS” [Twitter thread].

Smith, P. A. (2015, June 23). Can the bacteria in your gut explain your mood? The New York
Times Magazine. Retrieved from
Viewing Assignment:
! Jill Bolte Taylor:

Listen to the following if you have already watched the famous Ted talk above:
Week 6, Oct 3–9—Critical Debate Pt. II; Self-actualization and positive
Week 6 Assignments:
1. Read 150-200 pages from required and recommended reading lists, and watch any
lectures or videos
2. Post response to discussion question by Oct 5, 11:59pm Pacific (250 words max +
optional 100 words critical reflection)
3. Post responses to two classmates’ responses by Oct 7 2 11:59pm Pacific (100 words max
Required Book Reading:
! Ch 4–5, Critical Thinking About Research
! Chapters 4–7, Shadow, Self, Spirit
Recommended Papers:
Bacigalupe, G. (2001). Is positive psychology only White psychology? American Psychologist,
56(1), 82-83.
Brown, N. J. L., Sokal, A. D., & Friedman, H. L. (2013). The complex dynamics of wishful
thinking: The critical positivity ratio. American Psychologist, 68(9), 801-813.
Fagin-Jones, S., & Midlarsky, E. (2007). Courageous altruism: Personal and situational
correlates of rescue during the Holocaust. Journal of Positive Psychology, 2(2), 136-147.
Fredrickson, B. L. (2013). Updated thinking on critical positivity ratios. American Psychologist,
68(9), 814-822.
Fredrickson, B. L., & Losada, M. F. (2005). Positive affect and the complex dynamics of human
flourishing. American Psychologist, 60(7), 678-686.
Friedman, H. L. (2008). Humanistic and positive psychology: The methodological and
epistemological divide. The Humanistic Psychologist, 36, 113-116.
Friedman, H. L., & Brown, N. J. L. (2018). Implications of debunking the “critical positivity ratio”
for humanistic psychology—Introduction to the special issue. Journal of Humanistic
Psychology, 58(3), 239-261.
Friedman, H. L., & Robbins, B. D. (2012). The negative shadow cast by positive psychology:
Contrasting views and implications of humanistic and positive psychology on resiliency.
The Humanistic Psychologist, 40, 87–102.
Held, B. S. (2018). Positive psychology’s a priori problem. Journal of Humanistic Psychology,
58(3), 313-342.
Pérez-Álvarez, M. (2016). The science of happiness: As felicitous as it is fallacious. Journal of
Theoretical and Philosophical Psychology, 36(1), 1–19.
Pincus, D., Kiefer, A. W., & Beyer, J. I. (2018). Nonlinear dynamical systems and humanistic
psychology. Journal of Humanistic Psychology, 58(3), 343-366.
Nickerson, C. A. (2018). There is no empirical evidence for critical positivity ratios: Comment on
Fredrickson (2013). Journal of Humanistic Psychology, 58(3), 284-312.
Rich, G. J. (2018). Positive psychology and humanistic psychology: Evil twins, sibling rivals,
distant cousins, or something else? Journal of Humanistic Psychology, 58(3), 262-283.
Sandage, S. J., & Hill, P. C. (2001). The virtues of positive psychology: The rapprochement and
challenges of an affirmative postmodern perspective. Journal for the Theory of Social
Behavior, 31(3), 241-260.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.
American Psychologist, 55(1), 5-14.
Shapiro, S. B. (2001). Illogical positivism. American Psychologist, 56(1), 82.
Walsh, R. (2001). Positive psychology: East and West. American Psychologist, 56(1), 83.
Waterman, A. S. (2013). The humanistic psychology – positive psychology divide. American
Psychologist, 68(3), 124-133.
Wong, P. T. P. (2011). Reclaiming positive psychology: A meaning-centered approach to
sustainable growth and radical empiricism. Journal of Humanistic Psychology, 51(4),
Yakushko, O., & Blodgett, E. (2018). Negative reflections about positive psychology: On
constraining the field to a focus on happiness and personal achievement. Journal of
Humanistic Psychology, 1–28.
Viewing Assignment:
Please view the following film, Kumare, available through the following link or
through your own on-line movie source:
Week 7, Oct 10–16—Critical Debate Pt. III; Psi
Week 7 Assignments:
1. Read 150-200 pages from required and recommended reading lists, and watch any
lectures or videos
2. Post response to discussion question by Oct 12*, 11:59pm Pacific (250 words max +
optional 100 words critical reflection)
3. Post responses to two classmates’ responses by Oct 14 2 11:59pm Pacific (100 words
max each)
*This due date falls on the US holiday of Indigenous Peoples’ Day. If you take this day off, please
post on Sunday Oct 11.
Required Book Reading:
! Ch 6–7, Critical Thinking About Research
! Chapter 2, Shadow, Self, and Spirit
! Chapter 22, Handbook of Transpersonal Psychology
Recommended Papers:
Acunzo, D. J., Evrard, R., & Rabeyron, T. (2013). Anomalous experiences, psi and functional
neuroimaging. Frontiers in Human Neuroscience, 7, 133–135.
MacDonald, D. A., & Friedman, H. L. (2012). Transpersonal psychology, parapsychology, and
neurobiology: Clarifying their relationships. International Journal of Transpersonal
Studies 31(1), 49-60.
Dein, S. (2012). Mental health and the paranormal. International Journal of Transpersonal
Studies 31(1), 61-74.
Cardeña, E. (2018). The experimental evidence for parapsychological phenomena: A review.
American Psychologist, 73(5), 663–677.
Cardeña, E., Lynn, S. J., & Krippner, S. (2017). The psychology of anomalous experiences: A
rediscovery. Psychology of Consciousness: Theory, Research, and Practice, 4(1), 4–22.
Bem, D. J. (2011). Feeling the future: Experimental evidence for anomalous retroactive
influences on cognition and affect. Journal of Personality and Social Psychology, 100(3),
Bem, D. J., Utts, J., & Johnson, W. O. (2011). REPLY: Must Psychologists change the way they
analyze their data? Journal of Personality and Social Psychology, 101(4), 716–719.
Richards, R. (2015). Will the real scientists please stand up? Taboo topics, creative risk, and
paradigm shift. Journal of Humanistic Psychology, 55(3), 292–322.
Rouder, J. N., & Morey, R. D. (2011). A Bayes factor meta-analysis of Bem’s ESP claim.
Psychonomic Bulletin Review, 18, 682–689.
Tart, C. T. (2004). On the scientific foundations of transpersonal psychology: Contributions
from parapsychology. Journal of Transpersonal Psychology (36)1.
Wagenmakers, E.-J., Wetzels, R., Borsboom, D., & van der Maas, H. L. J. (2011). Why
psychologists must change the way they analyze their data: The case of psi: Comment
on Bem (2011). Journal of Personality and Social Psychology, 100(3), 426–432.
Wiseman, R., & Watt, C. (2006). Belief in psychic ability and the misattribution hypothesis: A
qualitative review. British Journal of Psychology, 1–17.
Supplemental Reading:
Andrew (@Andrew). (2019, January 27). What should JPSP have done with Bem’s ESP paper,
back in 2010? Click to find the surprisingly simple answer. Statistical modeling, causal
inference, and social science.
Viewing Assignment:
Please view the following videos on some psi experiments:
! Rupert Sheldrake and parrot

! Remote viewing experiments:

Week 8, Oct 17–23—Critical Debate Pt. IV; Psychedelics
Week 8 Assignments:
1. Read 150-200 pages from required and recommended reading lists, and watch any
lectures or videos
2. Post response to discussion question by Oct 19, 11:59pm Pacific (250 words max +
optional 100 words critical reflection)
3. Post responses to two classmates’ responses by Oct 21 2 11:59pm Pacific (100 words
max each)
Required Book Reading:
• Ch 8–9, Critical Thinking About Research
• Chapters 19 and 25, Handbook of Transpersonal Psychology
Recommended Papers:
Carhart-Harris, R. L., Erritzoe, D., Williams, T., Stone, J. M., Reed, L. J., Colasanti, A., … Nutt,
David J. (2012). Neural correlates of the psychedelic state as determined by fMRI
studies with psilocybin. PNAS, 109(6), 2138-2143.
Carhart-Harris, R. L., Leech, R., Hellyyer, P. J., Shanahan, M., Feilding, A., Tagliazucchi, E.,
Chialvo, D. R., Nutt, D. (2014). The entropic brain: A theory of conscious states
informed by neuroimaging research with psychedelic drugs. Frontiers in Human
Neuroscience, 8, article 20.
Davis, E. (2020). Gnostic psychedelia. Gnosis: Journal of Gnostic Studies, 5(1), 97–120.
Fadiman, J., & Korngold, A. (2013). Psychedelic-induced experiences. In H. L. Friedman & G.
Hartelius (Eds.), The Wiley-Blackwell handbook of transpersonal psychology (pp. 352-
366). Malden, MA: Wiley & Sons.
Friedman, H. (2006). The renewal of psychedelic research: Implications for humanistic and
transpersonal psychology. The Humanist Psychologist, 34(1), 39-58.
Kolp, E., Friedman, H., Krupitsky, E., Jansen, K., Sylvester, M., & Kolp, A. (2014).
Ketamine psychedelic psychotherapy: Focus on its pharmacology,
phenomenology, and clinical applications. International Journal of Transpersonal
Studies, 33(2), 84-140.
Kolp, E., Young, M. S., Friedman, H., Krupitsky, E., Jansen, K., O’Connor, L.-A. (2007).
Ketamine-enhanced psychotherapy: Preliminary clinical observations on its effects in
treating death anxiety. International Journal of Transpersonal Studies, 26, 1-17.
Krupitsky, E. M., Grineko, A. Y., Berkaliev, T. N., Paley, A. I., Tetrov, U. N., Mushkov, K. A., &
Borodikin, Y. S. (1992). The combination of psychedelic and aversive approaches in
alcoholism treatment: The affective contra-attribution method. Alcoholism Treatment
Quarterly, 9(1), 99-105.
Krupitsky, E. M., Paley, A. I., Berkaliev, T. N., Ivanov, V. B., Dubrvina, O. O., Koshnazarova, D.
A., … Grinenko, A. Y. (1996). Ketamine-assisted psychedelic therapy. International
Journal of Transpersonal Studies, 15(1), 24-40.
Lim, D. K. (2003). Ketamine associated psychedelic effects and dependence. Singapore Medical
Journal, 44(1), 31-34.
Luke, D. (2012). Psychoactive substances and paranormal phenomena: A
comprehensive review. International Journal of Transpersonal Studies, 31(1), 97–
Liester, M. B. (2013). Near-death experiences and ayahuasca-induced experiences: Two unique
pathways to a phenomenologically similar state of consciousness. Journal of
Transpersonal Psychology, 45(1), 24-48.
Mangini, M. (1998). Treatment of alcoholism using psychedelic drugs: A review of the program
of research. Journal of Psychoactive Drugs, 30(4), 381-418.
Roberts, T. B., & Hruby, P. J. (2002). Toward an entheogen research agenda. Journal of
Humanistic Psychology, 42(1), 71-89.
Roberts, T. B., & Winkelman, M. J. (2013). Psychedelic induced transpersonal experiences,
therapies, an their implications for transpersonal psychology. In H. L. Friedman & G.
Hartelius (Eds.), The Wiley-Blackwell handbook of transpersonal psychology (pp. 459-
479). Malden, MA: Wiley & Sons.
Sessa, B. St.-J. (2008). Are psychedelic drug treatments seeing a comeback in psychiatry?
Progress in Neurology and Psychiatry, 12(8), 5-10.
Sessa, B. (2008). Is it time to revisit the role of psychedelic drugs in enhancing human
creativity? Journal of Psychopharmacology, 22(8), 821-827.
Stolaroff, M. J. (1999). Are psychedelics useful in the practice of Buddhism? Journal of
Humanistic Psychology, 39(1), 60-80.
Strassman, R. J. (1984). Adverse reactions to psychedelic drugs: A review of the literature.
Journal of Nervous and Mental Disease, 172(10), 577-595.
Stolaroff, M. J. (1999). Are psychedelics useful in the practice of Buddhism? Journal of
Humanistic Psychology, 39(1), 60-80.
Trichter, S. (2010). Ayahuasca beyond the Amazon: The benefits and risks of a spreading
tradition. Journal of Transpersonal Psychology, 42(2), 131-148.
Vollenweider, F. X., & Kometer, M. (2010). The neurobiology of psychedelic drugs: Implications
for the treatment of mood disorders. Nature Reviews Neuroscience, 11(9), 642-651.
Walsh, R. (2003). Entheogens: True or false? International Journal of Transpersonal
Studies, 22, 1-6.
Supplemental Reading:
Noorani, T. (2020, July 21). The Pollan effect: Psychedelic research between world and
word. Society for Cultural Anthropology.
Semley, J. (2020, April 27). Turn on, tune in, cash in. The New Republic.
psychedelic-drugs [Audio version available]
Steinhardt, J., & Noorani, T. (2020, July 21). Introduction: The psychedelic revival.
Society for Cultural Anthropology.
Viewing Assignment:
Week 9, Oct 24–30 —Preliminary Paper Due
Week 8 Assignments:
1. Please work on your preliminary paper, due Oct 30, 11:59 Pacific.
2. Watch any posted lectures, videos, and class exercises.
Viewing Assignment:
Weeks 10 & 11*, Oct 31–Nov 13—Critical Debate Pt. V; Contemplation,
Meditation, Mysticism, and Transcendence
*This is a two-week module, in order to give the instructor time to provide thorough
feedback on the preliminary paper, and the student to begin incorporating that
feedback into their draft final paper. The discussion writing assignment is due in the
first week of this module, and in the second week students can expect to receive
preliminary paper feedback and begin making any needed corrections.
Weeks 10 & 11 Assignments:
1. Read 150-200 pages from required and recommended reading lists, and watch any
lectures, videos, and class exercises
2. Post a response to discussion question by Oct 26, 11:59pm Pacific (250 words max +
optional 100 words critical reflection)
3. Post responses to two classmates’ responses by Oct 28 2 11:59pm Pacific (100 words
max each)
Required Book Reading:
! Ch 10, Critical Thinking About Research
! Chapter 10–11, Shadow, Self, and Spirit
! Chapters 24, Handbook of Transpersonal Psychology
Recommended Papers:
Asante, M. K. (1984). The African American mode of transcendence. The Journal of
Transpersonal Psychology, 16(2), 167–177.
Brito, G. (2013). Rethinking mindfulness in the therapeutic relationship. Mindfulness.
Capriles, E. (2010). Nondual awareness, dualistic consciousness, and the path to absolute
sanity. Journal of Transpersonal Research, 2(2), 97-107.
Collins, D. L. (2019). Deconstructing mindfulness: Embracing a complex simplicity. The Side
View, 1(1), 62–71.
Donald, J. N., Sahdra, B. K., van Zanden, B., Duineveld, J. J., Atkins, P. W. B., Marshall, S. L., &
Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and
meta-analysis of the link between mindfulness and prosocial behavior. British Journal of
Psychology, 110, 101–125.
Garcia-Romeu, A. (2010). Self-transcendence as a measurable transpersonal construct. The
Journal of Transpersonal Psychology, 42(1), 26–47.
Garcia-Romeu, A., Himelstein, S. P., & Kaminker, J. (2014). Self-transcendent experience:
Grounded theory study. Qualitative Research, 1–22.
Hart, T. (2008). Interiority and education: Exploring the neurophenomenology of
contemplation and its potential role in learning. Journal of Transformative Education,
6(4), 235–250. https://10.1177/1541344608329393
Jones, P. (2019). Mindfulness training: Can it create superheroes? Frontiers in Psychology, 10,
Kreplin, U., Farias, M., & Brazil, I. A. (2018). The limited prosocial effects of meditation: A
systematic review and meta-analysis. Nature Scientific Reports, 8.
Maslow, A. H. (1969). Various meanings of transcendence. The Journal of Transpersonal
Psychology, 56–66.
Ruschmann, E. (2011). Transcending towards transcendence. Implicit Religion, 421–432.
Sherrell, C., & Simmer-Brown, J. (2017). Spiritual bypassing in the contemporary mindfulness
movement. ICEA Journal, 1(1), 75–93.
Torchinov, E. (2003). Mysticism and its cultural expression: An inquiry into the description of
mystical experience and its ontological and epistemological nature. International
Journal of Transpersonal Studies, 22, 40-46.
Wade, J. (2000). The varieties of transcendent sexual experience. The Journal of Transpersonal
Psychology, 32(2), 103–122.
Waldron, J. L. (1998). The life impact of transcendent experiences with a pronounced quality of
noesis. The Journal of Transpersonal Psychology, 30(2), 103–134.
Walsh, R., & Vaughan, F. (1993). The art of transcendence: An introduction to common
elements of transpersonal practices. The Journal of Transpersonal Psychology, 25(1), 1–
Yaden, D. B., Nguyen, K. D. L., Kern, M. L., Wintering, N. A., Eichstaedt, J. C., Schwartz, H. A.,
Buffone, A. E. K., Smith, L. K., Waldman, M. R., Hood, R. W., Jr., & Newberg, A. B.
(2017). The noetic quality: A multimethod exploratory study. Psychology of
Consciousness: Theory, Research, and Practice, 4(1), 54–62.
Viewing Assignment:
Week 12, Nov 14–20 —Critical Debate Pt. VI; What is the soul? NDEs;
OBEs; Reincarnation; Paranormal
Week 12 Assignments:
1. Read 150-200 pages from required and recommended reading lists, and watch any
lectures, videos, and class exercises
2. Post a response to discussion question by Nov 9, 11:59pm Pacific (250 words max +
optional 100 words critical reflection)
3. Post responses to two classmates’ responses by Nov 11 2 11:59pm Pacific (100 words
max each)
Required Book Reading:
• Ch 11, Critical Thinking About Research
• Ch 8–9, Shadow, Self, Spirit
• Ch 20, Handbook of Transpersonal Psychology
Recommended Papers:
Benjamin, E. (2015). Transpersonal psychology and an agnostic experiential exploration of
mediumship and the ostensible phenomenon of life after death. International Journal of
Transpersonal Studies, 34(1–2), 34–44.
Haraldsson, E. (2003). Children, who speak of past-life experiences: Is there a psychological
explanation? Psychology and Psychotherapy: Theory, Research, and Practice, 76, 55–67.
Irwin, H. J. (2000). The disembodied self: An empirical study of dissociation and the out-of-body
experience. The Journal of Parapsychology, 64, 261–277.
Kennedy, J. E. (2005). Personality and motivations to believe, misbelieve, and disbelieve in
paranormal phenomena. The Journal of Parapsychology, 69(2), 263–292.
Persinger, M. A. (2001). The neuropsychiatry of paranormal experiences. Journal of
Neuropsychiatry and Clinical Neuroscience, 13(4), 515–524.
Prasad, H. S. (2000). Dreamless sleep and soul: A controversy between Vedanta and Buddhism.
Asian Philosophy, 10(1), 61-73.
Tsomo, K. L. (2001). Death, identity, and enlightenment in Tibetan culture. International Journal
of Transpersonal Studies 20, 151-173.
Rogo, D. S. (1984). Researching the out-of-body experience: The state of the art. Anabiosis –
The Journal for Near-Death Studies, 4(1), 21–49.
Slavoutski, S. (2012). Is the reincarnation hypothesis advanced by Stevenson for spontaneous
past-life experiences relevant for the understanding of the ontology of past-life
phenomena? International Journal of Transpersonal Studies, 31(1), 83–96.
Stevenson, I. (1993). Birthmarks and birth defects corresponding to wounds on deceased
persons. Journal of Scientific Exploration, 7(4), 403-410.
Swami, V., Chamorro-Premuzic, T., & Shafi, M. (2010). Psychology in Outerspace: Personality,
individual difference, and demographic predictors of beliefs about extraterrestrial life.
European Psychologist, 15(3), 220–228.
Thalbourne, M. A. (2006). Psychiatry, the mystical, and the paranormal. Journal of
Parapsychology, 70(1), 143–165.
Tobacyk, J. J. (2004). A revised paranormal belief scale. The International Journal of
Transpersonal Studies, 23, 94–98.
Viewing Assignment:
Please watch the following videos:
• Stevenson, Ian. Children Who Remember Past Lives. Presentation at the
The University of Virginia.

• Anita Moorjani, “Dying to be me” TedxBayArea

Extra (because it’s over an hour and a half long):
• Eben Alexander, A neurosurgeon’s journey to the afterlife

Week 13, Nov 21–27—Thanksgiving, work on the final paper
No discussion post is due this week due to the CIIS holiday for US Thanksgiving. Please
use this time to work on your final papers.
Week 14, Nov 28–Dec 4—Reflexive report
Week 14 Assignments:
1. Watch any lectures, videos, and class exercises
2. Post a reflexive report by Nov 9, 11:59pm Pacific (300–500 words)
3. Post responses to two classmates’ responses by Nov 11 2 11:59pm Pacific (100 words
max each)
Viewing Assignment:
Week 15, Dec 5–14—Final Paper Submission
Your final paper is due this week, no later than Monday, December 14, 11:59 Pacific
Time. Submit your final paper in the assignment on Canvas in this course. The
the instructor will review and grade the papers, then send them to Glenn Hartelius for
review in Western/World Philosophies with History and Systems of Psychology.
Congratulations on completing this course!
Relevant Policies
It is strongly recommended that these policies be discussed with the students at the first class
meeting. These are Institute policies and, as such, cannot be overridden by a program or instructor.
You or your program may, however, enforce stricter versions of these policies. If so, then include
those versions in your syllabus.
Class Attendance Policy
Students are expected to attend all class meetings regularly and punctually. Students are assigned an
F (Failure) or NP (No Pass) grade if they are absent for more than 20 percent of a course. This
maximum includes both excused and unexcused absences. Three instances of tardiness or leaving
early are considered equivalent to one absence. Instructors may permit a student to deviate from this
rule on the grounds of illness necessitating confinement for 24 hours or more, a death in the family,
or other extreme emergencies. The instructor may request verification of these circumstances by a
letter from a medical professional, the Dean of Students, or the Academic Vice President as
appropriate. Due to the nature of some courses, individual programs, departments, and instructors
may enforce stricter policies than these. Check the program handbook and/or the syllabus of a
course to see these policies.
Academic Integrity
Creative and original scholarly research is at the heart of the Institute’s academic purpose. Faculty and students must pursue their academic work with the utmost integrity. This means
that all academic work produced by an individual is the result of the individual’s efforts and that
those efforts acknowledge explicitly any contribution by another person. Reproducing another’s
work and submitting it as one’s work without acknowledging the source is called “plagiarism,” or
stealing the intellectual property of another, which is the antithesis of scholarly research. Any use of
other ideas or others’ expression in any medium without attribution is a serious violation of
academic standards. If confirmed, plagiarism subjects a student to disciplinary action.
Policy on Incompletes (you or your program have the right to not allow incompletes)
Students anticipating being unable to complete a course may request permission from the instructor
to receive an “I” (Incomplete) grade; students who have not completed the work required for a
course are not to be given a passing grade in the course without completing the required work. CIIS
courses are expected to be organized in a way that allows work to be completed during the semester
the course is being offered. Below are the policies related to incomplete grades:
1. Permission to be given an “I” grade is given only in the following circumstances:
a. medical reasons documented by a health-care professional;
b. a family emergency verified with supporting documentation; or
c. the decision by faculty members based on exceptional pedagogical reasons.
2. The instructor has the right to refuse to grant an “I” grade.
3. The Registrar’s Office does not record an “I” grade without receiving an Incomplete Grade
Request Form signed by the student and the instructor by the grade submission deadline.
This form stipulates what coursework is remaining and its due date.
4. The instructor, not the student, determines the deadline for the remaining coursework. This
deadline cannot exceed two semesters (including summer) from the last day of the semester
in which the course took place, and can be earlier. (For example, if the course is in fall 2011,
the student has until the last day of summer 2012 to submit the work unless the instructor
specifies an earlier deadline.) The maximum deadline for an Incomplete given for exceptional
pedagogical reasons is one semester. This deadline is not extended for students who are on a
leave of absence, become inactive, or refrain from registering for any semester while the work
remains outstanding.
5. If the student does not submit the coursework by this deadline, the “I” grade converts to an
“IN” (Permanent Incomplete). An “IN” is irreversible.
6. Students may not graduate with an “I” grade on their record even in an elective course.
Students may graduate with an “IN” grade on their record, provided that if the IN was for a
required course, the student later successfully repeated the course.
7. The submission of an “I” grade by an instructor does not imply that that instructor will be a
CIIS employee in a subsequent semester. It is the student’s responsibility to maintain current
contact information for this instructor.
8. Students may not sit in on a subsequent semester’s offering of the same course in order to
make up the coursework.
9. When submitting the remaining coursework, the student must include a signed Grade
Change Form. The instructor uses this form to notify the Registrar’s Office of the final grade.
Disability Accommodations
CIIS complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act.
Accordingly, no otherwise qualified disabled student shall, solely because of their disability, be excluded
from participation in, be denied the benefits of, or be subjected to discrimination in any academic,
research, counseling, financial aid, or other post-secondary education program or activity that CIIS
provides for all students. Students with disabilities must meet the requirements and levels of competency
generally required of all students in the program. In order to assist students with disabilities in fulfilling
these requirements of the program, every reasonable effort is made to accommodate the special needs of
such students. If you would like to request accommodations related to a disability, please contact to register with CIIS Student Disability Services.
Statement on Diversity
CIIS is committed to honoring multiple viewpoints that reflect and honor the voices of
people with a variety of individual and cultural differences, including but not limited to
differences related to gender, gender identity, age, sexual orientation,
religion/spirituality, physical ability, neurodiversity, socioeconomic status, and
race/ethnicity. In an effort to achieve academic excellence through diversity in the
classroom, the ITP program values diversity as a rich opportunity to engage in
respectful dialogue, explore different ways of knowing in scholarship and invite in
voices that have been historically excluded or underrepresented in the fields of
transpersonal and integral psychologies.
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