Course Goals

"Know thyself."   What motivates us?   What systems do we use for reward, for cognitive control, and for decision-making?   If we have some answers to these questions, we can then understand how to influence those systems, directly or indirectly.   For example, if we want to control our emotions, we first have to understand how emotions are created and what factors influence them.   Then we will be in a position to find the places in that system we can influence--the leverage points in our emotional selves.   Leverage points may be cognitive, as in changing the way we think about an emotionally charged situation; pharmacological, as when we take a drug that affects our emotions; behavioral, as when we take actions (like exercising or talking to a friend) that affect our emotions; or something else entirely.   Understanding the systems within ourselves that we want to control can also help us understand when we can't control something, or when exerting control will come at too high of a cost to ourselves or others.   So we will develop and understanding of when we need to surrender control, when to let go.   We will learn when and how to act--and, importantly, when not to act--so that we may govern ourselves responsibly, to our benefit and the benefit of those around us.  

This course is a research-based perspective on the cognitive and affective systems that make up who we are, and on the degree and manner of control we exert over those systems. It emphasizes developing foundations in cognitive and emotion theory, and attempts to ground that theory in a basic knowledge of functional neuroanatomy. We develop these types of fundamental knowledge and skills in parallel with exploring questions on the nature, kinds, and limitations of control.

The course procedure is based loosely on the "jigsaw classroom," a model developed by Elliot Aronson. Here are some of the principles of the course: 1) A major part of learning is asking good questions.   This course places value on asking good questions.   2) In studying motivation, it quickly becomes obvious that your intrinsic motivation is a key factor in your education.   Use this course to get out of it what you want.   Use it to serve your goals.   (If you don't know what those are, then this is a chance to explore, have space, find out.)   3) You learn best by teaching.   In this course, you will all teach each other (and me) something, by becoming an expert in a particular topic of your choosing.  

Each week, we will devote time to reporting on one or two of your chosen topics.   On your presentation day, your goal will be to both prepare a short presentation with a handout and supplment the class discussion with your own knowledge.

The jigsaw model

Each piece of a jigsaw puzzle interlocks with others, and it is through this interlocking that the big picture emerges. During the class, we will develop a model of human cognitive and affective processes.   This model will evolve from week to week as the course progresses, under the direction and guidance of the class.   Your individual project topics are pieces in this puzzle, and your preparation for class is an integral part of the course. For the course's final project, each student will write a section of a single review paper based on the model.