Department of History & Philosophy

Course details offered by the DHP, NSU

Course
DHP History Courses
Code

HIS101 BANGLADESH HISTORY & CULTURE

Course Contents:
The course aims to provide insightful knowledge into the centuries-long historical
transformations and continuities that formed the socio-cultural identity of Bangladesh
today. The cultural term is used in a broader context to include a range of essential
themes to understand the country's historical origins from the remote past. The subject
deals with people living in the Gangetic delta area and their socio-economic and
political life, religion, governance, art, and the cultural environment from the ancient
period to the mid-eighteenth century. The discussion starts with the ancient location at
Wari-Bateshwar of the powerful Gangaridhai region and introduces archaeological
sites, monuments, and artifacts that suggest country's rich cultural heritage from time
immemorial. It refers to the legacies of the Mauryas, Guptas, Senas, and contributions
made by their legendary Kings and Emperors, pursuance of the Caste system, and
encroachment of female rights in traditional Bengali Hindu society. By contrast, the
course demonstrates how the Buddhist Palas in Bengal adopted the egalitarian principle
and introduced the Bangla language for the commoners, defying the influence of
Sanskrit in society. Finally, the course portrays phenomenal Islamic traditions created
by Sufis and religious coexistence and administration of justice maintained by the
Turks, Mughals, and the Nawabs for centuries together before the Kingdom of Bengal
fell under the British East India Company rule in 1757.
Learning Outcome:
The study would help students understand the role of religion and culture in
legitimizing political rule under the diverse dynasty systems from the ancient period.
They would learn the significant traits of the Hindu-Budha and Muslim dynasties and
their ramifications and distinctiveness objectively. Students would also reveal how the
spiritual influences of the Muslim Sufi saints and Baul mystic singers shaped the
Bengali cultural minds. They would also be exposed to the significant Bengali cultural
festivals, folk songs, lifestyles patterns, and the ethos of the ethnic minorities living in
remote areas. From this course, students learn to examine different roots of cultural
heritage in Bangladesh and bridge their distant past with the present to foresee the
future from their nationalist perspectives. 03 Credits
REFERENCES

• Ahmed, Salahuddin & Bazlul Mobin Chowdhury eds. (2004), Bangladesh: National
Culture and Heritage: An Introductory Reader, Dhaka: Independent University
Bangladesh.
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 • Eaton, Richard M (1993) The Rise of Islam and the Bengal Frontier, 1204-1760,
Berkeley: University of California Press.
• Guhathakurta, Meghna and Willem van Schendel eds. (2013), Bangladesh- History,
Culture, Politics, London: Duke University Press.
• Haq, Mhammad Enamul (1975) A History of Sufism in Bengal, Dhaka: Asiatic
Society of Bangladesh.
• Iqbal, Iftekhar (2010), The Bengal Delta: Ecology, State and Social Change,
Basingstoke: Palgrave Macmillan.
• Karim, Abdul (1959) Social History of the Muslims in Bengal-Down to 1338, Dhaka:
The Asiatic Society of Pakistan.
• Rahim, Muhammad Abdur (1967) Social and Cultural History of Bengal, Vol 1 and
11, Karachi, Pakistan Publishing House,
• Rahim, Muhammad Abdur (1978) The Muslim Society and Politics in Bengal,
Dhaka, The University of Dhaka.
• Sachau, Dr. Edward C (1910) Alberuni’s India: An Account of the Religion,
Philosophy, Literature, Geography, Chronology, Astronomy, Customs, Laws and
Astrology of India About AD 1030, London: Kegan Paul.
• Sarkar, Jadunath (2009) The History of Bengal: Muslim Period 1200-1757, Vol. 11,
Online, Cambridge University Press.
• Smith, Vincent A (1999) The Early History of India: From 600 BC to the
Mohammedan Conquest Including the Invasion of Alexander the Great, New Delhi:
Atlantic Publishers and Distributors.

HIS102 INTRODUCTION TO WORLD CIVILIZATION

Course Contents:
The current course is designed to provide an overview of human civilization since its
inception in the prehistoric and ancient periods and continued through the medieval
period down to the modern era. It aims to examine how human society evolved in
different parts of the world and explain the evolution of diverse civilizations in the
process. The course explains the importance of agriculture and urbanization in the
earliest city life in ancient Greece and Rome. It helps learners get to know ancient
Mesopotamia, Egypt, Indus Valley, and China. The course focuses on the emergence
of Islamic Civilization in the Muslim Middle East and South Asia and the crisis faced
by civilization after a century. It also focuses on the Byzantine Culture, Feudalism in
Europe, Religious Crusades, the inception of Western universities and Renaissance,
trade and commerce, and township development in human history. It surveys societal
development from Paleolithic times to the Industrial Revolution and subsequent
developments in science and technology that accelerated the gaps between the
Northern and Southern hemispheres. This course discusses core issues pertinent to the
Computer Revolution from the mid-twentieth century and the emergence of artificial
intelligence during the current era. It shows how distinctive cultures, economies, and
societies cope with these developments by confronting challenges during the Post-Cold
War period.

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Learning Outcome:
By pursuing this module, students would acquire several outcomes: (a) a
comprehensive overview of the development of civilizations in different parts of the
world at different times, (b) recognize important institutions and technologies that
helped to create a World Civilization dealing with their mammoth challenges, (c)
identify major socio-political, economic and cultural trends in global advancement, and
(d) develop a sense of understanding by recognizing historical roots, process, and
debates about the ‘clashes’ or cooperation between civilizations in the 21st century. 03
Credits.
REFERENCES:
• Aberth, John (2011) Plagues in World History , Rowman & Little Field.
• Adler, Philip J. & Randall L. Pouwels (2008), World Civilizations, New York:
Thomson Higher Education.
• Allawi, Ali (2009) Crisis of Islamic Civilization, Yale University Press Publication.
• Anversa, David (2020) History of Pandemics: The Definitive Guide to Discover
the Worst and Deadliest Epidemics and Pandemics that Changed our World. From
the Roman Empire to the Modern Era. Waterstones: David Anversa.
• Avari, Burjor (2012) Islamic Civilization in South Asia: A History of Muslim Power
and Presence in the Indian Subcontinent, London: Rutledge.
• Coffin, G. Judith and Robert C. Stracey (2008), Western Civilizations, New York:
W. W. Norton & Company.
• Harari, N. & Yuval Sapiens (2011): A Brief History of Humankind, London: Vintage
Books.
• Hertzel, David (2016) The World History Workbook: The Ancient World to the
Present, Second Edition, Rowman & Little Field.
• Huntington, Samuel P. (2011) The Clash of Civilizations: Remarks of World Order,
New York: Simon & Schuster.
• Trigger, G. Bruce, (2007), Understanding Early Civilizations: A Comparative
Study, New York: Cambridge University Press.
• Perry, Marvin (2011), Western Civilization: A Brief History, Volume I: Boston:
Wadsworth.
• Pomeroy, Sarah B. (2004), A Brief History of Ancient Greece: Politics, Society and
Culture, Oxford: Oxford University Press.
• Reilly, Kevin (2018) The Human Journey: A Concise Introduction to
World History, Second Edition, Rowman & Little Field.
• Robinson, Chase F (2016) Islamic Civilization in Thirty Lives: The First 1,000
Years, University of California Press.
• Winks, Robin W. (1993) World Civilization: A Brief History, Second edition,
Rowman & Little Field.

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HIS103 EMERGENCE OF BANGLADESH
Course Contents:
This course provides insightful information and analysis about Bangladesh's origins
and socio-economic and political backgrounds with which learners might have been
otherwise less familiar. The study attempts to clarify methodological confusion, gaps,
and problems connected to Bangladesh's political history through a pleasant, coherent,
and objective analysis with a new outlook and perspective. It covers four distinctive
elements of Bangladesh history: (i) the long anti-colonial struggle from 1757 to 1857,
(ii) the socio-economic & cultural scuffles leading to search for identities between the
communities – the Hindus & Muslims- following the Rebellion of 1857 to the Great
Divide of the sub-continent in 1947, (iii) the distinctive impacts of the Bengal
Renaissance in the Bengali Hindu and Muslim societies from the late nineteenth to
early twentieth centuries are discussed here objectively, & (iv) the rise of Bengali
identity politics and regional autonomy movement in Pakistan during 1948-'71. The
study also illustrates how the Indian help, blended with the Indo-Pak hostility,
intertwined the autonomy movement in 1969 for creating an independent Bangladesh
in December 1971. Above all, the course emphasizes the heroic role of
Bangabandhu Sheikh Mujibur Rahman and other stalwarts in creating a nation-state
through a nine-month-long war with the Indo-Soviet active support. Topics are
presented in a thematic order to give a complete understanding of the backgrounds of
Bangladesh's creation, not providing just a birds-eye view.
Learning Outcome:
The present course allows students to grasp the long-standing struggles of the people
of Bangladesh for building a nation-state from 1757 to 1971. Students learn from this
course about colonial plundering and revenue earning from the regional drug trade, the
Great Famine of 1770, the British Divide and Rule Policy, the Uprising of 1857, etc.
The course focuses on how the Congress paranoia, fear factors, and deprivations
influenced the Bengali Muslims to join the Pakistan creation movement during 1940-
’47. Then, students learn what led the Bengali vernacular elites to mobilize public
opinion for launching a linguistic campaign in East Bengal in 1952 and then the Six-
Point movement in 1966. It helps students recognize their national identity to boost
their self-esteem and patriotism for becoming worthy citizens. It would aid them to
know their throbbing national history and recognize current realities for crafting a
prosperous Bangladesh in the 21st century. 03 Credits
REFERENCES

• Ahmed, Sharif U. ed. (2021) Bangabandhu, and Bangladesh, Dhaka: University

Press Ltd.
• Bass, Gary J (2013) The Blood Telegram: Nixon, Kissinger & a Forgotten Genocide,
New York: Alfred A Knopf.
• Chatterji, Joya (2002) Bengal Divided: Hindu Communalism & Partition 1932-1947,
New York: Cambridge University Press.

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 • Chowdhury, G.W. (1993) The Last Days of United Pakistan, Dhaka: UPL.
• Darlymple, William (2019) The Anarchy: The Relentless Rise of East India
Company, New Delhi: Bloomsbury.
• Haq, M. Emdadul (2000), Drugs in South Asia: From the Opium Trade to the Present
Day, London: Palgrave Macmillan & New York: St. Martin’s Press; Haq (2019)
Colonial Drug Trade in South Asia: from Palashi to Partition, Dhaka: Century
Publications.
• Hudson, H V (1986) The Great Divide: Britain-India-Pakistan, Oxford: Oxford
University Press.
• Islam, Sirajul ed. (2010), History of Bangladesh 1704-1971, Volume 3, Dhaka:
Asiatic Society of Bangladesh.
• Jahan, Rounaq (1994) Jahan, Pakistan: Failure in National Integration Dhaka: The
University Press Limited.
• Osmany, Shireen Hasan (2014), Evolution of Bangladesh, Dhaka: H. Development
Publishing House.
• Rahman, Sheikh Mujibur (2012) The Unfinished Memoirs, translated by Dr. Fakrul
Alam, Dhaka: Penguin Books.
• Rashid, Harun-Or (1987) The Foreshadowing of Bangladesh: Bengal Muslim
League and Muslim Politics, 1936-1947, Dhaka: Asiatic Society of Bangladesh.
• Schendel, Willem van (2009), A History of Bangladesh, Cambridge: Cambridge
University Press.
• Tharoor, Shashi (2017) Inglorious Empire: What the British Did to India, London:
Scribe Publications.

HIS202 INDO-BANGLA HISTORY

Course Contents:
This course surveys Indo-Bangla relations from antiquity to the present, focusing on
sharing commonalities and distinctiveness between the two neighboring countries –
India and Bangladesh - in terms of their political economy, cultural traits, and
religiosity in politics, and environmental issues that made up this dynamic relationship
century together. It covers the political legacy of the region from the Vedic era until
the emergence of Janapadas in northern India. It also focuses on a powerful
Gangaridhai state and War-Batteswar as its capital in today’s Bangladesh territory.
Lectures would also focus on the history of the Magada Kingdom located in modern
Bihar under the Maurya & Gupta dynasties from the ancient period. The course also
demonstrates the legacies of the Pala, and Sena dynasties until the advent of the Muslim
invaders from Turkey at the beginning of the thirteenth century. It covers socio-
economic and cultural life shared between the two major communities - Hindus and
Muslims - under the Sultani and Mughal rulers throughout the second half of the
medieval period. The course gives some in-depth understanding of the colonial
subjugation in agriculture, trade, and commerce until 1857 and the expansion of
Western education, communication, and political institution building in the region for
the rest of 90 years. It also highlights the socio-political and cultural impacts of the
Bengal Renaissance over the Hindu-Muslim communities during the last phase of
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colonial governance. Finally, a discussion will be made on the communal segregation
following the partition of Bengal in 1905 and then during the Great Divide in 1947 in
two different contexts and healing of the wounds and trust-building during the post-
independent era.
Learning Outcome:
By learning the historical context of the ancient, medieval, colonial, and post-colonial
Indian sub-continent, students would develop academic knowledge and understanding
about the roots of the bilateral relations between India and Bangladesh as next-door
neighbors. As an integral part of their intellectual build-up at the university level, the
course would provide them a particular understanding of socio-economic and geo-
strategic relations between the two South Asian countries in the 21st century. By
pursuing the study, a student should be able to develop a sense of political,
understanding which would help them interpret critical issues pertinent to the mutual
relations of the two neighboring countries. 03 Credits
REFERENCES:
• Ahma, Muhammad Basheer (1951) The Administration of Justice in Medieval
India: A Study of the Judicial System under the Sultans and the Badshahs of Delhi,
Karachi: Manager of Publications.
• Banerjee, S., (2019) The Development of Aryan Invasion Theory in India: A
Critique of Nineteenth-Century Social Constructionism. New York: Springer.
• Bose, Sugata & Jalal, Ayesha (1998) Modern South Asia; History, Culture, And
Political Economy, Routledge: London.
• Bryant, E., (2004) The Quest for the Origins of Vedic Culture: The Indo-Aryan
Migration Debate. Oxford: Oxford University Press.
• Bryant, E. & Patton, L., (2005) The Indo-Aryan Controversy. Evidence and
Inference in Indian History. London: Routledge.
• Collier, D., (2016) The Great Mughals and their India. California: Hay House.
• Chakrabarty, B., (2004) The Partition of Bengal and Assam, 1932-1947: Contour
of Freedom. London: Routledge.
• Dalrymple, W., (2019) The Anarchy: The East India Company, Corporate
Violence, and the Pillage of an Empire. New York: Bloomsbury Publishing.
• Frawley, D., (2005) Myth of the Aryan Invasion of India. New Delhi: Voice of
India.
• Green, N., (2006) Indian Sufism since the Seventeenth Century: Saints, Books and
Empires in the Muslim Deccan. London: Routledge.
• Hunter, Sir William Wilson (1876) The Indian Musalmans, London: Trubner and
Co.
• Majumdar, R.C. (2010) History & Culture of The Indian People, Vol. 1. (The Vedic
Age)
• Mehta, J., (2019) Advanced Study in the History of Medieval India, New Delhi:
Sterling Publications Private Limited.
• Misra, V., (2007) Ancient Indian Dynasties. Kolkata: Bharatiya Vidya Bhavan.
• Mukhia, H., (2008) The Mughals of India. New Delhi: Wiley India Private Limited.

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 • Pandey, Biswa Mohan (2003) Historiography of India’s Partition: An Analysis of
Imperialist Writings, New Delhi: Atlantic Publishers and Distributors.
• Trautmann, T. (2008) The Aryan Debate. Oxford: Oxford University Press.

HIS203 ISLAMIC HISTORY

Course Contents:
The course would help students obtain a comprehensive idea about Islamic history,
starting from the rise of political Islam in Saudi Arabia to across the globe in modern
times. This course explores the antiquity of the increase, expansion, and decline of
Muslim rule in the Middle East, Asia, Africa, Europe, and other parts of the world by
the end of the medieval period. It highlights the Muslim rule's strengths and expansion
under the Khulafa-i-Rashedin, Abbasid, and Omayyad dynasties, Ottoman, Mughal,
and Safavid Empires. Significant themes include the Muslim conquest of Asia, Africa,
and part of Europe, and socio-economic, political, intellectual, and cultural
developments, including modernizing the newly formed Islamic state power. It focuses
on developing Islamic art, literature, architecture, medicine, and science in an era of
the Golden Age and the Muslim scholars' contributions in their respective areas during
the period. It covers modern-day Egypt, Iraq, Syria, Lebanon, Jordan, Israel/Palestine,
Saudi Arabia, Turkey, Iran, Central Asian States, India, Pakistan, and Bangladesh. It
also examines the nature of dealings, dynamics, and complexities of the Islamic
countries with the Western world during the Cold War and the post- Cold War era.
Finally, the course provides students an insight into how the Muslim societies changed
from traditional to modernity and the level of encounters the reformers faced from
traditional ulemas within their cultures.
Learning Outcome:
After completing the course, students would demonstrate knowledge and
understanding of the important events, places, and periods in Muslim states’
development. They can show the ability to comprehend the global political economy
in their historical and political perspectives and relate the Muslim world's underlying
socio-cultural and religious trends. Students would gain an in‐depth understanding of
Muslim countries in the contemporary world and apprehend that Islamic history has
grown into a multi‐disciplinary and cross‐cultural academic phenomenon attaching the
Muslim countries and vital Western interests more than ever. 03 Credits
REFERENCES:

• Al-Khalili (2012) The House of Wisdom: How Arabic Science Saved Ancient
Knowledge and Gave Us the Renaissance, London: The Penguin Press.
• Bennison, Amira (2010) The Great Caliphs: The Golden Age of the 'Abbasid, New
Haven: Yale University Press.
• Dale, S., 2013. The Muslim Empires of the Ottomans, Safavids, and Mughals.
Cambridge: Cambridge University Press.

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 • El-Rouayheb, K., (2017), Islamic Intellectual History in the Seventeenth Century:
Scholarly Currents in the Ottoman Empire and the Maghreb, Cambridge:
Cambridge University Press.
• Janbozorgi, A (2005), Political System of Islam and Its Relevance in Modern Times,
Aligarh: Aligarh Muslim Univerity.
• Lombard, M. (2009), The Golden Age of Islam, London: Markus Wiener Publishers.
• Masood, E., (2017), Science and Islam: A History, London: Icon Books.
• Board of Researcher (2012), Muslim Contribution to Science and Technology
• Renima, A., Tiliouine, H., & Estes, R. J. (2016), The Islamic Golden Age: A Story
of the Triumph of the Islamic Civilization, Philadelphia: Pennsylvania Press.
• Ringmar, E., (2019), History of International Relations: A Non-European
Perspective, Adelaide: Open Book Publishers.
• Streusand, D. (2018) Islamic Gunpowder Empires: Ottomans, Safavids, and
Mughals. London: Routledge.
• Pormann, P. and Smith, E., (2020), Medieval Islamic Medicine. Edinburgh:
University Press.
• Saunders, J. J., A History of Mediaeval Islam (e-Book).
• Tiliouine, Habib, and Richard J. eds. (2016), The State of Social Progress of Islamic
Societies: Social, Economic, Political, and Ideological Challenges, Philadelphia:
Pennsylvania Press.

HIS205 WORLD HISTORY

Course Contents:
The world history course is designed to provide a general overview of the
contemporary world to help the students comprehend the world around them with a
historical perspective. The course deals with the history of the world from the Industrial
Revolution and progress attained to the present times. It focuses on the contemporary
ideologies and revolutionary movements in different parts of the world and the grounds
for the outbreak of the World Wars during the twentieth century. It demonstrates the
impacts of decolonization on development in the global economy, the interplay of
political, cultural, and religious values among the post-colonial nations, and the
influence of globalization on societies, economies, and political systems in the
contemporary world. The course demonstrates the inter-state relations and their socio-
political, economic, cultural identities, governance parameters, and globalization
issues from a historical perspective. A particular emphasis would be given to the Cold
War issues between the global superpowers during the 1960s to 1980s, including their
geo-strategic ramifications in different parts of the world. Prominent themes would
also include reshaping international politics in the post-Cold War period, especially the
emergence of China as a mighty global economic and military power and the
nationalism versus globalization dichotomy in the 21st century.
Learning Outcome:
From a political history perspective, the course would develop students’ knowledge of
the contemporary world's key events, political economies, and burning issues like the
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impacts of Covid-19 pandemic across the globe. It would provide students with a solid
theoretical understanding of world history in general and the existence of nation-states
in particular. The course would assist them in developing and improving their critical
thinking on global and regional issues, construct arguments on the international crisis,
and demonstrate opinion persuasively in line with their perceived knowledge in world
history. 03 Credits
REFERENCES:

• Bentley, Jerry H. (2011), The Oxford Handbook of World History. Oxford: Oxford
University Press.
• Boyer, Paul S. (2012), American History: A Very Short Introduction. Oxford:
Oxford University Press.
• Calvocoressi, Peter (2009), World Politics since 1945, Essex: Pearson.
• Carr, E.H. (1990), International Relations between the two World Wars (1919-
1939), London: Palgrave.
• Emdadul, M., (2000) Drugs in South Asia: from the Opium Trade to the Present
Day, Basingstoke: Palgrave Macmillan, New York: St. Martin's Press.
• Emdadul, M., (2019) Comparative Political Systems, Dhaka: Century Publications.
• Furet, Francois (2000), Revolutionary France, 1770-1880. Oxford: Blackwell
Publishers.
• Gokhale, BK (2001), Introduction to Western Civilization, New Delhi: S Chand &
Company Ltd.
• Hobsbawm, Eric. (2003), The Age of Extremes: The Short Twentieth Century, 1914-
1991. London: Abacus.
• Hobsbawm, Eric. (1989), The Age of Empire, 1875-1914. New York: Vintage
Books.
• Huntington, Samuel P. (1993) The Clash of Civilization, Foreign Affairs, Summer
1993, Vol. 72, No.3.
• Lefebvre, George (2005), The Coming of the French Revolution. Princeton:
Princeton University Press.
• Lowe, Norman (2013), Mastering Modern World History, London: Palgrave, 2013.
• Middlekauff, Robert (2007), The Glorious Cause: The American Revolution, 1763-
1789, Oxford: Oxford University Press.
• Roberts, Brad ed. (1995), Order and Disorder After the Cold War, New York: The
MIT Press.

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Course
DHP Philosophy Courses
Code

PHI101 INTRODUCTION TO PHILOSOPHY

Course Contents:

Philosophy is the guiding principle of human behavior, attitude, and actions. The
course examines the efforts of past thinkers to enhance the capacity of human rational
thinking. Philosophical knowledge stimulates clarity of thought and careful analysis
of arguments and engages in complex problems that might be overlooked in other
fields. The main objectives of this course are: (i) to provide students understanding
about what philosophy is and how philosophers argue, (ii) to make students familiar
with major philosophical problems in human lives and the methods of dealing with
them, (iii) to enable students to read and interpret original philosophical texts and
language, (iv) to improve learners’ ability to think philosophical issues and express
these ideas clearly and persuasively in their contexts. It focuses on some critical
matters addressed in epistemology, metaphysics, ethics, philosophy of life and
religion, and conceptual issues related to logical and scientific research and practice.
The course reveals the mutual relations between the body and mind (soul), the freedom
of will, the general characteristics of moral philosophy, utilitarianism, Kantian ethics,
etc., and their comparison with Islamic Philosophical traditions. It would address
issues related to the presence of God as the soul of the universe and His control over
the human spirit.

Learning Outcome:

The course provides students an excellent opportunity to interpret initial philosophical

thoughts in real-life situations. Upon successful completion of this course, the students
should be able (a) to identify, describe and explain the importance of philosophical
inquiry, (b) to use philosophical terminology correctly and consistently, (c) to identify
strengths and weaknesses in their arguments in the light of the philosophical views and
interpretations, (d) to formulate rational arguments in line with the philosophical
theory, (e) to develop their communication and interpretation skills, and persuasive
power, (f) to apply critical thinking and reasoning in a wide range of career paths, and
(g) to deal with practical realities of day-to-day life in a better way. 03 Credits.

BASIC BOOKS:

• Solomon, Robert & Higgins, Kathleen (2010), The Big Questions, New York:
Cengage Learning.
• Warburton, Nigel (2012), Philosophy: The Basics, New York: Rutledge.

Additional Readings:

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 • Adamson, Peter (2016) Philosophy in the Islamic World, Volume 3, Oxford:
Oxford University Press.
• Blocker, H. Gene (1999), World Philosophy An East-West Comparative
Introduction to Philosophy, New Jersey: Prentice-Hall.
• Carr, Brain & Mahalingam, Indira, ed. (2005), Companion Encyclopedia of
Asian Philosophy: New York, Taylor & Francis.
• Fakhy, Majid (2004), A History of Islamic Philosophy, 3 ed. New York:
Columbia University Press.
• Hales, D. Steven (2013), This is Philosophy, West Sussex: Wiley-Blackwell.
• Hurley, Patrick J. (2008), A Concise Introduction to Logic (10th edition), USA,
UK, Canada: Wadsworth/ Cengage Learning.
• Kenny, Anthony (2004), A New History of Western Philosophy, Vol. 1-3, New
York: Oxford University Press.
• Pritchard, Duncan, ed. (2016), What is This Thing Called Philosophy? New
York: Rutledge.
• Rochell, Gerald (2012), Doing Philosophy, Edinburg: Dunedin Academic
Press.
• Steven, M. Chan (2000), Exploring Philosophy, Oxford: Oxford University
Press.
• Shand, John ed. (2005), Central Works of Philosophy, Vol. 1-3, Chesham:
Acumen Publishing.
• Vaughn, Lewis (2012), Great Philosophical Arguments: An Introduction to
Philosophy, Oxford: Oxford University Press.
• Vleet Jacob E. Van (2011), Informal Logical Fallacy, New York: University
Press of America.

PHI102 LOGIC AND REASONING

Course Contents:
As an elective course, this course presents scientific reasoning, evaluating scientific
evidence, and using scientific information in making decisions. The main objectives
of this course are: (i) to develop students’ thinking skills that are useful for criticizing
and analyzing ideas (ii) to make students aware of various functions of language (iii)
to make students capable of producing well-reasoned arguments in written works (iv)
to give students a familiarity with the art of reasoning (v) to give students ideas
concerning hypothetical/scientific reasoning (vi) to equip students with elementary
logical principles that may appear helpful in the upper-level study of philosophy,
mathematics and computer science in particular. It provides an introduction to some
basic deductive and inductive techniques used in appraising arguments. The focus of
the course is elementary formal logic, coupled with informal methods for the analysis
and resolution of ambiguities, confusions, and fallacies that occur in everyday life and
ordinary language. The focus will also be on hypothetical/scientific reasoning,
scientific explanations, the nature and stages of scientific investigation. The course
will introduce some truth table techniques for testing the truth and falsity of statements,
testing the validity and invalidity of arguments, constructing formal proofs of the
reality of arguments, and various ways of proving the invalidity of arguments
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containing compound statements. The expression of opinion will come into play as
there will be compulsory group discussion for everyone.
Learning Outcome:
Upon successful completion of the course, the students will be able (a) to present
arguments using a formal logical framework, (b) to identify strengths and weaknesses
of the arguments and reasoning that appear in textbooks and academic papers, (c) to
formulate logical observation to a theory or idea in their field of study, (d) to evaluate
arguments by using truth table and derivation method, (e) to apply formal methods to
clarify and assess real-world arguments, and (f) to present and verbally defend
opinions about the logical structure of real-world arguments. By pursuing this course,
students will acquire the art of self-expression to express themselves regardless of
whether they are being criticized or not. Students will also develop the skills of
argumentation, analysis, comparison, and critical evaluation. They will acquire this
through writing assignments or taking exams regarding the study materials, where they
have to demonstrate research analysis, comparison, and critical evaluation. Another
outcome would be learning various concepts and defining them, as the original
thinkers have used them, and you will also be able to use them yourself in multiple
arguments.
03 Credits.
BASIC BOOKS:

• Baronett, Stan (2016), Logic, Oxford: Oxford University Press.

• Magnus, P. D. and Btton, Tim (2021), Forall x: Calgary An introduction to
Formal Logic, Alberta: University of Calgary.

REFERENCES:

• Copi, Irving M. & Cohen, Carl (2005), Introduction to Logic, New Jersey:
Prentice-Hall.
• Fogelin, Robert & Armstrong, Walter (2010), Understanding Arguments an
Introduction to Informal Logic.Belmont, Wadsworth.
• Gensler, Harry A. (2012), Introduction to Logic, New York and London: Rutledge
Taylor & Francis Group.
• Goble, Lou (2001), The Blackwell Guide to Philosophical Logic, Oxford:
Blackwell Publishers.
• Hurley, Patrick J. (2008), A Concise Introduction to Logic (10th edition), USA,
UK, Canada: Wadsworth/ Cengage Learning.
• Kahneman, Daniel (2011), Thinking Fast and Slow, Farrar, Straus & Giroux, New
York
• Layman, C. Stephen (2005), The Power of Logic (3rd edition), New York:
McGraw-Hill Companies, Inc.
• Lee, Siu-Fan (2017), Logic: A Complete Introduction, London: Mobius.
• Hunter, David (2014), A Practical Guide to Critical Thinking: Deciding What to
Do and Believe, New Jersey, John Wiley & Sons.

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 • Mercier, Hugo & Sperber, Dan (2017), The Enigma of Reason, Cambridge,
Harvard University Press.
• Paul, Richard & Elder, Linda (2002), Critical Thinking: Tools for Taking Charge
of Your Professional and Personal Life, New York, Financial Times Prentice Hall.
• Schick, Theodore & Vaughn Lewis (2007), How to Think About Weird Things:
Critical Thinking for a New Age, New York, McGraw Hill.
• Vleet Jacob E. Van (2011), Informal Logical Fallacy, New York: University Press
of America.

PHI104 INTRODUCTION TO ETHICS

Course Contents:
The current course reveals ethical behavior for distinguishing between good and evil
or right and wrong. It presents the combined influence of the classical Indian
proverb satyam, shivam and sundaram, or truth, good and beautiful, as reflected in
the concept of ethical excellence in almost every generation of human society. It shows
how developing and maintaining high moral values, and ethical conduct is crucial in
combating corruption and social crimes in public life today. It focuses on the emphasis
given on ethical conduct and behavior particularly in Islam. This course familiarizes
students with the critical works on the subject within public governance and
management practices in recent decades across the globe. It introduces students to
virtue ethics, utilitarianism in the Western philosophical tradition examines the moral
debate between universalism and relativism and demonstrates various analysis
methods applied to contemporary ethical problems. Issues related to abortion,
reproductive technologies, organ transplantation, affirmative action, capital
punishment, euthanasia, conflict and violence, gender discrimination, violation of
human rights, environmental degradation, etc., are examined here. Finally, the course
will review a liberal, pragmatic and multicultural perspective on ethical theory and
moral problems.
Learning Outcome:
By pursuing this course, students will learn how ethical thinking is vital for building
leadership skills as a source of moral strength. They can learn about the benefits of
ethical behavior and apply moral judgment against the abuse of power for maintaining
trust and confidence in governance and institutions. They can learn about the
techniques of building ethical infrastructure, general ethical behavior models, and
guidelines for maintaining an ethical environment in the workplace. Students can also
understand that ethics and values are essential elements of democracy as society’s
‘body and mind’. They can learn how ethical principles can make democracy safe as
the substance of public policy. Finally, they would know how moral action can
strengthen democracy by encouraging the fairness necessary to its deliberations. 03
Credits.

13
BASIC BOOKS:

• Fiala, Andrew & Mackinnon, Barbar (2014), Ethics Theory and Contemporary
Issues, London: Cengage Learning.
• May, Larry et al. (2011), Applied Ethics: A Multicultural Approach, Boston:
Prentice-Hall.
• Tannsjo, Torbjorn (2009), Understanding Ethics: An Introduction to Moral
Theory, London: Edinburgh University Press.

Additional Readings:

• Ali, Kecia (2016), Sexual Ethics and Islam: Feminist Reflections on Qur'an,
Hadith, and Jurisprudence, London: Oneworld publications.
• Carr, Brain & Mahalingam, Indira, ed. (2005), Companion Encyclopedia of
Asian Philosophy: New York, Taylor & Francis.
• Cooper, Terry L ed. (2001), Handbook of Administrative Ethics, London:
Taylor and Francis.
• Dryzek, John S., Honig, Bonnie and Phillips, Anne (2006), Handbook Political
Theory, New York: Oxford University Press.
• Fakhry, Majid (1994), Ethical Theories in Islam, New York: E. J. Brill.
• Fredrickson, George M. (2002), Racism, Princeton: Princeton University
Press.
• Haq, Emdadul M. (2019), Colonial Drug Trade in South Asia from Palashi to
Partition, 2nd ed., Dhaka: Century Publications.
• Goodin, Robert E., Pettit, Philip and Pogge, Thomas (2007), A Companion to
Contemporary Political Philosophy, Oxford: Wiley-Blackwell.
• Hashim, Ahmed S. (1990), Islamic Ethics and Personal Conduct: Quranic and
Hadith Recommendations, Lahore: Kazi Publications Inc.
• Joseph, R. Desjardins (2013), Environmental Ethics an Introduction to
Environmental Philosophy, Wadsworth: Cengage Learning.
• Lewis, Carol W. and Stuart, Gilman C. (2005), The Ethics Challenge in Public
Service: A Problem Solving Guide, Washington: John and Sons, Incorporated.
• Mou, Bo, ed. (2009), History of Chinese Philosophy, New York: Rutledge.
• Nathanson, Stephen (2000), Terrorism and the Ethics of War, London:
Cambridge University Press.
• Park, Peter K. J. (2013), Africa Asia and the History of Philosophy, New York:
State University of New York Press.
• Seebauer, Edmund Gerard and Barry, Robert Laurence (2001), Fundamentals
of Ethics for Scientists and Engineers, Oxford: Oxford University Press.
• Singer, Peter (2000), Practical Ethics, London: Cambridge University Press.

14
ETH201 ETHICAL THEORY

Course Contents:
This course aims to enlighten students with ethical knowledge and principles that are
related to their real-life situations. The ethical theory deals with the four broad
categories: deontology, utilitarianism, rights, and virtues. It introduces students to
essential topics and questions in moral philosophy: What is the good life? How to
remain morally upright? Why is there a need to identify right and wrong actions? Are
ethical judgments objective or subjective? Do the moral values universal and absolute
or culturally relative? This course introduces some critical ethical theories regarding
the Western schools of thought, including Immanuel Kant's duty ethics, Jeremy
Bentham and John Stuart Mill's utilitarianism, moral universalism & relativism, and
the virtue ethics of Plato and Aristotle. The course would also critically analyze the
Eastern schools of thought such as Chinese ethics, Buddhist ethics, and Islamic ethics.
Finally, we will navigate through the sphere of political ethics such as liberal, secular,
humanist, and feminist traditions. After pursuing the course, students should solve
moral issues and work based on an empirical understanding of ethical practices and
behavior.
Learning Outcome:
By the end of the course, students will be able to: (a) demonstrate knowledge of critical
ethical systems, (b) pay their respect for different ethical perspectives, (c) make a
critique on aspects of unethical issues; (d) formulate their ethical position on an issue,
(e) determine to the relationship between philosophical terms, ‘right,’ ‘good,’
‘happiness,’ ‘autonomy,’ ‘virtue,’ ‘moral relativism,’ and ‘moral absolutism.’ Being
involved in the ethical case study analysis, students can demonstrate their critical
thinking through the issues presented in a case. Moral theories are another tool to help
students think clearly and logically about an ethical issue and arrive at a rationally
defensible decision. Finally, the course would stimulate students to adhere to their
obligations and duties when involved in ethical decision-making.
03 Credits.
BASIC BOOKS:

• Carr, Brain & Mahalingam, Indira, ed. (2005), Companion Encyclopedia of Asian
Philosophy: New York, Taylor & Francis.
• Graham, Gordon (2011), Theories of Ethics: An Introduction, New
York: Rutledge.

Additional Readings:

• Becker, C. Lawrence and Becker, B. Charlotte, eds. (2005), A History of Western

Ethics, New York: Rutledge.

15
 • Deigh, John (2010), An Introduction to Ethics, Cambridge: Cambridge University
Press.
• Dreier, James, ed. (2006), Contemporary Debates in Moral Theory. Malden, MA:
Blackwell Publishing.
• Driver, Julia. (2007), Ethics: The Fundamentals. Malden, MA: Blackwell
Publishing.
• Fakhry, Majid (1994), Ethical Theories in Islam, New York: E. J. Brill.
• Fiala, Andrew & Mackinnon, Barbar (2014), Ethics Theory and Contemporary
Issues, London: Cengage Learning.
• Jacobs, Jonathan (2002), Dimensions of Moral Theory: An Introduction to
Metaethics and Moral Psychology. Malden, MA: Blackwell Publishing.
• Kellenberger, J. (2008), Moral Relativism: A Dialogue. Lanham MD: Rowman &
Littlefield.
• Klosko, George (2013), A History of Political Theory, Vol. 1-2, Oxford: Oxford
University Press.
• Mou, Bo, ed. (2009), History of Chinese Philosophy, New York: Rutledge.
• Shafer-Landau, Russ (2012), The Fundamentals of Ethics, 2nd, Oxford: Oxford
University Press.
• Tannsjo, Torbjorn (2009), Understanding Ethics: An Introduction to Moral
Theory, London: Edinburgh University Press.
• Wilson, Catherine (2007), Moral Animals: Constraints in Moral Theory. New
York: Oxford University Press.

PHI270 PHILOSOPHY OF SCIENCE

Course Contents:
The problem of distinguishing genuine science from disciplines or activities that do
not deserve to be called scientific is closely linked to the question of precisely
characterizing the scientific method. This course introduces this subject, beginning
with the origins of modern science through the Scientific Revolution in the sixteenth
and seventeenth centuries up to the application of artificial intelligence in the twenty-
first century. It also introduces the latest controversies among contemporary
philosophers of science, including the debate about the various forms of scientific
realism. The present course introduces the core issues in the philosophy of science, the
arguments about the nature of the scientific method, theories of confirmation, the
distinction of science from non-science, the rationality of theory change, and scientific
realism. Learners will be introduced to the leading thinkers in the philosophy of
science like Bacon, Popper, Kuhn, and Lakatos. It focuses on the nature of science and
what makes it distinctive among forms of human inquiry.
Learning Outcome:
This course helps students know about the comprehensive thinking of leading
philosophers on the philosophical aspects of science. They get to know how
cellphones, computers, the Internet, or televisions evolved and how much modern
people became dependent on these technologies these days as part of daily life.
Without scientific theory, these developments would not have been possible. Students
16
become familiar with both logical positivism and scientific realism for a literal
understanding of the language of science. Through this course, students get exposed
to scientific realism to interpret and describe how the world is. This course provides
students a detailed and comprehensive study that restores the intuitive plausibility of
scientific realism. It also helps students to deal with how much faith we should place
in what scientists tell us? Is it possible for scientific knowledge to be 'objective'? What
can be defined as science? 03 Credits.
BASIC READINGS:

• Brown, Robert James (2012), Philosophy of Science: The Key Thinkers, New
York: Continuum International Publication.
• Carey, Stephen S. (2011), A Beginner's Guide to Scientific Method, Boston:
Wadsworth.
• D'Angelo John, (2012), Ethics in Science, New York: CRC Press.
• DeWitt, Richard (2018), Worldviews: An Introduction to the History and
Philosophy of Science, West Sussex: John Wiley & Sons.
• Ehsan Masood (2008), Science and Islam: A History, Crows Nest: Allen and
Unwin.
• Freely, John (2011), Light from the East: How the Science of Medieval Islam
Helped to Shape the Western World, New York: I.B. Tauris.
• Heller, Michael (2011), Philosophy in Science: An Historical
Introduction, Heidelberg: Springer.
• Ladyman, James (2001), Understanding Philosophy of Science, New York:
Rutledge.
• Losee, John (2001), A Historical Introduction of Philosophy of Science, Oxford:
Oxford University Press.
• Naseem, Hamid (2001), Muslim Philosophy Science and Mysticism, New Delhi:
Sarup & Sons.
• Nasr, Seyyed Hossein (2007), Science and Civilization in Islam, Chicago: Kazi
Publications.
• Okasha, Samir (2002), Philosophy of Science: A Very Short Introduction, Oxford:
Oxford University Press.
• Psillos, Stathis (2007), Philosophy of Science A-Z, Edinburgh: Edinburgh
University Press.
• Psillos, Stathis & Martin Curd (2008), The Rutledge Companion to Philosophy of
Science, New York: Rutledge.
• Rosenberg, Alex (2005), Philosophy of Science: A Contemporary Introduction,
New York: Rutledge.

17
PHI401 BUSINESS ETHICS

Course Contents:
Business ethics is the discipline that evaluates business action, transaction, decision,
and policies based on moral principles. As a major branch of philosophy, the study of
business ethics helps learners develop their critical thinking, persuasive power, and
writing skills from a moral point of view. It reveals the nature of applied ethics and
examines how the subject is relevant in real-life business situations. It deals with
applying ethics in various dimensions across the business domains. The key objectives
of the course are to provide students with an eloquent understanding of some key
ethical concepts, theories, and methods of reasoning; the relevance of those concepts
and moral principles to the reasonable assessment of issues relating to business such
as corporate social responsibility (CSR), the relationship between employees and
employers, consumers and sellers, buyers and suppliers/competitors, and so forth.
Furthermore, it ventures into business responsibilities in different firms in capitalism,
corporate business advertisement, and trade unionism. Overall, the course would
explore the business-related issues in light of various ethical interpretations that are
compelling and exciting in their unique ways. The course may motivate the would-be
entrepreneurs to take care of the reputation of their future businesses by consistently
maintaining quality products, and treating employees and customers with the utmost
respect for developing a sustainable business.
Learning Outcome:
Studying business ethics would help students measure the potential consequences of
unethical business decisions, teach them how to make moral distinctions between
good and bad choices, and avoid common fallacies that business people are often
trapped into when making decisions. The learners may learn the potential risks of
doing business by adulterating food, illicit trade, drugs, and arms trafficking, syndicate
activities, stock business, share market scam, etc. They would also learn how to value
consumers' satisfaction as necessary for their business reputation and growth. The
subject would help them review and assess business statements and justify arguments
with sound reasoning. The course can also enrich them to know the ethical standards
that are prescribed in Islam. Finally, the students become competent in presenting their
arguments clearly and accurately in written works, utilizing vocabularies suited to
ethical ideas and views, and crafting written work with a logical structure for
Corporate business.
03 Credits.
BASIC BOOKS

• Crane, Andrew et al. (2010), Business Ethics: Managing Corporate Citizenship

and Sustainability in the Age of Globalization, 3rd Edition, Oxford: Oxford
University Press.

18
 • Velasquez, Manuel (2013), Business Ethics Concepts and Cases, New York:
Pearson.

Additional Readings

• Boatright, John & Patra, Bibhu (2014), Ethics and the Conduct of Business, New
York: Pearson.
• Carrol, Archie B. (2006), Ethics and Stakeholder Management, Kentucky: South-
Western College Publishers.
• Ciulla, Joanne, B., Martin, Clancy and Solomon, Robert, C. (2007), Honest Work,
Oxford: Oxford University Press.
• Cooper, Terry L ed. (2001), Handbook of Administrative Ethics, London: Taylor
and Francis.
• Harris, Godfrey (2005), Corruption: How to Deal with its Impact on Business and
Society, New Delhi: Viva Books.
• Hartman, Laura & Desjardins, Joe (2010), Business Ethics Decision Making for
Personal Integrity & Social Responsibility, New York: McGraw Hill.
• Henn, Stephen K. (2009), Business Ethics A Case Study Approach, New Jersey:
Wiley.
• Kline, John (2005), Ethics for International Business, New York, Rutledge.
• McDonald, Gael (2015), Business Ethics: A Contemporary Approach, Cambridge:
Cambridge University Press.
• Qadri, Hussain (2021), Business Ethics in Islam, London: Rutledge.
• Saad-Filho, Alfredo and Johnston, Deborah, eds. (2005), Neoliberalism A Critical
Reader, London: Pluto Press.
• Sandel, Michael (2010), Justice, New York: Farrar, Straus, and Giroux.
• Sison, Aljeo Jose G. (2015), Happiness & Virtue Ethics in Business: The Ultimate
Value Proposition, Cambridge: Cambridge University Press.
• Zuboff, Shoshana (2019), The Age of Surveillance Capitalism: The Fight for a
Human Future at the New Frontier of Power, New York: Public Affairs.

Course
Code
DHP Psychology Courses

PSY101 INTRODUCTION TO PSYCHOLOGY

Course Contents:
This introductory psychology course is designed to help students develop a basic
understanding of human behavior and mental processes. The course intends to
familiarize them with central concepts of psychology, its’ principles, and theories and
their applications in real-life situations. Topics include the definition of psychology,
goals, and perspectives of psychology, biological bases of behavior, sensation, and
perception, learning, memory, forgetting, intelligence, motivation, emotion, human
development, personality, stress, coping and well-being, abnormal behaviors or
psychological disorders, their causes and treatments, and social behaviors. The course
also explores cognition, attention, brain functioning, resilience, the unconscious mind,
19
and interpersonal skills in relationships. As a field of study, this course intends to make
students aware of the knowledge of human behavior. The course is designed to achieve
several practical goals critical to understanding human behavior and mental processes.
As a knowledge-based subject, the study would benefit students in multiple ways:
understanding and recalling psychological concepts and notions; building values,
attitudes, and interests in mind; and earning skills and capacities to do things.
Learning Outcome:
Upon completion of the course, students should be able to demonstrate the following
outcomes: (i) Gain a better understanding of the field of psychology, (ii) Develop an
understanding of the biological bases of behavior and functions of the brain, (iii) Earn
knowledge about the processes involved in perception, learning, memory, forgetting,
and their theories, (iv) Receive an understanding of the concepts and theories of
intelligence, motivation, and emotion, (v) Get to know the milestones and theories of
human development, (vi) Nurture an understanding of the concepts and theories of
personality, (vii) Become aware and care about psychological health and well-being
during every day and pandemic situations, (viii) Grow knowledge about psychological
disorders, their causes, and treatments, (ix) Distinguish between the concepts of
sexuality and gender-role behavior, (x) Become mindful of the gender discrimination
in the society, and (xi) Turn out to be familiar with the theories concerning human
behavior in a social context. 03 Credits
REFERENCES
• Aronson Elliot and Aronson Joshua (2018) The Social Animal. 12th ed., New
York, NY: Worth Publishers.
• Carter, Rita (2019) The Human Brain Book. 37th ed., New York, NY: Dorling
Kindersley.
• Coon, Dennis, Mitterer, John, O. (2012) Introduction to Psychology: Gateways to
Mind and Behavior. 13th ed., Boston, MA: Cengage Learning.
• Cialdini, Robert, B. (2008) Influence: Science and Practice. 5th ed., Boston, MA:
Allyn and Bacon.
• Clear, James (2018) Atomic Habits: An Easy & Proven Way to Build Good Habits
& Break Bad Ones. 1st ed., New York, NY: Avery.
• David, Eagleman (2017) The Brain: The Story of You. 3rd ed., New York, NY:
Knopf Doubleday Publishing Group.
• Drew, Liam (2020) How the Brain Works: The Facts Visually Explained (How
Things Work) 1st ed., UK Dorling Kindersley.
• Duhigg, Charles (2014) The Power of Habit: Why We Do What We Do in Life and
Business 3rd ed., New York, NY: Random House Publishing Group.
• Feldman, Robert, S. (2019) Understanding Psychology. 14th ed., New York, NY:
McGraw Hill.
• Gazzaniga, Michael et al. (2020) Psychological Science. 6th ed., New York, NY:
W. W. Norton.
• Kalat, James, W. (2017) Introduction to Psychology. 11th ed., Boston, MA:
Wadsworth Cengage Learning.
20
 • Kahneman, Daniel (2013) Thinking, fast and slow. 7st ed., New York, NY: Farrar,
Straus and Giroux.
• Lahey, Benjamin (2011) Psychology: An Introduction. 11th ed., New York, NY:
McGraw Hill.
• Plotnik, Rod and Kouyoumdjian, Haig (2013) Introduction to Psychology. 10th
ed., Boston, MA: Cengage Learning.
• Sapolsky, Robert, M. (2017) Behave: The Biology of Humans at Our Best and
Worst. 1st ed., New York, NY: Penguin Press
• Schacter et al. (2020) Psychology 5th ed., New York, NY: Worth Publishers.
• Thaler, Richard, H. (2016) Misbehaving: The Making of Behavioral
Economics. 7th ed., New York, NY: W. W. Norton & Company.
• Thaler, Kaplan, L and Koval, Robbin (2006) The Power of Nice: How to Conquer
the Business World With Kindness 1st ed., New York, NY: Penguin Random
House.
• Weiten, Wayne (2013) Psychology: Themes and Variations. 9th ed., Boston, MA:
Wadsworth Publishing.

PSY101L INTRODUCTION TO PSYCHOLOGY LAB

Course Contents:
According to Bloom's Taxonomy of Educational Objectives (Bloom et al., 1956,
1994), there are knowledge-based goals (understanding, recall), affective goals
(values, attitudes, and interests), and skills-based goals (how to do something
practically). PSY 101L course is designed to achieve several integrated knowledge-
based, affective, and skills-based goals that are important to understanding and
conducting a psychological experiment or test in a laboratory setting. This
experimental laboratory course on psychology aims at providing students with hands-
on practice with psychological experiments and testing. The course intends to
familiarize students with the concepts essential to psychological experiments and
testing. The course will introduce a couple of interesting topics to work on in a
laboratory setting. Thus, students will learn how to design and conduct a psychological
experiment or test and write a report on its result.
Learning Outcome:
Upon completion of this course, students should be able to demonstrate the following
outcomes: (i) Gain basic knowledge of a psychological experiment and psychological
test, (ii) Distinguish between a psychological experiment and a psychological test.,
(iii) Become aware and care about research ethics for human/animal participants, (iv)
Design and conduct a psychological experiment and a test with human participants,
(v) Analyze simple behavioral or psychological data, (vi). Write a report on
experimental or testing results. 01 Credit
REFERENCES

21
 • American Psychological Association. (2020) 7th ed., Publication Manual of the
American Psychological Association, Washington, DC.
• Beins, Bernard C. (2018) Research Methods: A Tool for Life. 4th ed., Cambridge
University Press.
• Burton, Lorelle J, et al. (2017) Psychology Research Methods. 1st ed., Wiley.
• Cooper, Harris Ed, et al. (2012). APA handbook of research methods in
psychology: Foundations, planning, measures, and psychometrics. 1st ed.,
American Psychological Association, Washington, DC.
• Coolican, Hugh (2019) Research Methods and Statistics in Psychology. 7th ed.,
Routledge.
• Cozby, Paul and Bates Scott (2012) Methods in Behavioral Research. 11th ed.,
McGraw-Hill Publishing Company.
• Edlund, John E and Nichols Austin Lee (2019) Advanced Research Methods for
the Social and Behavioral Sciences. 1st ed., Cambridge University Press.
• Gravetter, Frederick, J. (2016) Research Methods for Behavioral Sciences. 5th ed.,
Cengage Learning.
• Goodwin, James, C. (2017) Research in Psychology. 8th ed., John Wiley & Sons,
Inc.
• Howitt, Dennis (2014) Introduction to Research Methods in Psychology. 4th ed.,
Trans-Atlantic Publications.
• Leary, Mark. R. (2012) Introduction to Behavioral Research Methods. 7th ed.,
Boston, MA: Pearson.
• Matsumoto, David, and Fons JR Van de Vijver (2010) Cross-cultural research
methods in psychology. 1st ed., Cambridge University Press.
• Morling, Beth (2014) Research Methods in Psychology: Evaluating a World of
Information. 4th ed., New York: Norton & Company.
• Myers, Anne (2012) Experimental Psychology. 12th ed., Wadsworth, Inc.
• Pruzan, Peter (2016) Research Methodology: The Aims, Practices and Ethics of
Science. 1st ed., Switzerland, Springer International Publishing.
• Outhwaite, William, and Stephen Turner (2007) The SAGE Handbook of social
science methodology. 1st ed., Sage Publications.
• Strunk, William et al. (2000) The Elements of Style. 4th ed., New York, Longman.
• Willig, Carla (2013) Introducing Qualitative Research in Psychology. 1st ed.,
McGraw-hill education.

PSY105 ELEMENTS OF PSYCHOLOGY

Course Contents:
This course is designed to introduce students to the history, fundamental theories,
research methods, and principles of psychology. It is aimed at laying the foundation
for higher-level courses in psychology. At the end of the semester, it is expected that
students will have basic knowledge of some psychological theories and principles
underlying behavior and relate what they have learned to issues of everyday life. This
course will introduce students to psychology concepts and critical thinking skills and
help students think like psychologists. Topics include describing and explaining the
22
psychological tenets of daily living, emphasizing how behavior is motivated, how
individuals learn intelligent behavior, personality, and applying psychology to various
social issues. Students will also learn about major theoretical perspectives in
psychology, research methods, and concepts from different content areas such as
physiological psychology, developmental psychology, social psychology, cognitive
psychology, health psychology, clinical psychology, and touch upon applied areas
such as organizational psychology. In addition to lectures, in-class discussions,
reflection papers, and participation in psychological experiments are also included to
help students develop their critical thinking-analytical skills. Understanding some of
the essential concepts of elements of psychology should prove beneficial for knowing
people's mental processes and behavior and providing a framework for future studies
in this field.
Learning Outcome:
The course will expose students to information that is interesting and useful in the real
world. Students should demonstrate the following outcomes upon completing the
course. (i) Students would apply a broad range of psychological concepts to real-world
settings. (ii) They would be able to evaluate claims using critical thinking and the
scientific method. (iii) Students should identify the strengths and weaknesses of
psychology as a behavioral science relative to natural sciences. (iv) They would be
able to explain how the human brain and nervous system affect their behavior. (v)
Learners would be able to describe the influence of social and cultural factors on
human behavior. (vi) Students should be able to evaluate the importance of
unconscious and automatic determinants of behavior. (vii) Students would understand
how organizational structures, social norms, management styles, and role expectations
are all factors that can influence how people behave within an organization. 03 Credits
REFERENCES
• Burnett, Dean (2018) The Happy Brain: The Science of Where Happiness Comes
From, and Why. 1st ed., W. W. Norton Company.
• Chatfield, Tom (2017) Critical Thinking: Your Guide to Effective Argument,
Successful Analysis and Independent Study. 1st ed., Sage Publication Ltd.
• Duhigg, Charles (2016) Smarter, Better, Faster: The Secrets of Being Productive
in Life and Business. 1st ed., Random House.
• Flexner, William (2004) Elements of Social Psychology. 1st ed., Sarup & Sons.
• Firedberg, Ahron (2021) Through a Screen Darkly: Psychoanalytic Reflections
During the Pandemic. 1st ed., Routledge.
• Gentile, Barbara F., and Benjamin O. Miller (2009) Foundations of psychological
thought: A history of psychology. 1st ed., Sage Publications, Inc.
• Jones, Paul, H. (2018) Evolution of the Learning Brain: Or How You Got To Be
So Smart. 1st ed., Routledge.
• Little, Brian R. (2017) Who Are You, Really? The Surprising Puzzle of Personality
(TED Books). 1st ed., Simon & Schuster.
• Mullins, Celine (2018) Our Learning Brain: Engaging Your Brain for Learning &
Habit Change. 1st ed., Oak Tree Press.

23
 • Nevid, Jeffrey S. (2012) Psychology: Concepts and Applications. 5th ed., Cengage
Learning.
• Prooijen, Willem, J. (2018) The Psychology of Conspiracy Theories (The
Psychology of Everything), 1st ed., Routledge.
• Saville, Peter (2021) Testing Times: Psychologist at Work. 1st ed., Blue Dot
Publishers Ltd.
• Spurgeon, Peter, Roy Davies, & Antony Chapman (2015) Elements of applied
psychology. 1st ed., Routledge.
• Schacter, Daniel L. (2002). The Seven Sins of Memory: How the mind forgets and
remembers. 1st ed., Houghton Mifflin Harcourt.
• Stenning, Keith, and Michiel Van Lambalgen (2012) Human Reasoning and
Cognitive Science. 1st ed., MIT Press.
• Sternberg, Eliezer (2016) NeuroLogic: The Brain's Hidden Rationale Behind Our
Irrational Behavior. 1st ed., Vintage.
• Wolf, Ernest S. (2002) Treating the self: Elements of Clinical Self Psychology. 1st
ed., Guilford Press.
• Wiseman, Richard (2018) How to Remember Everything, 1st ed., Quercus
Publishing

PSY201 INTRODUCTION TO SOCIAL PSYCHOLOGY

Course Contents:

In an organizational context, groupthink and group behavior are important concepts as

they determine the cohesiveness and coherence of the corporate culture and
organizational communication. This course will introduce students to theories and
research that explain our social attitudes and behavior. It would help learn about how
the behavior influences other individuals' thoughts, feelings, and actions. The course
will cover topics such as social thinking (e.g., social identity, judgments, and
attitudes), social influence (e.g., culture, conformity, obedience, and persuasion), and
social relations (e.g., prejudice, aggression, attraction, helping, and conflict
resolution). The current course primarily describes how individuals' thoughts, feelings,
and behaviors influence actual, imagined, or implied presence. It also attempts to
explain the influence that individual perceptions and actions have on the behavior of
groups.

Learning Outcome:

In this course, students learn about the systematic study of social factors in individual
and group behavior, attention to social perception, motivation and learning, attitudes,
norms, social influences processes, the development and dynamics of the group, and
the effects of social-cultural factors influencing efficiency. Upon completion of the
course, students should be able to demonstrate the following outcomes: (i) Identify
and understand major concepts and theories within the field of social psychology, (ii)
Apply social psychological principles to everyday life, (iii) Understand the basic

24
scientific method, as well as methodologies specific to social psychological
research, (iv) Analyze and critique empirical social psychological research. 03 Credits

REFERENCES

• Aronson, Elliot, et al. (2019) Social Psychology. 10th ed., New York, Pearson.
• Ariely, Dan (2016) Payoff: The Hidden Logic That Shapes Our Motivations (TED
Books). 1st ed., Simon & Schuster.
• Aiken, Mary (2017) The Cyber Effect: An Expert in Cyberpsychology Explains
How Technology Is Shaping Our Children, Our Behavior, and Our Values--and
What We Can Do About It. 1st ed., Random House.
• Baron, Robert, et al. (2013) Social Psychology. 11th ed., Pearson.
• Burke, Tarana (2021) You Are Your Best Thing: Vulnerability, Shame Resilience,
and the Black Experience. 1st ed., Random House.
• Crisp, Richard J. (2012) Essential Social Psychology. 2nd ed., Sage South Asia.
• Fiske, Susan T. and Taylor, Shelly E. (2017) Social Brains and Culture. 3rd ed.,
Sage Publications.
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