This course pursues the time-honored questions of Truth and Justice by focusing on points of historical convergence between 'science and law'. Central to both is the question of evidence. Selected case studies serve to identify claims to knowledge about nature and about the past (science and history) that assist us, ideally, in assessing how evidence is presented and represented in practice. Beginning with 16th-century notions of identity and property in the 'Return of Martin Guerre' (involving fact, fraud, fiction) case studies then focus on witchcraft at Loudun and at Salem (involving questions of nature - knowledge - history, identity - possession); on murder and mental derangement in the famous Foucault study of Riviere (involving parricide and mental competence, interpreting actions and texts); and finally, in a more recent case, the Scopes Monkey Trial, where popular culture and media played a role in what is often viewed as a contest between religion and science. General themes of the course include argument and evidence, fact and theory, explanation and interpretation, witnessing and testimony, identity and possession, competence and expertise, and not least, actions and events, indeed, intentions and causes. The principal assumption of the course is that something dramatic began to appear in Western Culture during the Early Modern Period, something that re-defined human connections to the world, to the past, and to each other. That something, however frail and puny in the face of Truth and Justice, seems to have included rational argument and empirical evidence, both accompanied, no doubt, by ongoing traditions that involve dramatic ethical contradiction and deep differences in social interest.

We have two objectives. First, to identify critical issues (involving specific writings, activities, and practices) in the context of early modern life as identified in primary readings and research. Second, and perhaps equally challenging, we examine the assumptions and interpretations surrounding the treatment of these issues by recent historians. Our goal is to situate a clearly defined textual problem in broader (and sometimes conflicting) interpretive contexts.  We want to understand why there are opposing interpretations offered by various historical schools and traditions. The ideal problem for your Last Essay is a clearly identified and widely acknowledged problem that has evoked the most varied interpretations. Put differently, the kind of question that defines this course is how and why historians (scientists, attorneys, physicians) sometimes see things very differently, how they use the 'same' evidence to interpret the 'same thing' in ways that appear to contradict the conclusions drawn by others. That such apparent dilemmas double should be clear. We pursue these issues throughout the seminar. 

To that end, Colloquium participants will write and defend a critical research essay. This essay will focus on clearly defined issues {e.g., fact, truth, evidence, explanation, interpretation; theory, practice} identified through individual research. The objective of the essay is to test the relation between these issues and at least two relevant, possibly conflicting, historiographic schools or genres. Full particulars of the essay--notably the relation between specific texts and more general historiographic interpretations--will be provided and discussed in class. 

In addition to the critical essay, participants are expected to take an active part in Colloquium discussions and to present their preliminary research to a critical audience. Each of these requirements is built into the Seminar schedule. Please note that attendance is mandatory, participation essential. If students are interested in additional optional work, notably special projects related to the Science - Evidence - Law, please discuss your interest with the instructor early in the semester. Office hours for Professor Hatch are Tuesday 3.00-6.00pm and by appointment, 226 Keene-Flint Hall. Students are urged to take full advantage of Office Hours for consultation and discussion. Telephone: 392-0271 (24h machine); E-mail: ufhatch@ufl.edu . 

Finally, please note there are major sections of my WebSite devoted to this course.  Students are required to visit appropriate sections as well as those dealing with Reading, Writing, and other issues (for example, Taking Notes on Readings and from Lectures).  These sections supply teaching and research resources (bibliography, secondary readings, WebLinks, and SearchLinks). Importantly, the WebSite is accessible 24 hours a day, 7 days a week.  The WebSite is located at:  http://www.clas.ufl.edu/users/rhatch/pages .  Suggestions for the WebSite are welcome.