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Dr Robert A. Hatch - Office - 226 Keene-Flint Hall HIS 3466 (4002X) - Autumn 2009 Tuesday E-1-3 (7.00-10.00) - 119 Keene-Flint Hall |
| In this course
we focus on what has been called the 'emergence of the modern mind' from
the perspective of three Traditional Heroes of Western Science & Modern
Culture. Beginning biographically, we examine assumptions about the Great
Man, Genius, Heroes, Prophets, and Myth Makers. We analyze rationality, relativism,
creativity, change, and discipline formation. We also examine the
role and relations of argument and evidence -- power and seduction too -- as they relate to science and scientists, to logic and language, and to related concerns of classification and genealogy, to issues of theory/practice. In approaching
science through biography and history, we find perspectives on scientism,
sexism, and racism and the in-and-outs of binary opposition. The class
is structured as a readings and discussion course with informal lectures. This is essentially a readings & discussion course. Students are reponsible
for a substantial amount of required reading (see below) involving primary
and secondary sources, as well as relevant materials at this WebSite,
some directly related to Newton, Darwin, and Freud.
There will be three written Critiques (3-4pp each) and a Last Take-Home Essay Exam (5pp).
Students may choose to write an optional extra-credit Term Paper.
Office hours for Dr Hatch are Tuesday, 5.00-7.00 pm, Thursday, 6.00-7.00, and by Appointment, 226 Keene-Flint Hall. Telephone: 392-0271. If you have a question or pressing concern, contact me by e-mail, ufhatch@ufl.edu For information about this course (reading, writing, links) study this WebSite: http://www.clas.ufl.edu/users/rhatch/pages Required Readings: Westfall, Richard S. The Life of Isaac Newton. Newton, Isaac. Newton, Texts, Backgrounds, Commentaries, ed. Cohen & Westfall Desmond, Adrian & James More. Darwin. Darwin, Charles. Autobiography of Charles Darwin. Darwin, Charles. On the Origin of Species. {First Edition}. Gay, Peter. Freud: A Life for Our Time. Freud, Sigmund. An Autobiographical Study. Trans. by James Strachey. Kuhn, Thomas S. The Structure of Scientific Revolutions. Other Recommended Readings: Bowler, Peter J. Charles Darwin, The Man and His Influence. {Suggested} Browne, Janet. Charles Darwin: Voyaging. [Volume I] {Suggested} Clark, Ronald W. Freud: The man and the Cause. {Suggested} Hall, A. Rupert. Isaac Newton. {Suggested} Manuel, Frank. A Portrait of Isaac Newton. {Suggested} Evaluation: Because all required work is announced on this syllabus (and a complete timetable is provided below) absences and arrangements for late work must be approved in advance. Attendance is mandatory. If you miss class for any reason please notify the the Instructor by Email or by telephone: E-mail: ufhatch@ufl.edu or the 24-hour answering machine, 352.392.0271. Please plan your course schedule and study commitments with care. When in doubt, read the syllabus; ask questions; read ahead. If there is any part of 'mandatory' that is unclear, please ask. Evaluation for this course takes five forms: 1. Comprehension of assigned readings and lectures, as expressed in written form and in oral discussion. 2. Attendance and participation in class lectures and discussions is mandatory, as is participation in at least one informal panel discussion, etc. (approximately 25%) 3. Three Short Critical Essays: Newton, Darwin, Freud: Three-page critical essay, 750 words typed. Guidelines are provided at the WebSite. (40%). Each Critical Essay is due 12.00 Noon on the Friday following the closing Panel Discussion, respectively, on Newton, Darwin, Freud. Critiques should be handed in at the main History Department office: 025 Keene-Flint Hall. Students have the option to submit a 're-write' for 2 of the 3 Essays. This option will be discussed in class. 4. Last Take-Home Essay 12.00 Noon, Thursday, 10 December 2009 {35%}: Essays are limited to 1000 words, the equivalent of about 5 typed pages, double spaced. This essay will involve course material and a reading selected by each student as explained above under Alternative Readings. Essays must be typed. Students should retain a photocopy for as backup. The last Take-Home Essay must be informed not only by all of the required class readings but, in addition, one additional book (selected by each student) on either Newton, Darwin, or Freud (explained above). 5. Optional Term Papers: 15-20 page critical research essay due 12.00 Noon, Friday, Week 14. The optional paper provides extra credit and can add as much as one letter grade to the final course grade. The paper is non compulsory; no one is penalized for not choosing this option. The term paper allows interested students to pursue a course topic in greater detail or to identify an area not treated in course readings or lectures. The topic must be approved; please details with your instructor regarding topic selection, approval, submission timetables, general bibliography, and suggestions about research and writing. As always, students should take full advantage of Office Hours for discussion and consultation. Finally, because writing is a critical component of your education, students, regardless of their writing skills, are strongly encouraged to visit the Writing Clinic for evaluation and additional assistance. |
| PART
I:
NEWTON: THE MAN
- IMAGE - REVOLUTION
WEEK I: 25 August T: E 1-3 Introduction: Makers of the Modern Mind? Sir Isaac Newton & the Scientific Revolution: A Portrait Readings: Review all required
texts & readings; Begin Cohen & Westfall, Preface, Introduction; Begin Westfall, Life of Isaac Newton
(self-paced). Read materials on skills: notes, reading, writing: Teaching
Resources. Discussion Topic: Who is a 'Great
Man'? What is genius? When is it decided? Who decides? How is it
known (questioned or denied)?
T: E 1-3 Isaac Newton: Man & Myth The Newtonian Revolution--The Newtonian Universe Readings: Continue Cohen &
Westfall;
Continue Westfall, Life of
Isaac Newton (self-paced).
Discussion Topic: Newton's Philosophy
of Nature
T: E 1-3 Images of Newton: Biography & Achievement Readings: Cohen & Westfall,
pp. 34-58; 184-191; 221-238; 253-274; 299-308;
Discussion Topic: Newton's Method
& Scientific Achievement
T: E 1-3 Panel: Interpretations of Newton, the Newtonian Revolution & Newtonianism Readings: Cohen & Westfall,
58-72; 248-250; 327-346;
Complete Westfall, Life of Isaac Newton (self-paced). PART II: DARWIN: THE MAN - IMAGE - REVOLUTION WEEK V: 22 September T: E 1-3 Charles Darwin: The Newton of Biology Before Darwin--Natural History & 'Developmentalism' Charles Darwin: Views of the Man Readings: Darwin, Autobiography,
Entire; Begin Desmond & Moore, Darwin
(self-paced, but do not fall behind).
Discussion Topic: Newton & Darwin:
Are they similar?
T: E 1-3 Images of Darwin: What is Darwinism? Darwinian Survival: Natural Selection & the 'Fittest' On the Origin of Species: An Analysis Readings:
Begin Darwin, Origin (Chpts 1-4);
Discussion Topic: Science, Scientists,
Scientism: Expert Knowledge
T: E 1-3 Darwin's Language: Mechanism, Analogy, Metaphor The Origin, continued Darwinism After Darwin Readings: Complete Darwin, Origin; Desmond & Moore, Darwin (self-paced).
Discussion Topic: Argument, Evidence,
Proof
T: E 1-3 Panel: Biographical & Contextual Interpretations of Darwin & Darwinism Readings: Review the Origin; Complete Desmond & Moore, Darwin (self-paced). Review all notes and readings. Darwin Critiques Due: 12:00Noon Friday, History Department Main Office PART III: FREUD: THE MAN - IMAGE - REVOLUTION WEEK IX: 20 October T: E 1-3 The Darwin of the Mind: Originality & Freud's Achievement Freud: Self Reflections & Autobiography Readings: Freud, An Autobiographical Study (Entire). Begin Autobiographical Study (self-paced aimed at completion); Begin
Peter Gay, Freud: A Life for Our Time (self-paced). Discussion Topic: Darwin and Freud
Textual analysis of readings
T: E 1-3 The Structure of Freud's Theories Interpretations of Freud & His Work Readings: Continue Autobiographical Study (self-paced). Continue Peter Gay, Freud: A Life for Our Time (self-paced).
Discussion Topic: Is Psychoanalysis
Science? Textual analysis of readings.
T: E 1-3 The Unconscious, Sexuality & Psycho-Sexual Development Readings: Finish Autobiographical Study. Continue Peter Gay, Freud: A Life for Our Time (self-paced).
Discussion Topic: Freud, Sex, Biography,
Women
T: E 1-3 Interpreting Freud: The Peter Gay Thesis
Readings: Review all Freud
readings; Begin Kuhn, Structure (two readings may
be required); T: E 1-3 Panel: Interpretations of Freud & Freudianism Readings: Review all readings; Review Peter Gay, Freud: A Life for Our Time. Freud Critiques Due: 12:00Noon Friday, History Department Main Office PART IV: GENIUS - 'GREAT MEN' - REVOLUTION WEEK XV: 24 November T: E 1-3 Panel: Newton, Darwin, Freud: Genius, 'Great Men' & the Structure of Scientific Revolutions Readings: Complete Kuhn, Structure WEEK XVI: 1 December T: E 1-3 - NB: No Class - Research & Writing Discussion: Genius, Hero, Villain, Victim Readings: Review all readings and notes. Do some independent & synthetic thinking--what are they key themes & how do they relate? WEEK XVI: 8 December: NB: Final Open Discussion: Newton, Darwin, Freud 025 Keene-Flint Hall {History Department Main Office} Please staple your type-written exam & supply a stamped, self-addressed envelope. Your essay and course grade will be delivered by a Special Federal Agent. |
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Overview Sketch - Newton Darwin Freud {Roman numerals represent units not lectures or weeks; readings are topical, chronological, and correlated with by organizing figure}. II. Background to Newton: The Scientific Revolution III. Newton
IV. Newtonianism and 18th Century Theories of Evolution V. Background to Darwin: The Great Chain of Being VI. Darwin
VII. Background to Freud: Theories of Mind, Mesmerism & Anatomy VIII. Freud
IX. Newton Darwin Freud: Similarity Difference X. Great Men, Great Books, Tradition Bashing XI. Second Thoughts: Ideas, Individuals, Institutions, Interests, Influence Seminar discussion has a long tradition and is not far removed from the criteria for writing what we have called 'critiques.' The following should be considered in dealing with writing, whether in preparing critical reviews of required texts or seminar discussion. 2. What are the author's objectives? Why do you think the author chose this topic or selected this problem? What is the purpose in writing this book? Is it good problem selection? Does the work continue an historiographic tradition? Does it respond to a different tradition? Is there an ax to grind? 3. Having addressed the thesis, purpose, and objectives, what are the most important claims? Conclusions? Always use succinct direct quotation to demonstrate your point. 4. Good writing involves argument and evidence. Describe the structure and show how the organization relates to the argument. Are assumptions implicit? Explicit? Are there superfluous and irrelevant statements? Is the presentation cogent? What counter arguments does the author anticipate? 5. What kinds of evidence are used? Does the writer use relevant examples? What types of examples and evidence are omitted? What kinds of evidence are used--factual, empirical, statistical? Does the author employ hypotheses? Are there speculations? Is the author clear when using interpretive models? 6. Concerning appeals to authority: Are citations numerous? Do citations refer to descriptive, summary statements; close arguments; direct quotations of contemporary authors? contextual 'historical texts'? 7. How would you characterize the audience? How would the author characterize the audience? What are the contexts of the text--essay, chapter, journal, publisher, country, discipline, etc. 8. Characterize the author's use of language and tone; do definitions serve the purpose? What of the use of metaphor, mathematics, statistics, technical language, diagrams, pictures, jargon? 9. Is the writing convincing and persuasive? Why or why not? Relate your evaluation to the thesis, purpose, and objectives and make clear what standards or criteria you are using to analyze the argument. How is the author's writing best described? Is it descriptive; prescriptive; explanatory? Is it issue- oriented; directed toward problem-solving? solution-presenting? Is the problem or solution defined and discussed fairly and adequately? Do you find unsupported opinion or bias? 10. What are the strengths and weaknesses of the work? Specifically, how could it be improved? Formulate one or two questions that need to be addressed. Attempt to describe where in the text you would engage this writer in order to enter into the reformulation of the problem and/or argument. Refine your position; consider your assumptions, thesis, objectives, purpose, argument, evidence, structure, tone. |
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rah.iii.2009 et seq.
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