Dr Robert A. HATCH Spring 1998
History of Science HIS 3466, 5354X
Wednesday, E1-3 {7.00-10.00pm} 2305 Turlington

N E W T O N D A R W I N F R E U D

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 and culture. Beginning biographically, we examine assumptions about the Great Man, genius, hero, prophet, and myth maker. We analyze rationality, relativism, creativity, change, and discipline formation; we look critically at argument and evidence and power and seduction as they relate to science and scientists, language and rhetoric, classification and genealogy, theory and 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 will be structured as a lecture and discussion course. A set of guidelines (with discussion questions and issues) will be distributed for each of the discussion and panel topics. There will be three written Critiques and a Take-Home Essay Examination. Students may write an optional extra-credit Term Paper.
Office hours for Dr Hatch are Wednesday 3.00 - 6.00 pm, and by appointment, 4123 Turlington Hall; telephone: 392-0271. Also, please feel free to contact me by e-mail at: ufhatch@nersp.nerdc.ufl.edu and visit my WebSite, http://www.clas.ufl.edu/users/rhatch

Required Readings:

Darwin, Charles. On the Origin of Species. {First Edition}.
Darwin, Charles. Autobiography of Charles Darwin.
Freud, Sigmund. A General Selection from the Works of Sigmund Freud, ed. John Rickman.
Freud, Sigmund. An Autobiographical Study. Trans. by James Strachey.
Hatch, Robert A., ed., 'Newton, Darwin Freud: A Reader' {Photocopy}
Hatch, Robert A., 'Newton, Darwin, Freud: A Study Guide' {Selections provided}
Kuhn, Thomas S. The Structure of Scientific Revolutions.
Cohen, I.B. & R.S. Westfall, Newton, Texts, Backgrounds, Commentaries.

Alternative Readings:

Each student will select, read, and be evaluated in a final Take-Home Essay on two books from the following list; the selection will be based on the student's interests and discussion with the instructor:

Bowler, Peter J. Charles Darwin, The Man and His Influence.
Clark, Ronald W. Freud: The man and the Cause.
Desmond, Adrian, and James Moore. Darwin.
Gay, Peter. Freud: A Life for Our Time.
Manuel, Frank. A Portrait of Isaac Newton.
Westfall, Richard S. Never at Rest: A Biography.

Evaluation:
Since 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 Department Secretary; there is a 24-hour answering machine, 352.392.0271, or contact me by e-mail: ufhatch@nersp.nerdc.ufl.edu. Please plan your course schedule and study commitments with care. When in doubt, read the syllabus; ask questions; read ahead.

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; participation in at least one panel discussion; presentations, etc. (approximately 25%)
3. Three Critical Essays: Newton, Darwin, Freud: Three page critical essay, 750 words; essays must be typed. Guidelines provided on WebSite. (50%)
4. Last Take-Home Essay 12.00 Noon, 27 April {25%}: Essays are limited to 1000 words, the equivalent of 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 backup purposes.
5. Optional Term Papers: 15-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 {2107 Turlington Hall; 392.0791} for evaluation and additional assistance.

PART I: NEWTON: THE MAN, THE IMAGE, THE REVOLUTION
WEEK I: 6 - 9 January

W, E 1-3 Introduction: Makers of the Modern Mind?

Sir Isaac Newton & the Scientific Revolution: A Portrait

Readings: Review all required texts & readings; Begin Thayer.

Discussion Topic: Who is a 'Great Man'? What is genius? Who decides? When is it decided? How is it (one) known (or denied)?

WEEK II: 12 - 16 January

W, E 1-3 Isaac Newton: Man & Myth

The Newtonian Revolution--The Newtonian Universe

Readings: Continue Cohen & Westfall; See Reader

Discussion Topic: Newton's Philosophy of Nature

WEEK III: 20 - 23 January

W, E 1-3 Images of Newton: Biography & Achievement

Readings: Complete Cohen & Westfall; See Reader

Discussion Topic: Newton's Method & Scientific Achievement

WEEK IV: 26 - 30 January

W, E 1-3 Panel: Interpretations of Newton, the Newtonian Revolution & Newtonianism

Readings: Review Cohen & Westfall; See Reader

PART II: DARWIN: THE MAN, THE IMAGE, THE REVOLUTION
WEEK V: 2 - 6 February

W, E 1-3 Charles Darwin: The Newton of Biology

Before Darwin--Natural History & 'Developmentalism'

Charles Darwin: Views of the Man

Readings: Darwin, Autobiography; See Reader

Discussion Topic: Newton & Darwin: Are they similar?

WEEK VI: 9 - 13 February

W, E 1-3 Images of Darwin: What is Darwinism?

Darwinian Survival: Natural Selection & the 'Fittest'

On the Origin of Species: An Analysis

Readings: See Reader; Begin Darwin, Origin.

Discussion Topic: Science, Scientists, Scientism: Expert Knowledge

WEEK VII: 16 - 20 February

W, E 1-3 Darwin's Language: Mechanism, Analogy, Metaphor

The Origin, continued

Readings: Continue Darwin, Origin; See Reader

Discussion Topic: Argument, Evidence, Proof

WEEK VIII: 23 - 27 February

W, E 1-3 Darwinism After Darwin

Readings: Complete Darwin, Origin; See Reader

Discussion Topic: Genetics, Social Darwinism, Eugenics

WEEK IX: 1 - 6 March

W, E 1-3 Panel: Biographical & Contextual Interpretations of Darwin & Darwinism

Readings: See Reader

WEEK X: 1 - 6 March: NO CLASS: SPRING BREAK: ENJOY
PART III: FREUD: THE MAN, THE IMAGE, THE REVOLUTION
WEEK XI: 16 - 20 March

W, E 1-3 The Darwin of the Mind: Originality & Freud's Achievement

Freud: Self Reflections & Autobiography

Readings: Freud, An Autobiographical Study

Begin Selections, pp. 3-37; 46-53; 70-86. See Reader

Discussion Topic: Darwin and Freud

Textual analysis of readings

WEEK XII: 23 - 27 March

W, E 1-3 The Structure of Freud's Theories

Interpretations of Freud & His Work

Readings: Continue Selections, pp. 87-97; 141-168;

Three contributions to the theory of sexuality (See Reader).

Discussion Topic: Is Psychoanalysis Science? Textual analysis of readings.

WEEK XIII: 30 March - 3 April

W, E 1-3 The Unconscious, Sexuality & Psycho-Sexual Development

Readings: Continue Three Contributions; See Reader

Discussion Topic: Freud, Sex, Biography, Women

WEEK XIV: 6 - 10 April

W, E 1-3 Interpreting Freud: The Peter Gay Thesis

Readings: Review all Freud readings; See Reader; Begin Kuhn

WEEK XV: 13 - 17 April

W, E 1-3 Panel: Interpretations of Freud & Freudianism

Readings: See Reader; Continue Kuhn, Structure
PART IV: GENIUS, 'GREAT MEN' & SCIENTIFIC REVOLUTIONS
WEEK XVI: 20 - 22 April

W, E 1-3 Panel: Newton, Darwin, Freud:

Genius, 'Great Men' & the Structure of Scientific Revolutions, or:

Genius, Hero, Villain, Victim

Readings: Complete Kuhn, Structure; Review all readings and notes

Nota Bene: Last Essay: Take-Home Due: 12:00 Noon, Monday, 27 April 1998, 4131 Turlington Hall {History Department Main Office}

Please staple your type-written exam; if you wish, supply a stamped, self addressed envelope. Your essay and course grade will be delivered by a special federal agent.

Course Outline {Roman numerals represent units not lectures or weeks; readings are topical, chronological, and correlated with by organizing figure}.

I. Introduction
II. Background to Newton: The Scientific Revolution
III. Newton
A. Isaac Newton (1642-1727): Life & Character
B. Newton as a Life: Psychobiography & Material Issues of Health
C. Newton and the Newtonian World Machine: Myth & Metaphor
D. Newton and Religion
E. Newton and Alchemy
F. And All Was Light: Newton and the Enlightenment

IV. Newtonianism and 18th Century Theories of Evolution
V. Background to Darwin: The Great Chain of Being
VI. Darwin
A. Charles Robert Darwin (1809-1882): Life & Character
B. Darwin as a Life: Psychobiography & the 'Sofa & Shawl Syndrome'
C. Darwin: The 'Newton of Biology' & the Darwinian Revolution
D. Darwin, Evolution, and Natural Selection
1. Background
2. Linnaeus, Buffon, Cuvier, Erasmus Darwin
3. J-B Lamarck
4. Darwin & the Voyage of the Beagle
5. Darwin's Debts: Lyell, Hooker, Huxley
6. Darwin's Foes: Sedgwick, Wilberforce et al.
7. The Origin
8. Reception of the Origin
9. Ascent & the Descent: Man
10. Spenser (1820-1903) & Social 'Darwinism'
11. Physics Envy: Darwin vs. Lord Kelvin & the Age of the Earth
12. Darwin & A.R. Wallace: Simultaneous Interruptus

VII. Background to Freud: Theories of Mind, Mesmerism & Anatomy
VIII.Freud
A. Sigmund Freud (1856-1939): Life & Character
B. Freud as a Life: Psyching One's Self & Others
C. Freud: Inventing the Unconscious
D. Freud, Psyche, & Discipline Formation
E. Freud's Early Work
F. The Mature Freud: Disputes & Disputations
G. Reception of Freud & Psychoanalysis
H. Turning Mind Upon Itself: Understanding the Non-rational

IX. Newton Darwin Freud: Similarity Difference
X. Great Men, Great Books, Tradition Bashing
XI. Second Thoughts: Ideas, Individuals, Institutions, Interests, Influence

READING, WRITING & DISCUSSION

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.

1. It is important to state succinctly, in several sentences, the author's thesis. The thesis statement represents the author's position and interpretation regarding the subject/content of the writing.

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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