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Dr Robert A. Hatch - HIS 3466 (7016X) Spring 2000 - W-E1-3 - 2305 Turlington |
| 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 Modern
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 also examine the
role and relations of argument and evidence, and power and seduction,
as they relate to science and scientists, to logic and language, as well
as to 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
is structured as a lecture and discussion course. Students are reponsible
for a substantial amount of required reading (see below) involving primary
and secondary sources, as well as all relevant materials at this WebSite,
especially information associated with Newton, Darwin, and Freud.
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, 4.00 - 5.00 pm, Friday, 1.00-3.00, and by Appointment, 4123 Turlington Hall. Telephone: 392-0271. Also, if you have a question or pressing concern, contact me by e-mail. My E-Mail address: ufhatch@ufl.edu For information about this course (reading, writing, links) visit my WebSite: http://www.clas.ufl.edu/users/rhatch/ Required Readings: Hatch, Robert A., ed., 'Newton, Darwin Freud: A Reader' {Custom Copies} Darwin, Charles. On the Origin of Species. {First Edition}. Darwin, Charles. Autobiography of Charles Darwin. Desmond, Adrian & James More. Darwin. Freud, Sigmund. An Autobiographical Study. Trans. by James Strachey. Freud, Sigmund. Introductory Lectures on Psychoanalysis, ed. James Strachey. Gay, Peter. Freud: A Life for Our Time. Newton, Isaac. Newton, Texts, Backgrounds, Commentaries, ed. Cohen & Westfall Kuhn, Thomas S. The Structure of Scientific Revolutions. Westfall, Richard S. The Life of Isaac Newton. Additional Selected Readings: Each student will select, read, and be evaluated in the last Take-Home Essay on an additional book, to be selected by each student, dealing with either Newton, Darwin, or Freud. 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 Department Secretary. There is a 24-hour answering machine, 352.392.0271, or contact me by e-mail: ufhatch@ufl.edu. 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 panel discussion, etc. (approximately 25%) 3. Three Critical Essays: Newton, Darwin, Freud: Three page critical essay, 750 words. Essays must be typed. Guidelines are provided at the WebSite. (50%). Each Critique 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: 4131 Turlington Hall. 4. Last Take-Home Essay 12.00 Noon, 1 May 2000 {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 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 {2107 Turlington Hall; 392.0791} for evaluation and additional assistance. |
| PART
I:
NEWTON: THE MAN
- IMAGE - REVOLUTION
WEEK I: 10 - 14 - 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 Cohen & Westfall, Preface, Introduction,
pp. 6-34; Begin Reader, pp. 5-25; 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? Who decides? When is it decided? How is it (one)
known (or denied)?
W, E 1-3 Isaac Newton: Man & Myth The Newtonian Revolution--The Newtonian Universe Readings: Continue Cohen &
Westfall; Finish Reader, pp. 5-25;
Discussion Topic: Newton's Philosophy
of Nature
W, 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
W, E 1-3 Panel: Interpretations of Newton, the Newtonian Revolution & Newtonianism Readings: Cohen & Westfall,
58-72; 248-250; 327-346; Review the Newton material in the Reader; PART II: DARWIN: THE MAN - IMAGE - REVOLUTION WEEK V: 7 -11 - 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,
Entire; Reader, pp. 62-84; Begin Desmond & Moore, Darwin
(self-paced, but do not fall behind).
Discussion Topic: Newton & Darwin:
Are they similar?
W, E 1-3 Images of Darwin: What is Darwinism? Darwinian Survival: Natural Selection & the 'Fittest' On the Origin of Species: An Analysis Readings: Reader, pp. 85-98;
Begin Darwin, Origin (Chpts 1-4);
Discussion Topic: Science, Scientists,
Scientism: Expert Knowledge
W, E 1-3 Darwin's Language: Mechanism, Analogy, Metaphor The Origin, continued Darwinism After Darwin Readings: Complete Darwin, Origin; Reader, pp. 99-170; Desmond & Moore, Darwin (self-paced).
Discussion Topic: Argument, Evidence,
Proof
W, E 1-3 Panel: Biographical & Contextual Interpretations of Darwin & Darwinism Readings: Review the Origin; Review Reader, pp. 172-222. Complete Desmond & Moore, Darwin (self-paced). Review all notes and readings. Darwin Critiques due 12.00 Noon, 3 March
2000, 4131 Turlington Hall (Main History Office)
PART III: FREUD: THE MAN - IMAGE - REVOLUTION WEEK X: 13 - 17 March W, E 1-3 The Darwin of the Mind: Originality & Freud's Achievement Freud: Self Reflections & Autobiography Readings: Freud, An Autobiographical Study (Entire). Begin Introductory Lectures,
Editor's Introduction; Preface 1917; Preface 1930; pp. 15-60. Begin
Peter Gay, Freud: A Life for Our Time (self-paced). Begin Reader
(Complete all Freud readings by the end of this unit). Discussion Topic: Darwin and Freud
Textual analysis of readings
W, E 1-3 The Structure of Freud's Theories Interpretations of Freud & His Work Readings: Continue Introductory Lectures, pp. 83-170; 213-239. Three contributions to the theory of sexuality (Continue Reader - self-paced). Continue Peter Gay, Freud: A Life for Our Time (self-paced).
Discussion Topic: Is Psychoanalysis
Science? Textual analysis of readings.
W, E 1-3 The Unconscious, Sexuality & Psycho-Sexual Development Readings: Continue Introductory
Lectures, pp. 243-256; 303-319; 412-463 (Continue Reader - self-paced);
Discussion Topic: Freud, Sex, Biography,
Women
W, E 1-3 Interpreting Freud: The Peter Gay Thesis
Readings: Review all Freud
readings; Finish Reader; Begin Kuhn, Structure (two readings may
be required); W, E 1-3 Panel: Interpretations of Freud & Freudianism Readings: Review all readings
(N-D-F) in Reader; Complete Peter Gay, Freud: A Life for Our Time. Freud Critiques due 12.00 Noon, 14 April
2000, 4131 Turlington Hall (Main History Office) PART IV: GENIUS - 'GREAT MEN' - REVOLUTION WEEK XV: 17 - 21 April W, E 1-3 Panel: Newton, Darwin, Freud: Genius, 'Great Men' & the Structure of Scientific Revolutions Readings: Complete Kuhn, Structure WEEK XVI: 24 - 26 - April W, E 1-3 - Final Open Discussion: Newton, Darwin, Freud Discussion: Genius, Hero, Villain, Victim Readings: Review all readings
and notes 4131 Turlington 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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Course Outline - 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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