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Regis College, CCS 300H |
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Syllabus (PDF format)
Handouts Author Websites Allegra Goodman's website- author of Intuition. Arthur Koestler, Biography by the Koestler Trust - author of The Sleepwalkers. Arthur Koestler, New Yorker article - author of The Sleepwalkers. Thomas Kuhn in Stanford Encyclopedia of Philosophy - author of The Structure of Scientific Revolutions. Paul Feyerabend in Stanford Encyclopedia of Philosophy - author of Against Method. Dava Sobel's website- author of Longitude. Stephen Jay Gould, New York Times obituary - author of The Panda's Thumb. Stephen Jay Gould Archive - author of The Panda's Thumb. Richard Dawkin's website - author of The Selfish Gene. Daniel Dennett's website - author of Darwin's Dangerous Idea. Bent Flyvbjerg's website - author of Making Social Science Matter. John Horgan's website - author of The End of Science. CCS 300H Grades
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Honors Sophomore Seminar Description (Regis Bulletin): As the third course in a five-semester honors sequence, this course invites students to consider the human person in relation to both society and the natural world. Using a historically recursive approach, students investigate the scientific method and induction as modes of understanding our world. Prerequisite(s): CCS 200H and HO 250. Honors Sophomore Seminar Description (Regis Bulletin): As the third course in a five-semester honors sequence, this course invites students to consider the human person in relation to both society and the natural world. Using a historically recursive approach, students investigate the scientific method and induction as modes of understanding our world. Prerequisite(s): CCS 200H and HO 250. Course Goals: Science is often viewed as distinctly different from other academic ways of engaging with the world in its greater “objectivity” or consistency. However, individual, technological, and societal forces are significant in science as they are in other disciplines. This seminar endeavors to help students critically engage with the natural and social sciences as ways of knowing the world. Specifically: · Students should be able to evaluate critically the scientific way of knowing as practiced in the natural and social sciences. Students should be able to intelligently discuss the questions: o What is science, especially as compared to other ways of knowing? (e.g., the role specific methods, the effect of individual perspectives, the status of applied and pure science, and the interplay between empiricism and theory) o What does it mean “to know” in science? (e.g., reductionism and holism, the effect of the instrument, the ability of a human being to accurately study human phenomena) o How do individual, group, and larger societal perspectives affect scientific understanding? · Students will demonstrate knowledge of some ways in which changing conceptual models and methods of knowing have specifically resulted in changing understanding of cosmology (our place in the universe), the origin of the diversity of life (our place in the living world), and human behavior & culture (our self-conception and our place in society). · Students will demonstrate the ability to differentiate between scholarly and popular writing, and incorporate scholarly research in constructive argumentative papers. Students will demonstrate the ability to develop and complicate (i.e., “evolve”) a thesis based on analytic consideration of academic sources.
Instructors:
Books may be purchased at the Regis University Bookstore in the Regis Student Center.
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01/20/2010 |
