Dangerous Ideas and Forbidden Knowledge
Spring 2008
Faculty:
Jane Harradine
(206) 528-4552
IB2418C
By appointment
jharradi@sccd.ctc.edu
Suzanne Schlador
(206) 528-4579
IB 2428A
Mondays and Wednesdays 2:30-3:30 by appointment
sschlado@sccd.ctc.edu
Karen Stuhldreher
(206) 526-7007
IB 2330B
Mondays & Wednesday 2:30-4:00 by appointment
kstuhldr@sccd.ctc.edu
Course Theme
This team taught 12 credit interdisciplinary course will explore ideas that have turned worlds upside
down—ideas that have challenged conventional thinking and have met with fear, rage, and censorship.
By reading groundbreaking plays and works by social critics and scientists, and in hands-on experiments
in the lab, we will investigate why ideas like evolutionary theory and multiple sexes were considered
dangerous and created such firestorms.
Questions we will explore:
 How/why did Galileo’s insistence that the earth is not the center of the universe so thoroughly threaten
individuals and institutions of his day?
 How did Darwin’s evolutionary theory change our sense of ourselves in relation to the universe? Why
do many believe that Darwin’s theory of evolution should be forbidden knowledge? Are there other
dangerous implications of this theory?
 How /why are “bad ideas” that are produced by “bad science” clung to so ardently and often wielded
with such dangerous results?
 Why were midwives, herbalists, and alternative healers believed to be so threatening that they were
persecuted for witchcraft? How else has Western society sought to control its “dangerous women”?
 How does the use of DNA or genetics to trace our history back to a theoretical “Eve” challenge who we
are as humans, as well as ideas about race?
 Why is the realization that there is little biological evidence for race differences so threatening and how
have some scientific studies been used to legitimize beliefs in racial superiority?
 Why does the idea that there are more than two genders meet with such resistance in western culture?
 How does dominant culture introduce and enforce “us and them” mindsets and power relations in their
institutions of art/entertainment, education, public policy, etc.?
 Why have homosexuality and gay/lesbian relationships been considered a threat to families, the
military, and society generally? How has homophobia (fear of homosexuality) affect early research of
HIV/AIDS
 Why was and is communism viewed as such a threat in the U.S.?
 In the face of global warming and declining biodiversity, why have environmental scientists and
policies met with apathy, denial, and resistance?
 How/why can theatre offer a public forum for debate and negotiation of dangerous ideas?
 Why can style of presentation in itself feel dangerous to an audience and/or prove risky for the
playwright?
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Course Texts:
Galileo, Bertolt Brecht (hand-out)
Thinking Critically about Research on Sex and Gender, Caplan and Caplan
Sexing the Body, Anne Fausto-Sterling
M. Butterfly, David Henry Hwang
Vinegar Tom, Caryl Churchill
Mapping Human History, Steve Olson
Ma Rainey’s Black Bottom, August Wilson
Angels in America, Tony Kushner
Course Reader available at
Human Biology: Concepts and Current Issues, Johnson (2003) (This is an optional textbook on reserve in
library)
Course Format and Learning Environment
A coordinated studies program is different from regular courses in that students are more actively engaged in a
cooperative learning environment and more responsible for directing their own learning. In a coordinated studies
program everybody studies the same material and participates in the same activities. We encourage the
development of a learning community in which students and faculty learn together through a shared exploration
of texts that offer diverse and sometimes competing ideas and perspectives. In this course you will participate in
student-led seminars, small-group activities, and laboratory experiments, as well as hear lectures and see films.
You will learn to assess your own work and participation.
Central Activities:
The central activities of this course will be reading, writing, and participating in seminars to explore the
central questions and themes of the course. The texts—plays, books, and films—are the teachers, and the
work of both the instructors and students will center on them. Students and instructors will work together
to understand the meanings of these texts. Reading assignments need to be completed with enough time
for reflection and review before class meetings and seminars. The seminar is a key part of our learning
community. Your writing will clarify the ideas of the texts, will help you to develop your own thoughts
about them, and will prepare you for productive discussion in seminar. Active participation will reward
everyone in the program and your grade will also reflect what you have given to the group. Consequently,
attendance and participation in class every day for the entire three and half hours is essential and will
affect your final grade.
Program Objectives
The primary objective of this course is to help you develop a solid foundation in academic knowledge,
skills, and attitudes. These will aid you throughout your college experience and adult life. We have
identified some general education goals that we think are important to work towards.
In the knowledge area students will:
A. Discover the interdisciplinary nature of knowledge.
B. Discover and apply the basic principles of the scientific method to biological concepts
including cell structure, DNA, genetics, and ecology.
C. Discover how the art of theatre reflects and explores the issues and ideas societies struggle
with.
D. Learn how gender, race, and sexuality have been significant factors in shaping U.S. society
and culture.
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In the skills area students will:
A. Develop the ability to think critically and to clearly communicate ideas orally and in writing.
B. Develop the ability to read and comprehend a diversity of texts and to analyze and critique them.
C. Improve your speaking, listening, and problem-solving skills.
D. Gain experience in working with laboratory equipment and conducting scientific experiments.
E. Develop the ability to help cultivate a productive learning environment in which people
exchange ideas and perspectives with others.
F. Deal constructively with information, ideas, and emotions associated with such issues of
diversity and conflict as cultural identity, ethnicity, race, gender, sexuality, age, and religion.
In the attitude area students will:
A. Recognize the value of intellectual inquiry, personal responsibility, and ethical behavior.
B. Develop a sense of confidence in your own ability to judge, analyze, and come to your own
conclusions.
C. Demonstrate a willingness to learn from many cultures, persons, methods, and viewpoints.
D. Come to understand that one’s own attitudes, perspectives, and beliefs are shaped by one’s
own cultural, ethnic, and racial heritage, by gender, by age, by sexual orientation, and by
abilities.
Course Requirements and Evaluation Criteria:
Seminars
Active participation in text-based seminars is an essential part of this program. You will be taught the
necessary seminar skills and be expected to demonstrate development in this area. You will need to
complete all reading assignments on time and attend all seminars. You must prepare for seminars with a
one-two page typewritten or word-processed paper. You will be given specific directions and
expectations for these seminar preparation papers. Your seminar preparation papers will be recorded.
Because they are intended to prepare for seminar discussions, no late seminar preps. will be accepted,
Reading
Because the central activity in Coordinated Studies is the book seminar, the reading load is considerable.
You will need to complete the assigned reading prior to class. You will need to give yourself enough
time to reflect on what you read and prepare your written contributions for seminar.
Exams
There will be quizzes and also a midterm exam. To learn how to review material, synthesize it, and
discover new connections, students will develop the exam questions that will be used as the basis for an
in-class midterm exam. There will be no make-up quizzes. Make-up exams will only be given when
prior arrangements have been made with an instructor. You will also participate in a final fishbowl
seminar that will be evaluated for content and development in seminar skills at the end of the quarter.
Labs
There will be graded lab exercises and write-ups due on the class day following the work in lab each
week. Lab exercises and handouts will be made available on the course website throughout the quarter.
(
) It is your responsibility to print and
read these exercises before attending lab. There will be no make-ups for missed labs. Please note that
you will not receive credit for a lab write-up if you were not present in the lab.
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Self Assessment/Evaluation
You will complete two self-assessments of your progress during the quarter—one at the midterm and one
at the conclusion of the course. These evaluations will ask you to reflect on your participation, attendance, completed assignments, and overall progress in meeting the course objectives and requirements.
Because students in coordinated studies are expected to be responsible for their own learning, we take
students’ evaluations of their progress very seriously. In addition, you will have opportunities to evaluate
the course and what is working and not working for you.
Attendance and full participation
Participation in this program is a commitment to insuring the good health of this learning community.
Your cooperative spirit is needed and will enhance the personal and academic experience for all of us in
this community—including you. Your contributions are considered unique and, therefore, significant and
irreplaceable. You are expected to attend all classes, lectures, films, labs, and seminars. You need to
inform your seminar group if you are unable to attend by either calling the faculty phone number and
leaving a message or e-mailing one of the faculty members prior to the class you will miss.
Grades and Evaluations
Your final grade will be based on: (These percentages are subject to change.)
a) 10% for Quizzes
b) 30% for midterm exam and final fishbowl
c) 40% for seminar papers, preparation, and participation
d) 15% for lab worksheets, participation, and exercises
e)
5% for self evaluation, attendance, participation and overall development in meeting the course
objectives and outcomes.
Completion of all assignments is required for a passing grade. Since learning is a developmental process, your
evaluation will also be based on your ongoing development in writing, seminar participation, critical thinking,
and contribution to the learning community.
As a student of this course, you are expected to:
 Attend class each session for the full three and a half hours.
 Be on time—lateness is disruptive and disrespectful. (But don’t miss a class because you are late—come in as
quietly as you can.)
 Turn assignments in during class on the DUE date in legible hard copy.
 Contact us if you are absent and take responsibility for what you have missed and for obtaining copies of
notes, handouts, assignments, and changes.
 Talk with us if you miss more than three classes.
 Listen attentively and respectfully to one another.
 Respect one another’s needs for a productive learning environment. (This means turning off your cell phone
and pagers and not making outgoing phone calls during class. It also means refraining from using artificial
fragrances; sensitivity to chemical can dramatically affect some people.*)
 Contact us about problems so that they can be resolved.
 Tolerate and work through dissention in class discussions.
 Become comfortable with ambiguity and complexity as you study course content and practice course skills.
 Take responsibility for your own progress which means asking questions as they arise and seeking help when
the work feels too challenging or confusing.
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*For the whole campus generally, NSCC has policies that encourage a healthy environment, including fragrancefree classrooms and smoke-free areas.
Note: Take seriously the fact that this is a 12 credit program. To succeed, plan on doing a minimum of up to 24
hours of work outside of class each week. This includes reading, preparing for seminars, lab exercises, quizzes,
and exams, and participating actively in study groups.
Study Groups
Former students report that when they include studying together in small groups, they are much more
successful. We suggest that you exchange phone numbers and e-mail addresses and begin study groups.
Statement on Diversity and Classroom Learning: Respect for diversity is a core value of NSCC. Our
college community fosters an optimal learning climate and an environment of mutual respect. We, the college
community, recognize and appreciate individual differences. Therefore, we are responsible for the content and
tone of our statements and work to be empathetic speakers and listeners.
Students with Special Needs: Students with physical or learning disabilities should inform the instructors and
also contact the NSCC Disability Services: (http://www.northseattle.edu/services/edaccess.htm) (527-3697) for
assistance. We must also be informed if you are already working with the Disability Student Services.
Faculty Commitment
We are eager to help you succeed in this program. As faculty team we will assist you by providing knowledge
and insights from our varied fields of study, as well as feedback and encouragement about your work. Call or
make an appointment to discuss any aspect of the course or the material or to discuss any problem you might
have before it becomes overwhelming. Please don’t just disappear.
Welcome, we look forward to working with you!
Credits: (Note that this is a 12 credit course and you need to be enrolled in 12 credits of the following:
1150
DRA 100.C1
Introduction to Theatre
(5 credits)
3554
WMN 200.C1
Introduction to Women Studies:
(5 credits)
2886
SCI 100.C1
Introduction to Science
(5 credits)
2106
BIO 100.C1
Biological Principles
(5 credits)
3558
WMN 298.C1
OR
BIO 298.C1
Special Topics in Women Studies
(2 credits)
Special Topics in the Biological Sciences
(2 credits)
2188
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Campus Services and Other Information that might be useful for you:
Campus Services:
Become familiar with the campus services that will help you be successful in your classes. In addition to those
described below you will want to be aware of and utilize the Counseling Center, the Women’s Center,
Multicultural Student Services, the Advising Center, and Student Clubs.
Disability Services: (http://www.northseattle.edu/services/edaccess.htm)
Students with disabilities and/or needing accommodations such as accommodated testing, interpreting, note
taking, taped textbooks, assistive technology, accessibility arrangements, tutors, etc. must contact Disability
Services at 527-3697. The staff of Disability Services can assist individuals with both physical and
learning/academic disabilities. If you feel you may have a learning disability, please speak with the
Educational Access Center as soon as possible to identify issues and solutions to help you to learn effectively.
All services are strictly confidential.
Accommodation for disabilities is a civil right under U.S. Federal law. Students are responsible for contacting
Disability Services and requesting accommodation.
The Loft Language Lab and Writing Center (http://www.northseattle.edu/services/loft/)
The Loft is the campus language lab/writing center, located on the top floor of the library (526-0078). In
addition to computer learning programs, the Loft provides free tutoring on a first-come, first-served
basis. The tutoring sessions can help you with issues like reading, writing, grammar, listening and
speaking. The Loft is open M-Th, 8:30-6:30 pm, F. 8:30-1:30, and Sun. 12:30-4:30 (closed Saturday).
They also provide on-line support with writing assignments.
Computer Labs & Storage (http://www.northseattle.edu/services/complab.htm)
Open computer labs are located in the Instructional Building (IB) room 3303 (both PCs and Macs) and in
the Ku Education Center (ED) room 1845B (all PCs). The computer labs have a variety of software and
are open for walk-in use. Hours vary. Check the hours of operation on the web site or by reading the
signs on the doors outside the labs. Their staff will be happy to assist you.
Network storage on the college computers is available to all NSCC students. For more information on
using and accessing this storage, ask the staff in the computer labs.
Security Services (http://www.northseattle.edu/services/security.htm)
The Security Office (206-527-3636) is open from early morning until late at night. Security officers can
help with parking problems, car emergencies, lost and found, or any safety and security concerns. If you
need help on campus at any time, the security office is ready to assist you.
Unusual Events: Earthquakes, Fire Alarms
In the event of an earthquake while you are on campus, get under a desk, table, or doorway until the
movement stops. Do not run out of the building during an earthquake. Once the movement stops,
evacuate calmly, following the evacuation route mapped in the classroom.
In the event of a fire bell, leave the classroom immediately, following the evacuation route mapped in the
classroom.
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