INQ 270: Animals in the Humanities
Dr. Marwood Larson-Harris
Office: West 318
Phone: 375-2411
Email: mdharris@roanoke.edu
Office Hours: M: 1–2pm; Tu: 1–2:30pm
and by appointment
Course Description
This course examines the ways in which human society has been inseparably involved with animals—dependent on, fascinated with, horrified by,
lord and master over, contemplative of, and caring for them. Animals have been food, have provided amusement and sport, and have been workers, therapists,
and test subjects. Without the help of animals—from the earthworm to the elephant and horse—human civilization is unthinkable. But the humanities would
also be unthinkable: animals have been always present in our reflections on the human condition in literature, art, and religion.
The study of how animals have become part of culture raises important theoretical questions about what constitutes the humanities. This will also
lead to discussions about human identity as well. The class will explore other questions such as, how have animals been conceived of, represented, treated, and
cared for? Are humans animals? Are animals capable of virtue? Do they have intelligence? Do they feel pain? Can animals participate in the forms of salvation
articulated by the world’s religions?
Learning Outcomes for INQ 270
1.
2.
3.
4.
Students will be able to apply humanities methodologies appropriate for the course’s discipline and topic.
Students will be able to articulate how the course’s perspective (Natural World) was reflected in the course content.
Students will be able to write about course topics clearly and effectively.
Students will be able to communicate effectively about the course topic in an oral format.
Grades
Weekly 1-page Jottings (roughly 10 total) (10%);
4-page essay on an animal (5%);
Group Presentation on animal history (10%);
6–8 page research paper on an animal species of your choice (25%);
Group Presentation on an animal issue (15%);
Midterm (15%);
Final (20%).
The grading scale is as follows: A (93–100), A- (90–92), B+ (87–89), B (83–86), B- (80–2), etc. An F is 59 or below. Late papers will be lowered one
notch for every class day they are late (a B will become a B-).
Generally, college writing is assessed using the following guidelines:
A—this work is excellent in all aspects, error free, clearly argued, gracefully written, and goes beyond merely fulfilling the assignment through
creative thought, original insight, and the identification of diverse connections;
B—an above-average paper that does a nearly error-free job of completing the assignment in a competent way; it is well organized and clearly
written and argued;
C—an average paper: errors detract from this work, and it is unevenly written and organized;
D—contains many errors and doesn’t fully grasp the assignment;
F—fails in every aspect to adequately respond to the assignment.
How to Succeed in this Course: Participate!
Participation is essential to the life of this class. Participation means more than simply showing up for class! You will need to arrive with an open
and active mind. You will need to show up having read the material carefully, taken notes on it, and be ready to voice your opinion. To participate you
should above all come to class with your own reactions to and opinions about our reading assignments. Think about how the texts connect with things in our own
world. To do these things you will need a few hours to prepare for each class period. The class can only thrive with your individual help.
Jottings
Roughly every week you will be writing at least one jotting. Jottings are for you to reflect on a reading and then focus your thoughts about it; they are
usually in response to a specific question (given on the schedule). These 1-page papers should be (a) printed, (b) a full page long, (c) double spaced, with only (d)
your name and INQ270 on one line at the top. They must also contain at least (e) one short quotation (but not lengthy block quotations). The are graded with a
“check” if they are complete, and the combined total of jottings will be equal to 10% of your course grade.
Attendance
You may miss TWO classes: any absences beyond this will lower your COURSE grade by one notch. In other words, 3 absences will lower
your final grade by one notch (a B+ becomes a B), and 4 absences will lower your final grade two notches. Please come see me if you have a difficulty.
There are no excused absences. (If you are sick or must miss school for an athletic match, make sure you have no other absences.)
If you miss class it is essential that you get the notes from another student.
Religious Holidays
Students who miss a class for a religious holiday may make up the class without penalty, but you must write me a note before that date. I will
arrange the make-up work with you.
Electronic Devices and Laptops
Please turn off your cell phone when you enter the classroom. You may not use any electronic device during class, including a laptop.
The use of any electronic device during an exam is strictly prohibited.
Where can I get additional help on my writing?
The Writing Center @ Roanoke College, located in Room 15 on the Lower Level of Fintel Library, offers writing tutorials for students working on
writing assignments/projects in any field. Writers at all levels of competence may visit the Writing Center at any point in their process, from brainstorming to
drafting to editing, and talk with trained peer writing tutors in informal, one-on-one sessions. The Writing Center is open Sunday through Thursday from 4 to 9
pm. We open for Spring Semester on Monday, January 23rd. Simply stop in, or schedule an appointment by going to www.roanoke.edu/writingcenter.
Questions? Email writingcenter@roanoke.edu or call 375-4949. You can also Like our page on Facebook!
Special Accommodations
The Office of Disability Support Services, located in the Goode-Pasfield Center for Learning and Teaching in Fintel Library, provides reasonable
accommodations to students with identified disabilities. Reasonable accommodations are provided based on the diagnosed disability and the recommendations of
the professional evaluator. In order to be considered for disability services, students must identify themselves to the Office of Disability Support Services. Students
are required to provide specific current documentation of their disabilities. Please contact Richard Robers, M.A. Ed., Coordinator of Disability Support Services, at
540-375-2247 or e-mail robers@roanoke.edu.
Academic Integrity
As members of a learning community, we enjoy important intellectual freedoms and are answerable to equally important academic responsibilities.
Doing our own work and properly acknowledging the work of others are bedrock values in a community of scholars. When you arrived at Roanoke College you
pledged to uphold these values and to abide by the practices and policies described in the brochure “Academic Integrity at Roanoke College.” It is your
responsibility to read this brochure carefully and to understand it well.
In a course such as this one, which involves independent scholarship and writing, it is especially important to cite and discuss your sources as a part
of our intellectual exchange. And, as a matter of honesty, it is imperative that you understand what plagiarism is and avoid even unintended violations. Review
carefully the section on plagiarism in the academic integrity brochure. If you have any questions, speak with me or bring up your questions in class.
Required Book
Diana Hacker, The Writer’s Reference (Roanoke College edition).
Inquire Postings
The reading material for this course will be posted on Inquire. Think of these as an alternative textbook: print
each file well in advance of class so you are certain your computer and printer are working properly. Read these selections carefully, take notes on them, and
bring them to class.
Additional Policies

FAILURE

ALL
JOTTINGS MUST BE PRINTED

ALL
PAPERS MUST BE STAPLED.

I

PAPERS
TO BRING THE READING TO CLASS WILL RESULT IN A HALF-ABSENCE.
(NOT
HAND-WRITTEN).
DO NOT ACCEPT PAPERS OR JOTTINGS SUBMITTED VIA EMAIL.
3 GRAMMATICAL ERRORS
CORRECTED (I.E., THE GRADE WILL
HANDED IN WITH MORE THAN
AND COUNTED LATE UNTIL
SCHEDULE
PER PAGE WILL BE RETURNED
BE REDUCED EACH DAY).
PART 1: Animals as Culturally and Historically Constructed
Jan 12/14/16
M:
Discussion: How are animals involved in human society and culture?
4–5 page essay on an animal assigned
(due Jan 19)
W:
Read: Bryant, “The Zoological Connection: Animal-Related Human Behavior”
Discussion questions: 1. Taken together, what do all of the animal-related words (pgs. 8–9) mean about how people see animals and our relationship
to them? 2. Have you related to animals in some of the different categories explained in the reading (i.e., other than as pets)?
View in class: Zoology and Anthrozoology PowerPoint
Jotting Due: Compare the different ways we conceive of animals (pgs. 12–19): how are these sometimes contradictory, or at least radically different?
F:
Read: Arluke, “Introduction” to Between the Species
Discussion questions: 1. The author writes on the first page: “…animals are social constructions”—what does he mean, and what are some examples?
2. What ideas discussed in this article relate to your experiences with your pets? 3. How does your family employ anthropomorphism—and what kind? 3. What does
the author mean by “ambiguity and ambivalence” on page xviii? 4. Make a list that demonstrates the “sociozoological scale” of Americans (how Americans rank animal
species—see pg. xx). Does your own ranking differ from what you think other Americans imagine?
Jan 19/21/23
M:
Discuss animal essay
Group presentation on animal history assigned (due Jan
30)
W:
F:
View in class: Holy Cow
Read: Sax, “Animals as Tradition”
Discussion questions: Today’s reading is about how culture shapes the ways we think about animals.
1. Look over the categories the author uses (“divine animals,” “demonic animals,” “political animals” etc.): do we still use any of these today? 2.
Think about the many different animals our culture is fascinated with: what different cultural categories do we place them in?
PART 2: Native American Animal Traditions
Jan 26/28/30
M:
Individual meetings to discuss animal history assignment—in class
Lecture: an overview of Native America
Outline for presentation due
W:
Read: Gill, “Ways of Life” and McClintock, “Blackfoot Beaver Bundle”
Jotting Due: How do Native Americans relate to animals?
F:
Group presentations on animal history
Feb 2/4/6
M:
Group presentations on animal history
W:
Read: “The Boy and the Deer” and “The Girl Who Married a Bear”
Jotting Due: What qualities do the animals have in these stories? How are they different from or similar to the humans?
F:
Read: “The Creation of the Killer Whale”
Read: “Why Killer Whales Don’t Eat People: Where Science and Legend Meet”
View in class: Keet Shagoon: Natsilane and the Origin of the Killer Whale
PART 3: Animals in the Ancient World
Feb 9/11/13
M:
Ancient Egyptian animal gods
6–8 page research paper on a species assigned (due Mar 13)
Read: “Egyptian Religion and Egyptian Gods”
Discussion questions: 1. What were the first Egyptian gods (p. 12)? 2. Do you as a modern American think the divine can manifest in
animal form—why or why not? 3. What still connects us to Ancient Egypt—i.e., has their civilization influenced ours, even today? (no simple answer to
this question—just brainstorm).
W:
Egypt and Animal Burials
Read: Ikram, “Divine Creatures”
Guest lecturer: Dr. Leslie Warden
F:
library day for research paper—meet in class first
Feb 16/18/20
M:
discuss research paper
Read: student sample paper (on Inquire)
Lecture: Ancient Israel
W:
Hebrew Scriptures
Read: Genesis creation stories and animal sacrifice (“Hebrew Scriptures 1”)
Jotting Due: what different ideas about animals are found in these Genesis passages?
F: Hebrew Scriptures
Research Outline and Bibliography due
Read: Noah’s Ark and other animal passages from the Bible (“Hebrew Scriptures 2”)
Read: “Evangelical Environmental Network Statement”
Discussion questions: 1. How is the discussion about animals in the Noah story different from the ones we read for Wednesday? 2.
How does the Evangelical Environmental Network Statement explain our relationship to animals?
Feb 23/25/27
M:
review for Midterm
W: Midterm
F: TBA
Spring Break
March 9/11/13
M: TBA
W:
F:
TBA
species papers due
March 16/18/20
TEACH-IN: Animals and Climate Change
M:
Introduction to Hinduism
Read: Kemmerer, “Hindu Traditions”
Jotting Due: explain how “reincarnation,” “karma,” and “oneness” (ideas discussed in the article) shape how Indians view animals.
W:
Hinduism and Animals
View in class: Animals in Hinduism PowerPoint
F:
Animals in Advertising
Jotting Due: find three or four ads with animals: why were animals used in these ads? How are they depicted—what qualities are emphasized
about those animals? Email me the ads before Friday morning.
PART 4: Ethics
March 23/25/27
M:
Animal Issues Presentation Assigned (due April 13–15)
W:
Early ethical approaches to Animals
Read: Taylor, “From Aristotle to Darwin”
Read: Jane Goodall, “My Life Among Wild Chimpanzees”
Discussion Questions: How would Jane Goodall respond to Aristotle’s argument that animals
and humans are fundamentally different? What evidence would she use from her field work?
F:
Ethical approaches to Animals
Read: The Encyclopedia of Bioethics—Animal Welfare
Jotting Due: summarize briefly each of the different ethical approaches. Apply one approach to your presentation issue.
March 30/ April 1/3
M:
Issue Presentation consultations—in class
W:
Ethical approaches to Animals: Pets, Zoos, and Farms
Presentation Outline and Bibliography due
Read: The Encyclopedia of Bioethics—“Pets, Zoos, and Farms”
Read: “Zoos and Their Discontents”
Jotting Due: explain what ethical issues arise in one of the three areas: pet keeping, zoos, or farms.
F:
no class—Good Friday
April 6/8/10
M:
Ethical approaches to Animals: Wild Animals
Read: The Encyclopedia of Bioethics—“Wildlife Management” and Time Magazine—“Culling Wildlife”
W:
Ethical approaches to Animals: Wolves
Read: Van Horn, “The Making of a Wilderness Icon”
F: Ethical approaches to Animals: Wolves continued
View in Class: Wolves in Yellowstone
April 13/15/17
M:
Animal Issue Presentations
W: Animal Issue Presentations
F:
View in Class: Inside Animal Minds
April 20
M:
open discussion; review for final
Exam: Wednesday, April 22, 8:30—11am
(shall we say 9am?)