1 B6 John Jay College of Criminal Justice The City University of New York New Course Proposal When completed, this proposal should be submitted to the Office of Undergraduate Studies-Room 634T for consideration by the College Curriculum Committee. 1. Department (s) proposing this course: History 2. Title of the course: The History of Science and Medicine from Prehistory Through 1650 Abbreviated title (up to 20 characters): Hist Sci/Med to 1650 3. Level of this course: 100 Level 4. 200 Level x 300 Level 400 Level Course description as it is to appear in the College bulletin: (Write in complete sentences except for prerequisites, hours and credits.) This course will provide students with a background in the intellectual and cultural developments in the history of science and medicine from prehistory through 1650. Students will be introduced to the kinds of questions asked about the natural world by different cultures at different times, varying understandings of nature, the natural world, the body, and disease, and interactions among these understandings and interpretations. Primary and secondary readings will provide the basis for class discussions, written assignments, and a final research project. 3 hours, 3 credits. 5. Has this course been taught on an experimental basis? _ x_ No _Yes: Semester (s) and year (s): Teacher (s): Enrollment (s): Prerequisites (s): 6. Prerequisites: ENG 102 or 201, HIS 203 or HIS 231, and HIS 204 or HIS 205 or HIS 232 7. Number of: class hours 3 lab hours ___ Approved by UCASC, April 24, prepared for College Council, May 11, 2009 credits _ 3_ 2 8. Brief rationale for the course: This course is an important component in the new global history major because it introduces students to one of the most significant intellectual occupations of human civilization, understanding and making predictable the natural world. It elaborates on the basic global history survey by providing students with a thorough introduction to a specific intellectual and cultural theme that has played a critical role in all global civilizations, and it contributes to the major's research and methodology goals by requiring students to do a short independent research project based on traditional history of science/medicine techniques to analyze primary sources located through the course or with the help of the professor 9a. Knowledge and performance objectives of this course: (What knowledge will the student be expected to acquire and what conceptual and applied skills will be learned in this course?) Students will be expected to demonstrate mastery of the different kinds of questions asked about the natural world and the different understandings of the human body and disease that were entertained by global cultures from prehistory through 1650. They will be conversant with the current historiographic techniques of comparative and cross-cultural analysis within the history of science and medicine, and the ongoing debate over the presence and meaning of an early modern scientific revolution. They will demonstrate these skills through four written assignments that require comparative analysis of primary and secondary sources in response to assigned questions. Finally, they will have mastered basic research skills that will allow them to date, contextualize, and analyze a chosen primary source and organize a presentation based on their findings. 9b. Indicate learning objectives of this course related to information literacy. The information literate student determines the nature and extent of the information needed, accesses information effectively, efficiently, and appropriately, and evaluates information and its sources critically. The student uses information effectively to accomplish a specific purpose, ethically and legally, (e.g., students demonstrate critical interpretation of required readings; and/or effective searching of appropriate discipline specific bibliographic databases; and/or primary data gathering by observation and experimentation; and/or finding and evaluating Internet resources. For many more examples of classroom performance indicators and outcomes see the ACRL standards for higher education at http://wvvw.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm). For questions on information literacy see the library's curriculum committee representative. Students will be required to locate, evaluate, and analyze primary and secondary sources throughout their work in this course using databases available at John Jay’s Sealy Library, such as JSTOR, and Historical Abstracts. They will also be introduced to the extensive resources of the New York Public Library, including two that are of utmost importance to medieval-early modern history, the English Short Title Catalog (ESTC) and Early English Books Online (EEBO). EEBO contains the digitized versions of many of the documents recorded in the ESTC, and it has made early modern printed sources widely available for the first time to scholars. This will allow our students to exercise their analytical skills on primary sources from the historical period that they are researching. Their ability to evaluate these sources will be demonstrated through four written assignments and a research presentation on a topic of their choice. Approved by UCASC, April 24, prepared for College Council, May 11, 2009 3 10. Recommended writing assignments: (Indicate types of writing assignments and number of pages of each type. Writing assignments should satisfy the College's requirements for writing across the curriculum.) 4 written assignments, three between 3 and 5 pages and one between 5 and 7 pages. Students will also be asked to submit an list of sources for and an outline of their final research presentation. 11. Will this course be part of any major (s) or program (s)? _No _x _ Yes. Major or program: What part of the major? (Prerequisite, core, skills, etc.) This will be an elective course that will satisfy two chronological tracks (prehistory-500 and 500-1650) in the new global history major. 12. Is this course related to other specific courses? _x _ No __ Yes. Indicate which course (s) and what the relationship will be (e.g., prerequisite. Sequel, etc 13. Please meet with a member of the library faculty before answering question 13. The faculty member consulted should sign below. (Contact the library's curriculum committee representative to identify which library faculty member to meet with). Identify and assess the adequacy of the following types of library resources to support this course: databases, books, periodicals. Attach a list of available resources. Attach a list of recommended resources that would further support this course. Both lists should be in a standard, recognized bibliographic format, preferably APA format. Signature of library faculty member consulted: Ellen Sexton 14. Are the current resources (e.g. computer labs, facilities, equipment) adequate to support this course? _ x __ Yes ____ No I have spoken with Ellen Sexton, and we agreed that the existing resources in the Lloyd Sealy Library are adequate for this course. If not, what resources will be necessary? With whom have these resource needs been discussed? Approved by UCASC, April 24, prepared for College Council, May 11, 2009 4 15. Syllabus: Attach a sample syllabus for this course. It should be based on the College's model syllabus. The sample syllabus must include a week by week or class by class listing of topics, readings, other assignments, tests, papers due, or other scheduled parts of the course. It must also include proposed texts. It should indicate how much various assignments or tests will count towards final grades. (If this course has been taught on an experimental basis, an actual syllabus may be attached, if suitable.) 16. This section is to be completed by the chair(s) of the department(s) proposing the course. Name(s) of the Chairperson(s): Eli Faber Has this proposal been approved at a meeting of the department curriculum committee? No xx_Yes: Meeting date:10/08 When will this course be taught? Every semester, starting ____ One semester each year, starting: 2010 Once every two years, starting ____ How many sections of this course will be offered? 1 or 2 Who will be assigned to teach this course? Allison Kavey Is this proposed course similar to or related to any course or major offered by any other department (s)? xx_No If Yes. What course (s) or major (s) is this course similar or related to? Did you consult with department (s) offering similar or related courses or majors? X Not applicable No _Yes If yes, give a short summary of the consultation process and results. Will any course be withdrawn if this course is approved? X_No Approved by UCASC, April 24, prepared for College Council, May 11, 2009 5 _Yes, namely: Signature (s) of chair of Department (s) proposing this course: Date: November 9, 2008 Approved by UCASC, April 24, prepared for College Council, May 11, 2009 Eli Faber 6 History 3xx: History of Science and Medicine through 1650 Instructor: Allison Kavey 4306N, x8819, akavey@jjay.cuny.edu Office Hours: M, W 5-6 or by appointment Means of Evaluation: 4 papers: 80% 1 class presentation: 20% Books: G.E.R. Lloyd, Adversaries and Authorities: Investigations into Ancient Greek and Chinese Science, Cambridge: Cambridge University Press, 1996. (new $37.99, used $9.50) Guido Majno, The Healing Hand: Man and Wound in the Ancient World, Cambridge, MA: Harvard University Press, 1991. (new $27.90/used $10.45) George Saliba, Islamic Science and the Making of the European Renaissance, Cambridge, MA: MIT Press, 2007. New: $32.00. Week One Introduction—why study the histories of science and medicine? Understanding nature in the ancient world—Mesopotamia (both articles available on electronic reserve) Read: Barbara Bock, “When you perform the ritual of “rubbing”: On medicine and magic in ancient Mesopotamia,” Journal of Near East Studies, 2003, 62(1): 1-16. Willy Hartner, “Mathematical Astronomy in Antiquity,” Journal for the History of Astronomy, 1978, 9(3): 201-12. Majno, first half of chapter 2 Week Two: Magic, Medicine, and Making the World Predictable Read: Majno, second half of chapter 2 excerpt on Enkidu's death from Epic of Gilgamesh (Blackboard) Approved by UCASC, April 24, prepared for College Council, May 11, 2009 7 Read: Majno, ch. 3 section from Egyptian Book of the Dead (Blackboard) Due: Paper of 3-5 pages in which you compare understandings of the gods' role in human health and the natural world in Ancient Egypt and Mesopotamia based on the primary sources we have read. Week Three: The Pre-Socratics—interpreting change in the natural world without gods or demons Read: Lloyd, Ancient Greek Science, p. 1-35 (electronic reserve) Majno, first half of chapter 4 The problem of change in nature and in the body Read: Lloyd, Ancient Greek Science, p.36-65 (electronic reserve) Majno, second half of chapter 4 Week Four: Important Greek revisions to Pre-Socratic ideas about change and cosmology Read: Lloyd, Ancient Greek Science, 66-79 Plato, Parable of the Cave (Blackboard) Read: Lloyd, Ancient Greek Science, 80-124 Aristotle, excerpts from Metaphysics (Blackboard) Week Five: Comparative Thought in Science and Medicine, China and Greece Read: Lloyd, Adversaries and Authorities, ch. 1 Majno, ch. 6 Shared Strategies and Questions Read: Lloyd, Adversaries and Authorities, ch. 3 and 4 Due: Essay of 3-5 pages in which you compare Pre-Socratic, Socratic, and Aristotelian questions about the natural world—note, your focus must be on the kinds of questions they asked, not the models Approved by UCASC, April 24, prepared for College Council, May 11, 2009 8 they proposed to answer them. Base your conclusions on the primary sources from Plato and Aristotle and address the problem of “writing from silence” in the case of the pre-Socratics, such as Thales, Anaximander, Anaximenes, and Pythagoras. Week Six: Causes and Assumptions in China and Greece Read: Lloyd, Adversaries and Authorities, ch. 4 and 5 Read: Lloyd, Adversaries and Authorities, ch. 6 and 7 Week Seven: Comparing medicine and images of bodies in India and China Read: Majno, ch. 7 excerpt from Susruta-Samhita (Blackboard) excerpt from the Nei Jing (Blackboard) Read: Lloyd, Adversaries and Authorities, ch. 8 “On the Sacred Disease” from the Hippocratic Writings (electronic reserve) Week Eight: Imagining the Body from the Inside—dissection undertaken in Alexandria Read: Majno, ch. 8 Dissection in Rome Read: Majno, ch. 10 Galen, excerpt from “On the Structure and Function of the Hand” (electronic reserve) Due: Essay of 5-7 pages in which you address three significant similarities and differences among Chinese, Indian, and Greek understandings of the body, disease, and medicine based on the primary sources we have read Week Nine: Natural Philosophy and Medicine in the Middle East Approved by UCASC, April 24, prepared for College Council, May 11, 2009 9 Read: Saliba, ch. 1 excerpt from Ibn Sina's El Qanon fi Tibb (electronic reserve) Read: Saliba, ch. 2 excerpt from Al Farabi, The Book of Letters (electronic reserve) Week Ten: Astronomy in the Middle East—the Greeks revisited Read: Saliba, 4 Read: Saliba, 5 Due: Research Question for your Presentation Week Eleven: Catholicism, Natural Philosophy, and Medicine in Medieval Europe Read: Thomas Aquinas, excerpts from the Summa Theologiae (Blackboard) The Condemnations of 1279 (Blackboard) Read: Katharine Park, “The Life of the Corpse: Division and Dissection in Late Medieval Europe”, Journal of the History of Medicine and Allied Sciences, 1995, 50(1): 111-132 (electronic reserve) Katharine Park, excerpt on saintly dissection from Secrets of Women: Gender, Generation, and the Origins of Human Dissection, NY: Zone Books, 2006 (electronic reserve) Week Twelve: Intersections of Ancient Greece, Medieval Islam, and Europe Read: Lindberg, “The Translation of Greek and Arabic Learning to the West”, p. 52-90 in David C. Lindberg (Ed), Science in the Middle Ages, Chicago: University of Chicago Press, 1978 (Electronic reserve) Read: Saliba, ch. 6 Copernicus, excerpt from De revolutionibus (electronic reserve) Due: Essay of 5-7 pages in which you compare the intersections of Catholicism and Islam in the questions asked and methodologies proposed by medieval physicians and natural philosophers. Note that you must use primary and secondary sources to support your conclusions. Week Thirteen: Rethinking Models of the World—Paracelsus and Vesalius Approved by UCASC, April 24, prepared for College Council, May 11, 2009 10 Read: Vivian Nutton, “Renaissance Anatomy,” Medical History, 2000, 44(4): 544-47. Nancy G. Siraisi, “Vesalius and the Reading of Galen's Teleology,” Renaissance Quarterly, 1997, 50(1): 1-37. Vesalius, De Fabrica, www.vesalius.northwestern.edu Read: Dane Daniel, “Invisible Wombs: Rethinking Paracelsus' Concept of Body and Matter,” Ambix, 2006, 53(2): 129-142. Bruce T. Moran, “Paracelsianism, Religion, and Dissent: The Case of Philip Homagius and Georg Zimmerman,” Ambix, 1996, 43 (2): 65-79. Paracelsus, “Seven Defensiones” (electronic reserve) Due: 5 sources for your research presentation—at least 1 must be primary Week Fourteen: Alchemy as an intersection between magic, medicine, and natural philosophy Read: Nicholas Clulee, “The Monas Hieroglyphica and the Alchemical Thread of John Dee's Career,” Ambix, 2005, 52(3):197-215 (electronic reserve) Deborah Harkness, “Managing an Experimental Household: The Dees of Mortlake and the Practice of Natural Philosophy,” Isis, 1997, 88(2):247-262. (electronic reserve) John Dee, excerpt from Monas Hieroglyphica (electronic reserve) Read: Tara Nummedal, “Alchemical Reproduction and the Career of Anna Marie Zieglerin,” Ambix, 2001, 48(2):46-58 (electronic reserve) William Newman, ch. 2 from Promethean Ambitions: Alchemy and the Quest to Perfect Nature, Chicago: University of Chicago Press, 2005. (electronic reserve) Eiraneus Philalethes—excerpt from his alchemical writings (blackboard) Week Fifteen: Alchemy is Chymistry is Chemistry, or the Scientific Revolution Deconstructed Read: Lawrence Principe, ch. 2 from The Aspiring Adept: Robert Boyle and His Alchemical Quest, Princeton: Princeton University Press, 2000. (electronic reserve) Betty Jo Dobbs, “Newton's Alchemy and His Theory of Matter,” Isis, 1982, 73(269): 511-528. Approved by UCASC, April 24, prepared for College Council, May 11, 2009 11 Medicine and Understandings of Disease in the Early Modern Period Read: Jurgen Helm, “Catholic and Protestant Medicine in the Sixteenth Century? The Case of Ingolstadt Anatomy”Medical History, 2001, 45(1): 83-96. (electronic reserve) L.J. Andrew Villalon, “Putting Don Carlos Together Again: Treatment of a Head Injury in Sixteenth Century Spain,” Sixteenth Century Journal, 1995, 26(2): 347-365. (electronic reserve) Due: Outline of your research presentation Week Sixteen Research Presentations Research Presentations Final Exam Day: Remaining Research Presentations—all students required to attend Due at the Final Exam: Paper of 5-7 pages comparing changing narratives in science and medicine in early modern Europe and how they challenge the triumphalist idea of a scientific revolution. Use both primary and secondary sources to support your argument. Approved by UCASC, April 24, prepared for College Council, May 11, 2009 12 Bibliography for the History of Science and Medicine Cook, Harold J. Matters of Exchange: Commerce, Medicine, and Science in the Dutch Golden Age. New Haven: Yale University Press, 2008. Conrad, Lawrence et al. Medicine in the Western Tradition, 800 BC-1800AD. Cambridge: Cambridge University Press, 1995. Cullen, Christopher. Astronomy and Mathematics in Ancient China. The Zhou BiSuanJing. Cambridge: Cambridge University Press, 2007. Dallal, Ahmad S. David Pingree (Ed.) An Islamic Response to Greek Astronomy. Kitab Tadil Hayat AI-Af/akofSadrAI-Sharia. Leiden: Brill, 1997. Eamon, William. Science and the Secrets of Nature. Princeton, NJ: Princeton University Press, 2006. Falcon, Andrea. Aristotle and the Science of Nature: Unity Without Uniformity. Cambridge: Cambridge University Press, 2008. Fissell, Mary E. Vernacular Bodies: The Politics of Reproduction. NY: Oxford University Press, USA, 2007. Foucault, Michel. The Birth of the Clinic. NY: Vintage Books, 1975. Goldschmidt, Asa. The Evolution of Chinese Medicine: Northern Song Dynasty, 960-1127. NY: Routledge, 2008. Grant, Edward. God and Reason in the Middle Ages. Cambridge: Cambridge University Press, 2001. Horrox, Rosemary (Ed.). The Black Death (Manchester Medieval Sources). Manchester: University of Manchester Press, 1994. Kavey, Allison B. Books of Secrets: Natural Philosophy in England, 15501600. Champaign Urbana: Approved by UCASC, April 24, prepared for College Council, May 11, 2009 13 University of Illinois Press, 2007. Kassell, Lauren. Medicine and Magic in Elizabethan London: Simon Forman, Astrologer, Alchemist, And Physician. NY: Oxford University Press, USA, 2007. Lindberg, David C. Science in the Middle Ages. Chicago: University of Chicago Press, 1978. Lindemann, Mary. Medicine and Society in Early Modern Europe. Cambridge: Cambridge University Press, 1999 Approved by UCASC, April 24, prepared for College Council, May 11, 2009