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Fall 2012 3030 SYLLABUS
SCIENCE WRITING
David Williams, PhD
WRTG-3030032
Writing/ScienceSociety
TTH
Final Exam:
WRTG-3030033
Writing/ScienceSociety
03:30 PM 04:45 PM
ECCR 131
TTH
05:00 PM 06:15 PM
DUAN
G1B39
WEBSITE FOR THE CLASS for posting videos.
YOUTUBE dwclassfilms@gmail.com
Password= 100elephantsNE
Rhetoric websites
writing@CSU (http://writing.colostate.edu/index.cfm); Silva Rhetoricae (http://rhetoric.byu.edu/); the Purdue
OWL (https://owl.english.purdue.edu/)
BRINGING THE HUMANITIES INTO THE SCIENTIFIC WORLD
Scientific and literary cultures have existed side-by-side but most often in parallel universes with little
connection. This has led to the humanities proceeding as if Darwin never lived, DNA was not discovered,
and Neuroscience never came to fruition. As E.O. Wilson states, this “polarization promotes . . . the
perpetual recycling of the nature-nurture controversy, spinning off mostly sterile debates on gender,
sexual preferences, ethnicity, and human nature itself.” From the social science’s denial of a “universal
human nature” to theoretical theories spun from armchair speculation, the humanities have spun
numerous webs that have little or no relation to empirical evidence. At the same time, many theorists in
the humanities have tried to be “scientific,” from Jung, to Frye, to Chomsky (though failing), while others
have denied the validity of science altogether.
This class will begin by examining the history of science and the humanities, while trying to find ways to
bring them together. To do so, we will be exploring human evolution, evolutionary psychology, and
neuroscience—utilizing these disciplines as a base.
In addition, we will examine how the pressing scientific issues of the day are often obscured because few
scientists have developed effective communication skills. As a class, we will work to create rhetorical
strategies that allow some of the recent findings of science to be heard by a public often ignorant of even
the most basic scientific paradigms and findings.
Writing for this class will involve numerous genres for interpreting science and literature and for
propelling scientific ideas through the art of writing and media production.
SCIENCE WRITING
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Science writing can consists of different genres and is written for different audiences, from technical
scientific papers in peer-reviewed journals by working scientists, to writing done by scientists such as E.
O. Wilson who also communicate important scientific ideas to the larger public of non-scientists, to
writing, such as done by poet Gary Snyder who includes scientific information in his essays on nature.
COMMUNICATION POLICY
1. My preferred method of contact is through this email
address: david.williams@Colorado.EDU
2. My cell phone number is 720-308-0915
3. You should expect a response from me within 24 hours.
4. If no response is received within the suggested time frame please send a text message to the
above phone number.
5. Office hours:
STUDENT RESPONSIBILITIES
This course will require students to read various articles and books, watch videos, and write a variety of
papers and one public service advertisement.
AFTER TAKING THIS COURSE, YOU SHOULD:
-have a better background regarding the nature of science.
-know how the humanities and science have diverged and remained split.
-know something about recent findings in neuroscience and evolutionary psychology.
-be able to use new scientific ideas to analyze human behavior (and literature).
-be much more aware of environmental problems, such as global warming.
-see the relationship between the environment and the economy.
REQUIRED TEXTS.
Mirroring People by Marco Iacoboni
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Publisher: Picador/Farrar, Strauss and Girous (2008)
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ISBN-10: 0-312-42838-9
Why We Love by Helen Fisher
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Publisher: The Johns Hopkins University Press (2004)
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ISBN-10: 0801873304
The Trickster Brain: Neuroscience, Evolution, and Narrative by David Williams
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Publisher: Lexington Books (2012)
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ISBN-10: 0739143972
DOCUMENTATION & RHETORIC WEBSITES
writing@CSU (http://writing.colostate.edu/index.cfm); Silva Rhetoricae (http://rhetoric.byu.edu/); the Purdue
OWL (https://owl.english.purdue.edu/)
READINGS & ASSIGNMENTS
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Take a look at the whole syllabus and pay attention to the readings. It would be very wise to begin the
readings as soon as you can so that you do not get behind. All papers must be posted or handed in on
time, typed and double-spaced. Be aware of the due dates for assignments!
PLAGIARISM
Copying or adopting the scientific, literary, musical, or artistic composition or work of another and
producing or publishing it as one's own original composition or work. To be liable for 'plagiarism' it is not
necessary to exactly duplicate another's work: it is sufficient if unfair use of such work is made by lifting
of substantial portion thereof, but even an exact counterpart of another's work does not constitute
'plagiarism' if such counterpart was arrived at independently.
The plagiarism policy requires that:
For a first offense, the student may receive an F for the paper or in the course at the instructor's
discretion, and the Vice President for Student Life and Dean of Students will be notified. The incident will
UNIVERSITY POLICIES
Honor Code
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy
of this institution. Violations of this policy may include cheating, plagiarism, academic dishonesty, fabrication, lying, bribery,
and threatening behavior. I will report all incidents of academic misconduct to the Honor Code Council. Students who are
found to be in violation of the academic integrity policy will be subject to both academic and non-academic sanctions
(including but not limited to university probation, suspension, or expulsion). Additional information may be found at
http://www.colorado.edu/policieslhonor.html http://www.coloraao.edu'academics/honorcode
Students with disabilities
If you qualify for accommodations, submit a letter to me from Disability Services in a timely manner so that your needs may be
addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303-492-8671, Willard
322, or www.Colorado/EDL/disabilityservices.
Classroom behavior
Students and faculty each have a responsibility for maintaining an appropriate learning environment. Students who fail to
adhere to behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat students with
understanding, dignity, and respect, to guide classroom discussion, and to set reasonable limits on the manner in which
students express opinions. Professional courtesy and sensitivity are especially important with respect to differences of race,
culture, religion, politics, sexual orientation, gender, and nationalities. See www.colorado.edu/policies/classbehavior.html
www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code.
ASSIGNMENTS
Some of the assignments will take extra time, so read through the syllabus entirely
to get an idea of timing. Pay attention to the video project and to reading the books,
especially; don’t let them go until the last minute!
Assignment 1= 1 page Points 3
Assignment 2= 1 page Points 3
Assignment 3= 1 paragraph Points 1
Assignment 4= 1 paragraph Points 1
Assignment 5= 1 page Points 2
Assignment 6= 2 paragraphs Points 2
Assignment 7= 1 page Points 5
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Assignment 8= 2 page Points 3
Assignment 9= 1 paragraph Points 1
Assignment 10= 1 page Points 2
Assignment 11= 1 page Points 2
Assignment 12= 2 page Points 2
Assignment 13= 1 page Points 2
Assignment 14= 1 page Points 1
Assignment 15= 1 page Points 10
Assignment 16= 1 page Points 15
Assignment 17= 1 page Points 15
PROJECT 1 VIDEO= Points 15 (This project is due at the end of the semester, and we will view and
critique the videos the last two weeks).
QUIZ ON MIRRORING PEOPLE=5
QUIZ ON WHY WE LOVE=5
PROJECT 2 NPR STYLE REPORT ON NEUROSCIENCE=5 (These presentations we will do over the
course of the semester, so you will need to sign up for a date).
PROJECT 1 VIDEO
Project 1 involves creating a 3-minute presentation in imovie (or similar video software) in which you
create a PBS style news show about a topic in neuroscience that you have learned about through a recent
article in a peer-reviewed scientific journal. You will have to distill the technical information, as your
audience will be an educated viewership of non-scientists. In addition, you will have to tell the audience
why this information is important by supplying relevant context to the story that might make it
understandable and appealing. You should utilize visuals, slides, video, sound, or anything else that
would help present your story to a TV audience. But start out the video as if you are a reporter telling the
story. At the end of the video be sure to supply the source material you used in the credits, such as the
name of the journal, the scientists who wrote the article, and credits for any images or sound used in
make the video.
You might want to take a look at these-“Must Reads” about graphic design at http://graphicdesign.about.com/
“How to Create a Project in iMovie: Step-by-Step Instructions”
http://www.wikihow.com/Create-a-Project-in-iMovie
RUBRIC: the goal of this assignment is to use media to tell a story about neuroscience to a wide audience.
You will be making numerous rhetorical decisions in which you will have to wisely choose the story to
report on, how to convey the relevance and details of the story to a non-scientific audience, video clips,
photos, text, and audio—anything that might make the project successful as a TV news story.
PROJECT 2--NPR STYLE REPORT ON NEUROSCIENCE
Everyone needs to do one live report on something in the news regarding neuroscience, of about 5
minutes in length. This will be similar to the video project except this will be a live NPR type broadcast,
as if you were doing a radio presentation for Science Friday.
ASSIGNMENTS WILL BE GRADED AS FOLLOWS
“A” level work reflects excellence in all areas. An “A” suggests that work is not only thought provoking and structurally
polished, but that assignments are completed with a high level of stylistic and critical independence. “A” level work presents
the reader with fresh and independent thinking, logical organization, and excellent control over mechanics and style.
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“B” level work is very good, well above average. This work
explores difficult questions in a way that is creative, critical
and thought provoking. “B” level work is critically and
organizationally sound, is stylistically competent, and
contains few errors.
“C” level work indicates that assignments are completed
adequately, meeting minimum requirements. This grade
indicates that the work is functional at a college level and
that all aspects of the assignment have been addressed.
However, the work may be hindered by a lack of sufficient
critical inquiry, organizational clarity, and control over
mechanics and style.
“D” level work is substandard at the college-level. It is
usually completed in haste and reflects little thought or
attention to detail. A “D” indicates that major portions of
the assignment are completed poorly.
“F” level work is incomplete or inadequate. An “F” will also be given if plagiarism has occurred.
ACADEMIC CALENDAR
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Spring 2013
Housing Move-in
Jan. 9 (Wed.)
First Day of Classes
Jan. 14 (Mon.)
Martin Luther King, Jr. Holiday
(campus closed)
Jan. 21 (Mon.)
Tuition Due
Jan. 23 (Wed.)
Spring Break
(campus closed Fri. Mar. 29)
Mar. 25-29 (Mon.-Fri.)
Last Day of Classes
May 3 (Fri.)
Final Exams
(There are no exams on Sunday) May 4-9 (Sat.-Thurs.)
Commencement
May 10 (Fri.)
The Writing Center: All students are invited to bring their writing to the Writing Center in Norlin
Library for feedback and advice. Students are welcome to bring writing from any discipline at any
stage of the writing process. Fifty-minute consultations with experienced writing consultants are
available by appointment at no charge to CU students. Because the Writing Center is a very popular
campus resource, please plan to make reservations at least one week in advance. Reservations can be
made through the Writing Center website or in person.
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Improve your planning, logic, and organization
Refine your clarity, style, citation, and grammar
Prevent procrastination and writing anxiety
Find more information at: http://www.colorado.edu/pwr/writingcenter.html
WEEK ONE—SCIENTIFIC METHOD
TUESDAY, JANUARY 15
SCIENCE AS A METHOD OF INQUIRY--WRITING ASSIGNMENT 1 DUE 17TH IN CLASS HARD COPY
(POST ON D2L BY 1/23)
Have read Carneiros’ essay at http://library.thinkquest.org/C005854/text/types.htm, and watch the
video on THE HUMAN STORY at http://youtu.be/YeVC3Q5E-kU.
Write a one-page (no more than one page), double-spaced essay on your view about myth and science—
answering these questions—“What makes science “science,” and how is it different from myth? Do we
need both or not?” This should be entirely in your own words.
GOAL AND RUBRIC: the goal of this assignment is to understand the nature of science and how it differs
from other forms of human inquiry. You should be able to sort through the important elements of the
argument, summarize the argument briefly, and give your own opinion on the issues of science and myth.
THURSDAY, JANUARY 17
We will go over the Origin Papers.
WEEK TWO—SCIENCE WRITING
TUESDAY, JANUARY 22
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SCIENCE WRITING, WHAT IS IT?--WRITING ASSIGNMENT 2 DUE IN CLASS 1/24, POST ON D2L BY
1/25.
Science Writing developed from the beginning with the paradigm that communication is more
important than style. Simple, direct language that is neither flowery nor verbose is the hallmark
of Science Writing. Of course, this kind of approach is itself a style of writing, and others outside
of Science, such as Hemingway, have utilized a writing technique for literary works in a similar
vein. But writing clearly and simply is not as easy as it sounds, for it takes great discipline to be
able to hone your words, edit, get to the chase, and deliver a sound concept from your mind to the
mind of someone else. Since Science is dependent upon peer review, communication of one’s
ideas clearly to fellow scientists is of absolute importance to one’s career.
That is the primary concern of Science Writing, but the secondary concern is equally important,
which is communicating Science to the public at large—to non-scientists. Since Science depends
upon funding, this is of critical importance to Science getting done. If government officials (who
often know little of Science) do not understand the significance of research, they will not put
money into it. If the public is non supportive of funding, they will not demand that their elected
officials pay for scientific research. In addition, as a society, we make decisions based upon what
we perceive to be true. Science often has valuable information crucial to informing our decision
making, and without that, ideas based on superstition and tradition can rule the day, creating
havoc with our economy, health, and environment. As we live in an interdependent Global
network, with an environment stressed to the max, it is more important than ever that we think
scientifically about the many problems we face.
But Scientists are often not very good about getting their knowledge to the public, which is why
journalists and Science Writers are indispensible in this process.
http://blogs.discovermagazine.com/notrocketscience/2010/07/29/on-the-origin-of-sciencewriters/#.UOx0SInjn6k Take a look at Ed Yong’s blog on Science Writing to see how others became
involved in doing this kind of work.
https://www.promega.com/products/pm/teaching-and-training/science-writing-tips-and-tricks/
Open up Science Writing Tips and Tricks and use as a source.
http://promega.wordpress.com/2009/06/05/getting-what-you-want-from-your-science-writing-part-i/
Good Science Writing.
Read through these 3 sites and write a one-page paper outlining why you think Science Writing is
important, for both Scientists and for the general public. In addition, explain what elements you believe
are essential for making Science Writing accurate, reliable, and understandable for both non-scientists
and the public.
MAKING A PARAGRAPH WORK--WRITING ASSIGNMENT 3 DUE ON D2L ON 1/28.
Read this website: http://redschoolhouse.org/drupal/node/381, and then read the following essay,
“Billy and the Ball. Write one paragraph in imitation, with the goal of linking sentences together using
new and old information. GOAL AND RUBRIC: the goal of this assignment is to understand how
sentences are stitched together with old and new information to form paragraphs.
BILLY AND THE BALL
Billy took the new ball. The ball was bright red and made of rubber. When Billy threw the rubber ball onto the cement it bounced. It bounced
over the house of Mrs. Robins. Mrs. Robins looked out her window just as the ball was bouncing and thought for a moment that the sun had
fallen from the sky. The red ball she thought was the sun landed on the head of Mr. Robins who was out in the garden tending his tomatoes.
Being hit by the ball so stunned Mr. Robins that he imagined it to be the largest tomato in the world. "What tomato sauce we will make!" he
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exclaimed. When Mrs. Robins heard him she came running down the stairs, but as she ran toward the garden where her husband was, she
accidentally stepped on the bright red ball and went sprawling into the mud. "What are you doing in the mud?" Mr. Robins said, looking at her
covered in filth. "I am in the mud because I slipped on that blasted ball I thought was the sun!" Mrs. Robins exclaimed. Meanwhile the bright red
ball that was really not the sun at all had rolled onto the sidewalk where Billy picked it up to bounce it once again.
By David Williams
THURSDAY, JANUARY 24
How To Make An IMovie.
WEEK THREE—HUMAN NATURE
TUESDAY, JANUARY 29
WE WILL BEGIN THE FIRST OF THE NPR STYLE REPORTS IN CLASS.
RHETORIC--VIEWING AND WRITING ASSIGNMENT 4 WE WILL WATCH THE VIDEO IN CLASS, BUT
ASSIGNMENT IS DUE ON D2L 1/30.
Take a look at this video clip to get an idea of how rhetoric is used: http://www.colbertnation.com/thecolbert-report-videos/394777/august-16-2011/colbert-super-pac---frank-luntz-commits-to-the-pac.
Rhetoric is the ancient art of persuasion, and of course it is something that we all do every day,
with virtually every utterance and gesture we make, for we are continually trying to convince
others of our position. The symbols we use to communicate have numerous connotations tied
into culture, emotion, belief-systems, concepts of self, etc. This is why symbols are so powerful—
they conjure up more than the mere denotation (the thing itself). The Art of Rhetoric is the
attempt to define how symbols operate in the minds of others so that a speaker can manipulate
language or images to create a desired effect in another’s mind. This goes back to the ancient
Greeks, of course. Sophists were teachers of rhetoric who made their living by educating others
on methods of public speaking. Plato detested the Sophists because they were relativists. They
would teach anyone of any political or moral persuasion how to make a case, so long as they got
paid. They did not worry about the consequence of a “truth” in an abstract sense. For example,
they could teach one how to argue for the existence of the gods, or for the fact that all the gods are
merely made up and have no basis in fact. Plato was concerned with eternal ideas or Forms that
were fixed and permanent, rising above the world of particulars. Regardless of Plato’s
dissatisfaction, every writer or speaker uses words in order to promote his or her ideas (as did
Plato himself), and the way we use symbols matters. In the end, we are all, as neuroscientist
Antonio Damasio says, “feeling machined that think, not thinking machines that feel,” and are
therefore all easily moved by emotion, which is one of the principal rhetorical devices (pathos).
But as we will see when we examine Damasio’s work in neuroscience, without emotion we would
be unable to think rationally or make decisions.
Write a one-paragraph reaction paper to Frank Luntz’s comments. Do you think his approach is valid?
Does it work? Does slightly shifting the kinds of language we use to speak about things like Global
Warming/Climate Change alter our perceptions?
THURSDAY, JANUARY 31
SOCIAL CONSTRUCTIONISM OR UNIVERSAL HUMAN NATURE--READING, VIEWING & WRITING
ASSIGNMENT 5 DUE ON D2L ON FEBRUARY 1.
Have read chapters 1 and 2 of The Trickster Brain, and we will watch in class the TED talk with Steven
Pinker:
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http://www.ted.com/talks/steven_pinker_chalks_it_up_to_the_blank_slate.html. In addition, we will
read “Postmodernism Disrobed” at http://old.richarddawkins.net/articles/824, and
http://en.wikipedia.org/wiki/Social_constructionism which will give you an insight into the
philosophical chasm between the Humanities and the Sciences.
Write a one-page paper, double-spaced, arguing for or against the idea of Universal Human Nature (and
you will have to give some definition of the debate between Social Constructivism and Universal Human
Nature). This is to be in your own words, and you do not need to cite sources, though if you do use
another’s ideas please give them credit by saying something like, According to Steven Pinker . . . . even
if you do not use a direct quote. If you use a direct quote you must use quotation marks around that
person’s words, and give them credit in the sentence, like this: Steven Pinker said, “and I’d like to talk
to you today about . . . . “
RUBRIC: the goal of this assignment is to react to readings that challenge our understanding of the brain
through the new information from neuroscience, which often contradicts previous interpretations of who
we are. This assignment calls into question paradigms of Social Constructivism, calling for a greater
alignment of science with the humanities by addressing the notion of a universal human nature.
Synthesizing this information and arguments on the two sides is the task at hand, while trying to develop
one’s own worldview based on ideas in science.
WEEK FOUR—THE BRAIN
TUESDAY, FEBRUARY 5
THE BRAIN AND HOW IT WORKS--READING, VIEWING & WRITING ASSIGNMENT 6 POST TO D2L BY
REBRUARY 8.
Have read chapters 3 and 4 of The Trickster Brain, and we will listen to neuroscientist David Linden at
http://www.youtube.com/watch?v=toXkS-MTYCI.
Write a two-paragraph essay summarizing what you think are the most important ideas in Chapter 3 as
well as in the talk with David Linden, about the human brain.
THURSDAY, FEBRUARY 7
We will deal with more on the human brain.
EVOLUTION--VIEWING & WRITING ASSIGNMENT 7 OVER THE WEEKEND WATCH THIS FILM. THE
PAPER IS DUE ON FEBRUARY 12. BRING IN A HARD COPY AND POST ON D2L
Watch Evolution on Trial at http://www.pbs.org/wgbh/nova/evolution/intelligent-designtrial.html
Write a two-page paper dealing with your take on the film. You can talk about the ideas presented as well
as the production itself. What did you learn about American culture and science from watching the film?
RUBRIC: the goal of this assignment is to use think critically about the role science plays in American
culture, religion, and politics. America is a one of the most religious countries in the Western World, yet
we have in our constitution the demand that church and state remain separate. How do you think this
should this be administered by the courts, and do you think the judge’s ruling in this case was fair? Why
is the concept of Evolution important in terms of Biology and Science?
You might be interested in seeing these websites—
timeline of earth--http://www.alloftimeonline.com/
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timeline of human evolution--http://humanorigins.si.edu/evidence/human-evolution-timelineinteractive
population over last 2,000 years--http://www.pbs.org/wgbh/nova/earth/global-populationgrowth.html.
WEEK FIVE—EVOLUTION
TUESDAY, FEBRUARY 12
We will go over the Evolution papers in class.
BEGIN READING MIRRORING PEOPLE.
THURSDAY, FEBRUARY 14—EMOTION
EMOTION--WRITING & VIEWING ASSIGNMENT 8 DUE FEBRUARY 15 ON D2L.
Before class, read this excerpt of Antonio Damasio’s from DesCarte’s
Error: http://www.creatingthe21stcentury.org/Intro8b-Descartes.html
We will watch the first 15 minutes of the PBS show The Secret Life of the Brain: Episode
4:http://www.youtube.com/watch?v=T_-2IAHvfxE and “When Emotions Make Better Decisions,” a
thttp://www.youtube.com/watch?v=1wup_K2WN0I.
We will watch the 3 minute philosophy video on Descartes-http://www.youtube.com/watch?v=BHihkRwisbE
Write a one-page reaction paper expressing your thoughts on Damasio’s revolutionary ideas that logic
and emotion do not exist in separate parts of the brain and are indeed necessarily linked together. Refer
to the videos, and use at least two quotes from Damasio. What are the philosophical ramifications of
Damasio’s ideas? (Be sure to use quotation marks, and give credit to which video you chose the quotes
from. We will use the MLA format for this, which can be found at
http://owl.english.purdue.edu/owl/resource/747/08/ for web sources).
RUBRIC: This is a reaction paper, and I am looking for your thoughts, insights, observations, and abilities
to think critically about these ideas that affect our paradigms regarding human nature.
WEEK SIX—BELOW THE SURFACE
TUESDAY, FEBRUARY 19
READING & WRITING ASSIGNMENT 9 BRING IN A HARD COPY TO CLASS THURSDAY.
Read Hemingway’s short story “Hills Like White Elephants” at
http://www.has.vcu.edu/eng/webtext/hills/hills.htm), and read about his Iceberg Theory at
http://en.wikipedia.org/wiki/Iceberg_Theory.
Write a one-paragraph piece in which you evoke an emotional state only through the use of images and
details, never overtly revealing the emotional state itself.
THURSDAY, FEBRUARY 21
Workshop papers.
WEEK SEVEN—SURPRISES FROM NEUROSCIENCE
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TUESDAY, FEBRUARY 26
SURPRISES FROM NEUROSCIENCE--WRITING & VIEWING ASSIGNMENT 10 DUE ON D2L ON
FEBRUARY 27.
We will watch the following video “V.S. Ramachandran --The Tell-Tale Brain: A Neuroscientist's Quest for What
Makes Us Human” at
http://www.youtube.com/watch?v=hiIVtROrtbk&feature=related
Also, have read “Decoding the Brain’s Cacophony” from the NY Times at
http://www.nytimes.com/2011/11/01/science/telling-the-story-of-the-brains-cacophony-ofcompeting-voices.html?pagewanted=2
Write a one-page reaction paper talking about the ideas Ramachandran brings up in his talk as well as the
ideas brought forth in the NY Times article.
RUBRIC: This is a reaction paper, and I am looking for your thoughts, insights, observations, and abilities
to think critically about these ideas that affect our paradigms regarding human nature.
THURSDAY, FEBRUARY 28
MORALITY—READING, WRITING, & VIEWING ASSIGNMENT 11 DUE ON D2L MARCH 4.
Have read chapters 8 and 10 of The Trickster Brain.
We will read and listen to “Why Pictures Can Sway Your Moral Judgment,” at
http://www.npr.org/2012/09/20/161440292/why-pictures-can-sway-your-moraljudgment?utm_source=NPR&utm_medium=facebook&utm_campaign=20120920.
We will watch “Animal Morality,” at http://www.huffingtonpost.com/2012/09/10/animal-moralityresearch_n_1859579.html?utm_hp_ref=science.
We will read “Hard-wired for Hierarchy,” at http://www.nimh.nih.gov/science-news/2008/humanbrain-appears-hard-wired-for-hierarchy.shtml.
Watch, “Two Monkeys . . . . “ at http://www.upworthy.com/2-monkeys-were-paid-unequally-see-whathappens-next?g=2&ref=nf.
Read “Bonobos Share . . . . “http://today.duke.edu/2013/01/sharinghare.
Watch the following 3-minute videos on philosophy—
Kant-- http://www.youtube.com/watch?v=xwOCmJevigw
Hume-- http://www.youtube.com/watch?v=r3QZ2Ko-FOg
Aristotle—http://www.youtube.com/watch?v=Tm0Uq08xXhY
Locke-- http://www.youtube.com/watch?v=X-buzVjYQvY
Write a one-page paper in which you address the idea of morality. Does it come from an outside source,
such as religion that has to be instilled in us? Or is it innate? Or is there some combination?
WEEK EIGHT—MORALITY
TUESDAY, MARCH 5
We will watch “Stress: Portrait of a Killer,” at http://www.youtube.com/watch?v=eYG0ZuTv5rs.
THURSDAY, MARCH 7—FREE WILL?
BEGIN READING WHY WE LOVE
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WHO IS IN CHARGE? FREE WILL OR NOT?—READING & VIEWING ASSIGNMENT
Read “Free Will,” at http://www.nature.com/news/2011/110831/full/477023a.html#B1.
Read “Who’s in Charge Inside Your Head?” at
http://www.nytimes.com/2012/10/07/opinion/sunday/whos-in-charge-inside-yourhead.html?_r=1&smid=fb-share.
We will watch the video on “Neuroscience and Free Will” at http://www.youtube.com/watch?v=i3AiOS4nCE.
Read “Did Your Brain Make You Do It?” at
http://www.nytimes.com/2012/07/29/opinion/sunday/neuroscience-and-moral-responsibility.html.
Read “The brain . . . . “ at http://www.guardian.co.uk/science/2012/apr/29/neuroscience-davideagleman-raymond-tallis.
WEEK NINE—BIASES
TUESDAY, MARCH 12
GETTING THINGS WRONG—CONFIRMATION BIAS, PREJUDICE, EYEWITNESS MISTAKES-- READING,
WRITING, & VIEWING ASSIGNMENT 12 DUE ON D2L ON MARCH 17
Have read chapter 10 of The Trickster Brain.
We will watch/listen to “Confirmation Bias . . . . “ at http://www.youtube.com/watch?v=eTXeQwla84&feature=related.
We will watch “Prejudice” at http://www.huffingtonpost.com/2012/01/10/prejudice-in-thebrain_n_1195880.html.
Read/watch “Brain Biases” at http://www.brainshortcuts.blogspot.com/.
We will watch “When Eyes Deceive” at http://www.youtube.com/watch?v=rSzPn9rsPcY.
Read “How Memory is altered” at
http://www.schneier.com/blog/archives/2012/06/the_unreliabili.html.
Read “Remembering Things Changes the Memory of Those Things?” at
http://boingboing.net/2010/05/03/remembering-things-c.html.
Write a two-page story in which you tell about adamantly believing something to be true that you later
discovered to be false when the evidence overrode your original instincts. At the end of the story explain
how this can work due to innate biases of the brain.
GOAL AND RUBRIC: the goal of this assignment is to examine the way our brains hold onto beliefs even
though evidence contradicts our thinking.
THURSDAY, MARCH 14
We will go over the stories in class orally.
WEEK TEN—THEORY OF MIND
TUESDAY, MARCH 19
FIGURING EACH OTHER OUT—THEORY OF MIND--WRITING, & VIEWING ASSIGNMENT 13 DUE ON
D2L APRIL 2.
Read Raymond Carver’s story “Cathedral” at
http://nbu.bg/webs/amb/american/6/carver/cathedral.htm.
Read “Your Brain on Fiction” at http://www.nytimes.com/2012/03/18/opinion/sunday/theneuroscience-of-your-brain-on-fiction.html?pagewanted=all.
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Read/watch “What Your Brain Draws From Art” at http://www.cnn.com/2012/09/15/health/artbrain-mind/index.html.
Watch, “So Human, So Chimp: HUMAN SPARK” at http://video.pbs.org/video/1383599160.
Have read Mirroring People.
Write a one-page reaction on Carver’s story, which is about communication. What does the story reveal
about Confirmation Bias and Theory of Mind, and how do stories themselves reveal these properties of
the human mind?
THURSDAY, MARCH 21
Reports.
WEEK ELEVEN
SPRING BREAK MARCH 25-29
WEEK TWELVE—LOVE
TUESDAY, APRIL 2
QUIZ on MIRRORING PEOPLE.
You will be given a short quiz that deals with Mirror People.
VIEWING ASSIGNMENT
We will watch the video clips from Helen Fisher Desmond Morris (The Biology Of Love 1994, Part Four)
at
http://www.gendernetwork.com/humananimal.html and
http://www.youtube.com/watch?v=OYfoGTIG7pY.
THURSDAY, APRIL 4
READING ASSIGNMENT & WRITING ASSIGNMENT 14 DUE APRIL 4 ON D2L
Have read chapters 5, 6, 7 of The Trickster Brain, and post a short summary of each chapter. (Read the
following article on how to write a summary:
http://homepage.smc.edu/reading_lab/writing_a_summary.htm).
RUBRIC: Learning how to write a summary.
READING ASSIGNMENT
Have read Minot’s short story, “Lust,” and think of how you would analyze it from an evolutionary and/or
cognitive narrative (neuroscience) perspective in one paragraph that you post. Also, read chapter 11, 12,
and 13 of The Trickster Brain.
WRITING ASSIGNMENT 15 FIRST TWO PAGES DUE IN HARD COPY ON APRIL 9, ALSO POST ON D2L
This assignment will be a creative non-fiction essay of four pages in length (double-spaced), in which you
tell the story of love in your life. This involves using creative writing to make your tale come across to the
audience in the first two pages. In the second two pages you must analyze your own story from a
scientific point of view, talking about the process of your own love life from an evolutionary and
neurochemical perspective.
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RUBRIC: This paper challenges you to write with the tools of a fiction writer (theory of mind)—
creating character, place, conflict, while keeping it true to life. It also makes you think as a scientist,
analyzing human behavior from a point of view that takes into consideration how the brain evolved and
why we humans go through similar patterns when it comes to love.
WEEK THIRTEEN—LOVE
TUESDAY, APRIL 9
QUIZ on WHY WE LOVE.
You will be given a short quiz that deals with Why We Love.
THURSDAY, APRIL 11
We will go over the stories in class.
VIEWING ASSIGNMENT
We will watch the following documentaries: “The Ecological Footprint”:
http://www.epa.vic.gov.au/ecologicalfootprint/about/documentarydvd.asp as well as
http://youtu.be/4BbkQiQyaYc on population.
Watch the following documentary: “Mind Over Money”:
http://www.pbs.org/wgbh/nova/body/mind-over-money.html
WRITING ASSIGNMENT 16--CRITICAL PAPER ON THE ENVIRONMENT AND ECONOMY USING
NEUROSCIENCE AS A WAY OF FINDING A SOLUTION TO OUR CURRENT PROBLEMS DUE ON D2L
APRIL 23
After watching both of the videos, write a one to two-page paper comparing the ways in which we use
and manipulate money and the ways in which we use and manipulate the environment. As “The
Ecological Footprint” makes clear, the economy and the environment are integrated, not separate
entities. While classical economics states that humans make rational choices for their own best interests,
neuroscience shows another story altogether. With the recent studies in neuroscience challenging the
way we do business, what should we humans do to change? Can we create a sustainable world in light of
the fact that we have ape brains that did not evolve to handle global issues? Or was Adam Smith correct?
Do we need to just let the “invisible hand” of capitalism do its thing? You pick a position and argue for
what makes sense in terms of humans using the environment to live upon to sustain themselves over
time. Read the information provided from The Little Red Schoolhouse about creating a critical paper, and
use the MLA format for the paper, which should be three pages in length.
GOAL & RUBRIC: This paper requires one to synthesize information from neuroscience, the economy,
and the environment in order to see a holistic view about the human condition. Write it like a critical
paper, beginning with a thesis statement in the first paragraph in which you present a problem and call
for a solution. In other words, you have a point that you want to persuade others toward regarding the
environment and the economy.
WEEK FOURTEEN—TRICKSTER
TUESDAY, APRIL 16
We will continue with the two documentaries.
THURSDAY, APRIL 18
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READING ASSIGNMENT & WRITING ASSIGNMENT 17 DUE ON D2L APRIL 29
Have read chapters 14-20 of The Trickster Brain, and write a two-page paper on what the Trickster
character reveals to us about the human brain. Does the fact this this character appears in virtually every
culture on earth point toward a universal human nature, or not? If so, what is that nature? What parts of
the brain does Trickster represent? What does it say about human sexuality, desire, appetites, ethics,
hierarchy, religion, ethics, and wisdom?
RUBRIC: The goal of this paper is synthesize information from various disciplines, mining mythology as a
way to reveal aspects of human evolution and biology, and to uncover something of the development
state of our brains/minds.
WEEK FIFTEEN—PROJECT 1 VIDEOS
TUESDAY, APRIL 23
THURSDAY, APRIL 26
WEEK SIXTEEN—PROJECT 1 VIDEOS
TUESDAY, APRIL 30
THURSDAY, MAY 2—LAST DAY OF CLASS
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All Cartoons by David Williams
David Williams’ bio at
http://realdavidwilliams.com/
©