1 The University of Alberta Office of Interdisciplinary Studies STS 200 (B1) Winter 2012 CLASS TIMES: Tuesdays & Thursdays; 9:30 to 10:50AM LOCATION: Room # BS M 145, Biological Sciences – Microbiology wing INSTRUCTOR: Dr. Nathan Kowalsky OFFICE HOURS: Tuesdays 11:00-12:00PM and Wednesdays 10:00-11:00AM, or by appointment. OFFICE: Room # SJ 0-08 (in the St. Joseph’s College basement, across the hall from the washroom) PHONE NO.: (780) 492-7681 ext. 257 E-MAIL: firstname.lastname@example.org Note: email should be used sparingly, primarily to schedule appointments with the instructor or briefly clear-up formalities, but most emphatically not to replace face-to-face interaction. “Policy about course outlines can be found in § 23.4(2) of the University Calendar.” Introduction to Studies in Science, Technology and Society COURSE PREREQUISITE: STS 200 cannot be taken by students with credit in INT D 200. Course-based Ethics Approval in place regarding all research projects that involve human testing, questionnaires, etc.? o Yes x No, not needed, no such projects involved Community Service Learning component o Required o Optional x None Past or Representative Evaluative Course Material available o Exam registry – Exam registry – Students’ Union http://www.su.ualberta.ca/services/infolink/exam/ x Representative Exam Material distributed in class (see p. 5 of this syllabus!). o Other CALENDAR DESCRIPTION: An examination of the interrelations of science, technology, society and environment, emphasizing an interdisciplinary humanities and social sciences perspective. COURSE OBJECTIVES: 1. To develop an appreciation of modern Western science and technology as a socially contingent reality with a unique and defining intellectual history. 2. To show, by way of illustration and discussion, the relevance of STS theory (such as the aforementioned) to contemporary social concerns about science, technology and the natural environment. 3. To produce critical thinking, speaking and writing about social aspects of science and technology. This will require you, the student, to read and reflect on issues in ways you may never have attempted before. http://www.su.ualberta.ca/services/infolink/exam/ A+ 4.0 grade points Outstanding performance A, A- 4.0 - 3.7 grade points Excellent/ exceptional performance Strong evidence of original thinking; good organization; capacity to analyse and synthesize; superior grasp of subject matter with sound critical evaluations; evidence of extensive knowledge base. B+, B, B- 3.3 - 3.0 - 2.7 grade points Good performance Evidence of grasp of subject matter, some evidence of critical capacity and analytic ability; reasonable understanding of relevant issues; evidence of familiarity with literature. C+, C, C- 2.3 - 2.0 - 1.7 grade points Satisfactory/ adequate performance Student who is profiting from the university experience; understanding of the subject matter and ability to develop solutions to simple problems in the material. D+, D 1.3 - 1.0 grade points Poor, minimally acceptable performance Some evidence of familiarity with the subject matter and some evidence that critical and analytic skills have been developed. F 0.0 grade points Inadequate performance Little evidence of even superficial understanding of subject matter; weakness in critical and analytic skills; limited or irrelevant use of literature. APPROACH: Lectures supplemented by in-class discussion. (Recording of lectures is permitted only with the prior written consent of the professor or if recording is part of an approved accommodation plan.) RESOURCES: 1. Required: Selected Readings for STS 200 (B1): Introduction to Studies in Science, Technology and Society, compiled by Nathan Kowalsky (Uof A Custom Courseware, 2012). 2. Required: Walter M. Miller, Jr. A Canticle for Leibowitz. 3. Anthony Weston’s A Rulebook for Arguments, 3 ed., Lewis Vaughn’s Writing Philosophy: A Student’srd Guide to Writing Philosophy Essays and Joel Feinberg’s Doing Philosophy: A Guide to the Writing of Philosophy Papers, 4 ed. are on reserve in the St. Joseph’s College library to assist in essay writingth (even though this isn’t a philosophy class, writing a philosophy paper isn’t that much different from writing a critical analysis paper from an interdisciplinary humanities and social sciences perspective). 4. Kate L. Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations, 6 ed. (1996) and 7th th ed. (2007) is in the reference stacks of most libraries, including St. Joe’s. *Note: There will be an eClass site for this course for the tracking of grades and posting of supplementary material. COURSE REQUIREMENTS: Students are expected to have read and reflected on the required reading material prior to attending class. Regular class attendance is assumed. Examinations and assignments may include reference to material exclusive to the lectures, or conversely, to the readings. Students are encouraged to engage in orderly and respectful discussion during class with both the instructor and other students, as time permits. The instructor will make every effort to be available for consultation outside class. WORKLOAD DISTRIBUTION: Mid-term exam (1 March 2012) 27% of final grade Term paper (due 12 April 2012) 37% of final grade Final exam (as scheduled by General Faculties Council) 36% of final grade The instructor reserves the right to adjust the final grade based on consideration of the student’s relative standing in the class, her or his participation in class and/or improvement or deterioration in performance. GRADING: Letter grades will be assigned to each component of the course in accordance with the following guidelines: 3 Missed assignments, essays or examinations will be given an F (i.e., a zero). Essays handed in after the deadline will be marked down one letter grade for each day late, including weekends and holidays. You may not hand in term work after the last day of classes. Hardcopy essays must be handed in to the instructor during the class period or, if the instructor happens to be in his office, before 4:00PM. Never slip assignments under the instructor’s office door. You may not hand essays into the Office of Interdisciplinary Studies. Electronic essays (.doc, docx, .wpd or .pdf only) must be received by the instructor (at email@example.com) before 4:00PM. ABSENCES: Significant changes have been made to regulations regarding the requirement of medical documentation to support absence from missed work and exams. Students are no longer required to present medical documentation to support absence due to illness. Students may present a Medical Declaration Form for Students (http://www.foa.ualberta.ca/Undergraduate_Programs/Student_Services/Forms%20Cabinet.aspx) in lieu. Regular daily attendance is essential for optimal performance in any Arts course. In cases of potentially excusable absences due to illness or domestic affliction, notify your instructor in writing within two days. Regarding absences that may be excusable and procedures for addressing course components missed as a result, consult sections 23.4.2 and 23.4.3 of the University Calendar. Be aware that unexcused absences will result in partial or total loss of the grade for the “attendance and participation” component(s) of a course, as well as for any assignments that are not handed-in or completed as a result. ACADEMIC EXPECTATIONS: The professor will not provide any “notes” for this course. Students take their own notes actively and attentively from their participation in lectures, discussions and reading. The professor may write section headings, keywords & diagrams on the board to facilitate the organization of your notes. If you miss a lecture you will have to rely on notes taken by your colleagues. Canadian English conventions for spelling, punctuation and composition must be followed. It is advisable that the essay be proofread by another person before submission, especially for students for whom English is a second language. Work that is markedly deficient in the mechanics of composition will not be accepted. Written work must be the student’s own and specifically produced for this course. Any use of resources, whether merely drawing from the views and arguments of others or quoting verbatim, must be properly documented. All students should consult the “Truth-In-Education” handbook or Website (http://www.uofaweb.ualberta.ca/TIE/) regarding the definitions of plagiarism and its consequences when detected. Handouts on plagiarism and cheating are appended to this syllabus. “The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.ualberta.ca/secretariat/appeals.htm) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.” “In particular, please note: “No student shall represent another’s substantial editorial or compositional assistance on an assignment as their own. “No student shall submit in any course or program of study, without the written approval of the course instructor, all or a substantial portion of academic writing, essay, thesis, research report, project assignment, presentation or poster for which credit has been obtained by the Student or which has previously been or is being submitted by the Student in another course or program of study in the University or elsewhere.” LECTURE OUTLINE: (subject to change; advance notice will be given in class.) I. Introduction A. What is STS? 1. Definition Selection 1: McGinn, “Why Study Science and Technology in Society?” 2. Case Study: Does TV Make Us Less Intelligent? Selection 2: Mark Prensky, “Digital Natives, Digital Immigrants Part I” Selection 3: Neil Postman, “Teaching as an Amusing Activity” mailto:firstname.lastname@example.org http://www.foa.ualberta.ca/Undergraduate_Programs/Student_Services/Forms%20Cabinet.aspx http://www.uofaweb.ualberta.ca/TIE/ 4 B. What is Science? Selection 4: R. C. Lewontin, “A Reasonable Skepticism” C. What is Technology? Selection 5: George Parkin Grant, “Thinking About Technology” II. Is it Natural for Us to Struggle Against Nature? (Prehistory) A. Myth Selection 6: Ludwig Wittgenstein, Remarks on Frazer’s Golden Bough B. Agriculture Selection 7: José Ortega y Gasset, “The Hunter – The Alert Man” Selection 8: T. R. Kover, “The Domestic Order and Its Feral Threat” C. Writing Selection 9: David C. Lindberg, “Prehistoric Attitudes Towards Nature” III. Why Didn’t the Greeks Invent the Steam Train? (Premodernity) A. Getting Your Hands Dirty...or Not Selection 10: Aristotle, Metaphysics B. The Mind’s Road to God Selection 11: Umberto Eco, The Name of the Rose St. Francis of Assisi, The Canticle of the Sun (http://www.webster.edu/~barrettb/canticle.htm) C. Humanity as Paramount Selection 12: Lynn White, Jr., “The Historic Roots of Our Ecologic Crisis” IV. Why Didn’t the Chinese Conquer the World? (Early Modernity) A. Knowledge as Power Selection 13: Francis Lord Bacon, Novum Organum B. Progress Away from Nature Selection 14: Lewis Mumford, Technics and Civilization Selection 15: Mick Smith, “The State of Nature” MID-TERM EXAMINATION: 1 March 2012 C. Cogs in the Machine Selection 16: Charles Coulston Gillispie, “Newton with his Prism and Silent Face” D. What’s Wrong with Progress? Selection 17: David Linton, “Luddism Reconsidered” V. So...When Do We Get Our Jetpacks? (Late Modernity) A. Will Science Answer All Our Questions? Selection 18: Rudolf Carnap et. al., “The Scientific Conception of the World” B. What’s so Scientific about Science? Selection 19: Thomas Kuhn, The Structure of Scientific Revolutions C. Social Construction of Science and Technology Selection 20: Bauchspies et. al, “Cultures of Science” Selection 21: Ian Hacking, The Social Construction of What? D. Can Technologies Themselves be Immoral? Selection 22: Langdon Winner, “Do Artifacts Have Politics?” E. Does Technology Have a Mind of its Own? Selection 23: Jacques Ellul, “Ideas of Technology” F. Does Science Compete with Religion? Selection 24: C. S. Lewis, “The Beginning of the End of the World” Selection 25: Eric Cornell, “What Was God Thinking?” Selection 26: Time magazine, “God vs. Science” G. Is the Solution is More of the Same? Selection 27: Joel Achenbach, “The Tempest” VI. Review (time permitting) TERM PAPER DUE: 12 April 2012 READING OUTLINE FOR MILLER’S CANTICLE: Chapters 1-20: finish by 27 February 2012 at the latest (in time for the mid-term examination) Chapters 21-30: finish by 2 April 2012 at the latest (in time for the term paper) 5 Sample Exam Questions STS 200 (Kowalsky) Program in Science, Technology and Society Office of Interdisciplinary Studies University of Alberta The following holds for both the mid-term and final examinations. Examinations will be comprised of a mixture of the following possibilities: short answer, fill-in-the-blank, multiple- choice, and true-or-false questions. Some questions may combine the fill-in-the-blank and multiple-choice formats. Some questions will be graded in a “right minus wrong” fashion. Some question formats may not be used at all. Here are samples of each possible form of question: Short Answer (sample): 1. ANSWER THE FOLLOWING USING COMPLETE SENTENCES: What, according to Walter M. Miller, Jr.’s A Canticle for Leibowitz, was the “Flame Deluge,” and who was responsible for it? (three marks) [adequate space will be provided] Fill in the Blank (sample) 2. FILL IN THE BLANK WITH THE APPROPRIATE ANSWER: In the European ‘middle ages,’ scholars were concerned how their religious beliefs could be held consistently with their Greco-Roman scientific heritage. As a result, they constructed what our lectures referred to as the medieval_______________. (one mark) Multiple Choice (sample): 3. CIRCLE ONE OF THE FOLLOWING ANSWERS: The abbreviation for this course is STS 200. The last “S” stands for what? A) science B) society C) studies D) social E) scientific F) scholarship Multiple Choice combined with Fill in the Blank (sample): 4. FILL IN EACH BLANK WITH THE MOST APPROPRIATE LETTER: The Romans _____ new sword designs and steelmaking techniques, and _____ them with other advancements to equip the most efficient killing machine of the ancient world, the legionary. (two marks) A) combined B) invented C) borrowed D) ignored E) imagined F) subverted G) overwhelmed True or False (sample) 5. CIRCLE ONE OPTION: The Greeks felt as if human technical artifice (technç) was natural. TRUE FALSE 6 ESSAY INSTRUCTIONS: Essays should be substantial pieces of analysis. They should not simply report, summarize, or review course materials (although you ought to draw from class presentations, discussion and readings). Essays should demonstrate thoughtful reflection, evaluation, and should embody a critical and conceptual argument in which various angles of the question are explored in fairness and at length. (For further help in this regard, consult either the Weston, Vaughn or Feinberg texts on reserve for you in the St. Joe’s library. Additionally, the University offers various services to assist with academic writing, including The Centre for Writers and the Academic Support Centre.) Your essay may not exceed 1200 words. Typically, that means four pages of text at 250-300 words per page. Provide a word count at the end of your essay. Excess will be severely penalized: I will not read more than four pages (1200 words) of typed text, properly formatted. Your essay should use both sides of the paper so as to minimize waste. The Student Union Print Centre will print double-sided for you if you provide them with your electronic document. Use whitish letter-size paper, 12-point font, full double-spacing (nothing less!), 1" margins and a simple typeface (Times New Roman is all you need). Number your pages, but not your title page. Page one should be the first page of your text body. Citations: – For a paper this length, you should not need to consult many sources beyond the course materials. If you are unsure about this, please speak with me. – You should cite whatever sources you have used. This includes the texts, even your buddies if they gave you the big idea in your paper. – All (text-based) references must be to scholarly publications with page numbers. That is, a hard-copy publication of the work must exist somewhere on Earth and you must reference it and not the http address, even if you accessed it online. This excludes wikipedia and the like, but not e-journals published exclusively online. – All references must conform to Chicago footnoting style, as is standard in the humanities. – Turabian’s manual (a truncation of the Chicago Manual of Style) is in the reference stacks of any library on campus. – If you still have trouble with footnotes, consult a librarian. – Footnotes should not contain anything other than cited sources. You do not have space for quoting text or discussing stuff in your footnotes. – If you still find that you have so many footnotes that you cannot squeeze 250 words onto each page, I will permit you to use endnotes. But this really shouldn’t be necessary. Ensure that your name, student number, date of composition and essay title are clearly indicated. You may use a title page if you want to (but that must also be double-sided, with the first page of the essay on the reverse side). Staple your essay together. Do not use paper clips, plastic covers, or the like. You may submit your essay in hardcopy or electronically. Hardopies must be submitted at the start of class on the due date or, if the instructor happens to be in his office, before 4:00PM. Never slip assignments under the instructor’s office door. You may not hand essays into the Office of Interdisciplinary Studies. Electronic submissions (.pdf, .wpd, .doc or .docx files only) must be emailed to the instructor (email@example.com) before 4:00PM on the due date. Because of the high volume of essays in this course and the fact that many students are not interested in receiving written feedback on their essays, you must clearly indicate on your essay whether or not you want feedback. If you make no indication either way, then no feedback will be provided. http://www.c4w.arts.ualberta.ca/ http://www.uofaweb.ualberta.ca/academicsupport/undergraduate-writing-resources.cfm 7 If you are unclear about these or any other requirements for this course, you must speak to the instructor for clarification. ESSAY SUGGESTIONS: Do not use flashy language or unnecessarily big words. Just be as forthright as you know how. This is an argumentative essay, not a piece of journalism or literary criticism. No empty rhetoric! Your reader is looking for rational content, and not much else. You may use the first-person in your essay. In fact, this will make it easier to distinguish your own positions from those you will be surveying. However, be on guard: using the first person (especially “I believe”) is no replacement for actually substantiating your beliefs. Ensure that every time you make a first person statement, you continue on in some form or other to explain why or for what reasons (i.e., “because”) you believe or think as you do. The same duty to provide rational explanation holds also for your treatment of other authors, of course. I highly recommend that you make an outline before you write your essay, and that you follow your outline closely during writing. This will help you to follow your own train of thought. I find it especially helpful to break the question, and thus my answer, into manageable and ordered chunks, and then to plan how much time & space will be devoted to each chunk. Make sure you know what your conclusion is before you start writing your final draft. Make sure you state it very clearly at the end of your essay (be blunt). Your conclusion should comprise only a single sentence. Do not bring in new points or arguments into your concluding paragraph. The support for your position should be established before you wrap up. End your essay with a summary only. Your introductory “paragraph” can be a single sentence in an essay this short. Just tell me what you are going to do in the essay; don’t try to be catchy. Much of your essay (the exact proportion will vary) will consist of “analysis” – that is, a clear explanation of the positions and/or concepts you are examining in the essay. The rest of the essay will thus consist of “the point” of doing your analysis at all – that is, the actual comparison or assessment. On the basis of your analyses, therefore, you will proceed to establish your conclusion by presenting your own argumentation. The basic rule of good argumentation: show, don’t tell. ESSAY QUESTION: Progress is the notion that ‘science’ will inevitably lead to the truth about the inherent structure of the universe and that a better society will inevitably arise from ‘technology.’ Engaging with relevant course materials (coursepack, textbook, lectures, discussions), analyse and evaluate Miller’s position on progressivism as presented in A Canticle for Leibowitz. DUE DATE: 12 April 2012 There is one exception, however: this page is not double-spaced. Make sure yours are!1 Walter M. Miller, Jr., A Canticle for Leibowitz (New York: Bantam, 1959), 330.2 Neil Postman, Amusing Ourselves to Death: Public Discourse in the Age of Show Business (New York:3 Penguin, 1985), 142-154. Coursepacks are not publications (they aren’t marketed to the public), so don’t cite them. Rudolf Carnap, Hans Hahn, and Otto Neurath, “The Scientific Conception of the World: The Vienna Circle,4 in Philosophy of Technology: The Technological Condition, An Anthology, ed. Robert C. Scharff and Val Dusek (Malden, Mass.: Blackwell, 2003), 89-90. Mick Smith, “The State of Nature: The Political Philosophy of Primitivism and the Culture of Contamination,”5 Environmental Values 11, no. 4 (November 2002): 408-411. Claude Lévi-Strauss; quoted in Nathan Kowalsky, “Writing” (unpublished lecture), STS 200: Introduction to6 Studies in Science, Technology and Society (Edmonton: University of Alberta, 5 October 2010). Don’t cite my lectures for material that would reasonably be considered common knowledge like, say, Ptolemy’s geocentrism. Kurt Vonnegut; quoted in Smith, “The State of Nature,” 410.7 Ibid., 409.8 Ibid.9 Cf.10 http://www.macewan.ca/web/services/ims/client/upload/ChicagoHandout09.pdf 8 Short Guide to Chicago-Style Footnotes The following is a guide to footnoting in the Chicago/Turbian style. This guide will take the form of prose, so that you can also see how the footnotes are placed within a page of properly formatted text. Note 1 is an example of how a footnote can be used for something other than citing1 a source. Use the “insert footnote” function of your word processor to manage footnotes effectively. Now, here is a verbatim quotation from the Miller novel: “The trouble with the world is me.” Notice, first of all, that all footnotes are numbered consecutively (1...2...3...etc.). Second,2 notice that the superscript number of the footnote is outside the period and quotation mark. The same format holds when citing a chapter of a book, say the coursepack selection “Teaching as an Amusing Activity.” You don’t cite the chapter title, nor do you cite the coursepack itself!3 Next, I will paraphrase an idea from an article which was published in an anthology, which requires a different footnote format than a standard book: the Vienna Circle claimed that only scientifically verifiable statements were meaningful. Notice that you have to reference ideas even4 when you put them into your own words (unless the ideas are your own, or common knowledge). The format for footnoting a journal article is also unique. Take, for example, Mick Smith’s article. This is also shows that you should footnote a source even when you’re not ‘quoting’ or5 ‘paraphrasing’ it, but just mentioning it. Now say you want to cite someone, but the place where you got the citation was not from the original source, but from a secondary source. Say, for example, you want to cite Claude Lévi- Strauss’ claim that the original purpose of writing was “to facilitate the enslavement of other human beings.” Your professor got that quote from another book, but all you’ve got is my word on it. So6 in this case, all you can do is cite my lectures, which is what note 6 exemplifies. The same idea holds when you cite an author who was cited by another author, say when Mick Smith quotes Kurt Vonnegut. However, because Smith’s article has already been fully cited,7 you use the truncated form for subsequent references (as in note 7). If, in fact, a reference immediately follows a previous reference to the same article, then use the “ibid.” form. If the8 consecutive reference is to exactly the same page as the previous reference, then you don’t even include the page number after the word “ibid.”9 That should pretty much cover all the bases! If in doubt, consult a librarian (or a handbook).10 v If you use someone else’s exact words without putting them in “quotation marks”, that’s plagiarism. v If you use someone else’s idea paraphrased in your own words without indicating where you got the idea, that’s plagiarism. v If you use data you didn’t collect yourself and don’t give credit to your source, that’s plagiarism. v If you use pictures, graphics, images or graphs that you didn’t create on your own and don’t state where you got them, that’s plagiarism. In other words, ANYTHING you submit as part of a course or program of study that doesn’t credit any other sources you’ve used is assumed to be your own work. Therefore, you MUST credit the sources you use. It’s the respectful thing to do and it’s good academic practice. Code of Student Behaviour - Plagiarism §30.3.2(1): No student shall submit the words, ideas, images or data of another person as the Student’s own in any academic writing, essay, thesis, project, assignment, presentation or poster in a course or program of study. v If you look at someone else’s test, get information from someone else’s during a test, give someone else information or allow someone to copy from your test, or bring a ‘cheat sheet’ into a test (even if you don’t use it!), that’s cheating. v If you let someone else write a test, assignment or paper for you, or if you do those things for someone else, that’s cheating. v If you get too much editing or writing help (to the extent that your paper looks substantially different than it would if you wrote it on your own), that’s cheating. v If you submit something in a class that has already been submitted and graded in another class, that’s cheating. v If you include facts or references that you know to be false in any assignment of any kind, that’s cheating. In other words, cheating is dishonest behaviour designed to gain academic advantage. Any work you hand in or do for credit at the University of Alberta MUST be done honestly and with integrity! Code of Student Behaviour – Cheating (§30.3.2(2) a No Student shall in the course of an examination or other similar activity, obtain or attempt to obtain information from another Student or other unauthorized source, give or attempt to give information to another Student, or use, attempt to use or possess for the purposes of use any unauthorized material. b No Student shall represent or attempt to represent him or herself as another or have or attempt to have himself or herself represented by another in the taking of an examination, preparation of a paper or other similar activity. See also misrepresentation in 30.3.6(4). c No Student shall represent another’s substantial editorial or compositional assistance on an assignment as the Student’s own work. d No Student shall submit in any course or program of study, without the written approval of the course Instructor, all or a substantial portion of any academic writing, essay, thesis, research report, project, assignment, presentation or poster for which credit has previously been obtained by the Student or which has been or is being submitted by the Student in another course or program of study in the University or elsewhere. e No Student shall submit in any course or program of study any academic writing, essay, thesis, report, project, assignment, presentation or poster containing a statement of fact known by the Student to be false or a reference to a source the Student knows to contain fabricated claims (unless acknowledged by the Student), or a fabricated reference to a source.