HISTORY 355-
HISTORY OF SCIENCE - A CROSS CULTURAL APPROACH
History 355, Spring 2001
MW 4:00-5:40 4 Credits
Washburn 103
Please Note: This material was last changed on Friday, January 26.
Professors:
Office: Marsh 336
Phone: tel: 359-2715
E-mail: barlowj@pacificu.edu
Office Hours: MWF 11-12 and by appointment
Office: Walker Hall 2nd floor
Phone: 503 359 2150
E-mail: boersema@pacificu.edu
Office Hours: M-Th 1:00-2:00 and by appointment
Office: 337
Phone: 2772
E-mail: ramptonm@pacificu.edu
Office Hours: MWF 2:00-3:00 Or by appointment
Description of Course:
This course approaches the history of science from a philosophical perspective, treating science in its cultural context. In other words, rather than looking at science in teleological terms, we are interested in showing how sciences develop within particular contexts in response to complex cultural matrices. Science in a given culture is a product of the assumptions of that culture; it responds to and in turn changes worldviews. Our approach will incorporate a traditional descriptive approach to the history of science with anthropological, historical, and philosophical methodologies, perspectives, and materials. Through the semester we will examine the development of science from the perspective of five cultures or historic periods: Asia (focusing on China), western Middle Ages, medieval Islam, "modern" West, contemporary world.
The course is composed of six units and introductory and summary sections. The six units are cosmology, chemistry, math, optics, health care, and biology.
Goals and Objectives of Course
At the end of the course the students who have completed the assignments and attended class sessions should have (1) command of a broad chronological outline of the major trends, events, and personalities in the history of science for the periods covered and (2) an understanding of the principle issues and assumptions that are at the heart of the historical /cultural treatment of the topic. Also, the students should have improved their ability to write a precise analytical essay and research project, which build arguments based on historical evidence using the rhetorical conventions of the discipline. Further, students should have improved their ability to participate in group discussions in which they are called upon to exercise reasoning/analytical as well as human interaction skills.
Requirements
1. Class participation: It is important that students attend every class session and come prepared, having done their reading. This is particularly important as many of the class sessions will be devoted to discussion and depend on students having read and thought about the material. If you must miss class please contact one of the professors before the class period. You will need access to a Web CT account in order to keep informed about the daily assignments, details of field trips, etc. This portion of the grade will be determined by attendance in class and on fieldtrips, preparedness, and participation in discussions. You may earn credit for the class participation portion of the course by attending more than the three required field-trips. Mid-way through the semester the professors will inform you of your participation grade to that point.
2. Reading questions: By noon of each Monday and Wednesday, please send via the Web CT bulletin board one question or well-thought out observation about the day's reading which you would like to discuss in class that day. Although we may not get to all of the questions every day, we will frequently use your questions and observations as the basis for class discussion
3. Learning object: A computer learning object will accompany each unit. We will utilize the objects as a type of hands-on lab activity to present issues that are easier to comprehend in a graphical environment. Instructions will follow. Check out learning objects in the Web-ct application.
3. Formal response papers: You will need to write a five-page response paper for each of the six units. The paper does not require outside research, but you should establish a thesis (in consultation with the professors) and support that thesis with your own analysis and materials you have encountered in class readings or discussions. You will need to prepare a draft of the paper, submit it to all the professors for comments, then prepare a revised and final version of the paper which will be graded by one of the professors. Each of the three professors will be the principle grader for two of the units. The first draft of the paper is due one week after the end of the unit to which it applies. The final draft is due a week later. You may use any notation system you wish to cite materials, as long as you are consistent. Papers will not be accepted late.
4. Field trips: A field trip has been arranged in conjunction with each unit. You need to attend at least three of those field trips, but are encouraged to attend as many as you like. You will receive credit on your participation grade for attending more than the required three field trips. The reading component of this course is lighter than is typical for a four-credit upper division social science course to allow you time for the field trips. They are considered as much a part of the course requirements as reading and essays. They are not optional or extra. A Hewlett Foundation Grant will cover all entry fees and transportation costs for the field trips.
5. Final product: Each student is required to produce a final project, which will be delivered in a public venue (off campus) chosen in consultation with the professor with whom you decide to work on this assignment. The project will be a public presentation of some aspect of the subject that interests you, and you should develop the project in consultation with the appropriate professor. It will require outside research, but the parameters of the project are very open. This is your chance to be creative. The venue in which you decide to present your findings will depend on the subject of your research. For example, if you decide to do research on western notions of old age; you might want to present your paper in a retirement home or to a nursing class at Lindfield College. If you decide to do your project on some aspect of Asian concepts of wellness, you might arrange to present your findings to an Asian audience. You could present your material to a high school class, or at OMSI. There are many options, and you will receive as much help and advice from the professors as you need.
Grade:
Total % 100
Barlow & Richardson, China Doctor of John Day. Will be sold later
Lindberg, David C., The Beginnings of Western Science
Needham, Joseph, Science in Traditional China
Shapin, Steve, The Scientific Revolution Mechanisms and Mechanics.
Westfall, Richard, The Construction of Modern Science: Mechanisms and Mechanics
Cross-Cultural History of Science on reserve
Introduction: January 29 - February 2
Readings:
“The Enchanted World,” C. Erickson
Needham, 1-27.
Westfall, chs. 2, 6
“The New Science and Its Audience,” M. Jacob
COSMOLOGY
Readings: Lindberg, chs. 1-2, 11
Westfall, ch. 1
Bo Shu Ren, “Astrometry and Astrometric Instruments,” in Ancient China’s Technology and Science (On Reserve)
Readings on Cosmology, Dr. Fehrs
Field Trip: OMSI
MARY FEHRS - February 14
CHEMISTRY
Readings: Lindberg, chs. 3-4
Westfall, chs. 3-4
Needham, ch. 1, vol. 2.2 (On Reserve)
Readings on Chemistry, Dr. Johnson
Field Trip: Reed Reactor
KEVIN JOHNSON - February 28
MATH
Readings: Lindberg, ch. 5
Westfall, ch. 7
Ho Peng Yoke, Li, Qui, and Shu: “Early Chinese Mathematics” (On Reserve)
Readings on Math, Dr. Meda
Field Trip: TBA
GOWRI MEDA - March 14
SPRING BREAK Into the fires of spring…
HEALTH CARE
Readings: Lindberg, chs. 7, 8, 13
Barlow and Richardson, China Doctor of John Day
Readings on Health Care, Dr. Cool
Field Trip: Acupuncture Clinic School of Oriental Medicine, either Friday or Saturday. Date to follow…
STEVE COOL – April 4
OPTICS
Readings: Lindberg, ch. 12
Westfall, ch. 8
Needham, “Light,” pp. 78-122, vol. 4.1
Readings on Optics, Dr. Citek
Field Trip: TBA
KARL CITEK - April 18
BIOLOGY
Readings: Lindberg, ch. 6
Westfall, ch. 5
Charlotte Furth, A Flourishing Yin, intro. and conclusion
Readings on Biology, Dr. Schnorr
Field Trip: TBA
JON SCHNORR – May 2
SUMMARY AND REFLECTION
Reading: Shapin, entire; Lindberg, ch. 14