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Indiana University Bloomington

Courses

 

Spring 2017

HPSC-X 111 Issues in Bio-Medical Ethics (3)
P Kelly
Class # 31519
Regular Academic Session
TR 1:00p-2:15p WY 115

Investigation of ethical issues that arise in the biological and medical sciences, the impact of these issues on the behavior of scientists during the conduct of scientific research, and on the role of science in discussions about ethics and public policy. The course will focus on specific cases and debates arising from and within biology and medicine, and in related fields such as ecology or clinical psychology. The course will provide an introduction to critical reasoning in ethics and an overview of major ethical theories. No prior background is required.

HPSC-X 102 Revolutions in Science: Plato to NATO (3)
A Fields
Class #6288
IUB GenEd S&H credit
IUB GenEd World Culture credit
COLL (CASE) S&H Breadth of Inquiry credit
Regular Academic Session
MW 2:30p-3:20p JH 4100

An introduction to the formative steps in the scientific tradition as well as philosophical investigations of the nature of science. The course will survey in a chronological sequence aspects of the Aristotelian world view, the Copernican revolution, the mechanical philosophy, the chemical and Darwinian revolution, and the rise of twentieth century science. Where did modern science come from? Is it a stockpile of technique and knowledge that has accumulated slowly and steadily over the centuries? This course presents a more complex and dynamic picture, in which the history of science also takes unexpected twists, turns and conceptual leaps, in response to changing social, political and religious interests, and to shifting scientific assumptions, methods, and forms of organization. The course introduces the most important formative steps in the scientific tradition, each of which overturned earlier ways of investigating and understanding nature. These include Aristotelian physics, Ptolomaic astronomy and Galenic medicine in the ancient and Medieval world; the scientific revolutions of the 15th- through the 18th centuries that ushered in Copernican astronomy, Newtonian physics, and new ideas about physiology and medicine; the chemical and Darwinian revolutions; and the rise of modern physics and other 20th-century innovations and problems. This survey of scientific change will also be used to introduce foundational issues in the history and philosophy of science, such as: What distinguishes science as a unique method of investigation? What is the relationship between theory and evidence? and What is the the structure of scientific change?

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Discussion Sections:
Class #14889 F 2:30p-3:20 FA 010 Discussion Leader: A Field


HPSC-X 138 Science & Religion (3)
A Mirza
Class #31520
Regular Academic Session
MW 11:15a-12:30p BH 209

This course explores aspects of the complex relationship between science and religion We will focus on four main themes: (1) Creation, (2) Evolution, (3) Cognitive Science of Religion, and (4) Demarcation. 
In the first part of the course, we will look at the cosmology of different traditions, including but not limited to the Greeks, Christianity, Buddhism, Islam, and the Navajo—with an eye out for how these stories relate to scientific culture. For example, we will contrast how the early church fathers, such as St. Augustine, interpreted the creation account found in Genesis with the initial presentation of the “Big Bang” theory by Georges Lemaître. In the “Evolution” section, we will explore scientific debates in evolutionary theory from the 19th century to the present and how a diverse group of religious thinkers have responded to these debates. This will put us in position to locate and compare the sources of contention and agreement regarding the central issues of human descent and the origin and diversification of species. 
                In the third part, “Cognitive Science of Religion,” we will critically evaluate those theories which attempt to discover the cognitive and evolutionary basis for religious belief and experience via a series of readings and “visual” experiments. We will discuss the implications these approaches have for our understanding of religious and scientific knowledge. Lastly, we will ask how science and religion are to be demarcated from each other. Specifically, what separates science and religion from one another and what similarities can we locate? And, depending on the answer to this question, we will explore what this means for broader social and political attitudes towards, science, religion, and the interaction between them.

HPSC-X 200 Scientific Reasoning (3)
Regular Academic Session: Two times are available for this course.

J Aponte-Serrano- TR 9:30a-10:45a- Class #16262 JH A106
E Arnet- TR 2:30p-3:45p- Class #12245 SE 245-Second 8 Weeks

This class provides an introduction to the history of medicine from the Hippocratic Oath in ancient Greece to the 20th century. We will discuss major features of the medical world, including: transformations in anatomy and physiology, such as the discovery of the circulation of the blood and the role of microscopy; changing concepts of disease and therapeutic practices culminating with the germ theory of disease, cellular pathology, and the new understanding of cancer; shifts in institutional settings, from the bedside to the hospital and the rise of the laboratory. The course would be of interest to all students with an interest in a career in the medical professions (broadly conceived) and also to students interested in history and the life-sciences. There are no pre-requisites to take the class.

HPSC-X 205 Introduction to Medical History (3)
D Bertoloni Meli
Regular Academic Session
Class #31636
IUB GenEd S&H credit
COLL (CASE) S&H Breadth of Inquiry credit
MW 1:00p-2:15p WH 205

This class provides an introduction to the history of medicine from the Hippocratic Oath in ancient Greece to the 20th century. We will discuss major features of the medical world, including: transformations in anatomy and physiology, such as the discovery of the circulation of the blood and the role of microscopy; changing concepts of disease and therapeutic practices culminating with the germ theory of disease, cellular pathology, and the new understanding of cancer; shifts in institutional settings, from the bedside to the hospital and the rise of the laboratory. The course would be of interest to all students with an interest in a career in the medical professions (broadly conceived) and also to students interested in history and the life-sciences. There are no pre-requisites to take the class.

HPSC-X 207 Occult in Western Civil (3)
W Newman
Class #31518
Regular Academic Session
MW 9:30a-10:45a GA 1118

The occult is a theme that is deeply ingrained in the history of Western Civilization.  From antiquity to the present, segments of our society have laid claim to a secret wisdom that could only be revealed to those who are worthy of its exercise.  Such “occult” pursuits as alchemy, astrology, and magic played an important role in the formation of modern science during the scientific revolution of seventeenth century, and subsequently had a major impact on poetry, music and the pictorial arts.  And yet, if we considered pursuits that are usually deemed to make up “the occult,” it is remarkable how little these fields have to do with one another.  What does alchemy, and artisanal pursuit related to metallurgy, have in common with divinatory practices such as astrology, oneiromancy, or crystal-gazing?  What does witchcraft have to do with extraterrestrial life?  The Occult in Western Civilization will answer these questions and others.  It will also argue that the occult sciences-especially alchemy, astrology, and natural magic-were originally predicted on quite reasonable bases consistent with the best science and philosophy of their time, however, they may have been altered in late twentieth-century culture.  By thinking carefully about the relationships among science, philosophy, and those disciplines traditionally classified as “occult” students will learn about the nature of scientific knowledge more generally.  The basic goals of the course, then, will be to instill a historical understanding of the occult while at the same time stimulating philosophical reflection on the nature of scientific knowledge in general.

HPSC-X 220 Humanistic Perspectives on Science. Topic: Animal Minds (3)
C Allen
Class #33951
Regular Academic Session
TR 8:00a-10:30a BH 245

Why do crows go sledding? Do rats remember specific events? Do monkeys understand the meanings of their calls?  Do pigeons have concepts? Do fish feel pain? Do mice show empathy? Are octopuses conscious? Is it dangerously anthropomorphic to ask these questions, or can they be investigated in a scientifically rigorous fashion? Just what do we know about animal cognition and consciousness, or, for that matter, about our own? And what does it imply for our ethical responsibilities towards animals? These are some of questions that are being hotly debated in the field animal cognition — a highly interdisciplinary subject to which psychologists, behavioral biologists, neuroscientists, anthropologists, linguists, and philosophers have all made contributions. The goal of this course is to examine current research in animal cognition with a view to understanding how philosophical and scientific questions about animal minds interact.  Using Kristin Andrews book "The Animal Mind: An Introduction to the Philosophy of Animal Cognition” (Routledge 2014) as our guide, we will read a mixture of scientific reports and philosophy articles arguing the case for and against Darwin’s thesis of strong continuity between the mental powers of humans and other animals.

HPSC-X 306 Understanding Pictures (3)
J Cat
Class #31522
Regular Academic Session
MW 5:45p-7:00p CH 001

This course aims at visual education and examines cultural, historical and philosophical issues involving the use of moving images in science. It requires reading, viewing, writing and discussion. The history of the use of pictures in science fleshes out and extends the number of philosophical questions that have been asked about images generally: Are pictures necessary? What for? How do pictures represent? How do they get their meaning? What can pictures represent or communicate? Can they equally represent facts and values? How do they work as evidence, or as tools for thinking? Has their meaning changed over time? How do diagrams and cartoon animations work? Science has added to the kinds of things, concepts, ideas, values and arguments associated with pictures. Equally, science has long interacted with the world of art in the use of imagery and in the creation and understanding of elements of imagery such as geometry and color. What about moving pictures, or cinematography? Do they pose new questions? This course examines some of these questions in the interaction of the history of science and the history of cinematography. But how has film entered scientific practice as a tool to meet scientific goals? How is cinematographic imagery relevant and valuable to scientific research and education? How is it different from the case of still pictures? Does it introduce or enforce a different kind of attention or representation? Is scientific cinematography value-free and socially neutral? How is it used in different sciences? And realism is not all there is; computer animations and simulations blur the distinction between cinematography and science as sources of fiction. Finally, what is the representation of science in film entertainment?​

HPSC-X 308 History of Biology (3)
S Gliboff
Class #31521
Regular Academic Session
TR 8:00a-9:15a BH 347

The term “biology” was first used at the turn of the nineteenth century to denote a new scientific or philosophical approach to the study of life, distinct from natural history, natural theology, and medicine. But what did it mean to be “scientific”? What was this new science going to tell us about the organic world and ourselves? Where and how and by whom was biological research to be done, with what resources? This seminar is a survey of key figures and pivotal moments in the history of modern biology, that have re-defined its scientific character, by either opening new lines of inquiry and explanation, developing new kinds of instruments, practices, and institutions, or changing the social role of the biological scientist. Coverage includes, e.g., Lamarck, Mendel, Darwin, Haeckel, Pavlov, classical and molecular genetics, embryology, evolution, and ecology. There are no prerequisites, but knowledge of modern biology or modern. European or American history will be helpful.

Above class meets with another section of HPSC-X 308
A&H Breadth of Inquiry credit Class #31634 TR 8:00A-9:15A BH 347

HPSC-X 407 Survey of History of Science up to 1750 (3)
S Gliboff
Class #6290
Regular Academic Session
M 9:30a-12:00p

This course provides an advanced introduction to and survey of the history of Western science since 1750. Emphasizing recent secondary literature on canonical episodes, the course will consider the physical, biological, and earth sciences, science in international comparison and in social, political, intellectual, and institutional context, as well as the history of technology and medicine. There are no prerequisites, but some knowledge of modern science or modern
European or American history will be helpful.

HPSC-X 451 Scientific Understanding (3)
A Hagar
Class #16141
Regular Academic Session
W 9:00a-11:00a BH 664

This course provides an advanced introduction to central issues within contemporary philosophy of science. We will cover topics such as Science vs. Pseudo-Science, under determination, the notion of natural laws, scientific explanation and confirmation, the nature of inter-theoretic reduction, the realism/anti-realism debate, and science and values. The objectives are to be introduced to the major fields of study in contemporary philosophy of science and, above all, to gain a firm understanding of the relation between philosophy and science and the important reciprocally enhancing roles each has for the other. Focus will be on student’s discussion. There will be weekly writing assignments of 1-2 pages each, and a final term paper (15-20 pages) due Apr 30

HPSC-X 501 Professional Development Seminar (0.5)
J Cat & W Newman
Class #15422
Regular Academic Session
T 8:30a-9:30a

HPSC-X 507 Survey of History of Science up to 1750 (3)
S Gliboff
Class #6291
Regular Academic Session
M 9:30a-12:00p

This course provides an advanced introduction to and survey of the history of Western science since 1750. Emphasizing recent secondary literature on canonical episodes, the course will consider the physical, biological, and earth sciences, science in international comparison and in social, political, intellectual, and institutional context, as well as the history of technology and medicine. There are no prerequisites, but some knowledge of modern science or modern
European or American history will be helpful.

HPSC-X 551 Survey of the Philosophy of Science (3)
A Hagar
Class #16143
Regular Academic Session
W 9:00a-11:00a BH 664

This course provides an advanced introduction to central issues within contemporary philosophy of science. We will cover topics such as Science vs. Pseudo-Science, under determination, the notion of natural laws, scientific explanation and confirmation, the nature of inter-theoretic reduction, the realism/anti-realism debate, and science and values. The objectives are to be introduced to the major fields of study in contemporary philosophy of science and, above all, to gain a firm understanding of the relation between philosophy and science and the important reciprocally enhancing roles each has for the other. Focus will be on student’s discussion. There will be weekly writing assignments of 1-2 pages each, and a final term paper (15-20 pages) due Apr 30

HPSC-X 705 Sp Topics in History and Philosophy of Science
W Newman
Class #31635 Topic: The Dark Side of Isaac Newton
Regular Academic Session
T 9:30a-12:00p BH 664

It is often said that Isaac Newton, renowned for his discoveries in physics, spent far more time on his alchemical and heterodox religious studies than he did on his mainstream scientific work.  Over the last two decades, two digital projects, one now located at Oxford University and the other at Indiana University, have published the majority of Newton’s previously unavailable works in these two areas, amounting to several million words of material.  What does this flood of newly edited material tell us about Newton’s life and work?  The current course will focus initially on Newton’s thirty-plus years of alchemical research, but will also examine his religious writings and the years that he spent as Warden and Master of the Royal Mint in London.  The goal will be to provide a new picture of Newton as textual scholar, experimental practitioner, religious thinker, anti-counterfeiting sleuth, and member of the republic of letters over the course of his long and productive life.

COLL-C 104 Critical Approaches (S & H)  (3)
TOPIC: What is Science and Who Cares?
J Cat
Class # 12838
Regular Academic Session
MW 3:35p-4:25p JH A100
Discussion sections:

Class # 30709 T 3:35p-4:25p SY 200
Class # 13638 F 1:25p-2:15p BH 011
Class # 13640 F 1:25p-2:15p BH 221
Class # 13639 F 2:30p-3:20p BH 331
Class # 13641 F 2:30p-3:20p BH 011

Science is not one thing or one kind of thing. Yet knowing whether something is scientific often matters. This course addresses the question of the nature of science by surveying a broad range of aspects of that complex world that for centuries has been identified as science as a human activity from different perspectives that focus on specific ideas and questions, and different methodologies: from facts to values, from evolving basic notions of what we know (scientific models of matter, mind, life and society) and how we know it (methods of inquiry) to a number of aspects of science that reveal its important links to many aspects of human nature and culture (ethical, religious, political, cognitive and aesthetic values and interests). In fact, science could not survive and develop without them. Science is radically human, so it is no surprise that it expresses what characterizes our humanity: the myriad of human capacities and conflicts, interests and resources, strengths and limitations. Science is an enduring part of our world, our history and our civilization. To ignore it is to dismiss and neglect all that, and to diminish our role and responsibilities in it. 

HUBI-B 400 Complex Problems of Humanity (3)
J Schickore
Class #14891 Topic: Engaging Biology: Communication and Public Understanding of Biological Research
Regular Academic Session
MW 2:30p-3:45p MO 107

Modern biology is a highly specialized activity, pursued by trained experts at research labs or universities. But of course, biology, like other sciences, is not confined to the laboratory or academy. The outcome of biological research informs and shapes our society and culture at all levels. We encounter science in the media, in museums, or in the court room. Politicians, lawyers, and other professionals draw on, assess, and sometimes seek to restrict scientific activity. This course explores how science engages with the public, how the public engages with science, and how the relation between science and the public has changed over time. The emphasis is on themes relevant to human biology.

HUBI-B 241 Science Uncertainty & Discovery: Visualizing the Human Body in Anatomy & Disease (3)
D Bertoloni Meli
Class #12236 Topic: Images in Anatomy and Disease
Regular Academic Session
MW 4:00p-5:15p HU 215
 

This class examines the history of anatomical and pathological images from the Renaissance to the 19th century, approximately from the time of Andreas Vesalius to the first pathological treatises of the entire human body. We may take it for granted that images are an integral part of anatomy and pathology, though it was not always so. We will discuss how and when images started being produced, how they were produced and used. The class joins themes from the history of medicine and art history. We will examine several original works held at our rare books library (Lilly Library).

COLL-C 104 Critical Approaches: Social and Historic (3)
J Capshew
Class #30745 Topic: Evolution of Modern University
Regular Academic Session
TR 2:30p-3:45p GA 1106
 

This course provides an introduction to changing ideas behind the university and to its rich cultural traditions. Although education and learning has remained its central purpose, the university has played distinctively varied intellectual, social, and cultural roles in different times and places in the Western world. The course explores the making of the modern university, from its historical roots in the European Middle Ages to contemporary developments in America. It views the university as a human institution and cultural artifact open to explanation and interpretation. A main point of comparison is our own academic home, Indiana University, as a microcosm of the dynamic forces that have shaped the American research university.