Course Syllabus

UCOR 1620-20 Ted Fortier, Ph.D.
Darwin and the Idea of Evolution Casey 305
t/th 8-10.05 office hrs: Wed 2-4
Admin. 207 tedf@seattleu.edu

The Greatest Insight Ever? Darwin and the Idea of Evolution

This course will look at the way an anthropologist has come to understand the impact of natural selection on who we are as human beings. It will examine Darwin's own passion about racial injustices, which led him into thinking of why there is so much variation in the world. We will examine his original works, the controversies around them, and the manner in which contemporary social scientists and theologians, et.al. rely on Darwin's premises for understanding human nature.
One of the truly genius insights took place in the 19th century, when Charles Darwin pulled together centuries of scientific observations, and his own passion for social justice, to formulate the idea of evolution by natural selection. This is a topic and theme that is at the heart of the way we now think about our world, and often erroneously about human society. This course is designed to engage students with the excitement of observations of nature, and how they apply to social contexts and social questions; yet are a very special sort of knowledge. As an anthropologist, one of the consuming questions is why we are so alike to the great apes, yet so different; and, in the same manner, why are we so alike to one another, yet so different? Darwin's insights on natural selection, the non constancy of species, and the idea of humans as one race, are all important elements for understanding every aspect of how we operate in the
world today. The initial part of the course will be an examination of the questions of Darwin 's day, and the conflicts of science and religion. This will lead to how Darwin observed and thought about what he saw in a new way, yet a way that was built on the shoulders of other great scientists; and, we will examine how science often answers its own questions, which are always a part of a social and cultural milieu. Finally, we will look at how humans evolved according to natural selection, and what this tells us about human nature.

• Learning Objectives

Objective: All sections of this course introduce students to subjects, contents, methods, and perspectives of Social Science disciplines.
Outcome: The methods of social science are built on empirical observations and interpretation of data sets. This is exactly what Darwin did, building his theory as a response to the racial injustices he observed, and the evil of slavery that he loathed.
Objective: Students' quantitative reasoning skills are reinforced through engaging students in analyzing some kind of numerical information.

Outcome: One of the most important elements of natural selection is population thinking: how traits are passed on through populations. To understand this, very simple statistical models will be analyzed to illustrate how genes are passed and alleles change through time.

Objective: Together with several other courses that explore different disciplines, this course helps students understand and value the breadth and diversity of academic inquiry.
Outcome: This course will examine the sciences of geology, evolution, biology as well as economic theory (Malthus) and social sciences, as well as theology, and how they all depend on one another to fully understand human complexity.

Objective: All freshman-level inquiry seminars help students develop as thoughtful writers of effective academic prose.

Outcome: Students will have four writing elements in this course: the first will be the epistemology of 19th century scientific methods: the second on how science is informed by cultural constructions: the third will be a counter argument to evolution: and the fourth will respond to the question: what is a human being according to natural selection?

Objective: The oral presentation incorporated in this course helps students develop confidence and basic skills in public speaking.
Outcome: Each student will have the opportunity to present one of their papers in a fifteen minute section: they will briefly talk about the paper, and then respond to questions.

Thus, at the end of this course,
1. Students will understand how the anthropology of evolution is related to or reflects the Jesuit intellectual tradition. In particular, this class will help students reflect on questions of meaning, spirituality, ethics, values, and justice as related to evolutionary thought.

2. Students will develop analytic thinking and reasoning skills as applied to the processes of evolution and the place of human beings in the natural world.

3. Students will come to recognize and appreciate complexity and ambiguity, as well as the limitations of knowledge and imperfections in understanding of the Theory of Evolution today.

4. Study in a variety of disciplines that relate to evolution, from biology to theology, will assist students in understanding and valuing the wide range of academic insights and perspectives.

5. Students will develop as writers of clear, effective, and elegant prose, including the ability to adapt their writing to different situations and content.

6. Regular class discussions, in all their forms, will help students learn to engage in effective and responsible discussion and debate.

7. All students will be encouraged to understand how their studies prepare them to meaningfully engage important issues and become responsible global citizens.

Required Texts
AUTOBIOGRAPHY OF CHARLES DARWIN
ISBN:9780393310696
Author: CHARLES DARWIN
Edition:1ST
Year:1958
DARWIN'S SACRED CAUSE Ed: 1ST
ISBN:9780226144511
Author: ADRIAN DESMOND and JAMES MOORE
Edition:1ST
Year:1958
DARWIN-NORTON CRITICAL EDITION
ISBN:9780393958492
Author: PHILIP APPLEMAN
Edition:3RD
Year:2001
Descent of Man Ed: 1ST
ISBN:9781420933994
Author: CHARLES DARWIN
Edition:3RD
Year:2001
EXPRESSION OF EMOTIONS IN MAN+ANIMALS
ISBN:9780141439440
Author: CHARLES DARWIN
Edition:1ST
Year:2009
ON THE ORIGIN OF SPECIES
ISBN:9780486450063
Author: CHARLES DARWIN
Edition:1ST
Year:2006

Course Requirements and Assignments
This is a seminar which requires that you must all do the readings prior to the class. You must also be prepared to discuss the readings, etc., in class. Thus, it is vital that you have read, thought about the readings, and perhaps even connected them to other things you have read or studied or seen. This will help make the class fun and dynamic. In order to facilitate this seminar process:
1. Prior to each class you will prepare a TYPED list of discussion points. Discussion points will be handed in on Canvas at the end of each class.

2. Weekly reflections will be submitted on Canvas by Friday of each week. No late reflections are accepted. These reflections should encapsulate the week’s readings and discussions in a manner that is personal to your learning style, and brings unique insights to the material. They will be graded in the following manner:

a. Recap of the readings and overview of discussions: 70-79 points
b. Overview of the readings and brief discussion of important points: 80-89 points.
c. Demonstration of application of material to current events, your own studies areas of interests, etc. and other unique and creative insights: 90-100 pts.

3. You will have three short papers: a typed rough draft must be brought to the Thursday class prior to the due date for in class discussion and editing.

a. The first short paper (3-5 pages) will be an essay on: what is the Scientific Method? Due October 13th.

b. The second short paper will be an essay on Scientific Racism. Due November 10th.

c. The third short paper will be a well constructed proposal (directions to be given) on your final presentation.: Due November 17th .

4. A selection of these papers will be presented by the authors in class, and used for class discussion.

5. The final presentation will be a group presentation that will be discussed in the last two weeks of the class.

All papers must follow academic guidelines and include references, citations, and standard thesis driven essay form. See guidelines on your Canvas page and formatting/citing guides in Pearson.

6. You will have one test:
a. A midterm on October 24th.

7. I reserve the right to give quizzes without notice.

8. Attendance is very important in a seminar; your voice and presence form an important aspect to the intellectual community we are building, and we need to all be regularly engaged in the topics at hand. If you will be absent, please try to inform me prior to the class. If you need to leave early, please let me know, as well. Missing three classes can result in the decrease of your final grade by one full letter grade.

9. Academic integrity (https://www.seattleu.edu/WorkArea/DownloadAsset.aspx?id=78679) and the guidelines of Student Conduct (page 22, Student Handbook) will be adhered to.

10. I am readily available for conference and discussion during my office hours, and other times by appointment. I encourage all of you to find some time during the quarter to talk about the seminar and your own ideas with me.

Grades:
Weekly questions/Discussion Points: 10%
Weekly Papers: 15%
Three Short papers: 30%
Final paper/presentation: 15%
Participation/quizzes: 10%
Tests 20%
Course Schedule

Week 1: Who was Darwin?
Thursday Sept. 26: Introduction

Week 2: Darwin’s World
Oct. 1: autobiography 11-69 and Appleman, pp. 1-30 and pp. 67-81
Oct. 3: Appleman, pp. 67-81 and Autobiography, pp. 60-67

Week 3: Rising Tides of Acceptance and rebuttals
Oct. 8: Autobiography, pp. 69-118
Oct. 10: Appleman, pp. 31-65 and pp. 287-300. First paper due on 13th .

Week 4 Natural Selection: the Basic points
Oct. 15: Origin of Species, pp. 5-50
Oct. 17: Origin of Species, pp. 51-82 and Desmond, pp. xv-26

Week 5: Putting the Pieces Together
Oct. 22: Origin of Species: pp. 83-130 (group 1) and pp. 131-154 (group 2) and 176-216 (group 3)
Oct. 24: MID TERM In Class.

Week 6: The Social Consciousness of Darwin
Oct. 29: Origin pp. 258-307 and Desmond pp. pp. xv-68
Oct. 31: Appleman pp. 326-343, Desmond, pp 68-110 and Descent of Man, 11-46

Week 7: The Human Place in the Natural World and Evolution
Nov. 5: Descent, pp. 47-59, Expressions, pp. xi-xxxiv, and Desmond, pp. 11-141.
Nov. 7: Desmond, pp. 142-171, Descent, pp. 60-92, Emotions, chapters 1-3.
2ND paper due on the 10TH.

Week 8: Adaptations, Habits, Characteristics and the Means of Selection
Nov. 12: No Class: Veteran’s Day
Nov. 14: Descent , 106-167, Emotions chapters 6-8, Appleman, pp. 426-439, Desmond, pp. 267-348, 3RD paper due on the 17th.

Week 9: Darwin’s Lasting Place in Cultural Studies
Nov. 19: Emotions Chapters 13 and 14, and Descent, pp. 168-209. Finish Desmond
Nov. 21: Appleman pp. 409-425 and Descent, 444-492

Week 10
Nov. 26:. Library work day.
Nov. 28: T- Day Break

Week 11: Presentations
Dec. 3; Presentations
Dec. 5: Presentations

**SUPPORT FOR STUDENTS WITH DISABILITIES
If you have, or think you may have, a disability (including an “invisible disability” such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, you are encouraged to arrange support services and/or accommodations through Disability Services staff located in Loyola 100, (206) 296-5740. Disability-based adjustments to course expectations can be arranged only through this process.

**NOTICE ON RELIGIOUS ACCOMMODATIONS
It is the policy of Seattle University to reasonably accommodate students who, due to the observance of religious holidays, expect to be absent or endure a significant hardship during certain days of their academic course or program. Please see, Policy on Religious Accommodations for Students (https://www.seattleu.edu/media/policies/Policy-onReligious-Accommodations-for-Students---FINAL.PDF).