| source Indiana University Bloomington (X) |
level |
department College of Arts and Sciences (X) |
3:35 PM - 4:25 PM MW See the Schedule of Classes for discussion section times. Our conceptions of ourselves and how we live with others in our society are powerfully influenced by notions of race and gender. These notions and their influence upon us will be explored from a wide range of disciplinary perspectives, especially biological, psychological, literary, and philosophical. The aim of this course is to help students gain insight into their own lives as members of a racially divided and gender-structured society. Students should gain greater awareness and understanding of the racial and gender issues that confront us in our everyday lives. Students will be encouraged to think more critically, usefully, and-perhaps most importantly-responsibly about those issues. A variety of texts and videos will be critically examined throughout the term.
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9:05 AM - 9:55 AM MWF See the Schedule of Classes for discussion section times. From slavery to the present, debates have raged among scholars and practitioners concerning the lines of demarcation between sacred and secular forms of African American music. Whether it was slaves who danced their Christianity in the invisible church or the multi- platinum-selling gospel artist Kirk Franklin whose recordings are just as likely to surface on BillboardÂs R&B chart as on its list of top gospel, or Richard Penniman (better known as ÂLittle RichardÂ) who three times renounced a career in popular music and chose to perform gospel instead. The history of African American music is replete with artists and repertoire which challenge conventional Judeo-Christian musical and aesthetic values. Utilizing an ethnomusicological perspective, which foregrounds the significance of culture in the formation and expression of musical values, this course will explore those inter- and intra-cultural dynamics which define the sacred/secular continuum in African American music.
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1:25 PM - 2:15 PM TR See the Schedule of Classes for discussion section times. The "woods of this world" are full of fascinating figures-men and women who take risks and throw themselves into adventures with an uncertain outcome. Medieval novels reveal their upbringing, their values and motivations and picture them as bright, dark or ambivalent figures. In this course, we will read some of the most famous novels of the Middle Ages. Hence, students will get to know, for example, Tristan, Isolde, Siegfried, and Parzival. These texts provide fertile ground for the development of Western concepts of risk and adventure, a field in which ideologies of adventure, fulfillment, self-realization, and risk-management are staked out. This will also be the field covered by our discussions. In this course, students will learn to read and interpret a medieval tale through texts and films. In learning about the function of medieval media (such as story-telling), we will also cultivate the love of a good tale, at the same time identifying artistic, intellectual and religious themes that are closely linked to modern attempts to pursue happiness and present-day visions of individual and collective life.
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4:40 PM - 5:30 PM MW See the Schedule of Classes for discussion section times. More than any work of literature, sacred or profane, the Bible forces us to confront the problem of authorship. Who wrote the Bible? Was it Moses? Was it God? Was it a prophet or a priest in the time of King David, or a college of scribes in exile in Babylonia? Or do readers themselves complete the writing of the texts they read? Traditional religious answers to the question of authorship have attempted to defend the Bible's unity. Modern critical answers, by contrast, stress the composite nature of even the smallest units (individual psalms, brief narrative episodes, and points of law). What does it mean in the age of relativity to entertain multiple, or even conflicting viewpoints? The course has three principal aims: to explore the diversity of biblical writing, to introduce students to the excitement of literary analysis through exercises in close reading, and to test the role of the reader in the "construction" of literary meaning. Lectures and discussion sections will take up such topics as mythic origins, the relation of history-likeness to history, and the role of women in biblical narrative. Our readings will be drawn from many parts of the Bible-particularly from the narrative sections of the Hebrew Bible (Old Testament)-augmented by brief selections from ancient Near Eastern and Hellenistic literature and from the history of biblical interpretation. Theological questions will be treated from a secular and critical perspective, but with respect for individual beliefs and for the diverse traditions of religious instruction. In addition to midterm and final exams, students will be required to write short weekly response papers (1-2 pages) on set themes and to master the basics of library research.
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1:25 PM - 2:15 PM MW See the Schedule of Classes for discussion section times. Who was King Arthur? When and where do the narratives about him first appear? Is he a conquering hero or a tragic victim of internal conflict? What do the narratives of King Arthur have to do with the quest for the Holy Grail? What mythological, literary, and political forces have shaped representations of King Arthur in the past and in our own times? This course examines major narratives about King Arthur from medieval Europe and compares them to some of the representations of King Arthur in the literature and films of the twentieth and the twenty-first centuries. Readings will include the medieval Welsh tale "How Culhwch Won Olwen," selections from the medieval Latin chronicle The History of the Kings of Britain, the medieval French tale The Knight of the Cart, selections from the medieval German tale Parzival, the medieval English tale Sir Gawain and the Green Knight, and the twentieth-century English novel IU. Films studied will be Monty Python and the Holy Grail (1974), The Fisher King (1991), and The Mists of Avalon (2001).
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1:25 PM - 2:15 PM TR See the Schedule of Classes for discussion section times. In most parts of the world, religious activity is linked to specific places which have ritual, mythical, or historical significance. These "sacred spaces" become the focus of ritual activity, pilgrimage, and symbolism, and are usually endowed with buildings and art that celebrate the sanctity of the place, create a sense of awe, and accommodate the activities and people who travel to visit them. This course offers an introduction to a representative sample of significant sacred sites and shrines throughout the world. These holy places will be examined in terms of the festivals and religions with which they are associated: Egyptian, Greek, and Mesoamerican religions, Judaism, Christianity, Islam, Buddhism, Hinduism, and Shinto. We will look at why the selected sites became holy to certain peoples or civilizations, how the sites and structures convey a sense of transcendence and awe, how the structures were planned to accommodate assembled groups of persons and the attendant festivals and rituals, the nature of the processions of the faithful to them, the symbolic meaning of these sites, and whether their functions and significance have survived to the present day unaltered or in a reconfigured form. Course requirements include five short (1-2 page) papers, a midterm, a final exam, and a final written project.
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11:15 AM - 12:05 PM MW See the Schedule of Classes for discussion section times. This course is an introduction to some major thinkers in the modern West through their views on faith and doubt. The modern period in European philosophy and theology is usually considered to begin with challenges to traditional religious world views, especially the belief in God. While virtually all thinkers in this period continued to express theistic beliefs, many nevertheless struggled openly with what these beliefs entailed, setting the groundwork for arguments against God's existence altogether and eventually stimulating the creation of alternative ways of securing human meaning. Throughout the course we will ask how various thinkers grappled with inherited notions of reason, revelation, nature, tradition, good and evil. What role did doubt, skepticism, and uncertainty play in modern world views? How have these experiences been related to faith? We will also ask about the very assumption that atheism inaugurates modernity. What is the validity of this claim? Are there other events, ideas, or experiences we might identify as uniquely modern? How do terms such as "enlightenment," "science," "freedom," "authority," and the "self" determine how we characterize, and thus value, this period? Authors include Descartes, Pascal, Spinoza, Kant, Kierkegaard, Nietzsche, Dostoevsky, Kafka, Sartre, and Camus.
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1:25 PM - 2:15 PM MW See the Schedule of Classes for discussion section times. This course deals with the controversy concerning Ebonics (African American Vernacular English). The controversy has several different aspects and interacts with social, educational, and linguistic issues. The class takes an academic perspective on the topic in which we examine and try to understand various aspects of the controversy. What is Ebonics? Is it a separate language, a dialect, slang, bad grammar, or really not a distinct entity? Are its origins traceable to the language systems of Africa, or is it a variant of Southern English? How do different people in society view Ebonics and why do they have those views? Finally, there is a practical question of how to approach the education of African American children whose home speech is Ebonics. Should a goal in the education of these children be the purging of Ebonics so that it does not interfere with the mastery of mainstream English, or should Ebonics be used as a vehicle for learning mainstream English? This course deals with these and other issues through readings, films, group discussions, writing assignments, and lectures. Grading is based on homework assignments, discussion participation, and three exams.
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1:25 PM - 2:15 PM MW See the Schedule of Classes for discussion section times. This course will examine the political situation in Israel/Palestine from historical, theological, and cultural perspectives with special emphasis given to questions of nationalism and territorialism. We will read primary and secondary literature dealing with modern nationalism and territory, the concept of "land" in Judaism and Islam (using primary sources in translation), the history of Zionism and Palestinian Nationalism, the rise of the anti-nationalist Islamist movement including its roots in British colonialism. We will explore the rise of nationalism in the Middle East more generally including its secular, Marxist, and Islamist roots and will read some classical and contemporary Zionist debates on bi- nationalism, militarism and territorial compromise, and the more contemporary discussion in Israel and Palestine in the media and in the academy. This is not a political science course-meaning we will not debate policy, legislation, and predictions for the future. Rather, we will examine the underlying theological and cultural roots of the political crisis founded on the relationship between territory and national identity. At the end of the semester we will turn to some political commentary on issues of territory and resolution including the Israeli Declaration of Independence, Camp David II, the Hamas Charter, the Geneva Accords, and the Saudi Arabia Peace Plan.
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7762 9:05 AM - 9:55 AM TR See the Schedule of Classes for discussion section times. 7769 10:10 AM - 11:00 AM TR See the Schedule of Classes for discussion section times. Part of Themester 2009 ÂEvolution, Diversity and Change This course will invite students to reflect philosophically on the relationship between the accepted frameworks of biological and cosmic evolution and monotheistic religious doctrines of creation, fall, and survival of death. We will begin by considering the nature of scientific evidence and theory confirmation and the relationship of faith and reason. We will then discuss whether and how specific religious claims are compatible with contemporary scientific accounts of the origin of the universe and of living systems on earth, including human beings. We will also look at recent speculative theories concerning the evolutionary origin of religion, and ask what, if anything, the truth of some such theory would mean for the truth of any particular set of religious claims. Throughout, students will be exposed to historical reactions of religious thinkers to scientific theories and to the religious views of scientists, past and present. The goal of the course is not to persuade students of the correctness of any particular view on these matters, but to equip them to make informed and critical judgments of their own.
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11:15 AM - 12:05 PM TR 7:00 PM - 10:00 PM T for required film viewing See the Schedule of Classes for discussion section times. This course introduces students to one of the most basic concepts of literary criticism-literary genres-with specific reference to a specific popular genre: the so-called thriller. Thriller is a term that came into use in the late nineteenth century and was applied not only to the detective story, the most famous examples of which were A. Conan Doyle's tales about Sherlock Holmes, but also to a closely-related literary genre, the spy novel, that also attained great popularity during the period. The term thriller is often unfortunately employed to denigrate books relegated to this generic category. The primary focus of this course will be to teach students how to understand the rules of the game, the conventions and traditions that govern any literary genre, with specific reference to the thriller as exemplified by selected detective and spy stories in both literature and the cinema. It is my hope that students will apply the lessons they learn about genre in this class to any literary genre, not only genres typical of popular culture but also those associated primarily with serious literature (the epic, tragedy, the sonnet, etc.). Students will read the detective fiction of Edgar Allan Poe, Sir Arthur Conan Doyle, Agatha Christie, Raymond Chandler, Friedrich Dürrenmatt and Leonardo Sciascia. We will also examine several detective films in the film noir tradition, including The Maltese Falcon and The Big Sleep. For the spy genre, we will read a pre-Cold War novel, at least one James Bond novel by Ian Fleming and a Cold War spy novel by John Le Carre. In addition, we will screen two very different James Bond films: one made during the height of the Cold War, and Martin Campbell's Casino Royale (2006).
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2:30 PM - 3:20 PM MW See the Schedule of Classes for discussion section times. Why was the Great Wall of China built? What made the two peoples of China and Mongolia so hostile that a vast wall had to be built to separate them? Is this wall a symbol of China's might and glory, or a symbol of tyranny like the Berlin Wall? Did the wall actually keep out the "barbarians"? Can it really be seen from the moon? For almost 2,000 years, how to handle the nomads of Mongolia was the most important foreign policy question for China's rulers. At several different times and several different places from the third century BC to the twentieth century AD, the Chinese used walls to defend themselves from the nomads. The wall thus came to symbolize the social, economic, military, political, and cultural clash between China and Mongolia. Nevertheless, powerful Chinese emperors sometimes forced the nomads to submit, while at other times, as under Chinggis (Genghis) Khan, the Mongols broke through all barriers and founded dynasties to rule China. To understand this conflict, students will explore fundamental issues of international relations: is conflict between different societies and cultures inevitable? Does greed always cause war or can economic interests be harnessed to make peace profitable? How much do domestic politics and ideology tie the hands of policy- makers confronting foreign threats? Can smaller powers make peace with larger neighbors without losing their independence and identity? In the final section of the class, we will look at the new "great wall" of barbed wire that with contemporary Chinese colonization is fencing off the Inner Mongolian steppe. Is this new great wall a scientifically-based attempt to stop the invasion of sand and desertification from encroaching on China? Or is it an imposition of a centuries-old obsession in Chinese government with walling-off and fixing the land? In examining this little-known but very serious environmental issue, we will look at how the legacy of past conflicts along the Great Wall is shaping contemporary issues of environmental protection, minority rights, and land use.
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9:05 AM - 9:55 AM MW See the Schedule of Classes for discussion section times. In the topics course, "A Question of Love," we shall explore our understanding of the various emotions and relationships we cover by the word love. As a basis for understanding the different aspects of love in human relationships as represented in western tradition, we shall read and analyze an anthology of fundamental passages from several classical and medieval works, ranging from Plato and the Bible to Ovid and the Romance of the Rose. We shall use our discussion of these texts to analyze the representations of love in two medieval romances, Chretien's Erec and Enide and Gottfried's Tristan, one seventeenth- and one eighteenth- century French novel, The Princess of Cleves and Dangerous Liaisons, an English novel of Jane Austen, Sense and Sensibility.
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11:15 AM - 12:05 PM MW See the Schedule of Classes for discussion section times. Part of Themester 2009 "Evolution, Diversity and Change" This Topics course will introduce students to the history and philosophy of science in general, and to the complex and changing relationships between religion and modern science in particular. The focus will be on the problem of explaining the origins, forms, adaptations, and distributions of living things, and the controversies surrounding Charles Darwin's theory of evolution. We will begin with the state of the problem in early nineteenth-century Britain, follow Darwin's own intellectual journey from natural theology to natural selection, then analyze the reception of Darwin's ideas and the development of the evolution-creation debate in the United States from the 1920s through the 1980s. The course will then conclude with an overview of the intelligent-design controversy and a look at current events and strategies for influencing legal and public opinion and for asserting control of science curricula. At every stage of the story, we will examine the arguments for and against a variety of theories, and the historical contexts in which people have found these arguments to be convincing and important.
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10:10 AM - 11:00 AM MW See the Schedule of Classes for discussion section times. Part of Themester 2009 "Evolution, Diversity and Change" Are we as humans separate from animals or are we all in it together? In this course, students will explore how other cultures have addressed this question using archaeology, ethnography, historical texts, and literature. We will explore how people's interactions with animals are varied and unique across cultures and through time, and how anthropologists specifically have tried to address these issues. Portions of the course will be devoted to food and identity; hunting and herding; domestication; pets as companions; symbolism in art and culture; use of animals as laborers, in captivity, and on display; origins of the American conservation movement; ethics of medical research; animals as pathways of disease; and human interactions with living primates. This course will include contemporary examples from across the globe, as well as historical examples in Native North America, Native South America, Southeast Asia, and Ice Age Europe. This course will be interdisciplinary in focus and will introduce students to perspectives on human interactions with animals within anthropology, archaeology, biology, zoology, history, and the humanities. Sections will include discussions, debates, and hands-on components. This class is approved for credit for the Anthropology Minor, Science and Social Medicine Minor, and as a College of Arts and Sciences Topics Course.
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11:15 AM - 12:30 PM TR This lecture course, which includes discussion sections, will explore the gradual conversion of the peoples of Europe from various different religions (forms of "paganism") to Christianity between the first and the fourteenth centuries. We will look at the different ways that Christianity was spread, and the different reasons that groups decided to adopt it. The focus of the course will be a critical examination of the primary sources (including material remains) that tell us about the pre-Christian religions of Europe, the conversion of each group, and the impact of Christianity. The course will require weekly readings in primary sources, participation in discussion sections, a midterm and final, and a research paper exploring in depth a subject of the student's choice.
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2:30 PM - 3:20 PM TR See the Schedule of Classes for discussion section times. The sudden collapse of the Soviet Union in 1991 focused new attention on the resource-rich and multi-ethnic states of Central Asia. The September 11 attacks made clear that political Islam and state collapse were regional problems with global implications. This course will introduce students to the history and modern politics of "greater Central Asia," focusing on the Turco-Iranian countries stretching from Azerbaijan to Kazakhstan but including Afghanistan, Pakistan, and northwest China's Turkic and Islamic Xinjiang region as well. The course opens with the Russian conquest and the Anglo- Russian "Great Game," then focuses on individual countries with guest lectures by regional experts. The course will examine trans- border or regional issues (post-socialist economic transition, disputes over energy, water, etc.), and close with global currents such as Islamism and the post-Cold War rivalries among Russia, China, and the United States.
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1:25 PM - 2:15 PM MW See the Schedule of Classes for discussion section times. This course raises the central questions concerning the struggle between the received dogma of religion, and freedom of thought and conscience by focusing on issues such as: * views of the eighteenth century on Man, religion, and reason; * efforts of the nineteenth century thinkers like Marx, Comte, Durkheim, Weber to change society in a more "rational" direction; * the role of the French Revolution in bringing down the traditional underpinnings of European society; * the Russian Revolution and the development of the Marxist position on religion; * the Turkish secularist revolution and the destruction of the Ottoman Empire; * India and Sri Lanka: Hinduism and Buddhism; * Iranian Civilization and Iranian Revolution; * Huntington's concept of the "Clash of Civilizations." Among the questions we will be dealing with are: Is it possible to have a "secular" world? Is it still possible to have a unified "religious" vision? What is the relationship of "religion" to a "secular" state or to a "secular" public? How can religious traditions relate to each other, in a constructive and creative fashion without descending into violence, at a time when they are obliged to come into closer and more intimate relations with each other than ever before? What is the relationship between religion and revolution? Is religion on the way out, or is it on the way in? What contributes to the phenomenal rise in fundamentalist commitment in so many places? Are there exceptions? Are we condemned to have a Star Wars-like "clash of civilizations" between Islam and the West?
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2:30 PM - 3:45 PM MW See the Schedule of Classes for discussion section times. Part of Themester 2009 "Evolution, Diversity and Change" This course introduces topics in the Cognitive Sciences. As a survey course, it touches on all aspects of this interdisciplinary and rapidly-evolving field. The course addresses topics such as the mind and brain, artificial intelligence, embodied cognition, cyborgs, robotics, social interactions and complex systems, the wisdom of crowds, social foraging and the representation of knowledge. Special units may involve topics such as Mindstorms Robotics and video games in society. This course is not an explicit prerequisite for 200- and 300- level Cognitive Science courses, but serves as an introduction to the field and is recommended for students who are considering a Cognitive Science major or minor.
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9:05 AM - 9:55 AM MWF Part of Themester 2009 "Evolution, Diversity and Change" The most intimate relationship people have with other organisms is to eat them. We kill animals, plants, and microbes, put them into our mouths, break them down into components, and then build them into our own bodies. We literally are what we eat. However, so few of us raise our own food that even these close relationships are invisible. For example, what do you know about the life of a chicken, a cow, or an orange tree? Where do they live, what processes regulate their lives, and how does their use as human food affect them and us? The knowledge of how eating, a daily act, connects you with other organisms will give you the information necessary to appreciate and control these interactions in a more meaningful way. By studying how organisms we use as food evolve, grow, reproduce, and interact, we will study many basic principles of biology. Among the foods we will study are milk, eggs, meat, vegetables, fruits, fermented products, and chocolate. On Food and Cooking: The Science and Lore of the Kitchen, by Harold McGee, provides background reading, supplemented with handouts. Students will write a paper on a topic of their choice, participate in class discussions about current food controversies, and analyze their own diets. There will also be three exams.
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2:30 PM - 3:45 PM MW Have you ever noticed that, in difficult listening conditions, you can often better understand the person talking to you if you can see the talker? This is a common occurrence and is typically referred to as lipreading or speechreading. Speechreading benefits all sighted people, including those with good hearing and those with profound hearing losses, because of the relationship between lip movements and the speech signals received by our ears. Speechreading can be extremely useful for persons with substantial hearing losses, as it has been shown to greatly improve speech understanding. To develop this skill, people possess a neural system capable of combining information received by the ears and the eyes. Most of the time, the way the brain combines information from our ears and eyes is helpful in understanding what is happening around us. Sometimes, however, the ability of our brain to combine this information can be used to play tricks on us. Auditory illusions induced by conflicting signals received by the eyes and ears further illustrate the powerful interactions between the auditory and visual systems. Ventriloquism, in which a voice is heard as coming from a wooden dummy's mouth, represents one of these convincing illusions. This course will review the effects of visual information on auditory sensation with special emphasis on the particular aspects of sound and visual images that are useful for communication. Students will learn the neural mechanisms that underlie the combination of sight and hearing and how illusions, such as ventriloquism, are generated. Multi-modal neural representation in hearing and sighted people will be presented. The impact of deafness and blindness on the typical or normal neural representations of sound and visual images in the brain will also be discussed. The course will also include presentations on the nature of the benefits of speech reading for the deaf and hard of hearing.
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2:30 PM - 3:20 PM TR See the Schedule of Classes for discussion section times. Part of Themester 2009 "Evolution, Diversity and Change" Darwinian medicine may be defined as the application of modern evolutionary theory to considerations of human health and illness. Also called "evolutionary" medicine, it represents the intersection of medical knowledge and practice with disciplines such as human biology, medical anthropology, psychology, and physiology. This course will begin with an examination of both the evolutionary and medical explanatory models for human health and illness. It will proceed through a series of topics designed to show the breadth of impact that evolutionary theory may have on our lives today. A persistent theme will be the difference between proximate or immediate causes of disease (the medical model) and the possibility that there may also be ultimate or very long-term causes best understood through an evolutionary interpretation. One goal of the course is to demonstrate the utility of the scientific method in suggesting answers to complex questions such as those mentioned above. How do scientists from diverse disciplines use data to support their arguments? What does it mean to test an hypothesis? A second goal of this course is to try to emphasize those situations and conditions of health (or illness) that appear to require both proximate and ultimate explanations rather than simply one or the other. In reality, it is the complex interplay of genes, environment, and human behavior that affects much of our health and illness experience today. A third goal of this course is to reduce the fear or uneasiness that many students feel toward data (numbers) that appear in tables or graphs in material that they are reading. We will devote time to the presentation and discussion of data and how the numbers can be interpreted and used to bolster or challenge an argument.
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9:05 AM - 9:55 AM MW See the Schedule of Classes for discussion section times. Part of Themester 2009 "Evolution, Diversity and Change" Viewers of Animal Planet, the Discovery Channel, and PBS frequently encounter shows with titles like "Animal Einsteins" and "Inside the Animal Mind." But how solid is the science behind these shows? And what do we really know about the evolution of cognition? In this course, we develop a historical and philosophical perspective on the science of animal minds that will allow students to critically examine media reports and presentations of animal cognition. The central task is to understand arguments among experimental psychologists (who tend to be skeptical of interpretations based on observing the natural behavior of animals), behavioral biologists (who tend to be skeptical that experiments on captive animals in artificial environments help us to understand the evolution of animal cognition), and philosophers (who tend to be skeptical of everything). Ancient views of humans and animals assumed a big gap between humans (the "rational animal") and others. This view was challenged by Darwin, but his and other overly zealous attempts to close the gap by showing how clever nonhuman animals are led to the charge that the science of animal minds is "anthropomorphic" and "soft." Dissatisfaction with the approach contributed to the Behaviorist revolution in psychology at the beginning of the twentieth century which took a hard-nosed position against discussions of "hidden" mental states. But in the past few decades, and especially since the founding of the journal Animal Cognition in 1999, there has been an acceleration in the number of studies of the cognitive capacities of animals and a corresponding breakdown of the Behaviorists' taboos. New comparative studies on crows and other corvids, dolphins and other cetaceans, chimpanzees and other apes, and dogs and other canids have expanded scientific understanding of tool use, reasoning, planning, memory, and social cognition in these species, and led many scientists to the view that animals are smarter than we thought. At the same time, new studies of human cognition suggest that maybe we aren't quite as rational, or clever, as we think we are.
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