Science 4392 Dr. Tim Henry
Summer 2011 232 Life Science
Study Abroad (817) 272-7223
England
SCIE 2392: Science, Discovery & Impact
It is the manner of men first to wonder that any such
thing should be possible, and after it is found out to
wonder again how the world should miss it so long.
- Francis Bacon, after Titus Livius, Valerius Terminus (1603)
Description:
“Science, Discovery & Impact” is designed to explore the history of British science in its social and environmental contexts. We will incorporate visits to significant museums (e.g., the British Museum), vital collections, (e.g., Wellcome Collection), and central locations (e.g., the Royal Observatory at Greenwich) to emphasize the ontology, evolution and consequence (as disclosed by the National Environment Research Council) of science in England.
Humanity’s innate curiosity and drive to categorize was employed for thousands of years as magical thinking prior to gradually moving from the teleological to the natural philosophy of the 14th century. Collective questioning of universal explanations increased and, consequently, modern chemistry and astronomy began to emerge from alchemy and astrology. Honest observation slowly replaced inculcated belief systems as navigation, commerce and conflict expanded our knowledge via discovery. With the aids of instrumentation, arithmetic and geometry, great minds like Bacon, Newton, Wren and Faraday embraced the genesis of open inquiry to evidence that is the basis of modern science. With its genesis in Europe, the great propagation of science (and thus industry) was forged in the island kingdom of England that (as a result) emerged as a world power. The so-called ‘scientific and industrial revolutions’ are by no means completed. The growth of science, the most reliable body of natural knowledge that we have, and its resulting industrialization, has not been without negative consequence. The disregard of our impact upon the natural order has jeopardized the very environment from which we are inseparably linked. The demise of our ecosystem marks the beginning of the end of human beings. This idea has been an obvious but slow realization. While this course will not create experts in the history of science and its environmental bearings on the natural world, it will provide the knowledge and understanding for an ability to take part in an intelligent conversation on such topics. Immersion into the cradle of scientific origins in England, and the impacts of environmental change will be explored. Requirements will include three exams – a short one preceding travel abroad (20%), another mid-term (20%), and a comprehensive exam at the end of the term (35%) – and a final essay (25%).
Course Prerequisites: No pre-requisites are necessary for this course. It will be suitable for general education and general science requirements or, with permission of the instructor and the student’s advisor, major credit.
SUGGESTED BOOKS:
Chain Reactions: Pioneers of British Science and Technology and the stories that link them by Adam Hart-Davis, ISBN 1855142910
The Fellowship: Gilbert, Bacon, Harvey, Wren, Newton, and the Story of a Scientific Revolution by John Gribbin, ISBN 1590200268
READING EXCERPTS:
Origins of the British: The New Prehistory of Britain by Stephen Oppenheimer; pp. 1-50
Celtic Britain by Dr. Anne Ross, Introduction pp. 5-8, The Celtic Tribes, pp. 104-105
The Celts: A Very Short Introduction by Barry Cunliffe, Chapter 10: Britons and Romans, pp. 84-91
The Pageant of Life: Part I: Setting the Stage by Tim Henry and Jim Grover: Chapter One “What is Science?” pp. 1-10. Chapter Two “Science and Pseudoscience” pp. 1-11. Chapter Sixteen “The Emergence of Humanity” pp. 1-39
The Discoverers: A History of Man's Search to Know His World and Himself by Daniel J. Boorstin, Part One, “The Heavenly Empire” pp. 12-24
The Pageant of Life: Part II: The Human Age by Tim Henry: Chapter Twelve “Global Change” pp. 1-21. Chapter Thirteen “Environmental Concerns” pp. 1-22
The Jewel House: Elizabethan London and the Scientific Revolution by Deborah Harkness,
Chapter Two “The Contest Over Medical Authority” pp. 57-96, Chapter 6 “From The Jewel House To Solomon’s House” pp. 211-253
The World Turned Upside Down by Christopher Hill, Chapter 6 “A Nation Of Prophets” pp. 87-98, Chapter 14 “Mechanic Preachers and the Mechanical Philosophy” pp. 287-305
Man and the Natural World: Changing Attitudes in England 1500-1800 by Keith Thomas, Chapter I “Human Ascendancy” pp. 17-50
Seeing Further: The Story of Science, Discovery, and the Genius of the Royal Society
edited by Bill Bryson, Chapter 1 “At The Beginning: More Things In Heaven And Earth” pp. 18-35, Chapter 5 “What’s In A Name? Rivalries And The birth Of Modern Science” pp. 108-129, Chapter 8 “Archives Of Life: Science And Collections” pp. 184-201
The Philosophical Breakfast Club: Four Remarkable Friends Who Transformed Science and Changed the World by Laura J. Snyder, Prologue “Inventing the Scientist” pp.1-7, Chapter 5 “Dismal Science” pp. 94-127, Epilogue “A New Horizon” pp.360-368
The Ascent of Man by J. Bronowski Chapter 4 “The Hidden Structure” pp. 123-153, Chapter 7 “The Majestic Clockwork” pp. 220-257, Chapter 8 “The Drive For Power” pp. 259-288, Chapter 9 “The Ladder of Creation” pp. 291-318
The Industrial Revolution in Britain: Triumph or Disaster? Edited by Philip A. M. Taylor,
Arnold Toynbee “The Classical Definition of The Industrial Revolution” pp. 1-5, John L. and Barbara Hammond “The Rulers and the Masses” pp. 63-73
The Bridge at the Edge of the World: Capitalism, the Environment, and Crossing from Crisis to Sustainability by James Gustave Speth, Chapter 2 “Modern Capitalism: Out of Control” pp. 46-66, Chapter 3 “The Limits of Today’s Environmentalism” pp. 67-86, Chapter 6 “Real Growth: Promoting the Well-Being of People and Nature” pp. 126-146
Cradle To Cradle: Remaking the Way We Make Things by William McDonough & Michael Braungart Chapter 1 “A Question of Design” pp.17-44, Chapter 2 “Why Being ‘Less Bad’ Is No Good” pp. 45-67
SELECTED HISTORICAL EXCERPTS:
Cornelius Tacitus (c.55-c.120): The Life of Gnaeus Julius Agricola
Sir Francis Bacon (1561-1626): Novum Organum: The Four Idols
Sir Isaac Newton (1642-1727): Mathematical Principles of Natural Philosophy
Michael Faraday (1791-1867): Lectures on Education: Observations on Mental Education
Thomas Robert Malthus (1766-1834): Population: The First Essay: The Principle of Population
John Stuart Mill (1806-1873): System of Logic, Book III; Nature
Charles Robert Darwin (1809-1882): Autobiography; The Origin of the Species; The Descent of
Man
Karl Marx (1818-1883): Das Kapital: Chapter 15: Machinery and Modern Industry
Bertrand Russell (1872-1970): Great Essays In Science Edited by Martin Gardner, The Science to
Save Us from Science pp. 397-407
Alfred North Whitehead, Great Essays In Science Edited by Martin Gardner, Religion and Science,
pp. 215-228
Suggested Presentation Subjects:
2
SALISBURY PLAIN
THE CELTS
ROMAN ENGLAND
MEDIEVAL BRITAIN
ELIZABETHEAN ENGLAND
HISTORY OF MEDICINE
SLAVERY IN ENGLAND
THE ENGLISH CIVIL WAR
THE SCIENTIFIC REVOLUTION
SCIENTIFIC REVOLUTIONARIES
THE INDUSTRIAL REVOLUTION
INDUSTRIAL REVOLUTIONARIES
CLIMATE CHANGE
ECOLOGY - POLLUTION
2
INEQUALITY MEDICINE
Student Learning Outcomes: As described in the catalog, selective topics in science not treated in the regular curriculum. The topic, format, and prerequisites are to be determined by the instructor. This course may be repeated for credit as different topics are offered. The goal of this class is to introduce students to the fundamental elements of scientific thought in the history of English science that led to the industrial revolution, the resulting consequences and steps dealing with the impact.
Library Information: Antoinette Nelson, the Science Librarian, can be reached at 817/272-7433 or .
Student Evaluation of Teaching: There will be an anonymous teaching evaluation form provided for each student near the end of the semester. Please fill out the form honestly and accurately. Your evaluations are taken very seriously, and help your University maintain the highest of standards.
Americans With Disabilities Act: The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 93112 -- The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act - (ADA), pursuant to section 504 of The Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens. As a faculty member, I am required by law to provide "reasonable accommodation" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty at the beginning of the semester and in providing authorized documentation through designated administrative channels. If you require an accommodation based on disability, I would like to meet with you in the privacy of my office, during the first week of the semester, to make sure you are appropriately accommodated.
Academic Integrity: It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." (Regents' Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22) Copying and distribution of exams falls within these guidelines.
Final Review Week: A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabi. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week.
Bomb Threats: If anyone is tempted to call in a bomb threat, be aware that UTA will attempt to trace the phone call and prosecute all responsible parties. Every effort will be made to avoid cancellation of presentations/tests caused by bomb threats. Unannounced alternate sites will be available for these classes. Your instructor will make you aware of alternate class sites in the event that your classroom is not available.
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MavMail: All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account 24 hours after registering for courses. There is no additional charge to students for using this account, and it remains active as long as a student is enrolled at UT-Arlington. Students are responsible for checking their email regularly.
E-Culture Policy: The University of Texas at Arlington has adopted the University email address as an official means of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning registration, financial aid, payment of bills, and graduation may be sent to students through email. All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account 24 hours after registering for courses. There is no additional charge to students for using this account, and it remains active as long as a student is enrolled at UT-Arlington. Students are responsible for checking their email regularly.
Tentative Lecture/Topic Schedule (Course Content): The following lecture calendar is a tentative one due to the probability of unforeseen circumstances such as weather, power outages, etc. Any changes in the class lecture schedule will be at the discretion of your instructor, or due to unanticipated conditions, and will be announced in lecture. No video or audio taping of lectures will be allowed.
Course Calendar (tentative) Entries should be read prior to the date
M May 16 The Pageant of Life: Part I: Setting the Stage by Tim Henry and Jim Grover:
Chapter One “What is Science?” pp. 1-10; Chapter Two “Science and
Pseudoscience” pp. 1-11;
T May 17 Stonehenge Articles: “Early Stonehenge Visitors”; “Putting New
Henge on the Map”; “Suburb of Stonehenge”; “Solving Stonehenge”; “The
Date of Stonehenge”
W May 18 The Pageant of Life: Part I: Setting the Stage by Tim Henry and Jim Grover:
Chapter 16 “The Emergence of Humanity” pp. 1-37; “The Humanistic and
Religious Foundations of Deep Time Deep Time” Science 27 October 2006:
Vol. 314 no. 5799 pp. 596-597 DOI: 10.1126/science.1120239 Naomi
Oreskes; “Illuminating the Details of Deep Time” Science 12 September 2008:
Vol. 321 no. 5895 pp. 1447-1448 DOI: 10.1126/science.1162473
Ralph J. O'Connor
R May 19 Read
F May 20 [1] Celtic Britain by Dr. Anne Ross, Introduction pp. 5-8, The Celtic Tribes, pp.
104-105, The Celtic Tribes, pp. 104-105; The Devine Mother, pp. 60; The
Father God, pp. 67; Hillforts, pp. 70; The Celtic Church, pp. 82; Brittania, pp.