Science, Technology, and Politics (PS493/NORS693)
University of Alaska, Fairbanks
The purpose of this course:
During the semester students will be introduced to the development of science and technology since the 1500s and how it has concurrently shaped and been shaped by politics. Politics can be understood as disputes over claims to authority to decide what is, what is right, and what works for society. The uses of science and technology have helped determine these factors directly and indirectly in America and around the world. This class will begin with an extended discussion of the relationships among science, technology, and politics. A variety of authors’ viewpoints on the subject will be examined. Next the course looks at the connections between scientific knowledge, technology and technological expertise, and power. Following the examination of power, the roles of race and gender in science are analyzed. The course then turns to examine the specific roles science and technology have played in America and examines these roles in a comparative perspective (pointedly asking hard questions of the Western scientific tradition and its exports). Lastly, the role of the "citizen scientist" is pondered. What role do scientists have (should they have) and what roles can we envision for them in the future? For the Northern Studies graduate students, this class provides reading and lecture material pertaining to scientific and political issues of the North such as oil extraction; the sciences of indigenous peoples; and scientific debates related to the northern environment.
Texts:
(1) Course Packet available at the UAF bookstore – this is required for both undergraduate and graduate students
(2) Alan Irwin. 1995. Citizen Science: A Study of People, Expertise, and Sustainable Development.
(3) Ashis Nandy (ed). 1990. Science, Hegemony, and Violence: A Requiem for Modernity
(4) Bertolt Brecht: The Life of Galileo (The National Theatre Version) (You may also read the German text if you prefer. I need to know which one, however, so I can read through it to catch any translation differences.)
(5) Thomas S. Kuhn. 1970. The Structure of Scientific Revolutions, 2nd Edition.
(6) James Beniger. 1986. The Control Revolution: Technological and Economic Origins of the Information Society.
(7) **** For Graduate Students there will be supplementary articles on reserve at the library. Reading required of graduate students, but not undergraduate students, will be noted by an asterisk. (Undergraduates may find these readings helpful to both class discussion and paper writing).
Course Structure and Requirements:
Please read the requirements carefully.
This course introduces students to the foundations of an ongoing discussion about the relationships among science, technology, and politics. It also emphasizes the role of the student as a critical thinker who is expected to not only comprehend the basic arguments but analyze, synthesize, and evaluate the works presented. This means that in this course you will be expected to not only remember the material presented to you, but also manipulate this material in creative ways to answer questions posed about the subject.
The readings assignments listed in the course schedule are to have been read prior to class on the day they are noted.
Because this course is being taught both as an advanced undergraduate and graduate class (stacked) the syllabus requirements must demonstrate a substantial difference between the work required of the undergraduate students and those taking the class at the graduate level.
Please pay attention to the following:
As an undergraduate you do have the option to fulfill the graduate requirements. However, you must make this decision by Week 6. Once you have made the decision you will NOT be allowed to reverse it. I offer this option for those undergraduate students who are seriously considering graduate school programs. Graduate students do not have the option to fulfill the 456 requirements.
The reading load of the graduate students will be approximately 150 pages each week. The reading load for the undergraduate students will be approximately 100 pages each week. The graduate students will be assigned additional journal articles on reserve at the library to supplement the readings from the packet and books. The undergraduates do not have to read these articles but may find them helpful. I realize that the reading load may seem daunting at first, however, we will extensively discuss the texts in class and this should help you work through some of the more complicated material.
The written work of the graduate students is required to be more extensive and theoretical in nature than the written work of the undergraduate students. However, this does not exempt any undergraduate students from writing well-constructed papers containing theory. The graduate students will submit three 12-16 page papers drawing mostly from materials in class (12-16 pages of text, not including bibliography, graphs, figures etc…). The first paper is worth 15% of the course grade and the second and third are worth 20% of the course grade. General paper subjects will be assigned but each graduate student may flesh out his or her subject as he or she deems fit (with instructor approval). At least one of these three papers must specifically relate to issues concerning the North, as defined in the Northern Studies graduate program. The undergraduates will submit one 7-10 page short paper worth 15% of their grade (7-10 pages of text, not including bibliography, graphs, figures, etc…) and a 12-15 page term paper worth 20% of their grade (12-15 pages of text, not including bibliography, graphs, figures etc…). Undergraduates October 13, 2006o weeks prior to the submission of the paper. No outline is required for the first paper, but students can October 13, 2006ning their papers. General paper subjects will be given and the student allowed to tailor his or her subject as he or she deems fit (with instructor approval).
Your reaction papers are important to help you work through the material and to serve as jumping off points for our class discussions. Each reaction paper will be 1-2 page (single spaced 12pt font) in length. Each is a succinct, critical review of the readings assigned for the week. You should first respond to the assigned texts separately (providing a short summation) then focus the rest of the paper on comparing, contrasting, and evaluating the themes and arguments of the readings. At the end you should provide two thoughtful questions you wish to discuss in class the day you hand in your reaction papers. The graduate students are expected to be better prepared to write summaries and pose useful questions so each graduate student will lead class discussion one day (these days to be assigned in the second class meeting). This counts for 10% of the 15% reaction paper total. The undergraduates will be expected to learn to be succinct and pose useful questions. They are not expected to formally lead a class discussion so their reaction paper grade is 10%. These reaction papers will help provide you with “notes” that you can apply towards papers and exams. They are graded on a credit, partial-credit, no-credit basis.
There is not a participation grade for graduate students. I expect each graduate student to participate in the class discussions. Furthermore, I reserve the right to penalize the grade point average of any graduate student who does not participate in class, but I do not anticipate this problem. Should I feel that any graduate student is not contributing to the group dynamic I will discuss the issue with him or her prior to any grade changes. The undergraduate participation component of the course grade is 10%. Participation will be determined by attendance, contribution to class discussions, posing questions, providing answers, and generally being a useful contributor to the group.
Exam 1 will receive the same weight (20%) in the course for both graduate students and undergraduates. It will have the same format and I will expect similar answers. This exam is based on readings required of all the students. The exam will be an in-class exam. You will have the full 3 hours to answer several questions pertaining to the readings and lectures covered up to the exam day. This will be a hand-written exam in short answer and essay format taken without notes or other study aids. You will be given clear ideas about what the exam will cover prior to it. Undergraduates will also take a final exam. This exam will follow the same format as Exam 1 but it will be comprehensive and be worth 20% of the course grade.
While classroom attendance is not required, it is highly recommended. Excessive absences invite academic problems or even failure because the assignments in this course stress material covered in the lectures andOctober 13, 2006r colleagues’ questions, comments, and responses is advisable because these interactions often lead to clarification of matOctober 13, 2006October 13, 2006October 13, 2006summary:
The 456 grades in this course will be compiled from one in-class exam, one final exam, eleven brief reaction papers (I drop one of these, so 10 total), a short 7-10 page paper, and a 12-15 page term paper 2 components of which will be graded).
The 656 grades in this course will be compiled from one in-class exam, eleven brief reaction papers (I drop one of these, so 10 total), and three 12-16 page papers.
The grade breakdown:
For 456: Exam 1 = 20%; Final Exam = 20%; Short Paper= 15%; Term Paper Outline = 5%; Term paper = 20%; Reaction papers = 10%; Participation = 10%.
For 656: Exam 1 = 20%; Reaction papers = 20% (10% of this will be leading class discussion one day); Paper 1 = 20%; Paper 2 = 20%; Paper 3 = 20%.
The grade scale: 100-90 = A; 89-80 = B; 79-70 = C; 69-60 = D; 59-0 = F. Grades that have fractions of points of .5 or higher will be rounded up.
There are no curves on any exam, quiz, or final grade. There is no extra credit. However, I do take into account a student’s willingness to work hard, improve over time, and contribute to class discussion. At any time during the semester if you feel you are not performing at your desired level please feel free to contact me. Remember that the earlier you discuss your concerns with me, the better your chances will be to improve your performance in the course.
Should you be required to be away due to any University of Alaska Fairbanks (UAF) sponsored events, job interviews, medical emergencies, or other reasons that may have a negative impact on your grade you MUST provide documentation in order for me to consider your case. Should you be unable to take one of the exams, you must contact me PRIOR to the exam. There will be one opportunity to take a make-up exam after the initial exam has been given if you receive my permission to do so.
Scholastic Dishonesty: As described by the UAF scholastic dishonesty constitutes a violation of the university rules and regulations and is punishable according to the procedures outlined by the UAF. Scholastic dishonesty includes, but is not limited to, cheating on an exam, plagiarism, and collusion. Cheating includes providing answers to or taking answers from another student. Plagiarism includes use of another author’s words or arguments without attribution. Collusion includes unauthorized collaboration with another person in preparing written work for fulfillment of any course requirement.
Course Schedule
23 Jan: First Class Day – Introduction to Coursework and Overview of Subject
We will read a short text in class a portion of an interview with Foucault. We will use these as fodder for an initial discussion about the linkages among science, technology, and politics.
Introduction to the Debates About Science, Technology, and Politics
WEEK 1: 30 Jan
Jatinder K. Bajaj: “Francis Bacon, the First Philosopher of Modern Science: A Non-Western View” in Nandy.
Keith Laidler: To Light Such a Candle, chapter 1
James Beniger: The Control Revolution, Preface, chapter 1
****World Marxist Review v.32 (Oct 89) p 41-45
WEEK 2: 6 Feb
James Beniger: The Control Revolution, chapters 2, 3
John Marks: Science and the Making of the Modern World, chapters 1, 2, and 3
David Knight: The Age of Science, Chapter 1
****The American Enterprise v.9 no.5 (Sept/Oct 98) p 4-6
WEEK 3: 13 Feb
Jean-Jacques Salomon: Science and Politics, Introduction, chapter 1
James Beniger: The Control Revolution, chapters 4, 5, 6
****Social Science and Medicine v.49 no.9 (Nov 99) p 1197-1213
****The American Behavioral Scientist v.39 (Sept/Oct 95) p 44-61
Knowledge and Power
WEEK 4: 20 Feb
Bertolt Brecht: The Life of Galileo (entire play)
Thomas S. Kuhn: The Structure of Scientific Revolutions, chapters 1-8
****Politics and the Life Sciences v.18 no.1 (Mar 99) p 3-14
****Politics and the Life Sciences v.18 no.2 (Sept 99) p 218-221
WEEK 5: 27 Feb
Thomas S. Kuhn: The Structure of Scientific Revolutions, chapters 9-13
(Postscript recommended but not required)
David Knight: The Age of Science, chapter 9
Ashis Nandy: “Introduction: Science as a Reason of State”
in Nandy
****The Journal of Historical Geography v.17 (October 91) p 413-434
****The Journal of Social Issues v. 42 (Summer 86) p 129-150
Graduate Paper 1 due Monday noon 4 March
Undergraduate Paper 1 due Monday noon 4 March
Sex, Race, and Scientific Inquiry
WEEK 6: 6 Mar
Jean-Jacques Salomon: Science and Politics, Chapters 2, 3
Donna Hardaway: Simians, Cyborgs, and Women: The Reinvention of Nature,
Chapters 3, 8, and 9
****Signs v.22 (Spring 97) p 579-616
****The Journal of Sex Research v.30 (May 93) p 103-110
WEEK 7: 13 Mar
Exam 1
The Issue of Technology
WEEK 8: 27 Mar
James Beniger: The Control Revolution, chapters 7-10
John F. Kasson: Civilizing the Machine: Technology and Republican Values
in America
1776-1900, Introduction and chapter 1
****World Marxist Review v. 29 (May 86) p 66-72
****The Economist v.301 (Nov 15, 86) p 22-23
****Social Sciences Journal v.31 no.4 p 375-388
Science and Technology in American Policymaking
WEEK 9: 3 April
Sheila Jasanoff: The Fifth Branch: Science Advisors as Policymakers, Introduction
and chapters 1, 2, 3, and 11.
Set of short readings on oil and politics not in the packet but on
reserve to be read by everyone:
1. Scientific American March, 1998, pp.77-83.
2. John D. Edwards, "Crude Oil and Alternative Energy Production
Forecasts for the Twenty-First Century: The End of the Hydrocarbon Era",
AAPG Bulletin, Vol. 81, No 8, pp. 1292-1305, Aug., 1997 (AAP =American
Association of Petroleum Geologists).
3. Craig Bond Hatfield, Nature,Vol. 387, p.121, 8 May, 1997.
4. Henry R. Linden, "Flaws Seen in Resource Models Behind Crisis
Forecasts, for Oil Supply, Price", OGJ, pp. 33-37, Dec. 28, 1998.
(OGJ=Oil and Gas Journal)
5. The Economist, "Drowning in Oil", pp.19-25, March 6, 1999.
6. OGJ, pp. 49-67, Oct. 18, 1999.
****American Psychologist v.40 (May 85) p513-521
****Human Organization v.54 (Winter 95) p429-436
****Sociological Perspectives v.39 (Summer 96) p 219-230
****Politics and the Life Sciences v.13 (Aug 94) p 205-216
The “Globalization” of Science
WEEK 10: 10 April
Susantha Goonatilake: Toward a Global Science: Mining Civilizational Knowledge,
Chapters 1-5
Robert S. Cohen: Editor’s Foreword
Everett Mendelsohn: The Internationalization of Science
****Futures v.29 (Aug 97) p 563-73
****The Social Science Journal v.34 no.4 (97) p 447-60
Comparative Perspectives
WEEK 11: 17 April
D.P. Chattopadhyaya: “On the Nature of Interconnection between Science,
Technology, Philosophy and Culture.
Loren Graham: Soviet Science: Science and Philosophy in the Soviet Union,
chapter 1 and Concluding Remarks
A.B. Zahlan: Science and Science Policy in the Arab World, Preface and
Chapter 1
Adel A. Ziadat: Western Science in the Arab World: The Impact of Darwinism,
1860-1930, Summary and Chapter 1
John Marks: Science and the Making of the Modern World, Part 5
****American Indian Culture and Research Journal v.21 no.1 (97) p281-293
Paper Outlines Due (undergrads only)
Graduate Paper 2 due
WEEK 12: 24 April
Claude Alvares: "Science, Colonialism, and Violence: A Luddite View",
in Nandy
Vandana Shiva: "Reductionist Science as Epistemological Violence",
in Nandy
Shiv Visvanathan: “On the Annals of the Laboratory State”
in Nandy
****Social Science and Medicine v.43 no.11 (Dec 96) p 1665-1671
****Social Science and Medicine v.30 no.6 (90) p 727-759
Scientists and Scientific Culture
WEEK 13: 1 May
Keith Laidler, Chapter 9
Alan Irwin: Citizen Scientists: A Study of People, Expertise, and Sustainable
Development, pages 1-100
****American Journal of Sociology v.101 (May 96) p 1592-1627
Evaluations
WEEK 14: Read by Final
David Knight, Chapter 8
Alan Irwin: Citizen Scientists: A Study of People, Expertise, and Sustainable
Development (finish)
Undergraduate Term Papers due
Environmental Policy Programs October 13, 2006olitical
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