In an essay format, answer one of
the following. This is
not intended as a “term paper” or “research paper”. It can be adequately
completed simply from the textual materials and class discussions. The purpose
of this assignment is simply to present a (more) detailed elaboration of an
author’s view; or to explain critical competing views. If you wish you can add
explicit commentary, but this is not required. The content can be culled from
any of the readings on the syllabus.
On this assignment I would expect
any positions being discussed to be adequately explained/detailed. To do this
you can use quotes, but do so sparingly (and remember an un-attributed quote is
technically plagiarized) and always explain their use. (I.e. explain exactly
what is being said and how it fits into your overall presentation.)You should
utilize examples to explicate any lines of reasoning or concepts as necessary.
Further, since this is meant as a written assignment, the organization of the ideas
you present should also be consideration.
Again, if you use any quotes explain their use. (They must be identified
as such; remember a quote not cited is plagiarized as is using the ideas of
others without attribution- plagiarism will result in an F for this
assignment- If you’re unsure as to what
constitutes plagiarism consult the student handbook.), Most importantly- Detail any lines of reasoning and explain any
important concepts, etc. as necessary.
Below are some suggested questions. If you wish you
can modify/add to them. Also, you can address an issue of relevance not
specifically referred to here (or explicitly discussed in class) If you’re
thinking along those lines however you have to let me know, in advance,
what topic/question you’re considering; additionally you should provide me
with a list of source material also in advance of beginning. This applies to
the use of any outside sources -including
for the below questions. This is not a research project, the questions can
adequately be addressed solely from our source material. That being said if you do use outside material you need to
provide me in advance with the title/author/web-address etc. (I
mean this literally—any outside material requires approval---that’s 3 times, so, it should stick!) Finally,
any outside source would need to be cited in your essay.
Details-
I suspect to adequately answer
any of these questions you should expect to write approx. 4-5 pages- standard
margins, fonts, etc. (E.g.- 4 pgs. of text is appx 1400 words--although content
is much more important than length). Detail and exposition are key to this
assignment. Again, if you use quotes elaborate on their use. Although it may be
obvious, be sure to give yourself time to proofread your paper to correct any
grammatical or language-use errors. I generally don’t lower grades for minor
problems along these lines, but if significant they could make the points
you’re discussing difficult to follow which could be a considerable problem. No
bibliographic references, etc. required unless you use outside material. If you
do, a “works cited” page is required. Again, if you do use outside sources you
must provide me with that information prior to beginning. Due the
day of the final (late papers will be lowered 3 pts.) Finally, part of your submission of the paper
requires uploading an electronic copy of your paper to the “turnitin” link on
moodle. (The assignment is not completed/you will not receive a grade until
this is done. For a brief discussion of turnitin refer to the syllabus.)
Some
possible suggestions:
-At the end of
chapter 2 Marks asserts, “the confusion of biological with cultural diversity
is the most persistent problem in the study of humans” (p.46) Using Linnaeus’ or
Blumenbach’s views on the races illustrate this claim in the early biology of
race. (I.e. summarize each of their racial taxonomies, highlighting the
differences and explain how each represents embedded cultural
assumptions-specifically, the cultural error Marks refers to.) Finally, how might an analogous error still
be made in the conception of race? (e.g. ch.9)
-What is eugenics? Describe
the difference between positive and negative eugenics. And describe in detail
the specific problems that undermine the eugenicist program. (You needn’t
discuss the ‘history’ of the movement; rather discuss the ‘scientific’ and
philosophic ideas and assumptions, how they were applied and how these
applications embody the specific problems you identify.)
- One of the underlying
themes in Marks’ book is that culture can be as much (if not more) an adaptive
force as biology. This point is made in both in chapter 2 and 10. Describe the
evidence Marks articulates for this position.
Marks (specifically in ch.13
and ch.6) can be read as a direct critique of the assertions made by Herrnstein
and Murray in The Bell Curve and Entine in Taboo- Read the second
excerpt from Taboo and briefly articulate Entine’s position (or the
Bell Curve) and Marks’ reaction to it.
Gould (“Curveball”) provides
a detailed critique of the assertions of the Bell Curve – Specifically
questioning assumptions/methodologies of measures of intelligence as indicating
natural/innate differences in racial/ethnic groups. Summarize his view.
Gladwell’s article can be
read as a critique of attempts (by Rushton, the Bell Curve) to connect race and
IQ to desirable/undesirable social outcomes. Explain his view and the evidence
he cites against the sort of racial realism occupied by those authors.
Wise argues a novel
position…he asserts a belief in the social construction of race; but
argues that even if race is shown to be deep biologically by some future
science…nothing of ethical or social significance would necessarily follow.
Explain his argument concentrating specifically on how he distinguishes conclusions
of science from societal ethical imperatives.
Kitcher and Andreason both
attempt to “rehabilitate” the biological concept of race (away from the
vernacular, common or “ogre” realist perspective) toward a clinal conception
tracking current genetic distribution ‘maps’. Explain their view and briefly
the evidence supporting their view.
Faust, in The Ethics of
Scientific Research Utilizing Race as a Variable identifies an argument in
favor of not eliminating racial concepts from our scientific vocabulary
despite our recognition that it isn’t a “deep” scientific concept. Explain this
argument.
- Fausto-Sterling undermines
the idea that sex is strictly dimorphic. Describe briefly how biology, in
Fausto Sterling’s view actually undermines the idea of a ‘strict’ dimorphism.
(Your answer should include a detailed discussion of sexual development and the
idea of “intersexed” individuals).
Angier
critiques the extreme evolutionary psychology view specifically with regard to
male female sex/mate choice distinctions. Explain the view she is critiquing
(read Wilson, “Sex” as well). What she sees as potentially undermining the
assertions of the view and her alternate explanation for such differences.
Halpern, in Sex, Brains and Hands- Identifies
an evident correlation between laterality (“handedness”), cognitive
ability and sex. However, she doesn’t accept an “extreme” determinist position
about sex and cognitive ability.
Summarize her view.
Some of the evidence in the
Halpern article appears to support the idea of some correlation between
sex and some aspects of cognitive ability (although Halpern does not
accept a strict determinism…this idea appears to be undermined by much of the
Claire Renzetti article- Sex Differences: Much ado about nothing? Detail how she sees the evidence as
undermining the idea that sex/gender differences are deeply biological. (Be
sure and read the Halpern article as well to draw the relevant connections.)
- Discuss Stein’s analogy
that ‘Zomnian sleep orientation’ does not represent a ‘deep’ natural kind. How
might his analogy be used to question the idea that sexual orientation is a
‘deep’ natural kind (You should detail the differences between kinds, and how
our conceptions of sexual orientation may correspond to either.)
- Detail the differences
between the different theoretical models of the development of sexual
orientation. (Byne & Lasco) Which model do Levay and Hamer endorse?
(evidence?) How does Byne question this model (and in so doing, Levay and
Hamer’s conclusions)?
- Detail both the “inversion”
hypothesis of Levay and the notion that
there might be a ‘gay gene’. You should detail the evidence in support
of the ‘gay brain’ hypothesis. (Including the rat studies) What is the human
evidence Levay sees as supporting this view? Also how does Hamer articulate
the idea that there is a genetic influence on sexual orientation and that this
gene is located on the X chromosome? And in detail, explain how any number of
aspects of Levay/Hamer’s experiments and the methodological assumptions might
be questioned.
-In the course we have
discussed the ways in which categories such as race, gender and sexual
orientation appeal to some underlying biological influences and yet are also
culturally or socially constructed. Explain how this could be for one of these
concepts. You should include (although not necessarily in this order): An
explanation of socially constructed for the category, the kinds of biological
influences that underlie the category and the environment that both influence
individual identity and go into the social construction of the category.
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