syllabus

Philosophy 3850: Measurement of Human Difference

Spring 19

Bruce Atta                                                            ph. (323) 343-6070

Office-E&T A430                                              email:   batta@calstatela.edu

Hrs: MW 12-1                                    phil. dept. office E&TA432    x-4180

        T 12-1 (Th by appt.)

Required text: Marks, Jonathan Human Biodiversity: Genes, Race and History, Hawthorne, NY: Aldine de Gruyther (ISBN 0-202-02033-9; In addition there are several required readings on Moodle (@ the CSULA myportal) that you’ll need to access and print.

Course Description:

PHIL 3850—Measurement of Human DifferenceUD GE B; (re). Prerequisite--The completion of Blocks A and B4, an additional course from Block B,and at least one course each from Blocks Cand D. Exploration of issues of diversity and justice through examination of popularized accounts of scientific research into human difference; topics include I.Q. testing and race, innate gender differences, and sexuality. UD GE B; (re).

 (also listed as ANTH 3850)

We are all familiar with various ways in which humans are divided into categories- by race, by gender, by sex, by economic status, by occupation, by sexual orientation, and so forth. Some of these classifications are widely considered to be “natural” (e.g. race and sex); others are considered less natural and more contingent—they are considered social or cultural (for example, economic status and marital status). When classifications are thought to be (even in part) natural or biologically determined, scientists have been interested in studying the groups designated by these classifications. In this course, we will concern ourselves with the various ways in which scientists have studied humans when divided into classes by race, sex, or sexual orientation, and the various (philosophic, political, social) uses to which scientific studies have been put both historically and in contemporary society. With regard to race our primary focus will be on the question: “Is there a scientifically legitimate notion of race?” In addressing this question, we will look at the history of racial taxonomy, as well as some anthropological theories on race and human diversity. With regard to sex and sexual orientation, we will discuss the biological underpinnings of sex (and whether and to what extent the concept of ‘gender’ might be distinct), the question: “What (if any) are the biological causes of sexual orientation?” and the relation between the science of sex and the science of sexual orientation. Finally the prescriptive/ethical implications of all these questions will be discussed.

                We will examine these controversies in detail in order to shed light on the science behind the public ethical and political debates and ultimately come to a greater understanding of scientific reasoning itself. Because the science of biology and genetics is at the forefront of these controversies, we will pay particular attention to claims that differences are due to differences at the biological/genetic level.

Course Objectives/Student outcomes: Because scientific information is often called upon to support or reject certain positions in social, political and ethical debates concerning justice and fairness, we must be able to understand popular reports of scientific studies if we are to engage in these debates. Thus upon completion of this course, students will be able to:

-  Demonstrate an understanding of the principles of scientific inquiry (i.e., the “scientific method”), the nature of science, the potential limits of scientific endeavors, and the value systems and ethics associated with scientific inquiry.

-Demonstrate knowledge of basic scientific principles as they apply to broader concepts including historical developments of the disciplines and major contributions from various cultures of the world.

-Evaluate the credibility of sources of scientific information.

And more specifically:

1.       Demonstrate basic scientific literacy on the issues of race, ethnicity, sex, and gender.

2.       Demonstrate the ability to explain basic scientific theories related to race, sex and gender.

3.       Demonstrate the ability to explain the difficulties faced by various theories in this field.

4.       Demonstrate the development of a critically informed and rationally justified position regarding the issues at hand, based on an understanding of science and scientific reasoning.

5.       Demonstrate the ability to critically analyze and evaluate scientific findings and the way in which they are employed in social and ethical debates.

6.       Demonstrate ability to be informedconsumersofpopularizedsciencereportingandpoliticaldebateswhichinvokescientific research.

7.       Demonstrate an awareness of the historical and cultural contexts in which the above sciences have been approaching issues of race, ethnicity, sex and gender.

8.       Demonstrate the ability to identify examples of the representation of relevant theories or scientific findings in popular culture and to discuss such representations critically.

9.       Demonstrate an understanding of how science has been used historically and is used currently to inform social and ethical debates about race, ethnicity, sex, and gender and how this can influence social policy.

10.    Demonstrate the awareness that science and scientific practice are cultural activities and an understanding of how they are influenced by the culture at large in which they occur.

11.    Demonstrate an understanding of how race, ethnicity, sex, and gender have intersected with each other or have intersected with socioeconomic status in scientific research with regard to these factors.

12.    Demonstrate an understanding of some of the political and ethical issues involved in conducting scientific research on diverse populations, particularly in light of racial/class/gender-based power inequalities distributed across the researcher/subject divide.

13.    Demonstrate the ability to write focused and well-reasoned essays on topics covered by the course.

Requirements/ Grading

Your grades will be made up of two kinds of assignments: 1) exams (a midterm and final).  Both tests will consist of a variety of questions- from T/F, and short answer to short essay questions—both tests will be open note. 2) A short essay/paper. (appx 4-5 pgs) This will require you to demonstrate your knowledge of the material covered in both the readings and lectures by showing your ability to present, explain and analyze that material in an organized fashion. On the paper you’ll have a choice of the question to which you respond. Questions will be distributed appx. the 10th week of class. You also need to submit an electronic version of your short essay answers to the turnitin link (on moodle). I will give you instructions on how to do this. See the end of this syllabus for further information about the turnitin.com requirement.

Each assignment--(midterm, final, paper) will be worth 50 pts…So there is a total of 150 pts possible.

The grading formulation will follow a traditional 10% scale: (i.e. 90% =A, 80 = B, etc.)

Plus and minus grading will be used at my discretion and is (usually) determined by things like attendance, participation and improvement.

A note about participation and attendance: At minimum, you are expected to attend class and to read the assigned material before it is discussed in class. Although you won’t strictly speaking be graded on participation, it is highly unlikely that you will perform well on the graded material if you miss a significant amount of class and haven’t participated in class discussions. Some of the material you will be responsible for will come from the lectures exclusively.

Academic Honesty

“At Cal State L. A., cheating is defined as the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means... plagiarism is defined as the act of using ideas, words, or work of another person or persons as if they were one's own, without giving proper credit to the original sources" (Senate: 6/1/10; President: 6/21/10) Governing documents: Executive Order 1043, Student Conduct Procedures)

                In Phil 3850, plagiarism /cheating will be penalized with a failing grade for that assignment. Administrative sanctions may follow (including expulsion, suspension, probation). For further information (and definitions of cheating/plagiarism) please see CSULA’s statement at                       http://www.calstatela.edu/academic/al/policies.php

ADA/Reasonable accommodation- will be provided to any student who is registered with the Office of Students with Disabilities and requests needed accommodation. Office for Students with Disabilities (OSD), located in Student Affairs Room 115 coordinates all documentation of disabilities. The OSD telephone number is x-3140. Students can view the OSD website at: http://www.calstatela.edu/univ/osd/

Please turn off all non-note taking electronic devices during class (obvious exceptions noted).

Reading List/Tentative schedule—I have no doubt we will find it useful and necessary to stray from this schedule. We will add or omit material as needed.  Everything including content is subject to revision. (In other words, don’t use this as a strict-schedule.)

In addition to the book, there are several articles/handouts you’ll need to access on “moodle” at the mycsula portal:mycsula.calstatela.edu

I only use moodle to access readings. If you need to contact me please use my regular csula.edu email.

                                Topic (s)                                                 Reading(s) 

                                Course intro.                          

                                Scientific reasoning                               

Yali’s Question (excerpt-Germs,Guns,and Steel)   Diamond- Moodle

The Bell Curve        (excerpt I)                               Hernstein and Murray- Moodle

Part 1: History of Physical Anthropology, Genetics, Eugenics and the Concept of ‘Race’

                Taxonomy/ Evolution                                                                             Marks, Ch 1,2

                The ‘basics’ of microevolution/ genetics                                                Marks Ch 8 (pp. 144-50 only)

                Eugenics and the History of Biology                                                      Marks, Ch 3, 5

                Racist and racial studies (racialized science)                                          Marks Ch 6

                Current applications- The Bell Curve   (excerpts II)    

                                And Taboo (excerpts)                                              Entine           Moodle

                                On Distinction                                                        Morning      Moodle

 Curveball                                                               Gould        Moodle

                                For Whom the Bell Curve Tolls…                          Sternberg    Moodle

                                Is Race a Valid Taxonomic Construct?                  Rushton      Moodle

                Phenotype/ Genotype diversity and human variation             Marks ch. 7,

                                What IQ Doesn’t Tell You About Race                   Gladwell    Moodle

                                Race, Intelligence and the Limits of Science          Wise            Moodle

                (con’t) Human diversity; bio/social race                                                Marks ch. 9, 10

                               

Marks Ch.13 (pp.237-43 only               

(The following 4 readings on bio/social race are optional and are best left until after reading (and our discussion of) Stein “Human Kinds” (below) on natural kinds/social constructions: )

                                Social Construction and the Concept of Race        Machery&Faucher   Moodle

                                Race: Biological Reality or Social Construct?      Andreasen                     Moodle

                                Does Race Have a Future?                                     Kitcher                        Moodle

    -The Ethics of Scientific Research Utilizing Race as a Variable       J. Faust    - Moodle

                               

Part 2: Sex, Gender and Sexual Orientation- Natural Kinds?

                Behavioral genetics                                                                 Marks Ch 13           (pp.243-61)

                Sex and gender- Natural Kinds?                                             -

                                -Of Genes and Gender                                                            Fausto-Sterling – Moodle      

                                -The 5 Sexes: Why Male and Female Aren’t Enough.                            Fausto-Sterling- Moodle                        

-Sex                                                                                         E.O. Wilson      -Moodle       

-Evolutionary Psych. on the Couch                                        Angier                Moodle

-Sex Differences- Much Ado…                                               Renzetti-           Moodle

-Trans 101                                                                              Bettcher

-Biology:Mere and Otherwise                                                                Midgeley         Moodle

-Sex, Brains and Hands                                                          Halpern-           Moodle

                Gender (con’t)

-Human Kinds                                                         Stein- Moodle

Frameworks of desire                                             Fausto-Sterling- Moodle

             Sexual Orientation                                                    

-The Origins of Sexual Orientation                                        Byne/Lasco-       Moodle       

                                -Evidence for a Biological Influence…                   LeVay/Hamer- Moodle

                                -The Ethics of Scientific Research…                      Byne/Stein-     Moodle

                                (con’t)     Sexual Orientation - A Gay Gene/evolution                         

                         - Science and Reason- excerpt- Male homosexuality and Evolution           Moodle

Test 2-  (preliminary)        sec. 3- May 13, 12-2pm          sec. 4- May 16, 2:30- 4:30

The University requires me to provide you with the following statement about submitting your essays to Turnitin.com:

"Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You may submit your papers in such a way that no identifying information about you is included. Another option is that you may request, in writing, that your papers not be submitted to Turnitin.com. However, if you choose this option you will be required to provide documentation to substantiate that the papers are your original work and do not include any plagiarized material.