Prof. Elias Baumgarten

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Office: CB 3088

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Email:

Honors Tutorial:Darwinism and Philosophy

“Ever since men were able to think, they have been wondering what this universe really is and how it came to be. And, very roughly, two views have been held. First, there is what is called the materialist view…that matter and space just happen to exist…nobody knows why; and that matter…has just happened, by a sort of fluke, to produce creatures like ourselves who are able to think. …The other view is the religious view. According to it, what is behind the universe is more like a mind than it is like anything else we know. That is to say, it is conscious, and has purposes, and prefers one thing to another.” C. S. Lewis, Mere Christianity

“…the Darwinian revolution was the greatest of all intellectual revolutionsin the history of mankind.” Ernst Mayr,Toward a New Philosophy of Biology/

Course Description

Darwinism represents a challenge to the traditional view of the universe as purposive and of human life as radically separate from the rest of the natural world. This course will examine the philosophical implications of this world view. It will address questions such as these: Is Darwinism compatible with traditional religion? Does Darwinism imply that human life and the cosmos are without purpose? What are the implications of Darwinism for metaphysics? Can human life be meaningful if it is the result of evolution and natural selection? Does Darwinism require us to change our view of nature? What are the ethical implications of a Darwinian view of life and the universe?

Course Goals

As a result of this course, you should:

  • Understand the key concepts of Darwinism, Darwinism in historical context, and the importance of Darwinism as a revolution in human thought.
  • Be able to discuss the arguments for and against the claim that Darwinism is a threat to religious belief.
  • Understandthe implications of Darwinism for metaphysics, epistemology, and ethics.
  • Understand the political implications of Darwinism in American society today.

Course Readings

Darwin: A Norton Critical Edition, edited by Philip Appleman, Third Edition, Norton, 2001.

Mark Ridley, How to Read Darwin, Norton, 2005.

James Rachels, Created from Animals, OxfordUniversity Press, 1990.

Camus, The Myth of Sisyphus

Course pack of readings (available on CTools)

Internet sites. The internet is an essential part of the course. Your staying in the course implies that you understand that you are responsible for checking your email and the course web page regularly.

  • Ctools web site:
  • Schedule (also available via Ctools):

Additional readings from Ctools or as handouts or links to online sources.

Course Requirements

Regular attendance and active participation in class discussion. (33% of grade based on quality of contribution to class discussion). This will include one or more oral presentations based on your research.

Matters of courtesy

Leaving class early disrupts others, but if you must, please let me know in advance and sit near the door.

Please turn off cell phones and keep them out of sight during the entire class.

A term project leading to final essay (37% of course grade). Prospectus due Feb. 11, including tentative thesis and annotated bibliography, 5% of course grade. Intermediate report, due March 10, 5% of course grade. Final essay due April 7, 27% of course grade.Details forthcoming on requirements for prospectus and intermediate report.

Short reaction statements on the readings. (30% of course grade based on cumulative percentage.) There could also be short 5-point quizzes included as part of this requirement.Here is how the cumulative percentage on your written assignments/quizzes converts into a letter grade:

A++over 100 / B+83-86 / C70-73 / D55-59
A+95-100 / B80-82 / C-65-69 / D-50-54
A90-94 / B-77-79 / D+60-64 / E0-49
A-87-89 / C+74-76

Possible take-home test due last day of class (distributed week before). If so, 15% of course grade with 5% deducted from each of above. If everyone attends, prepares, and contributes regularly throughout the semester, there will be no test.

Attendance. Your course grade will be lowered 1/3 for each absence greater than two and raised 1/3 for each absence fewer than 2.

The University will make reasonable accommodations for persons with documented disabilities. Students should register with the Disability Resource Services located in Counseling and Support Services in 1060 UM. You must register in the next few weeks to be guaranteed services this term.

Reaching the Instructor

Office: 3088 CASLBuilding.

Email: . Best way to reach me. This address gets highest priority.(Office phone: 313.593.5179; messages checked only on Monday and Wednesday. Email is much preferred.)

Usual office hours: Monday and Wednesday, 3-4 and 6-6:30, and other times by prior arrangement. Changes announced in class. Please feel free to discuss any matters where I might be of help. Come individually or in a group. Office hours are foryou, not just to discuss papers and tests but to engage in informal discussions about ideas that interest you.

Academic Integrity

It should not be necessary to say anything about cheating in a seminar of this kind. Nonetheless, it is my responsibility to make clear what my policy is: anyone who cheats or in any way helps anyone else cheat receives a failing grade in the course with a note to the Dean of your School or College explaining the reason for it. Further penalties can include suspension or expulsion. This protects you, the honest student, because it is you who gets cheated when other students do not do honest work. The following statement has been approved by the UM-Dearborn Council of Deans: “The University of Michigan-Dearborn values honesty and integrity. Each student has a responsibility to understand, accept, and comply with the University's standard of academic conduct, as set forth by the Code of Academic Conduct. Cheating, collusion, misconduct, fabrication and plagiarism are considered serious offenses. Violations will not be tolerated and may result in penalties up to and including expulsion from the University.”

Tentative Schedule of Topics and Readings

Dates very tentative. Dates and exact readings will be posted on the course web page. Much will depend on amount of time spent on discussion, the extent of student interest, and the length and frequency of student reports.

Date

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Topics

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Introduction to Darwinism

M, 1/7

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Overview of issues in the course

W, 1/9

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Historical context: Darwin and Darwinism

Film: from PBS series on Darwinism /

Appleman, 1-29

Stanford Encyclopedia of Philosophy (Ctools)
Before Darwin

M, 1/14

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Aristotle and Paley: final causes, design, and a Divine Designer. Do natural phenomena have goals and purposes? Must something be conscious to behave with “ends” or “goals”?

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Handout: Aristotle, Four Causes (excerpt from Physics), and Paley [similar Paley excerpt in Appleman, 40-44]

Darwin’s Major Works

W, 1/16

1/21 no class; MLK Day

/ Issues raised by Origin of Species, considered by some the most important scientific work in human history. / Excerpts from Origin of Species in Appleman,
95-120.
Ridley, 1-26

W, 1/23

/ Continued discussion of Origin of Species. / Appleman, 120-174.
Ridley, 26-69.

M, 1/28

/ Issues raised by Descent of Man, including differences between males and females. / Excerpts from The Descent of Man

Appleman, 175-254

Darwinism, Religion, Science, and Knowledge

W, 1/30

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Opening the debate: Darwinism and various “intelligent design” criticisms

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Natural History forum (CP, 44-55)

M, 2/4

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Theistic criticism of Darwinism

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Johnson, “What Is Darwinism?” (against Darwinism), CP, 56-63.

Scott, “Review of Johnson,” in Appleman, 586-592.

W, 2/6

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Religion and Darwinism as reconcilable

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Francis Collins, The Language of God (chapters 9 and 10), in PDF version of CP, after p. 55.

M, 2/11 / Science and the soul.
Responses to theistic criticisms
Science, purposiveness (teleology), and materialism: does science rule out all spirit and purpose in the universe?Different conceptions of science: metaphysical materialism versus methodological materialism / Dawkins and Pinker, “Is Science Killing the Soul?”
CP, 64-79.
(maybe) Ernst Mayr, “The Multiple Meanings of Teleological” (handout)
TBA / Can there be knowledge outside science (e.g., religious knowledge)? Faith as a basis for belief. / A.J. Ayer, excerpt from Logic, Truth, and Logic,
CP, 79-83
William James, “The Will To Believe,” CP, 148-162
TBA / Mystical experience as a basis for belief / William James, selections from Varieties of Religious Experience, CP,83-148.
TBA / Descartes’ “evil demon” reemerges. Can an evolved mind (brain) be an adequate faculty for gaining genuine knowledge?
Possible reading: Dewey, “The Influence of Darwin on Philosophy,” Appleman, 483-489. / C.S. Lewis, “The Cardinal Difficulty of Naturalism,”
CP, 163-170.
Maleuvre, “Can We Believe Darwin?” CP, 171-182.
TBA / Can and should we live without the need for metaphysical knowledge? /

Nietzsche, sections from Beyond Good and Evil, CP, 183-206.

Darwinism and Ethics

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William James, “The Will to Believe” and excerpts from Varieties of Religious Experience

TBA

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Can any ethical claims be derived from Darwinism?

The “naturalistic fallacy.” Does it make sense to “follow nature” as an ethical imperative?
Spencer’s social Darwinism
Implications for treatment of animals and the natural environment
Implications for genetic engineering: can humans now engineer themselves?
Possibly: Implications for our concept of masculinity, femininity, families, and sexual orientation /

Selections from Rachels, Created from Animals: The Moral Implications of Darwinism.

Selections from Appleman. Others.

Darwinism and Aesthetics: Literature and Environmental Design

TBA / Darwinism and literature: why do all cultures like stories? Why do humans need narratives? How can knowledge of our biological evolution give us insight into the human sense of beauty? Implications for design of landscapes and home and work environments /

Dutton, “The Pleasures of Fiction” CP, 207-215.

“Neuroscience and Architecture” (handout)
Additional readings possible

Darwinism and the American Political Debate

TBA

/ Historical context: Scopes trial and recent court actions
Teaching Darwinism in schools
The “intelligent design” challenge /

Dworkin, “Three Questions for America,” CP, 216-226.

Possibly other readings

Darwinism and Existential Philosophy: The Human Need for Purpose in Life

TBA

/ Can human life be worth living even if life as a whole has no purpose? /

Camus, The Myth of Sisyphus

Making It All Clear: Your Responsibilities and Mine

(I distribute this in all my classes.)

My Commitments to You

  • I will get papers and tests back in a reasonable period of time, two weeks at most.
  • I will be open to discussing any issue of fairness you want to talk about. Come to my office as soon as possible.
  • I will listen and respond with compassion to any problem you honestly discuss with me if you bring it to my attention promptly, not late in the term and long after the fact. Come during office hours or make an appointment if you can’t come during those times.
  • I am open to discussing any proposal you have for doing an assignment differently. You must convince me of the educational value of your proposal and must present it well in advance, not just before the assignment is due. My instructions for assignments are very exacting because they help most students do better, but I am committed to being open to hearing the need for revisions on an individual basis.

Your Responsibilities

  • The obvious keys to doing well in the course are to attend class regularly and to complete the reading assignments. The less obvious keys are (a) taking careful notes on the readings and (b) getting help with drafts of your essays during office hours or by email.
  • If you have any special problem, it is crucial that you talk with me honestly and openly as soon as the problem exists (when I will be open and flexible), NOT much later toward the end of the term (when I will much less sympathetic).
  • Read the syllabus carefully and ask questions on anything you don’t understand.
  • Understand the attendance requirement and your responsibility to let me know on the same day if you arrived in class after attendance was taken. (You get half credit.)
  • Know what cheating and plagiarism are, ask questions if in doubt, and realize that any instances of cheating incur severe penalties: a failing grade in the course and a note to the Dean of your School or College explaining the reason for the failing grade.
  • Check the class web site regularly.
  • Check your UMD email address regularly or set up the option to have that email forwarded to an address of your choice, which you will update whenever necessary. You may need to add my address as one of your “trusted” or “safe” addresses to avoid my messages going into your junk mail box. For information on how to have your UMD email forwarded, see

Fair notice: Some students in the past could have earned higher grades if they had taken the time to read the syllabus, including this page, at the beginning of the term.

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