DAWSONCOLLEGE
HUMANITIES 345-101-MQsect. 25(KNOWLEDGE)
COURSE TITLE: / Darwin’s Tea PartyWORKLOAD (per week): / 3-1-3
EFFECTIVE DATE: / Fall 2011
INSTRUCTOR'S NAME: / Gabriel Tordjman
OFFICE NO.: / 3D.7
TELEPHONE LOCAL: / 514 931-8731 ext. 1288
E-MAIL: /
OFFICE HOURS: / M,W,9:00-10:00 or by appointment
WEBSITE: /
STATEMENT OF THE COMPETENCY
Learning Outcome: To think critically about the knowledge process
ELEMENTS OF THE COMPETENCY
(=General Instructional Objectives Common to all Knowledge Courses)
Students who successfully complete the Knowledge course in Humanities should be able to:
- Recognize basic elements of a field of knowledge through processes of identification, evaluation, analysis, and synthesis;
- See how assumptions, questions, concepts, theories, and methods constitute a field of knowledge;
- Identify, reconstruct, evaluate, and produce arguments and synthesize ideas;
- Situate a field of knowledge within its historical context;
- Organize and synthesize elements of a field of knowledge into a coherent pattern.
GENERAL AIM:
Biological knowledge, or knowledge of the living world, has been essential to human survival since the dawn of humanity and has transformed nature, society, and our ideas about who and what we are. Darwin's theory of evolution is one key example of just how powerful biological knowledge has been and continues to be, though it is just one chapter in this story. Today, biological science and technology are on the verge of triggering even more radical transformations of our environment, society, and perhaps of human nature itself. This course examines the growth and impact of biological knowledge, from the earliest periods to the rise of Darwin's evolutionary theory, right up to the present. It also looks toward the future possibilities of this "brave new world" in the making.
SPECIFIC INSTRUCTIONAL OBJECTIVES:
Using a historical approach embracing perspectives drawn from anthropology, philosophy, psychology, and religion, students will learn some of the basic terms, concepts and the methodological framework used by evolutionary and biological approaches to understanding human nature as well as acquire critical tools necessary to evaluate their moral and scientific validity. The major goal is to encourage involvement and participation in one of the most controversial debates of our time.
REQUIRED TEXT(S):(This should includethe approximate # of pages to be read.)
- Gabriel Tordjman, Darwin’s Tea Party: Evolution, Genetics and Human Nature (Fall 2009) (144pp) available at the bookstore.
- Readings from various sources (77 pp) available online
- AcademicSkillsCenter handouts and readings on essay writing available online
- "Tips on Essay Writing" as well as other readings available on my website.
TEACHING METHODS/LEARNING ACTIVITIES:
Teaching methods combine a lecture format, open to discussion and debate, with various class activities, complementing reading and writing assignments and designed to practice basic skills or competencies. Audio-visual presentations (graphics, PowerPoint presentations, video documentaries, etc…) are also included.
EVALUATION TOOLS/ASSIGNMENTS:(At least three different types of evaluation instruments are to be used.)
Type of evaluation tool/assignment / Due date / % of final markIntroductory Assignment / 3rd week of class / 5
First Written Assignment / 5th week of class / 25
Second Written Assignment / 9th week of class / 25
Reading/Comprehension Quizzes (6 X 5%) / Throughout term / 30
Final Assignment / Last week of class / 15
Additional comments:(This should include a policy for late assignments. Please clarify expectations if participation forms any part of the grade.)
Dates for assignments may be modified. Students will be advised of such changes should they occur. The Introductory assignment is a 2 page, double spaced essay written in class and based on a selected reading and assigned question. The two writing assignments are short essays, about five double spaced typed pages long each, based on readings in the Darwin's Tea Party package (Fall 2009) and focus on developing college-level writing abilities while covering some of the key ideas of the course. Quizzes (including the possibility of "pop" quizzes) vary from short answer to multiple choice format and encourage students to complete assigned readings, test reading comprehension and understanding of key ideas in the course. The Final Assignment will cover material studied in the latter half of the course and will require answers to questions drawn from the texts and class discussions. Students' active participation is necessary in this class to clarify the key ideas covered, to critically reflect upon the assumptions and implications of these ideas and to promote dialogue and discussion about them. Participation and attendance are vital to success in assignments and to a positive learning experience in the classroom. Tardiness or absences during class tests or quizzes will result in a zero grade for that quiz or test. Tardiness in completing an assignment will result in deductions in grades for that assignment or test. Repeated tardiness for any assignment may result in teacher’s refuse to accept an assignment.
STATEMENT OF LITERACY REQUIREMENT:
Students are responsible for making sure they understand all the major issues, ideas, key terms and facts raised in the texts, class lectures and discussions. All written assignments must follow the basic rules of essay writing and English grammar, including proper sentence structure, paragraph development, organization and references. The teacher is available for all students requesting further clarification of course material and guidance for written assignments.
STATEMENT ON CHEATING AND PLAGIARISM:
Cheating and plagiarism are serious academic offences (refer to the "Institutional Student Evaluation Policy" (ISEP) for further details). Action in response to an incident of cheating and/or plagiarism, up to and including the failure of the student in the course, is within the teacher's authority. Specific consequences for cheating and plagiarism: from zero grade for an assignment to zero grade for the entire course and further disciplinary action, depending on the nature and extent of the cheating and/or plagiarism.
RELIGIOUS HOLIDAYS:
Students who wish to observe religious holidays must inform their teacher in writing within the first two weeks of the semester of their intent as prescribed in the religious holiday policy (for further details, refer to ISEP).
EXPECTED CLASSROOM BEHAVIOURS: (This should include a policy regarding attendance.)
Respect and courtesy by and for all members of the class is required at all times. Excessive absences lead to poor performance in assignments and low or failing grades for the course. Participation in class discussion is both encouraged and required for better understanding of course material.