FINAL PROJECT OPTION ONE: Strategic Course Plan (30 points) Objective To develop a proposed plan in which you determine the courses, internships, programs, and funding sources (if applicable) that will best move you toward your desired life/academic goals. Guidelines Interdisciplinary Statement Describe how an Interdisciplinary or Liberal Arts approach does or doesn’t impact your journey as a student and/or professional (At least one paragraph in length). Argument In a 5-6 page paper — 12-point Times New Roman font, 1” margins, double-spaced — describe your professional/career goals and your plans to achieve them, including justifications of your choices, personal reflections, and research/evidence (e.g. academic texts, industry reports, CVs and interviews from leaders in your field, etc.). Include a Course List or a Skills/Training list as an Appendix at the end of the paper (more details below). Note: The Bibliography and Appendix do not count towards the required page count. Remember that this selection is not permanent or set “in stone.” This assignment gives an opportunity for you to “try on” specific tracks in order to explore possibilities. Some things you may consider as you create your plan are the following: Coursework — Include lower division and upper division courses, major/minor/graduation requirements, classes at other UC schools that are conducive to your goals Internships / Fellowships — Explore curricular and extracurricular opportunities at UCR beyond Mentors — What faculty share research or professional interests with you? Do they have labs or internships available? Can you shadow or assist them? Do you have access to potential mentors outside of UCR? Peer-mentoring programs / upperclassmen? Alumni groups? Scholarships / Grants / Funding — What makes you a competitive applicant? Are you eligible? Conferences / Programs in your field — When is the deadline? Where is the conference or program held? What travel grants are available for you to attend? Professional Memberships / Organizations — How much is the annual fee? What are the benefits? Are there multiple organizations with similar offerings? Bibliography Must include 8-10 sources to support your argument. In-text citations and bibliography must be in MLA or APA format. At least three of your sources should be academic articles or chapters. All sources do not need to be academic, but all sources should be credible. Appendix Course List: For 1st and 2nd year students. Must include at least 2 courses for each quarter, spanning from your matriculation at UCR to your intended graduation from UCR. Students should include courses they’ve already taken in previous terms/years, as well as classes they are currently taking or plan to take. Indicate which classes fulfill university requirements and/or major requirements. Make sure you’ve described how your coursework might contribute to your future / career goals in the body of your paper. Or Skills / Training List: 3rd and 4th year students: Instead of a course plan, your task is to create a plan for the 2 years post-graduation. What skills or training have you acquired at UCR? What skills or experience do you need to attain your career goals? Make sure you’ve described how your skills/experience might contribute to your future / career goals in the body of your paper. Relevant On-Campus Resources: Career Center, CHASS Undergraduate Advising, CNAS Undergraduate Advising, University Writing Center Where to start? Establish what you already know about your interests / plans and branch out from there — study the resumes/CVs of people you want to emulate / who are in similar fields (and reach out to them when possible), put together reading/study lists of texts and subjects that are central to your interests Grading Rubric: ***This course plan is 30% of your final grade Interdisciplinary Statement — at least one section of the paper should describe how an Interdisciplinary or Liberal Arts approach does or doesn’t impact your journey as a student and/or professional; at least one paragraph in length; Percentage: 15% Argument — writing is clear and persuasive; provides convincing evidence and personal reflections; addresses both curricular and extracurricular goals and describes concrete, specific steps for achieving them; Percentage: 35% Research — paper meets citation requirements (including 8-10 sources, at least 3 of which are academic articles and/or chapters); Percentage: 25% Formatting — meets page, font, and layout requirements; Percentage: 10% Appendix — see above; Percentage: 15% Seminar in Liberal Studies L--- 001 Spring 2022 University of --Stephen ---, PhD Natural Sciences I – The Scientific Method History of the Scientific Method – 17th century The Beginning of the History of the Scientific Method. ... Measurement and observation, the foundations upon which science is built, were Aristotle's contribution. He proposed the idea of induction as a tool for gaining knowledge and understood that abstract thought and reasoning must be supported by real world findings. The question of who invented the scientific method shifts to Europe as the Renaissance began and the wisdom of the Greeks and Arabs helped Europe out of the Dark Ages. Roger Bacon (1214 - 1284) is credited as the first scholar to promote inductive reasoning as part of the scientific method. The work of Nicolaus Copernicus (1473-1543) and Galileo Galilei (1564-1642) were influenced by Bacon tremendously. BUT… While our education often focuses on Western Scientific Developments, I want us to also consider the contributions of Non-Western Cultures and their Scientists India: A vast number of individuals have contributed to the rich scientific heritage of India. People like Alberuni, though an Arab, worked extensively in India to introduce a new paradigm of experimentation to scientific investigation during the Middle Ages in his relentless pursuit of truth. Modern researchers like C.V. Raman, who won the Noble Prize for his work in physics in the 1920s, established India as a respected international player in a highly competitive research environment. In a society where science and culture are so intimately woven together, politicians such as Jawaharal Nehru played a significant role in the establishment of educational and governmental programs and institutions that 1 have given science a place of respected priority among a people with a long tradition of scientific inquiry. https://hssonline.org/resources/teaching/teaching_nonwestern/teaching_nonwestern _india/ Africa: After the 3rd century B.C.E., a process of cross-fertilization among the ancient Egyptians, Nubians, and Aksumites of Africa; their Mediterranean neighbors in Greece; and the Semitic peoples of Western Asia ushered in one of the most dynamic eras of scientific discovery the world has yet known. The Egyptian port city named after its Macedonian conqueror, Alexander the Great, became the locus of this extraordinary scientific energy. The Library of Alexandria, built apparently on an ancient Egyptian city, contained at its height well over a million books. While some European scholars of an earlier era categorized the remarkable scientific achievements emanating from Egypt during that period as essentially Greek, it is now apparent that the greatness of this epoch actually resulted from conjoining Northeast Africa’s three thousand years of accumulated scientific knowledge with that of their ancient Greek conquerors. It has been suggested that Egypt’s first significant scientific document, the so-called Edwin Smith Papyrus, was initially written 2500 years before the Greek conquest of Egypt in 332 B.C.E. Hellenized Egyptians like Claudius Ptolemaeus, Heron, and the female mathematician Hypatia helped lay the foundations for what later European scholars came to label the “Greek sciences.” This may be in part because the educated Egyptians of that later era wrote in Greek or a derivative language of ancient Egyptian called Coptic, which employed the Greek alphabet. Our word “chemistry” derives from “al-kemi.” The ancient Egyptians had applied this term meaning “the black land” to themselves. We should note, however, that some contemporary scholars interpret “kemit” to refer to the dark richness of the Egyptian soil, while others suggest that the term “black” refers in this instance to the skin pigmentation of these ancient peoples. In various parts of Africa, chemical principles were applied— especially in the leather tanning and cloth dyeing sectors. Indigenous distillation systems emerged in the process of the brewing of beer and other fermented beverages in various regions of Africa. https://hssonline.org/resources/teaching/teaching_nonwestern/teaching_nonwestern _africa/ China: Archeological evidence for scientific and technological knowledge in China extends at least to the Neolithic period (ca. 6000 BC) while written material is 2 available from as early as the Shang period (ca. 1700 – 1025 BC). Early traditions, dating from the Shang, include divinations written in the precursor to modern Chinese on flat bones and turtle shell (“oracle bones”) and technically advanced bronze castings. The Zhou dynasty (1122 – 256 BC) was characterized by the development of the dominant philosophical schools of traditional Chinese thought: Daoism, Confucianism, Maoism, and Legalism. By the Han dynasty (206 BC – 220 AD) comprehensive cosmological views of the universe had been developed by the Daoists based on a few universal principles: yin and yang complementarity, the relations and correspondences of wu xing (the five phases of the universe: wood, fire, earth, metal, and water), together with notions of qi (vital force, or “matter-energy”) and li (natural order, or organizing principle). The most coherent and comprehensive exposition of this basic cosmology is found in Huai-nan Tzu (ca. 139 BC), a summary of learning sponsored by Liu An, King of Huai-nan. Another approach to the natural world was through the organization of plants, animals, and minerals into their uses by mankind in the form of books called “ben cao” (often translated as pharmacopoeia). The ben cao are texts that include natural history, biological classifications, and practical and medical uses of natural materials, in modern terms, biology, geology and medicine. By the Ming dynasty (1368 – 1644 AD), great, comprehensive ben cao texts had been compiled that are still used in China today, for example the Ben cao gang mu (1596 AD) by Li Shizhen. Also, during the Ming dynasty, China took an active interest in the learning of the West that was brought by Jesuit missionaries. Because of the importance of calendrical science in the cosmology of Chinese thought and its role in political affairs, the Ming rulers were especially interested in the recent advances in European astronomy the associated mathematical approaches. The interplay of two quite different cosmologies during this period gives an especially interesting opportunity to examine the role of politics, culture and tradition on the development of science and the change in beliefs about nature. The achievements of Chinese artisans, engineers, and scientists in papermaking, metallurgy, hydrology, agriculture and medicine are well-described in the Western literature and provide interesting comparisons with Western approaches to similar practical problems. https://hssonline.org/resources/teaching/teaching_nonwestern/teaching_nonwestern _china/ 3 I. Science Disciplines: A Focus on Facts? What are the disciplines of the Natural Sciences? Agricultural Science Astronomy Biochemistry Biological Science: All Biologies Botany Chemistry Computer and Information Science Earth Science Environmental Studies Geography Geology Integrated General Science Mathematics: All Maths Meteorology Oceanography Paleontology Physical Science: All Physical Sciences Physics Statistics Sustainability Studies Zoology II. The Scientific Method Definition: A method of procedure that has characterized natural science since the 17th century, consisting in: 1) systematic observation, measurement, and experiment. 2) the formulation, testing, and modification of hypotheses. "criticism is the backbone of the scientific method" 4 Steps in the Scientific Process • Step 1: Ask a question. For the first step, help your child form a question, hopefully one that can be answered! ... • Step 2: Do background research. ... • Step 3: Construct a hypothesis. ... • Step 4: Test your hypothesis by doing an experiment. ... • Step 5: Analyze the data and draw a conclusion. ... • Step 6: Replicate the Experiment • Step 7: Share your results… • Step 8: Other scientists critique your research leading to a consensus. Reading For Next Week: Natural Sciences contribution to contemporary Liberal Studies (See Assignment 2). I. History of the Development of Science as part of a liberal studies discipline: “One might maintain the thesis that science in America is both too much honored and too little appreciated. There is no doubt that the prestige of science today is pre-eminent. The coming of many cultivated Germans to the United States after 1848 accelerated the study of science and philosophy, and the generation which came to maturity at the time of the Civil War and immediately thereafter was greatly stirred by the works of Spencer and Darwin. The attitude of religious leaders to science has generally been either avowedly or implicitly hostile. In the middle of the nineteenth century, the works of Voltaire and Diderot affected the intellectual climate of the United States. The refusal to recognize that the strength and source of science lies in its methodology has led to some interesting and confusing notions of what science is, both among laymen and among scientific workers.” Cohen, M. (1954). American Thought. New York: Routledge. https://doi.org/10.4324/9781315082509 5 L--- 001 Introduction to Liberal Studies University of --Stephen ---, PhD Winter 2023 Lecture Notes Humanities I Introduction: The Humanities can be defined as the way people process and document the human experience. The Humanities focus on three key questions: - How do humans interact with each other? - How do humans interpret the world around them? - What kind of political, social and cultural institutions do humans form? The Humanities include a wide variety of disciplines. Do remember however, that anytime disciplines are categorized it is important to remember that there is often crossover. Classifications are rarely completely clean and tidy. According to the National Endowment for the Humanities, the field of Humanities includes the following subjects. I’ve added several to the list as well: • • • • • • • • • • • • • • • • Modern languages Classical languages (Latin, Hebrew, Arabic, Greek, Pre-Revolution Chinese) Linguistics (also included in Anthropology of the Social Sciences) o Humanities - Study of the structure of languages o Social Sciences – the relation of language to culture Literature History Political Theory (as opposed to Political Science) Jurisprudence / Law Philosophy Archaeology (also included in Anthropology of the Social Sciences) Religious Studies Comparative religion Ethics Art Art History, criticism and theory of the arts Visual and Performing Arts Design 1 IDEOLOGY The HUMANITIES, for our purposes, focus on the notion of ideas or what is called Ideology. An Ideology is: …a system of ideas and ideals, that form the basis of social, economic, and political theory, policy, and practice. IDEOLOGIES: Personal Workshop: Choose an Ideology and describe the sources for the ideology, the ways that the ideology is spread, and then the consequences of the ideology. Sources: Processes of Dissemination: Consequences: So, where do Ideas/Ideologies Come From? Marx and Engels – “Ruling Ideas come from the Ruling Class” Is this ALWAYS the case? A Critique: Role of Social Media in holding Rulers accountable. The HUMANITIES - particularly History and Literature – play a significant role in the “convergence” of all three branches of the Natural Sciences, Social Sciences and Humanities. How do the Humanities affect and effect Ideas and Ideologies? BY TELLING STORIES Illustrations: “The Three Little Wolves” – Disney Silly Symphonies https://www.dailymotion.com/video/x33ort8 “The Daily Show with Trevor Noah” – guest: Anthony Bourdain (12 mins) https://www.youtube.com/watch?v=9s7HySExCoc “The Danger of a Single Story” Chimamanda Ngozi Adichie https://www.youtube.com/watch?v=D9Ihs241zeg&t=5s “The Magical Science of Storytelling” – David JP Phillips (TEDx-2017) https://www.youtube.com/watch?v=Nj-hdQMa3uA Gandhi and Martin Luther King – 2 “Power is the ability to achieve purpose. Power is the ability to effect change.” Stories about “Non-Violent Protest” “Hidden Figures” on “The Stream” – Al Jazeera English (25 mins) (How do “hidden” stories come to light?) https://www.youtube.com/watch?v=cjxHwRiSCfc https://www.youtube.com/watch?v=cjxHwRiSCfc&t=745s 3 Humanities Lecture The Role of Non-Academic Education Humanities II Carpenter on Jefferson and the role of education in a Democracy “What I am arguing is that to apply modern democratic understandings to Jefferson’s views on education is to fall guilty to presentist interpretation. While his plans may have had elements of what we today would label democratic and for his time were radical (e.g., educating all children in the primary grades or paying for such schooling out of public monies), his goal was strictly a political one; namely: He saw education as the best means to preserve the infant republican system that had replaced the former monarchical one. Like others of the founding generation, Jefferson saw the need to address the paradigm shift from subject to citizen as a critical one. Republicanism was not inbred but rather required learning new skills, new responsibilities, and new roles. For example, the republican notion of virtue, both for the leaders and the led, needed to be instilled. According to Wood (1967), this meant citizens obeying the law “for conscience sake, not for [fear of] wrath” (p. 66). From this perspective, education [was not a luxury but] had a narrow purpose: utility. “To fail to shape education to the existing political and economic framework of society might imperil republicanism itself.” (Boorstin, 1993, p. 223). Thus, the usefulness of educating the citizenry was political; it was to protect the experiment in republicanism that Jefferson helped to create. This is not to portray Jefferson as being antidemocratic. It is an attempt to more accurately contextualize his views on educating citizens in a republic. Freeing Jefferson from presentist views of his being a twentieth-century liberal democrat enable us to see him more accurately. By presenting his views in the context of his republicanism, we do not diminish his radicalism for his time as identified by people like Arendt (1963) and Mathews (1984). In the context of the eighteenth century, democracy was seen by most as a slippery slope that resulted in anarchy. Jefferson and a few others did embrace a limited amount of democracy as the best means to preserve the republic. Trusting the masses with political power was radical for that time. The magic potion to temper the potential intoxicating effects of that power is education. Education would enable Americans to assume their roles as republican citizens. They would be able to see through the propaganda espoused by politicians, and they would be able to exercise and defend their rights should their elected governments encroach upon them. 4 However, the social and economic understandings of modern democratic theory that posits an egalitarian society were absent from Jefferson’s thinking. Modern scholars who use the term democratic in describing Jefferson’s educational plans have done a disservice to our ability to understand him. By reexamining his ideas, we are able to get a clearer and more accurate picture of Jefferson’s contributions to education and citizenship” (Carpenter 2013: 10). Source: Carpenter on Jefferson and the role of education Carpenter, J. (2013). Thomas Jefferson and the ideology of democratic schooling. Democracy and Education, 21(2), 1-11. https://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1084&context=home In further answering the question of the source of our ideas, we must initially think about power. Power initiates and sustains ideology. So, what can we say about power in reference to the Humanities? Michel Foucault was perhaps the most lucid philosopher on the notion of “Power” and how it is utilized in our Modern societies. Foucault stated that: “Power…only functions in the form of a chain. It is never localized here or there, never in anybody’s hands, never appropriated as a commodity or piece of wealth. Power is employed and exercised through a net-like organization” (Foucault 1980: 98). “Power reaches into the very grain of individuals, touches their bodies and inserts itself into their actions and attitudes, their discourses, learning processes and everyday lives” (Foucault 1980: 39) Sources: Brookfield, S. (2001). Unmasking power: Foucault and adult learning. Canadian journal for the study of adult education, 15(1), 1-23. file:///Users/stephenjames/Desktop/LBST%20191/Readings/Week%2010%20Future%20of%20 Liberal%20Studies/Brookfield%20-%20UNMASKING%20%20POWER%20%20FOUCAULT%20AND%20ADULT%20%20LEARNING.pdf …also for reference: Hall, S. (2001). Foucault: Power, knowledge and discourse. Discourse theory and practice: A reader, 72, 81. 5 Questions for Discussion “Fit for Purpose?” Statement: Self-critique is crucial in a democracy. We must continually critique the system. Questions: Are our current values still working well for us, or do we need to change them? On what basis do we critique the ideals and the ideas that we live by? Can we critique them without leaving our society? Must we get outside the system in order to critique it? An Example of “Critical Thinking” from the Writings of Antonio Gramsci The Italian, Anti-Fascist Gramsci on Ideology, Power, and Society Antonio Gramsci was an Italian philosopher and critic of society who saw clearly the dangers of Fascism during the rise of Mussolini, leader of Italy during the build-up and outworking of World War II. Gramschi argued that the rising government was NOT “Fit for Purpose” and would lead to the alienation and under representation of millions of Italians. Fascism Defined: The term “Fascism” comes from Italian fascismo, from fascio ‘bundle, political group’, from Latin fascis ‘rod’.” (https://www.oxfordreference.com/view/10.1093/oi/authority.20110803095811414) Fascism is defined as “An authoritarian and nationalistic right-wing system of government and social organization.” The term Fascism was first used of the totalitarian right-wing nationalist regime of Mussolini in Italy (1922–43). Hitler and the Nazis in Germany and Franco in Spain were also Fascist. Fascism tends to include a belief in the supremacy of one national or ethnic group, a contempt for democratic process, an insistence on obedience to a powerful leader, and a strong demagogic approach. (Demagogue – “a leader who gains popularity by exploiting emotions, prejudice, hatred, and ignorance to arouse the common people against elites, whipping up the passions of the crowd and shutting down reasoned deliberation” (Larson, Allan Louis 1964: 76). Source: Gramsci, Antonio, 1926/1967, The Southern Question. In The Modern Prince and Other Writings, pp. 28-51. New York: International Publishers. ______________________________________________________________________________ 6 Summary of Gramsci and Gramsci’s Thinking Gramsci’s Critique of Italian Fascist Society: • • Power – the people must have a control over leadership beyond economic control. This must include intellectualism, values, and “culture” (Crehan 2002) Education - the relationship between the working class and middle class should be reframed by leadership that spreads the ideology of the ruling class in such a way, that it can be adopted by the upper working classes and disseminated through the working classes through education. Author Background: • Influenced by other European socialists including Lenin and Trotsky. • Elected as a central committee member of the Italian Communist Party in 1921. • Imprisoned in 1926 under order of Mussolini and fascist party. • Began writing on class struggles and Marxist theory in 1927 while in prison. • Penned 33 books on class struggle that were smuggled out of prison by his sister-in-law. • Died in1937 at the age of 46 while still incarcerated. • Opposed Vatican and clergy influences in Italian society. • Arrested while writing this The Modern Prince. Historical Fit: Gramsci is penning this work from his cell in Rome after the taking of the city by Benito Mussolini and the unified fascist party of Italy. His critique is that the working class would yield to the fascist government due to the lack of intellectual leadership and reluctance to revolt against the proletariat (working class) allied with the Mussolini government. Main Theme/Argument: There must be a demand for educated intellectuals in the working class in order to achieve social power and unity between the labor divisions of Northern and Southern Italy. 7 Seminar in Liberal Studies L--- 001 Winter 2023 University of --Stephen ---, PhD Natural Sciences I – The Scientific Method A History of the Scientific Method The Beginning of the History of the Scientific Method. ... Measurement and observation, the foundations upon which science is built, were Aristotle's contribution. He proposed the idea of induction as a tool for gaining knowledge and understood that abstract thought and reasoning must be supported by real world findings. “Induction,” or “Inductive Reasoning” is the learning method in which conclusions are drawn from multiple observations leading to general principles. The question of who invented the scientific method shifts to Europe as the Renaissance began and the wisdom of the Greeks and Arabs helped Europe out of the Dark Ages. Roger Bacon (1214 - 1284) is credited as the first European scholar to promote inductive reasoning as part of the scientific method. The work of Nicolaus Copernicus (1473-1543) and Galileo Galilei (1564-1642) were influenced by Bacon tremendously. BUT… While our education often focuses on Western Scientific Developments, I want us to also consider the contributions of Native and NonWestern Cultures and their Scientists in order to shift us from our stubbornly persistent Eurocentric perspectives. Native America – Great Lakes Region Around 8,000 years ago, Native populations in the Great Lakes Region of Canada and the United States developed mining and production methods for exploiting copper for tool and eventually ornament production. While the making of copper tools flourished for several thousand years, native populations shifted back to primarily stone and bone implements around 3,000 years ago…the question is “Why?” 1 Copper tools began to be developed during a period of abundance in environmental terms. That is, the climate changes of 10,000 years ago brought about a proliferation of game, fish and shellfish, as well as large mast trees such as oak, hickory and beech which produced “maests” (Old English), that is, extensive deposits of edible seeds on the forest floor (acorns, hickory and beech nuts). This meant that less time had to be used for hunting and gathering and more time could be put into tool-making and experimentation. For our purposes here, early Native American and First Nations populations utilized a form of the scientific method to experiment and discover uses and ways of fashioning copper during periods of greater leisure time (8,000-3,000 BP), while abandoning the majority of these tools when climate changes and a larger population made the mining and production of copper tools less energy efficient. The application of scientific methods (observations leading to conclusions and general principles) led to drastic changes in human behaviour amongst Native populations long before THE “Scientific Method” was proposed. https://link.springer.com/content/pdf/10.1007/s10816-020-09497-0.pdf?pdf=button India: A vast number of individuals have contributed to the rich scientific heritage of India. People like Alberuni, though an Arab, worked extensively in India to introduce a new paradigm of experimentation to scientific investigation during the Middle Ages in his relentless pursuit of truth. Modern researchers like C.V. Raman, who won the Noble Prize for his work in physics in the 1920s, established India as a respected international player in a highly competitive research environment. In a society where science and culture are so intimately woven together, politicians such as Jawaharal Nehru played a significant role in the establishment of educational and governmental programs and institutions that have given science a place of respected priority among a people with a long tradition of scientific inquiry. https://hssonline.org/resources/teaching/teaching_nonwestern/teaching_nonwestern _india/ Africa: After the 3rd century B.C.E., a process of cross-fertilization among the ancient Egyptians, Nubians, and Aksumites of Africa; their Mediterranean neighbors in Greece; and the Semitic peoples of Western Asia ushered in one of the most dynamic eras of scientific discovery the world has yet known. 2 The Egyptian port city named after its Macedonian conqueror, Alexander the Great, became the locus of this extraordinary scientific energy. The Library of Alexandria, built apparently on an ancient Egyptian city, contained at its height well over a million books. While some European scholars of an earlier era categorized the remarkable scientific achievements emanating from Egypt during that period as essentially Greek, it is now apparent that the greatness of this epoch actually resulted from conjoining Northeast Africa’s three thousand years of accumulated scientific knowledge with that of their ancient Greek conquerors. It has been suggested that Egypt’s first significant scientific document, the so-called Edwin Smith Papyrus, was initially written 2500 years before the Greek conquest of Egypt in 332 B.C.E. Hellenized Egyptians like Claudius Ptolemaeus, Heron, and the female mathematician Hypatia helped lay the foundations for what later European scholars came to label the “Greek sciences.” This may be in part because the educated Egyptians of that later era wrote in Greek or a derivative language of ancient Egyptian called Coptic, which employed the Greek alphabet. Our word “chemistry” derives from “al-kemi.” The ancient Egyptians had applied this term meaning “the black land” to themselves. We should note, however, that some contemporary scholars interpret “kemit” to refer to the dark richness of the Egyptian soil, while others suggest that the term “black” refers in this instance to the skin pigmentation of these ancient peoples. In various parts of Africa, chemical principles were applied— especially in the leather tanning and cloth dyeing sectors. Indigenous distillation systems emerged in the process of the brewing of beer and other fermented beverages in various regions of Africa. https://hssonline.org/resources/teaching/teaching_nonwestern/teaching_nonwestern _africa/ China: Archeological evidence for scientific and technological knowledge in China extends at least to the Neolithic period (ca. 6000 BC) while written material is available from as early as the Shang period (ca. 1700 – 1025 BC). Early traditions, dating from the Shang, include divinations written in the precursor to modern Chinese on flat bones and turtle shell (“oracle bones”) and technically advanced bronze castings. The Zhou dynasty (1122 – 256 BC) was characterized by the development of the dominant philosophical schools of traditional Chinese thought: Daoism, Confucianism, Maoism, and Legalism. By the Han dynasty (206 BC – 220 AD) comprehensive cosmological views of the universe had been developed by the Daoists based on a few universal principles: yin and yang complementarity, the relations and correspondences of wu xing (the five phases 3 of the universe: wood, fire, earth, metal, and water), together with notions of qi (vital force, or “matter-energy”) and li (natural order, or organizing principle). The most coherent and comprehensive exposition of this basic cosmology is found in Huai-nan Tzu (ca. 139 BC), a summary of learning sponsored by Liu An, King of Huai-nan. Another approach to the natural world was through the organization of plants, animals, and minerals into their uses by mankind in the form of books called “ben cao” (often translated as pharmacopoeia). The ben cao are texts that include natural history, biological classifications, and practical and medical uses of natural materials, in modern terms, biology, geology and medicine. By the Ming dynasty (1368 – 1644 AD), great, comprehensive ben cao texts had been compiled that are still used in China today, for example the Ben cao gang mu (1596 AD) by Li Shizhen. Also, during the Ming dynasty, China took an active interest in the learning of the West that was brought by Jesuit missionaries. Because of the importance of calendrical science in the cosmology of Chinese thought and its role in political affairs, the Ming rulers were especially interested in the recent advances in European astronomy the associated mathematical approaches. The interplay of two quite different cosmologies during this period gives an especially interesting opportunity to examine the role of politics, culture and tradition on the development of science and the change in beliefs about nature. The achievements of Chinese artisans, engineers, and scientists in papermaking, metallurgy, hydrology, agriculture and medicine are well-described in the Western literature and provide interesting comparisons with Western approaches to similar practical problems. https://hssonline.org/resources/teaching/teaching_nonwestern/teaching_nonwestern _china/ 4 I. Science Disciplines: A Focus on Facts? What are the disciplines of the Natural Sciences? Agricultural Science Astronomy Biochemistry Biological Science: All Biologies Botany Chemistry Computer and Information Science Earth Science Environmental Studies Geography Geology Integrated General Science Mathematics: All Maths Meteorology Oceanography Paleontology Physical Science: All Physical Sciences Physics Statistics Sustainability Studies Zoology II. The Scientific Method Definition: A method or procedure that has characterized natural science in the so-called “West” since the 17th century, consisting in: 1) systematic observation, measurement, and experiment. 2) the formulation, testing, and modification of hypotheses. 5 Steps in the Scientific Process • Step 1: Ask a question. For the first step, help your child form a question, hopefully one that can be answered! ... • Step 2: Do background research. ... • Step 3: Construct a hypothesis. ... • Step 4: Test your hypothesis by doing an experiment. ... • Step 5: Analyze the data and draw a conclusion. ... • Step 6: Replicate the Experiment • Step 7: Share your results… • Step 8: Other scientists critique your research leading to a consensus. Note that "criticism is the backbone of the scientific method" Reading For Next Week: Natural Sciences contribution to contemporary Liberal Studies (See Assignment 2). I. History of the Development of Science as part of a liberal studies discipline: “One might maintain the thesis that science in America is both too much honored and too little appreciated. There is no doubt that the prestige of science today is pre-eminent. The coming of many cultivated Germans to the United States after 1848 accelerated the study of science and philosophy, and the generation which came to maturity at the time of the Civil War and immediately thereafter was greatly stirred by the works of Spencer and Darwin. The attitude of religious leaders to science has generally been either avowedly or implicitly hostile. In the middle of the nineteenth century, the works of Voltaire and Diderot affected the intellectual climate of the United States. The refusal to recognize that the strength and source of science lies in its methodology has led to some interesting and confusing notions of what science is, both among laymen and among scientific workers.” Cohen, M. (1954). American Thought. New York: Routledge. https://doi.org/10.4324/9781315082509 6 L--- 191 Liberal Studies Capstone Course University of --- --Spr 2021 Lecture Notes Humanities II IDEOLOGIES: Personal Workshop: Choose an Ideology and describe the sources for the ideology, the ways that the ideology is spread, and then the consequences of the ideology. Sources: Processes of Dissemination: Consequences: So, where do Ideas/Ideologies Come From? Marx and Engels – “Ruling Ideas come from the Ruling Class” – those who control the media, financial institutions, political institutions and educational institutions. The HUMANITIES - particularly History and Literature – have a significant role in the “convergence” of all three branches of the Natural Sciences, Social Sciences and Humanities tree. How do the Humanities affect and effect Ideas and Ideologies? BY TELLING STORIES Optional Viewing: Please watch any of the following in order to get an understanding of the way that our society uses “Story-Telling” to introduce and/or perpetuate Ideals/Ideas. “The Daily Show with Trevor Noah” – guest: Anthony Bourdain (12 mins) https://www.youtube.com/watch?v=9s7HySExCoc “The Magical Science of Storytelling” – David JP Phillips (TEDx-2017) https://www.youtube.com/watch?v=Nj-hdQMa3uA Illustration: Gandhi and Martin Luther King – “Power is the ability to achieve purpose. Power is the ability to effect change.” Stories about “Non-Violent Protest” Illustration: “Hidden Figures” on “The Stream” – Al Jazeera English (25 mins) https://www.youtube.com/watch?v=cjxHwRiSCfc https://www.youtube.com/watch?v=cjxHwRiSCfc&t=745s The Anti-Fascist Gramsci on Ideology, Power and Society Define Fascism: “An authoritarian and nationalistic right-wing system of government and social organization.” The term Fascism was first used of the totalitarian right-wing nationalist regime of Mussolini in Italy (1922–43), and the regimes of the Nazis in Germany and Franco in Spain were also Fascist. Fascism tends to include a belief in the supremacy of one national or ethnic group, a contempt for democracy, an insistence on obedience to a powerful leader, and a strong demagogic approach. (Demagogue – “a leader who gains popularity by exploiting emotions, prejudice, hatred, and ignorance to arouse the common people against elites, whipping up the passions of the crowd and shutting down reasoned deliberation” (Larson, Allan Louis 1964: 76). The term “Fascism” comes from Italian fascismo, from fascio ‘bundle, political group’, from Latin fascis ‘rod’.” (https://www.oxfordreference.com/view/10.1093/oi/authority.20110803095811414) Gramsci, Antonio, 1926/1967, The Southern Question. In The Modern Prince and Other Writings, pp. 28-51. New York: International Publishers. ______________________________________________________________________________ Author Background: (also include: -influenced by, -critics, -supporters) • Influenced by other European socialists including Lenin and Trotsky • Elected as a central committee member of the Italian Communist Party in 1921. • Imprisoned in 1926 under order of Mussolini and fascist party • Began writing on class struggles and Marxist theory in 1927 while in prison • Penned 33 books on class struggle that were smuggled out of prison by his sister-in-law • Died in1937 at the age of 46 while still incarcerated • Opposed Vatican and clergy influences in Italian society • Arrested while writing this piece School of Thought: • Neo-Marxist • Communist Method of Reasoning: (if identifiable) • Hegemony – the bourgeoisie must have a control over leadership beyond economic control. This must include intellectualism, values, and “culture” (Crehan 2002) • The relationship between the proletariat and bourgeoisie may be reframed by leadership that spread the ideology of the ruling class in such a way, that it can be adopted by the upper proletariat and disseminated. Historical Fit: (what is going on at that time/environment; why is it being written i.e. critique etc.; time period discussed) • Gramsci is penning this work from his cell in Rome after the taking of the city by Benito Mussolini and the unified fascist party of Italy. His critique is that the working class would yield to the fascist government due to the lack of intellectual leadership and reluctance to revolt against the proletariat (working class) allied with the Mussolini government. Main Theme/Argument: • There must be a demand for educated intellectuals in the proletariat class in order to achieve social hegemony between the labor divisions of Northern and Southern Italy. Key Components of Argued Theme: • Southern intellectual ideology consists of three distinct facts: (43-44) o The “stratum” of intellectuals has been changed by the development of capitalism o They are decentralized and view peasants as mechanical laborers - unintelligent o Clergy are part of the Southern intellectual system that goes against the separation of church and state, giving them power among bourgeois and peasants Author Raised Questions/ Research Questions: • How have the bourgeoisie been able to control the proletariat in Italy at the turn of the century? • In what ways has the opposition of communism permitted the current Italian government to further its fascist agenda? • How has the divide between the agrarian and industrial communities deepened based on bourgeois industrialist leadership? Gaps in theory, logic, presentation: • Reflexive understanding of socio-economic beliefs in culture similar to Marx • Gramsci is unable to look beyond determinist views of what society should aspire to rather than the restructuring of societal economic norms that Lenin and other European socialist leaders moved towards at the time. Relevant Quotes (with pg. #): • “The proletariat, in order to be able to rule as a class, must rid itself of all corporative hangovers, of all syndicalist prejudices and incrustations. What does this mean? That not only must the distinctions which exist between trades and crafts be overcome, but that it is necessary, in order to win the trust and consent of the peasants and of the semiproletarian categories in the cities, to overcome prejudices and conquer certain egoistic traits which can exist and do exist in the working class as such, even when craft particularism has disappeared from its midst.” (36) • • The essential ideology of syndicalism is a new liberalism, more energetic, more aggressive, more pugnacious than traditional liberalism. If you look into it, you see that there are two fundamental questions over which arise the successive crises of syndicalism and the gradual passing over of syndicalist leaders into the bourgeois camp: emigration and free-trade, two subjects closely linked with the South.” (38) “It is certainly important and useful for the proletariat that one or more intellectuals, individually, adhere to its programme and its doctrine, merge themselves with the proletariat, and become and feel themselves an integral part of it. The proletariat, as a class, is poor in organizing elements, does not have and cannot form its own stratum of intellectuals except very slowly, very laboriously, and only after the conquest of State power. But it is also important and useful that a break of an organic kind, characterized historically, is caused inside the mass of the intellectuals: that there is formed, as a mass formation, a left-wing tendency, in the modern sense of the word, that is, one which is orientated towards the revolutionary proletariat.” (50-51) One Sentence Summary: • Gramsci argues that the intellectuals of Italy must ally themselves with the agrarian bloc, calling for the Northern proletariat and Southern peasantry to unite in revolution against the industrialist that have set up a mechanical cooperative with the growing fascist regime. Personal Discussion Questions: What form of intellectual leadership do you believe Gramsci is relying upon in order for the Northern and Southern working classes to develop a cooperative governing body? LBST 191 University of --Stephen ---, PhD Social Sciences Contribution to Liberal Studies And Its Careers The seven social sciences are usually considered to include: • Anthropology. • Economics. • Geography. • History. • Political Science. • Sociology. • Psychology. Social Sciences Focus on: The study of society and the relationships amongst individuals within society. The Central Market in Port Louis, Mauritius (photo: Stephen James) A Social Sciences Methodology The Social sciences offer a methodology that includes productive ways of interacting with others in diverse, multicultural and plural societies that include subcultures that might be based on: language or dialect differences generational differences socio-economic factors gender or sexuality Strangers Abroad: Off the Veranda Looking back at the historical development of ethnography through the work of Bronislaw Malinowski in the early 20th century in the Trobriand Islands of Papua New Guinea we see the following critical developments in Anthropology. Ethnography - “Writing Culture” (George Marcus, 1986) - Ethno – “people, ‘ethnicity,’ nation, tribe” - Graphein – “to write” Fieldwork - Participant – Observation (engaging with people in their environment, listening to their point of view) - Learning the local language(s) - Long-term presence in communities building trust - Interviews (building relationships and asking questions) - Field Notes (Recording experiences and thoughts) Social Sciences Contribution to Liberal Studies • As a set of disciplines, the Social Sciences offer the Liberal Studies major an opportunity to learn skills in the areas of social interaction and community engagement. • One of the primary skills needed in today’s world is one that was developed by Branislaw Malinowski at the beginning of the 20th century. Malinowski developed a methodology for cross-cultural engagement from a sensitive, participatory and “other”-centered point of view Usefulness of Malinowski’s Methods • These “people” skills are essential for Liberal Studies majors who move into the fields of education, law, politics, public policy, social work, etc. - Teachers need to learn about the families behind their students - Lawyers need to understand the world of their clients to advocate appropriately - Politicians must grasp how issues affect their constituencies - Public Policy makers rely on efforts to predict policy effects on local, regional and national populations - Social Workers engage daily with a diverse clientele and must understand factors that affect interpersonal and familial relationships
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