Courses 2024-25

This course will explore how natural philosophers and scientists have defined, used, and sometimes challenged ideas about race from the eighteenth century to today. Using a range of primary and secondary sources, we will examine how scientific ideas about race developed in concert with European imperial expansion and slavery; how these ideas were employed in legal cases, medical practice, and eugenics policies; and how activists and scholars have challenged racist practices and ideas. Finally, we will turn to the recent resurgence of racial thinking in biology and medicine in the light of the history of race and science. Not offered 2024-25.

Offered in any two consecutive terms, by arrangement with HPS faculty. Under the guidance of an HPS faculty member, students will research and write a focused research paper of 15,000 words (approximately 50 pages). Work in the first term will comprise intensive reading in the relevant literature and/or archival or other primary source research. In the second term, students will draft and revise their paper. Open to seniors in the HPS option and to others by special permission of an HPS faculty member. Not offered 2024-25.

An introduction to fundamental philosophical problems concerning the nature of science. Topics may include the character of scientific explanation, criteria for the conformation and falsification of scientific theories, the relationship between theory and observation, philosophical accounts of the concept of "law of nature," causation, chance, realism about unobservable entities, the objectivity of science, and issues having to do with the ways in which scientific knowledge changes over time.

Philosophical and conceptual issues arising from the study of probability theory and how it relates to rationality and belief. Topics discussed may include the foundations and interpretations of probability, arguments for and against the view that we ought to have personal degrees of belief, rational change in beliefs over time, and the relationship between probability and traditional epistemological topics like evidence, justification, and knowledge.

An examination of conceptual issues that arise in mathematics. The sorts of issues addressed may include the following: Are mathematical objects such as numbers in some sense real? How do we obtain knowledge of the mathematical world? Are proofs the only legitimate source of mathematical knowledge? What is the relationship between mathematics and the world? How is it possible to apply abstract theory to the world? Views of major historical figures such as Plato, Hume, Kant, and Mill, as well as of contemporary writers are examined. The course will also examine philosophical issues that arise in particular areas of mathematics such as probability theory and geometry. Not offered 2024-25.

The artificial satellites encircling the planet make up a global information infrastructure. Most of us living in industrialized regions use satellites daily without even realizing it. How did satellites become so integral to terrestrial technological systems? How did Earth orbit transform from a wilderness into a landscape during the second half of the 20th century, and how is that landscape changing in the 21st? We will trace the history of satellites beginning with the first artificial "moons" and moving into the current moment of private industry ascendance, taking into account the development, use, and decay of these technologies. We will consider how designers and users shape satellites, and map out the ways that objects in orbit reflect and reinforce power and geopolitics on the ground below. Not offered 2024-25.

Humans' conceptions of nature have changed dramatically over time. Ecological systems influence human culture, politics, law, and many other spheres, and in turn, humans influence those systems. This class introduces students to the field of humanistic ecology-a discipline that looks to a number of cultural, political, historical and economic elements to better understand the role of ecology in a larger sphere outside of its scientific structure and uses. Humanistic ecology is designed to provide context for the study of ecology, and in a fundamental way, focuses on the appropriate role of humanity in its relationship to nature: what is ethical, or not, what is useful, or not, and a variety of other matters that should be considered when taking a fully three-dimensional view of ecological science. Not offered 2024-25.

Forests - which cover 31 percent of the world's land surface - have played essential roles in enhancing the planet's biodiversity. Forests have also served humans in numerous and often controversial ways, and have also been subjected to dramatic change through human activity. How well have we served forests, as well as being served by them? The class will cover the growth and use of forests from a humanistic and historic perspective, as well as discussions about the role of fire in forests, with a particular emphasis on the unprecedented forest fires in California in the past several years and the global ecological implications. Not offered 2024-25.

This course will critically examine attempts to understand moral judgment and behavior from the perspective of neuroscience and controversies surrounding its implications for moral philosophy. Starting from an evolutionary perspective, we will investigate the search for moral precursors in non-human primates and the evolutionary innovations in cognitive, emotional, and motivational mechanisms purported to underlie human morality. From there, we will investigate controversies regarding this emerging "neuroethics" for debates in moral psychology and normative ethics, including the role of reason, desire, and the self in normative theory and whether neuroscience can play any role in adjudicating among competing theories of normative ethics. Not offered 2024-25.

This course will investigate how assumptions about human nature shape political philosophy, social institutions, and social policy. The course will begin with a historical perspective, examining the work of such political philosophers as Plato, Locke, Rousseau, and Marx, along with such psychologists as Freud and Skinner. Against this historical perspective, it will then turn to examine contemporary views on human nature from cognitive neuroscience and evolutionary psychology and explore their potential implications for political philosophy and social policy. Among topics to be discussed will be the nature of human sociality and cooperation; economic systems and assumptions regarding production and consumption; and propaganda, marketing, and manipulation. Not offered 2024-25.

Policy makers since at least the time of Jeremy Bentham have argued that welfare maximization ought to be the goal of social policy. When this includes perfectionist notions of realizing one's capacities, economic prosperity, prosocial norms, and democratization have all coincided as key drivers of human development. Although the UN 2030 Agenda for Sustainable Development envisions worldwide inclusive and sustainable economic growth, there is substantial debate regarding the extent to which sustainability and economic growth are compatible. This course will critically examine the links between human welfare, economic growth, and material culture to better understand why economic growth and welfare have been taken to be intertwined - and the extent to which they could be decoupled. Our starting point will be the Brundtland report, its conception of welfare based on human needs, and subsequent articulations of needs-based theories of human welfare, including evolutionary and biological accounts that include social comparison processes such as esteem, status, and recognition. This will provide us with a theoretical framework for investigating the role of material culture in satisfying these needs and whether they may be satisfied by less resource-intense routes. Not offered 2024-25.

This seminar introduces students to the history of environmental inequality, environmental racism, and environmental justice. Human bodies are inescapably enmeshed in our environments: human health and environmental health are inseparable. But environmental burdens and benefits are distributed unevenly along lines of race, gender, class, and nationality. We will examine local, national, and transnational case studies to understand the historical development of environmental inequalities and movements for environmental justice. We will consider different methods for studying environmental injustice and the politics of environmental knowledge. Not offered 2024-25.

This seminar offers an introduction to scholarship on gender and science. Feminist science studies can seem oxymoronic: the objectivity on which science depends appears opposed to the political commitments feminism implies. Scholars in feminist science studies, however, argue that feminist theory and methods can in fact improve scientific practice. This course will introduce students to the historical development of feminist Science & Technology Studies and what this field tells us about the history of women in science, the history of scientific theories of sex/gender, and the future of feminist research. This reading-heavy class will also include discussions of feminist epistemology, feminist research methods, and new directions in feminist STS. Not offered 2024-25.

What do we know about epidemics in the past? What did contemporaries understand about these events? How did societies respond to periodic bouts of epidemic disease? This course examines mortality crises and epidemics from the Black Death in the 14th century to the current coronavirus pandemic, with attention given to the impact of epidemics on societies, the ways in which such outbreaks have been understood over time and the kinds of responses they have elicited. We will draw on studies for a range of societies in order to identify patterns across space and time, and to highlight both continuity and change in the ways societies have dealt with contagious diseases. Not offered 2024-25.

This course uses a combination of lectures with hands-on laboratory work to bring out the methods, techniques, and knowledge that were involved in building and conducting historical experiments. We will connect our laboratory work with the debates and claims made by the original discoverers, asking such questions as how experimental facts have been connected to theories, how anomalies arise and are handled, and what sorts of conditions make historically for good data. Typical experiments might include investigations of refraction, laws of electric force, interference of polarized light, electromagnetic induction, or resonating circuits and electric waves. We will reconstruct instrumentation and experimental apparatus based on a close reading of original sources. Not offered 2024-25.

A study of the experimental, mathematical, and theoretical developments concerning light, from the time of Ptolemy in the 2nd century A.D. to the production of electromagnetic optics in the 20th century. Not offered 2024-25.

This course covers developments in mechanics, as well as related aspects of mathematics and models of nature, from just before the time of Galileo through the middle of the 18th century, which saw the creation of fluid and rotational dynamics in the hands of Euler and others. Not offered 2024-25.

The course will provide students with a brief yet adequate survey of the history of mathematics, characterizing the main developments and placing these in their chronological, cultural, and scientific contexts. A more detailed study of a few themes, such as Archimedes' approach to infinite processes, the changing meanings of "analysis" in mathematics, Descartes' analytic geometry, and the axiomatization of geometry c. 1900; students' input in the choice of these themes will be welcomed. Not offered 2024-25.

The course will examine how elements of knowledge that evolved against significantly different cultural and religious backgrounds motivated the great scientific revolution of the 17th century. Not offered 2024-25.

Why does the notion of freedom of knowledge and teaching in science and engineering matter? What kinds of restrictions have been placed on scientists and engineers, their publications and institutions? Who restrained scientific and engineering knowledge of what sorts; for what reasons; and how successfully? These questions will be addressed by exploring the strategies developed by the U.S. research community to protect the international circulation of knowledge after World War II, when scientific freedom and the export of technical data had to be balanced with the needs of national security. Case studies will include the atomic bomb, the semiconductor industry in the 1970s and space technologies, notably rockets/missiles, in the 1990s. The threat to U.S. economics and military security posed by the Soviet Union in the Cold War, and by China today, has transformed the practice of research in university and in industry alike building new walls around the production and circulation of knowledge to affirm national sovereignty that is, all the while, being undermined by the global circulation of trained scientists and engineers. Not offered 2024-25.

This course explores late medieval European understandings of the origins, structure, and workings of the cosmos in the realms of theology, physics, astronomy, astrology, magic, and medicine. Attention is given to the position of humans as cultural creatures at the intersection of nature and spirit; as well as to the place of Christian Europeans in relation to non-Christians and other categories of outsiders within and beyond Europe. We will examine the knowledge system that anticipated racializing theories in the West.

This course covers a broad range of topics in the history of maps and exploration from Antiquity to the present. These topics range from the earliest visualizations of earth and space in the Classical world to contemporary techniques in interplanetary navigation. By way of maps, students will explore various ways in which different cultures have conceptualized and navigated earth and space. While maps emulate the world as perceived by the human eye, they, in fact, comprise a set of observations and perceptions of the relationship between bodies in space and time. Thus, students will study maps, and the exploration they enable, as windows to the cultures that have produced them, not only as scientific and technical artifacts to measure and navigate our world. Not offered 2024-25.