Brief papers:
Course projects:
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Due: Thursday, January 12th
A debate that often arises within school boards and communities is how and what to teach in a life science curriculum. On one side of the debate, many scientists and science educators suggest that “natural selection” (the process of evolution) is the only scientifically legitimate theory that should be taught in the science classroom. Another stance is that, although natural selection can be one view included in textbooks, “alternative theories” such as intelligent design (the idea that a supreme being directed an evolutionary process) should also be given equal consideration in a science classroom. Still another view is that evolutionary theory is illegitimate and the only way to consider life on Earth is via direct, divine creation.
None of us directly experienced any of these scenarios. Scientific evidence, such as DNA and fossil records, show evolutionary changes in biology. Many scriptures and religious teachings emphasize the direction (if not direct creation) of a supreme being.
Explain what you think a science classroom should teach regarding the creation and development of organisms on Earth. Describe your idea clearly, and justify your view in enough detail that the reader can understand the basis for your position. Your paper should be around 2 pages, typewritten and double-spaced.
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Due: Thursday, January 19th
Readings: Lightman (“Time for the Stars”, reserve), Scudder (reserve), Dillard pp 1-36
In response to this week's readings, you may consider the following, or (as always) you may choose to focus your writing on another theme and/or question.
There are many scientists out there, including in your readings. Obviously, Lightman is a seasoned scientist, and Scudder represents himself as a budding scientist. Dillard refers to science knowledge often (both in this section and throughout the rest of the book). The umbrellaologist we read about and discussed certainly claims to be a scientist. Obviously, there are lots of people out there doing something "scientific".
So, what is the purpose of science? Is it a universal purpose? Does it even have a purpose? Did we invent science to serve us somehow, or does it just exist for its own sake?
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Due: Thursday, January 26th
Readings: Lightman (“Art of Science”, reserve), Popper (reserve), Kuhn (reserve), "Robot Scientists" (online).
There are lots of ideas swimming around in your readings, so feel free to address any one of them. Here are a few you might consider:
What distinguishes science from non-science? Is Popper right in his thesis? If Popper is correct, then is Lightman incorrect in his assertion that there is an “art” to science? What about the umbrellaologist? Is he a scientist?
How does scientific knowledge get produced, and how does it change? If you study the works of Popper and Kuhn, you will realize that they are in different philosophical camps. Popper will assert that science changes incrementally (evolutionary), while Kuhn will assert that science changes in large, painful leaps (revolutionary). Is this what they are saying in these readings, and do you agree? Who’s right?
Lightman really emphasizes how creativity and humanness play into doing science. However, we read about robots doing science in a genetics lab. What does it take to be a scientific scientist?
Response #4 － Pseudoscientific research
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Due: Thursday, February 2nd
Begin this assignment with a partner, and inquire/research/investigate/evaluate one of the following topics. (Or, if you have a better suggestion, you can propose something different.) These topics are listed with links to some websites on the course's assignment web page, so that you have a place to begin your pursuits. (Just as good of a start would be to do a generic internet search.)
Each of these makes its own claim about an intellectual pursuit, a way of understanding something, or a product (or some combination of these). It is up to you to determine the following:
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Due: Thursday, February 9th
Readings: Gould, Feynman (reserve). Also, you should be reading Lightman (Einstein’s Dreams) and Dillard (Tinker Creek) – feel free to use them as you feel moved to do so.
There are lots of ideas swimming around in your readings, so feel free to address any one of them. Here are a few you might consider:
What are the purposes and meanings of scientific “fact,” “law”, and “theory”? How do they relate to one another?
Gould seems to be on a soapbox, responding to critiques. What do you suppose he is so upset about? Is there a need to be? What is he defending?
Feynman makes the claim that “we respect the arts more than the sciences.” Although this certainly is not the thesis of his lecture/paper, there is some evidence both for and against this. Gould also implies a lack of respect for science. Is this legitimate? Is it important? (Incidentally, Feynman really did play bongo drums.)
Do Gould or Feynman give any more insight into what science is and what its goals are? If so, what’s the answer? Does this clarify the distinction between pseudoscience and science or cloud the issue even further? Does it convince you whether or not umbrellaology is a science?
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Due: Thursday, February 16th
Readings: You should be finishing Lightman (Einstein’s Dreams) and Dillard (Tinker Creek, through page 77). You may also be re-reading previous assignments, and you should particularly consider the “Ten Myths of Science” by McComas.
There are lots of things you may want to respond to, but probably it would be helpful to address the following in one way or another:
Response #7
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Due: Thursday, March 2
During the past few months, Oprah Winfrey’s book club selection A Million Little Pieces by James Frey, has been the center of a literary controversy. Find three short articles concerning this controversy and explain what the controversy is and take a stance as to where you stand on the controversy. Be sure to explain why you take the stance you indicate.
In the essay “Breakable Rules for Literary Journalists” by Mark Kramer, he lists eight rules of literary journalism. You may consider these rules as you determine your view of A Million Little Pieces.
Describe your idea clearly, and justify your view in enough detail that the reader can understand the basis for your position. Your paper should be around 2 pages, typewritten and double-spaced plus cite the articles you read for the response.
Response #8
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Due: Thursday, March 9
During class, we have been discussing the blurry line between fiction and non-fiction. We have read and discussed essays by writers of “literary journalism” and read and discussed the issue “truth” in the genre of memoir. We have been reading a “non-fiction” book by Dillard and we read “fictional” short story by Ernest Hemingway. We have also read an essay discussing the writing process by Raymond Carver and chapters of a book on the instruction of writing by Anne Lamott. Now it is your turn to write your story.
Focus on a “frozen moment” in your life--a moment when you knew how life would be from that moment on. Be as “happening” truthful as possible. Don’t tell the whole story, just “show” the moment. If you need to summarize events, go ahead, but don’t feel obligated to summarize events, just “show” the moment.
Now.
Return to the moment. “Reshow” the moment without the obligation to the “happening” truth. This is your chance to make your reader feel what you felt without obligation to what happened. It is a different kind of truth.
Finally.
Give a short reflection of the “truths” of your “frozen moment.”
You might consider this quote “On Keeping a Notebook” by Joan Didion.
I tell what some would call lies. “That’s simply not true,” the members of my family frequently tell me when they come up against my memory of a shared event. “The party was not for you, the spider was not a black widow, it wasn’t that way at all. Very likely they are right, for not only have I always had trouble distinguishing between what happened and what merely might have happened, but I remain unconvinced that the distinction, for my purposes, matters.
Describe your idea clearly, and justify your view in enough detail that the reader can understand the basis for your position. Your paper should be around 3 pages, typewritten and double-spaced.
Research Project #1
The Construction of Truth (HNRS 3900)
Adam Johnston & Carl Porter
PROJECT DUE: February 23rd, 2006
The research project requirement of this course will allow you to actually conduct your own science research. You will choose a topic for your research, decide how to go about your research and then actually do the research and analyze your data. Don't worry - this is not as torturous at it might sound! Keep in mind that the subject of your research will be something you’ll consider in future research topics as well, so choose something that you won’t tire of too easily.
You will probably follow similar research methodologies to those modeled in class. In this case, however, you will be able to address questions that you find interesting, instead of those that your instructor finds interesting and forces upon you, fulfilling his egotistical dreams of manipulating members of a large research group.
It is important to note that this research will be your own. That means that you will:
This project is not any of the following:
Before you begin your research, it is strongly suggested that you propose what you are going to study and how you intend to study it. This can probably be written within one paragraph, preferably typed; or feel free to email, visit, phone, etc. to bounce ideas around. Keep in mind that your proposal (and the entirety of the research) should be specific. For example, instead of stating that you want to study "how rocks fall," you should propose what you will actually do with the rocks (drop them off the roof of your house), what you will measure (time how long it takes each rock to fall) and what factors you will vary (dimensions of each rock). Proposals will be handed back to you with words of encouragement and suggestions as necessary. There is no due date for proposals, yet the sooner you turn it in, the sooner you can get feedback on your project.
Your report will be placed on the web, as part of a course portfolio, on some dedicated server space for this course. (Your friendly instructor will do this for you.) This report should contain (at least) the following:
Remember, even though you are not being graded specifically on spelling, neatness, presentation, etc., these things can definitely make your report more credible overall. Personal style and creativity in both the written and oral presentations of your work is welcome and encouraged.
Grading rubric for projects
The following table represents how your project will be scored when it is finally graded. You might want to look this over so that you know what the project’s expectations are, and so that you know what your score means when you get the graded report handed back to you.
Description: |
Score: |
This project was completed with an extraordinary amount of effort. Not only were all aspects of the project completed accurately and completely, but this project showed extra insight and clarity. This score is received on a small minority of projects. |
4+ |
This project was completed accurately and completely. Any errors in this project are mostly insignificant. Essentially, this score is reserved for projects that reflect total integrity and accuracy, and are generally more sophisticated than the average project. The research is thorough and well thought out, and the report is understandable. The student learned more from this project than most students in the class. |
4 |
This is a good project. It was complete and generally accurate; and, though it might contain errors, the point of the project is well conceived. There may be a question or two remaining for the reader of this report, but the research is mostly well presented and understandable. This student put an adequate amount of work into the project and it is evident that s/he learned something from it. |
3 |
This project is mostly complete, but it might be missing a major component of the assignment. This project might have some substantial errors in it, it may not be clear how some part of the project was designed, or there may be a question that was not thoroughly investigated. While the student completing this project probably learned something from it, s/he also may have missed some important points. |
2 |
This project probably has some major flaws. This may be due to incorrectly completing the project, or just a large-scale lack of effort. This score is usually received by only a small minority of projects. |
1 |
This project was not completed, or did not satisfy enough project requirements to receive credit. |
0 |
Some final words regarding the grading of projects:
Research Project #2
The Construction of Truth (HNRS 3900)
Adam Johnston & Carl Porter
PROJECT DUE: April 6th
This research project requirement of the course will allow you to actually tell the “truth”. You will choose a topic for your essay, determine the best way to tell the truth, tell it and then reflect on why you did what you did. Keep in mind that your truth needs to be connected to your previous research topic as well as connected to your final research topic.
You will want to consider all of the reading we have done through April 4th, especially those readings in the word section of the course.
It is important to note that this writing, although reflective of the course readings and discussions, will be your own. Before you get started, make sure you consider the following topics:
• What was your previous research and how might you use it to explore truth in this project?
• You will need to reflect on what you did for this project and what it all means.
This project is not any of the following:
• A summary of what the readings said.
• A validation of a truth you already hold without being willing to re-examine that held truth—willing to go where your exploration takes you.
• A validation of another’s truth who you feel would be pleased the two of you share the same truth—without being able to allow yourself to end up somewhere else.
• A piece of writing without a reflection on both the process and on the writer.
This piece of writing should be more polished than the response assignments you have been turning in as weekly assignments. The response assignments have been places where you have been able to try out ideas, think in a written format. This research project is just that, research—you may need several rough drafts, false starts to where you eventually end up—but keep those false starts; they may be actually starts to somewhere else you go in the future.
Your assignment, both the actual written piece and the reflective piece, will be placed on the web, as part of a course portfolio, on some dedicated server space for this course. (Just like you did before in project #1) This assignment should contain (at least) the following:
• The actually piece of writing. You may choose to write a non-fiction personal essay, a piece of fiction in the short-story form, or a creative nonfiction essay.
• A non-fiction reflective essay that describes your process—how you started, what directions you took, what parts of the readings guided your decisions, where you finally headed, where you ended up, what you learned.
• The balance between the two pieces of writing is critical—don’t shortchange either area. Your initial writing is your expression of what you know; the reflective essay is what you learned. Which is more important??
Remember, even though you are not being graded specifically on spelling, neatness, presentation, etc., these things can definitely make your report more credible overall.
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Due: Thursday, April 13, 2006
This response should be centered around Fadiman’s text and your analysis of it. This could take several different forms, such as:
Response #12 (The last one!)
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Due: Thursday, April 20th
No doubt, you are diligently working on your last research project and starting to think about your final essay (to be assigned next week). Given your general state of panic, this last response will allow you to draft some of your current thinking. So, you can write about any of the following:
Research Project #3
The Construction of Truth (HNRS 3900)
Adam Johnston & Carl Porter
PROJECT DUE: April 27th, 2006
For this research project, you will analyze “where edges meet” (Fadiman) in a cultural sense. You should take one particular topic, idea, concept, ritual, etc. and analyze through two different cultural lenses. For example, Fadiman gives you an idea of what epilepsy is both from a Western medicine standpoint, as well as from a Hmong standpoint. In each case, you come to understand why epilepsy is viewed the way it is. More importantly, Fadiman also shows the “edges” – how the two cultural view interact, compare, contrast, etc.
You need to first choose an idea, event, entity, etc. that can be viewed in different ways, depending on background. This could take form in a number of ways, for example:
For any of these comparisons, it is important to not only describe what view one culture has, but why do they have it. (In the case of Fadiman’s work, she makes it very clear why both views of epilepsy are “correct,” when seen from a cultural perspective.)
So, in a nutshell, here’s what you should turn in:
Your topic can be just about anything, as long as:
Remember, even though you are not being graded specifically on spelling, neatness, presentation, etc., these things can definitely make your report more credible overall. Personal style and creativity displayed in your work is welcome and encouraged.
Grading rubric for projects
The following table represents how your project will be scored when it is finally graded. You might want to look this over so that you know what the project’s expectations are, and so that you know what your score means when you get the graded report handed back to you.
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Some final words regarding the grading of projects:
FINAL EXAM AND PRESENTATION
Construction of Truth: A user’s guide to knowledge (HNRS 3900)
Adam Johnston & Carl Porter
Write a coherent and justifiable argument that (finally!) answers the following question:
What is truth?
Requirements:
Hints:
What do I have to do for the final?
* However, if you wanted to describe the “answer key” or “scoring rubric” for this essay, that would be one way to think and write about your conception of truth.