HUMA 1301 0500 - HUMANITIES AND SCIENCE

Introduction

SYLLABUS

NORTH CENTRAL TEXAS COLLEGE

COURSE SYLLABUS

T / R 9:00 – 10:20 am FLM Room #209

Course Title: Introduction to Humanities (Humanities and Science)
Course Prefix & Number: HUMA 1301	Section Number: 500	Sem: Spring 2021
Semester Credit Hours: 3	Lecture Hours: 3	Lab Hours: 0
Course Description (NCTC Catalog): This stand-alone course is an interdisciplinary survey of cultures focusing on the scientific, philosophical, and aesthetic factors in human values with an emphasis on the historical development of the individual and society and the need to create.
Course Prerequisite(s): None
REQUIRED COURSE MATERIALS: Darwin, Charles. Evolutionary Writings. Ed. James A. Secord. New York: Oxford University Press, 2010. ISBN # 978-0-19-958014-9 Freud, Sigmund. Civilization and Its Discontents. Ed. James Strachey. With an Introduction by Christopher Hitchens. New York: Norton, 2010. ISBN # 978-0-39-330451-0 Principe, Lawrence M. The Scientific Revolution: A Very Short Introduction. New York: Oxford University Press, 2011. ISBN # 978-0-19-956741-6 Wells, H.G. The Time Machine. Ed. Roger Luckhurst. New York: Oxford University Press, 2017. ISBN # 978-0-19-870751-6 In addition, there are three films you will be expected to watch outside the classroom: Mary Shelley’s Frankenstein (1994; directed by Kenneth Branagh); Island of Lost Souls (1932; dir. Erle Kenton); and Splendor in the Grass (1961; dir. by Elia Kazan). These can be viewed online in CANVAS for free (under “STUDIO”). These can also be viewed online at Amazon Instant Video, Youtube, or other (unspecified) places. Public libraries might also carry it.

INSTRUCTOR INFORMATION

Name of Instructor:	Mark Thompson
Campus/Office Location:	Office Hours: T / R (After class). BY APPOINTMENT ONLY
Telephone Number:	--------------------- (use email)
E-mail Address:	USE CANVAS or mthompson@nctc.edu

GRADING CRITERIA

# of Graded Elements	Graded Course Elements	Percentage or Point Values
	Maximum Pts. Possible	1000 pts
4*	Textbook Quizzes*	15% (150 pts)
3	Movie-Reflection Essays	35% (350 pts)
2	Discussion-Board Exams	35% (350 pts)
daily	Attendance / In-class Participation	15% (150 pts)

*Lowest grade will be dropped

What does it mean to "be human"? Ever since British scientist and author C. P. Snow delivered his 1959 lecture, “The Two Cultures,” some have affirmed his contention that literature (or the humanities) and science occupy separate spheres; as a consequence, they were providing separate answers to this question. However, this was not always the case. Ancient writers' imaginations were not circumscribed by neat compartments: Plato and Aristotle both attempted to explain the cosmos, nature, and humanity's place in it by utilizing literary tropes/metaphors and "science" (back then, there was not a "scientific method"; knowledge could be found using both sensory data AND reasoning/logic). Humanist scholars of the Renaissance and early-modern period—roughly, the 15^th through 17th centuries—frequently discoursed on topics such as: human nature, astronomy, metaphysics, ethics, politics, art, and classical literature. During the 1800s, naturalist writers such as Darwin employed literary tropes to popularize science and make it readable for the majority population. His writings also set off an ongoing debate about the relationship between humans and animals. Similarly, British fiction writers such as Jane Austen, Emily Brontë, Thomas Hardy, and H. G. Wells, regularly used contemporary scientific theories to construct their plots, characters, and overall theories about human nature. In the United States, Freudian and behaviorist psychologists attempted to use anatomy and physiology to diagnose the “modern” condition of the human being. Freud’s Civilization and Its Discontents offered one “scientific” analysis. In the post-Darwinian world, various thinkers, novelists, and artists hoped to continue the renaissance-initiated focus on humanity, but developed different ideas by which humans could understand themselves and their brave new world.

COURSE PROMISES: This course is a journey (should you accept it) that will reveal how and why people began to use the scientific method to understand “humanity.” It will show the history and philosophy of science from the human perspective; you will learn how literature, philosophy, and art were part of the Western scientific enterprise that (for good or ill) has shaped the modern world; at the end, you will discover why you choose to look at “science” the way you do, ranging from complete skepticism to unshakeable trust; it will reveal why you are the person you are today, allowing for a more fulfilling human existence.

NOTE ON ATTENDANCE and ABSENCES: Attendance composes 15% of your overall grade. This includes participation (oral discussion or online-Discussion Boards) and various in-class assignments. Each day is worth 2 pts (plus any additional in-class assignments; these particular assignments CANNOT be made up). Students who arrive 20 or more minutes after the start of class will be considered partially absent for that day (1 pt. deduction), as will students who leave early. As we have only 27 total class meetings, attendance, bodily participation, and reading are all crucial components for this class. Without coming to class, you will struggle to understand the key concepts, ideas, and points regarding the books we read.

NOTE ON COMMUNICATION WITH YOUR PROFESSOR: You must use your NCTC-based email (either CANVAS or your @nctc.edu email account) to communicate with me.

FAQ

For individual quizzes, you will post answers to multiple-choice questions online in CANVAS about the assigned text pgs. (under “Quizzes”; see CALENDAR for time and due dates). THIS IS A TIMED QUIZ! YOU WILL HAVE 12 MIN. TO COMPLETE ANYWHERE FROM 6-8 MULTIPLE-CHOICE QUESTIONS. DO NOT START UNTIL YOU HAVE READ THE ASSIGNED MATERIAL/TEXTBOOK PGS. The aim of these quizzes is to ensure that you have read and understood the assigned material.

The Discussion-Board “exams” are taken online (under “Discussions”). These will usually open during the last week of the relevant course unit. You will have 3-4 days to complete and is an open-note and -book exam; it is hoped that this will alleviate any “test anxiety” you experience. It is important to periodically check your syllabus to know what assignment/exam is approaching (and its due date). This is a responsibility of the student, although the professor will provide helpful reminders. When in doubt, consult your syllabus schedule. Reduce unnecessary stress!!!
Attendance and In-class Participation compose 15% of your overall grade (or 150 pts.). Roughly 50% is comprised of attendance pts. (2 pts. each day) plus all in-class assignments. The other 50% is based on a participation rubric (you will see it after mid-term attendance grades are posted). Students should actively participate in the assigned books and movies by either: 1. orally participating in class discussions OR 2. periodically contributing to the “General Discussion Board” (under “Discussions” in CANVAS). There, students can boost their grade by engaging in dialogue with fellow classmates about the discussion topics and assigned books that come up during class time.
NOTE ON OFFICE HOURS: If you need to speak with me, I can stay after class for office hours. Just let me know and we can chat. Due to pandemic restrictions, office hours have been curtailed.

HOW TO SUCCEED IN THIS CLASS:

If you are unfamiliar with science or the humanities, it is going to be different than any other class you’ve taken. The disciplines composing the “humanities” (art, literature, music, grammar, and poetry, to name a few) and the subjects of “science” were only recently separated into isolated areas. Originating mainly from the medieval universities, the studia humanitatis ("studies of humanity”) was an interdisciplinary way of investigating the expressions of the human mind. Today, we have “scientists,” “social scientists,” “writers,” and “artists,” but the truth is, all humans do a little of everything. We express our “humanity” based on two things: 1. the universal urges and archetypes found in all human cultures since time immemorial and 2. the local or historically-based situation we find ourselves born into (“thrown into the world,” in the words of one German philosopher). We want to express ourselves, but sometimes these are mediated by the technology, sensibilities, and science of the zeitgeist. These include cultural memes, scientific “proofs,” “conventional wisdom,” and other forms of “knowledge” created and disseminated by cultural institutions. Each particular group, community, tribe, and nation from a particular era generates their ideas from a certain context—the social, political, cultural, and intellectual environment. This “habitat” (for lack of a better world) can allow certain thoughts to become “Truth” while discouraging other “truths.” An example is the debate between creationists and evolutionists; Darwin, the popularizer of evolution, was fighting against his era’s context; he was able to convince some people (mainly the new profession of scientists), but today, creationist ideas like the Intelligent Design Movement (see Stephen Meyer’s Darwin’s Doubt: The Explosive Origin of Animal Life and the Case for Intelligent Design for a recent and cogent summary) are battling this professional scientific environment. For the longest time, the word “science” (Latin: Scientia) has meant “knowledge” in general. It is only recently that people began distinguishing scientific knowledge from other types of knowledge (like math, history, psychology, etc.).

As a result, you may find the readings to be rather diffuse and broad in their subject matter, for they will focus on all aspects of human nature. So if you like to have a sense of certainty, you may find yourself confused and frustrated—but don’t despair. You might have to read them a couple times to understand what’s being argued. This is to be expected.

I encourage you to budget out your reading time throughout the week. You will need at least 2 hrs. each week to get a head start on your assigned books (typically, 1 book every 3-4 weeks). If you try to skim through this material you will not make sense of it. Most of our readings will present and follow out an argument. You have to follow the argument in order to understand the reading: that is the point of the humanities. The conclusions are easier to simply accept, but the point is to understand WHY a conclusion is made. Finally, make sure that when you read you are alone and in a quiet place. Newspapers, magazines and some textbooks can be mulled over in noisy and crowded places. Our material cannot. Carve out bits of time to read wherein you are free from the television, internet, phones, other people etc. This alone will greatly aid your ability to understand what you read. If you don’t believe me, I would recommend reading Nicholas Carr’s enlightening The Shallows: What the Internet is Doing to Our Brains (New York: Norton, 2010). You can also watch a short interview with the author here: https://www.youtube.com/watch?v=5tqRMbg7MPc Better yet, ask yourself after 5 minutes what you’re thinking of as you attempt to read your textbook for an uninterrupted hour: Emails? Headline news? Sports scores?

When thinking about how this will impact my life, remember that the point of a “studies of humanities” course is not to show how to acquire a job, but to help you understand yourself and your world!

Last day to withdraw from a course with a “W” is Monday, April 5.

ATTENDANCE POLICY

Regular and punctual attendance is expected of all students in all classes for which they have registered. All absences are considered to be unauthorized unless the student is absent due to illness or emergencies as determined by the instructor. It is the student responsibility to provide documentation as to the emergency for approval and judgement by the faculty member. Approved college sponsored activities are the only absences for which a student should not be held liable and only when provided by a college official ahead of the absence. Valid reasons for absence, however, do not relieve the student of the responsibility for making up required work. Students will not be allowed to make up an examination missed due to absence unless they have reasons acceptable to the instructor. A student who is compelled to be absent when a test is given should petition the instructor, in advance if possible, for permission to postpone the exam. Student will be dropped from a class by the Registrar upon recommendation of the instructor who feels the student has been justifiably absent or tardy a sufficient number of times to preclude meeting the course’s objectives. Persistent, unjustified absences from classes or laboratories will be considered sufficient cause for College officials to drop a student from the rolls of the College. From Board Policy FC (LOCAL).

DISABILITY SERVICES (Office for Students with Disabilities)

The Office for Students with Disabilities (OSD) provides support services for students with disabilities, students enrolled in technical areas of study, and students who are classified as special populations (i.e. single parents).

Support services for students with disabilities might include appropriate and reasonable accommodations, or they may be in the form of personal counseling, academic counseling, career counseling, etc. Furthermore, OSD Counselors work with students to encourage self-advocacy and promote empowerment. The Counselors also provides resource information, disability-related information, and adaptive technology for students who qualify.

For support, please contact the counselors at (940) 498-6207 or (940) 668-4321. Alternatively, students may stop by Room 170 in Corinth or Room 110 in Gainesville.

CALENDAR

Instructor reserves the right to alter schedule at ANY time.

֎ Discussion-Board Exam Dates to Remember (each due by 11:59 pm): Exam 1 Due (Saturday) 2/20; Exam 2 Due (Sat) 4/3

JAN.

UNIT 1: THE ANCIENT and MEDIEVAL “SCIENTIFIC” HERITAGE

T (19th) INTRODUCTION; DISCUSS SYLLABUS

R (21st) Discuss HAND OUT (have read before class): “Galileo’s Effect On History” by José Ortega y Gasset

T (26th) LECTURE: “The Ancient Idea of Science”

R (28th) “ “ “ “

FEB.

T (2^nd) LECTURE: “Science in the Middle Ages”

R (4^th) “ “ “ “

UNIT 2: THE SCIENTIFIC REVOLUTION

T (9th) QUIZ #1 DUE: 8:30 am (before class; go to “Quizzes” in CANVAS): (have read) Principe, The Scientific Revolution, Introduction and Chs. 1 and 2)

R (11th) LECTURE: “The Scientific Revolution”

T (16^th) Discuss: (have read): Principe, The Scientific Revolution, Chs. 3 and 4

R (18^th) “ “ “ “

֎ Reminder: 1^ST DISCUSSION BOARD-EXAM DUE Sat. 2/20 at 11:59 pm

Reminder: WATCH “MARY SHELLEY’S FRANKENSTEIN” OVER THE WEEKEND TO DISCUSS ON TUESDAY! STUDY GUIDE AND FILM ARE UNDER “MODULES” IN CANVAS

UNIT 3: THE SECOND SCIENTIFIC REVOLUTION: ENLIGHTENED vs ROMANTIC SCIENCE?

T (23^rd) Discuss: “MARY SHELLEY’S FRANKENSTEIN”; Discuss: MOVIE ESSAY #1 INSTRUCTIONS

R (25th) LECTURE: “Romantic Science: A Second Scientific Revolution?”

MAR.

T (2^nd) “ “ “ “

R (4th) LECTURE: “Biology before Darwin”

MOVIE ESSAY #1 DUE TUES. (3/9) at 8:30 am; Upload to link in CANVAS ([Under “Modules” or “Assignments”])

T (9th) “ “ “ “

R (11th) “ “ “ “

SPRING BREAK!

T (23rd) QUIZ #2 DUE: 8:30 am (before class; go to “Quizzes” in CANVAS): (have read): Darwin, Evolutionary Writings, pgs. 107-111; 132-136; 179-185 (On the Origin of Species)

R (25^th) “ “ “ “

T (30th) QUIZ #3 DUE: 8:30 am (before class; go to “Quizzes” in CANVAS): (have read): Darwin, Evolutionary Writings, pgs. 236-249; 288-296 (The Descent of Man)

APR.

R (1^ST) LECTURE: “Creationism and Darwinism: Competing Paradigms”

֎ Reminder: 2^ND DISCUSSION BOARD-EXAM DUE Sat. 4/3 at 11:59 pm

UNIT 4: SCIENCE AND ITS MODERN DISCONTENTS

REMINDER: Begin reading H. G. Wells’s The Time Machine

T (6^th) LECTURE: “H. G. Wells and Science Fiction”

R (8th) “ “ “ “

Reminder: WATCH “Island of Lost Souls” OVER THE WEEKEND TO DISCUSS ON TUESDAY! STUDY GUIDE AND FILM ARE UNDER “MODULES” IN CANVAS

T (13^th) Discuss “Island of Lost Souls”

R (15th) Discuss (have read): H. G. Wells’s “The Time Machine”

MOVIE/BOOK ESSAY #2 DUE TUESDAY (4/20) at 8:30 am; Upload to link in CANVAS ([Under “Modules” or “Assignments”])

T (20th) LECTURE: “Freud and the Science of the Soul”

R (22^nd) Discuss (have read): Freud, Civilization and Its Discontents, Ch. 3 (pgs. 57-75)

T (27^th) “ “ “ “

R (29^th) QUIZ #4 DUE: 8:30 am (before class; go to “Quizzes” in CANVAS): (have read): Freud, Civilization and Its Discontents, Ch. 7 (pgs. 113-129)

MAY

T (4th) “ “ “ “

R (6th) Discuss (have read): Freud, Civilization and Its Discontents, Portion of Ch. 8 (pgs. 142-149)

WATCH “SPLENDOR IN THE GRASS”; STUDY GUIDE, INSTRUCTIONS, AND FILM ARE UNDER “MODULES” IN CANVAS

10^th – 14th FINAL EXAM WEEK: MOVIE ESSAY #3 DUE: THURSDAY, MAY 13^TH at 11:59 pm; Upload to link in CANVAS ([Under “Modules” or “Assignments”])

ADDITIONAL HELPFUL INFORMATION:

Conversion of Onsite Classes to Online/Remote Format: North Central Texas College students should be aware that in the event of a college closure due to COVID-19, onsite classes will be converted to an online/remote format. Students should plan ahead to ensure they have access to the computer equipment (either PC, MAC, or tablet), webcam, and internet connectivity to continue their classes in an online/remote format. Please read all your official North Central Texas College student emails as the transition from onsite to online/remote might require a reorganization in your personal situation. Students will be granted a 72-hour transition and grace period. Online classes will continue as scheduled without disruption. Wear a mask, stay safe, and contact your Instructor as the situation arises. These policies and procedures were updated on July 30, 2020 and are subject to change as conditions change.

Face Coverings: Per the North Central Texas College guidance on face coverings on campus, in the instructional setting, faculty and students must wear face coverings, such as masks or face shields. Students without coverings, or those who do not comply with the rules relating to face coverings, will not be able to participate in on-campus classroom activities. To request an exception to this requirement, students should contact the NCTC HR Office of Enrollment Management (ccove@nctc.edu). Failure to comply with the face coverings requirement may result in the Instructor directing the student to leave the classroom. Any student asked to leave the classroom may be referred to the student conduct officer. These policies and procedures were updated on July 30, 2020 and are subject to change.

Temporary COVID-19 Attendance Policy for Face-to-Face Meetings: We are facing an unprecedented situation in which all of us must be flexible and make prudent decisions in the best interest of our families, our campus, and our community. In light of this, North Central Texas College is temporarily establishing the requirement that faculty keep records of student attendance for face-to-face course meetings as well as a documented seating chart. In addition, students who are sick or need to quarantine should not attend classes. Students will not be required to provide formal documentation from a health care provider and will not be penalized for COVID-19 related absences when proper notification to campus health officials is made in accordance with the guidelines stated below.

Faculty will:

Notify students about important course information and delivery changes through Canvas and campus email.

Students should:

Provide notification to campus officials (via NCTC Daily Health Check protocol through Canvas) if they have tested positive for COVID-19 or have to quarantine so we can confirm reported absence with instructors, monitor, and assist the campus community.
Notify instructors in advance of the absence.
Connect with that class through Webex if the class session is being transmitted in a hybrid fashion.
Keep up with and/or make up missed classwork or assignments.
Submit assignments digitally through Canvas or other means as announced by your instructor.
Work with their instructors to reschedule exams, labs, and other critical academic activities described in the course syllabus.
Check Canvas and campus email daily to receive important announcements pertaining to the course.

During the spring 2021 semester, faculty with face-to-face meetings will establish assigned seating/work stations to facilitate roll-taking, and, if necessary, contact tracing. Additionally, we ask all members of the College community to be attentive to their health, and safeguard others, by following the CDC’s guideline to “stay home when you are sick.” You should stay home if you have symptoms. More information on what to do if you are sick is available at the CDC’s website.

Additional NCTC information is available at http://www.nctc.edu/coronavirus/index.html

Frequently Asked Questions-all you need to know as a new or continuing student

Affinity Groups

Staff and faculty representing the Employee Resource Groups (ERG’s), along with academic advisors, counselors and success coaches, serve as mentors for NCTC’s student-centered Affinity Groups.

An Affinity Group is a population of students who have specific needs, barriers or systems they are needing to navigate not only within college, but within life. Providing mentorship, support and resources for identified Affinity Groups such as Black/African American students, veterans and active military, single parents, students with disabilities, adult learners, Latinx, LGBTQ+ and students who have experienced foster care and/or homelessness, enables us to make more impactful, meaningful connections with students who are in dire need of equity and understanding.

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The Completion Center provides a variety of services for first-time in college students. These include academic success coaching, goal setting, course planning, student resources, career development, and job placement services for all new college students. Free online Success Seminars are also available through Student Lingo and new students will also enroll in a First Year Experience (NCTC 1001) course to get started on the right track!

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Academic Advisors and Counselors help students explore majors and programs offered, how to take the best combination of classes to meet your goals, assist with questions related to university transfer, and guide students towards academic and personal success, and more. At NCTC, you are assigned to a specific advisor or success coach based on your major or career interests. You can locate our advisors and their majors, along with contact information on the Meet Your Advisor page-and even schedule an appointment with them through their online calendar!

Early Alert and CARES

The NCTC Early Alert program assists students who are at risk of failing or withdrawing from a course. Faculty and staff may refer students through the Early Alert process at any point in the semester in an effort to provide appropriate intervention and access to support services. Examples of behaviors that could prompt an Early Alert referral could be missing assignments, failing tests, excessive absences, or personal circumstances impacting academic performance. A student submitted as an Early Alert will be contacted by an academic advisor or success coach through text, phone, and/or via their NCTC e-mail address to discuss any current challenges as well as helpful resources and success strategies-we want our students to finish strong and know that education is a partnership!

The NCTC CARES Team is concerned not only about our students' academic success, but also their emotional and physical well-being. As a student, you have the ability to report concerning behavior which could impact your own safety or the safety of another NCTC student, such as stalking, harassment, physical or emotional abuse, violent or threatening behavior, or self-harm. Visit the NCTC CARES site to also locate campus and community resources, or email counseling@nctc.edu. As always, if you feel there is an immediate threat to your own safety or welfare (or to another student), please call 911 immediately.

Equity, Diversity and Inclusion (EDI)

EDI partners with the entire campus community to create, maintain and demonstrate NCTC’s commitment to an equitable, diverse and inclusive learning environment where NCTC students succeed. NCTC defines equity as encompassing the practice of acknowledging individual differences and systemic disparities when developing new programs and resources for our campus community, which may sometimes challenge our own beliefs and assumptions, in order to ensure balanced educational opportunities toward completion. Everyone Included. Everyone Belongs. Everyone Valued. Everyone Inspired.