HUHC 020 Spring 2009 Debating Darwin: A Social History of the Creation vs. Evolution Controversy Tuesday-Thursday 11:10-12:35 202 Breslin Prof. Daniel M. Varisco Office: 200E Davison (463-5590) Daniel.M.Varisco@hofstra.edu Office Hours: Tues 10-11 am; Wed 10-11 am or by apt.

Last Update 2/09/09

Purpose of Course	Class Assignment Essays (CAE)
Required Course Texts	Reading Analysis Guide (RAG)
Course Schedule	Class Discussion Coordination
Reading the Assignments	Webservation
Class Attendance	Conference Panel Reaction
Exam	Grading

 

Purpose of Course

With the 1859 publication of On the Origin of Species, Charles Darwin inaugurated the modern biological theory of evolution. Within two decades virtually every prominent European scientist had abandoned earlier creationist and catastrophist thinking in favor of an evolutionary model, regardless of whether they believed in a God. Yet the debate over the scientific and religious issues has continued to the present. Some conservative Protestant organizations are still trying to force “creation” to be taught as science in the public schools. This course will look at the development of the creation myth in its biblical context and later interpretation within Judaism, Christianity and Islam, the importance of Darwin’s theory of evolution, the reception of Darwin’s theory in mid-nineteenth-century England, the subsequent controversy over Darwin and the teaching of evolution as science and “Social Darwinism” and "Intelligent Design."  Students will read a variety of primary texts on both sides of the debate.

Required Course Texts

• Edward Caudill, Darwinian Myths:  The Legends and Misuses of a Theory.  Knoxville:  University of Tennessee Press, 1997.

• Charles Darwin, The Autobiography of Charles Darwin 1809-1882.  New York:  Norton, 1958.

• Kristen E. Kvam, et al., Eve & Adam: Jewish, Christian, and Muslim Readings on Genesis and Gender. Bloomingdale: Indiana University Press, 1999.

• Richard H. Robbins and Mark Nathan Cohen, Darwin and the Bible: The Cultural Confrontation. Boston: Pearson Education, 2009.

• Blackboard pdfs and internet sites as noted

Course Schedule

1/29 Introduction to Course: Picturing Adam and Eve
Film Excerpt: “The Bible”

2/10 Jewish Postbiblical Interpretation

READ: Kvam et al. (1999:41-47, 50-54, 57-100)

2/12 Medieval Jewish Interpretation

READ: Kvam et al. (1999:161-169, 203-225)

2/17 Early and Medieval Christian Interpretation
READ: Kvam et al. (1999:108-155, 169-172, 225-235)

CAE#1 The Church Fathers, Eve and the Role of Women

2/19 “Medieval” Muslim Interpretation
READ: Kvam et al. (1999:156-161, 178-203)

2/24 Hammering Eve’s Daughters
READ: Kvam et al. (1999:241-248) and “Thou Shalt Not Suffer a Woman To Live”  (http://www.shanmonster.com/witch/misogyny.html)

2/26 Protestant Reformation Interpretation
READ: Kvam et al. (1999:249-304) and de Haan (1966:15-27) on Blackboard.

Part II.

The Darwinian Challenge

[The modern scientific framework of evolution was jump-started by Charles Darwin. This section looks at the worldview of Natural Theology overturned by Darwin and the influence of his theory in the mid-19th century.]

3/3 The Road to Darwin
READ: Gardner (2000:7-14) “Did Adam and Eve Have Navels?” on Blackboard and Robbins “The History and Implications of a Cultural Confrontation” in Robbins/Cohen, 1-19

3/5 Darwin on Evolution
READ: Darwin (1958:11-85) and Mayr “Darwin’s Influence on Modern thought” in Robbins/Cohen, 130-136

3/10 Darwin on Man and God
Darwin (1871:385-396) The Descent of Man, chapter 21, “General Summary and Conclusion” (choose p. 385 on webpage and start reading) and Darwin (1958:85-145).

CAE #2: “Darwin:  Atheist or Theist?”

3/12 The Bishop and Darwin’s Bulldog: Who Won the Great Debate?
READ: Caudill (1997:1-45)

3/12-14 Darwin’s Reach Conference at Hofstra. Students need to attend at least two panels.

3/17 Playing with Darwin
READ: Bowden “Did Darwin Become a Christian” (http://www.carm.org/evo_questions/deathbed.htm) and Caudill (1997:46-60).

Part III.

Creation vs. Evolution

3/19 In Bryan’s Image
Film: "Monkey Trial" (2002) V-5782
READ: Bryan (1922:86-135) on Blackboard and Robbins “William Jennings Bryan and the Trial of John T. Scopes” in Robbins/Cohen, 99-116

3/24 Teaching Evolution, Teaching Creationism
READ: Gould “Creationism: A Distinctly American Violation of NOMA” in Robbins/Cohen, 42-52, Larson “The Battle between Cration and Evolution…” in Robbins/Cohen, 155-165, Perras “Turmoil” in Robbins/Cohen, 176-184.

3/26 The Evolution of Scientific Creationism
READ: H. Morris (1980) handout, J. Morris (2002) on Blackboard, and Varisco (1982)

3/31 Intelligent Design Deja Vu
READ: Johnson “The Intelligent Design Controversy Summarized” in Robbins/Cohen, 81-83; Marks “Intelligent Design…” in Robbins/Cohen, 87-99.

4/2 Creationism Today
READ: “Big Daddy” tract handout (also online at http://www.chick.com/reading/tracts/0055/0055_01.asp), Branch “Creationism as a Global Phenomenon” in Robbins/Cohen, 137-151, Hewlett and Peters “The Science of Evolution and the theology of Creation” in Robbins/Cohen, 67-81.

CAE#3: “What’s Wrong with Big Daddy”

4/7 and 4/9 No Class, Spring Vacation

Part IV.

Making Adam & Eve Culturally Meaningful

[Darwin’s ideas had a social impact as well, especially through the work of Herbert Spencer, leading to racist constructions. This part of the course looks at the misuse of Darwin’s ideas, feminist views and a symbolic analysis of the original myth.]

4/14 Social Darwinism
READ: Caudill (1997:61-78, 96-143)

4/16 Slavery and Racism
READ: Kvam et al. (1999:305-315, 323-339, 496-502); Ariel (1867:3-10,19-26, 45-48) on Blackboard

4/21 Feminist Interpretation
READ: Kvam et al. (1999:346-356, 364-367, 421-443, 464-476)

4/23"Genesis as Myth": An Anthropological Reading
READ: Leach (1969:7-23) on Blackboard

Part V.

Endnotes

4/28 Art: Naked and without Shame
Powerpoint Presentation

READ: Eck (2001:603-632) on Blackboard

4/30 Satire: Mark Twain on Adam & Eve
READ: Twain (1962: 3-22, 75-92) on Blackboard

5/5 Adam and Eve All Over Again

5/8 Webservation (final copy) due by 1:30-3:30 pm in professor's office (200E Davison)

5/14 THURSDAY Final Exam (10:30am-12:30 pm in class room)

Course Requirements

1. READING THE ASSIGNMENTS by the date noted in the course schedule or as directed by the professor. It is is important to read the assigned material before class so that you can participate fully in class discussion and bring up questions or explore issues you are not clear about. Bring the assigned text with you to class on the relevant day.

3. EXAM. There will be one exam, a final exam. This will consist of two essay questions (given in advance) and 14 short answer questions. The exam essay (each worth 8 points) will be graded according to the following criteria):

a. Demonstration that the information is understood
b. Use of relevant and appropriate information and examples from the course (worth 2 points)
c. Critical analysis of key concepts and perspectives (worth 4 points)
d. Clarity, completeness and coherence of response

The exam cannot be made up without advance notice for a legitimate reason.

Each student is required to write 3 essays related to assigned reading and discussions in class. The student must hand in the CAE assignment on the day due. These assignments must be typed and at least 3 pages (750 words) in length. The idea of the assignment is to show how you interact with the material you are reading or seeing. You must relate your ideas and opinions directly to the assigned reading or topic.

The grading for these essays is "outcome based," which means that a particular assignment can be revised or expanded as necessary to meet the established criteria for full credit of 8 points per assignment, assuming it is handed in on time. Please hand back your revised assignment as quickly as you can. No revisions will be accepted after the last official day (May 5) of class. The criteria for grading the CAE are:

• a. Level of effort (appropriate length and degree you interact with the material)
• b. Appropriate and relevant examples (worth 2 points)
• c. Critical analysis of key concepts and perspectives (worth 2 points)
• d. Coherent argument and clear presentation of points
• e. Level of effort (including length)
• f. Handed in on time (no exceptions)

The following are the specific class assignments for the CAEs:

CAE#1 (due 2/17) "The Church Fathers, Eve and the Role of Women" [After reading Kvam (pp. 128-155) contrast and compare at least three (no more than five) of the church fathers for their views on the role of women in light of their interpretation of Eve's creation and fall. Instead of treating each father separately, you should pick several important issues (e.g., woman and the origin of evil, woman's relation to man, etc.) and discuss the fathers' views by issue. Provide your own views as well.  You are welcome to go on Google and get more background information on these church fathers.]

CAE#2 (due 3/10)  “Darwin:  Atheist or Theist?”  [After reading Darwin’s autobiography, explain the main reasons (pick three to discuss in detail rather than giving a list) why Darwin came to reject the Christianity he grew up with.  Also why do you think he said that he deserved to be called a theist but had evolved into an agnostic (p. 93)?  What is your own personal reaction to Darwin’s rejection of Christian theism?]

CAE#3: (due 4/2) “What’s Wrong with Big Daddy?” [Based on what you have learned from the course readings about the fallacies in creationist and intelligent design rhetoric, provide a critical review of the anti-evolutionary tract Big Daddy. It is important to pick three specific but diffeent points: one should be on how proponents of evolution are caricatured, one should be on the logic of the student attacking evolution and the third aspect is for you to decide.]

5. READING ANALYSIS GUIDE (RAG):For the major readings in the class, certain passages will be noted for analysis as you read the assignments. Please see the RAG website (http://people.hofstra.edu/daniel_m_varisco/huhcdarrag.html) for details. You are required to keep notes on these (any format you prefer, as long as your name is attached when handing it in for review) as a guide to bring with you to class to enhance the seminar discussion. The RAG is both a guide to key issues in the readings and a stimulus for following up during class discussion on points in the readings. The RAG will also serve as the review for the short answers on the final exam. Every student will be asked to show the professor his or her RAG at some point during the semester.

The RAG is worth 20 points. Yes it is a lot of work, but it serves as a replacement for a midterm exam and allows you as a student to monitor your own progress in understanding the material. The grading criteria for the RAG are as follows: 4 points (impressive), 3 points (good, but not excellent), 2points (adequate), 1 point (a gift for handing any comments in):

a. Comprehensive responses to most questions (more than phrase or simple gist)
b. Recognizes key issues involved
c. Raises further questions about what is read
d. Provides personal views and opinions (you will not be graded on what you say, but you must make an effort to state how the course material affects your understanding of the material)
e. Overall level of effort and engagement with material

You may bring your RAG at any time to discuss it with the professor in his office.

6. CLASS DISCUSSION COORDINATION:This is a seminar, which requires class participation by all. Each student will be in charge of leading a 15-minute discussion in class on an assigned reading from the RAG. A sign-up sheet will be handed out the first day of class. For details go to the Class Discussion Coordination website.
The following elements must be included in the coordination of class discussion:

• Short (ca. 5 minute) summary of main points of assigned reading (a one-page outline should be prepared to distribute to the class)
• Develop and lead discussion on 2-3 quotes (passages) or major points from the reading (Note: the professor may build on this for further discussion)

You are encouraged to make an appointment to discuss your plans (or ask for help) with the professor before your presentation. The coordination is worth 9 points, according to the following critera:

a. Demonstrates understanding of the main issues in the reading (weak, adequate, impressive) 3 points
b. Effective written outline of reading (weak, adequate, impressive) 3 points
c. Relevant questions/Issues raised, including relevance to contemporary society or methods of interpretation (weak, adequate, impressive) 3 points

7. WEBSERVATION:

• Purpose: In order to encourage students to relate material covered in class with information available on the internet and to critically assess the style and persuasiveness of websites. This is a web-based assignment that the student will conduct on his/her own. Information is available at the webservation website (http://people.hofstra.edu/daniel_m_varisco/huhc20gweb.html).

• Grading of Webservation: (16 points). The major criteria I will use to grade the webservation are listed below. Each criterion is worth 2 points: 1 if your work is adequate and 2 if it is impressive.

a. demonstration that the information presented is understood
b. use of relevant and appropriate examples from the course
c. recognizes key issues involved
d. pays attention to use of rhetoric
e. effective critique of website style and format
f. effective critique of website content
g. clarity and coherent explanation of points made
h. level of effort (including length)

• Length: 5-7 pages or 1250-1750 words

• Due Date: You may hand in a draft or outline at any time (within reason) for comments without a grade. All students are strongly encourage to discuss the webservation and show me a draft for help. You may hand in your final draft on the last day of class, or no later than May 8 between 1:30-3:30 pm in 200E Davison.

8. CONFERENCE PANEL REACTION

Each student is required to attend at least two panels at the “Darwin’s Reach” conference (March 12-14, 2009). For each panel the student must write a one-page reaction (I prefer that you react to what you heard and relate to the class material rather than summarize what you heard). Each of the one-age reaction papers is worth 3 points (impressive, adequate, weak).

9. GRADING

Grading in this course is based on a 100 point scale (although the student has the opportunity to earn 105 points in the course). In general, the "A" range will extend from 90-105, the "B" range from 80-90, the "C" range from 70-80, the D-range starting at 64. The point accumulation breaks down as follows:

•  Final Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

•  Class Assignment Essays (CAE) . . . . . . . . . . . . . 24

•  Reading Analysis Guide (RAG) . . . . . . . . . . . . . . 20

• Class Discussion Coordination . . . . . . . . . . . . . . .   9

•  Webservation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

• Conference Panel Reaction . . . . . . . . . . . . . . . . . . 6

TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105