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Teaching and Learning Guide for: The Geopolitics of Climate Change

GEOGRAPHY COMPASS (ELECTRONIC), Issue 5 2008
Jon Barnett
Author's Introduction Climate change is a security problem in as much as the kinds of environmental changes that may result pose risks to peace and development. However, responsibilities for the causes of climate change, vulnerability to its effects, and capacity to solve the problem, are not equally distributed between countries, classes and cultures. There is no uniformity in the geopolitics of climate change, and this impedes solutions. Author Recommends 1.,Adger, W. N., et al. (eds) (2006). Fairness in adaptation to climate change. Cambridge, MA: MIT Press. A comprehensive collection of articles on the justice dimensions of adaptation to climate change. Chapters discuss potential points at which climate change becomes ,dangerous', the issue of adaptation under the United Nations Framework Convention on Climate Change (UNFCCC), the unequal outcomes of adaptation within a society, the effects of violent conflict on adaptation, the costs of adaptation, and examples from Bangladesh, Tanzania, Botswana, and Hungary. 2.,Leichenko, R., and O'Brien, K. (2008). Environmental change and globalization: double exposures. New York: Oxford University Press. This book uses examples from around the world to show the way global economic and political processes interact with environmental changes to create unequal outcomes within and across societies. A very clear demonstration of the way vulnerability to environmental change is as much driven by social processes as environmental ones, and how solutions lie within the realm of decisions about ,development' and ,environment'. 3.,Nordås, R., and Gleditsch, N. (2007). Climate conflict: common sense or nonsense? Political Geography 26 (6), pp. 627,638. doi:10.1016/j.polgeo.2007.06.003 An up-to-date, systematic and balanced review of research on the links between climate change and violent conflict. See also the other papers in this special issue of Political Geography. 4.,Parry, M., et al. (eds) (2007). Climate change 2007: impacts adaptation and vulnerability. Contribution of Working Group II to the fourth assessment report of the intergovernmental panel on climate change. Cambridge, UK: Cambridge University Press. The definitive review of all the peer-reviewed research on the way climate change may impact on places and sectors across the world. Includes chapters on ecosystems, health, human settlements, primary industries, water resources, and the major regions of the world. All chapters are available online at http://www.ipcc.ch/ipccreports/ar4-wg2.htm 5.,Salehyan, I. (2008). From climate change to conflict? No consensus yet. Journal of Peace Research 45 (3), pp. 315,326. doi:10.1177/0022343308088812 A balanced review of research on the links between climate change and conflict, with attention to existing evidence. 6.,Schwartz, P., and Randall, D. (2003). An abrupt climate change scenario and its implications for United States national security. San Francisco, CA: Global Business Network. Gives insight into how the US security policy community is framing the problem of climate change. This needs to be read critically. Available at http://www.gbn.com/ArticleDisplayServlet.srv?aid=26231 7.,German Advisory Council on Global Change. (2007). World in transition: climate change as a security risk. Berlin, Germany: WBGU. A major report from the German Advisory Council on Global Change on the risks climate changes poses to peace and stability. Needs to be read with caution. Summary and background studies are available online at http://www.wbgu.de/wbgu_jg2007_engl.html 8.,Yamin, F., and Depedge, J. (2004). The International climate change regime: a guide to rules, institutions and procedures. Cambridge, UK: Cambridge University Press. A clear and very detailed explanation of the UNFCCC's objectives, actors, history, and challenges. A must read for anyone seeking to understand the UNFCCC process, written by two scholars with practical experience in negotiations. Online Materials 1.,Environmental Change and Security Program at the Woodrow Wilson International Center for Scholars http://www.wilsoncenter.org/ecsp The major website for information about environmental security. From here, you can download many reports and studies, including the Environmental Change and Security Project Report. 2.,Global Environmental Change and Human Security Project http://www.gechs.org This website is a clearing house for work and events on environmental change and human security. 3.,Intergovernmental Panel on Climate Change (IPCC) http://www.ipcc.ch/ From this website, you can download all the chapters of all the IPCC's reports, including its comprehensive and highly influential assessment reports, the most recent of which was published in 2007. The IPCC were awarded of the Nobel Peace Prize ,for their efforts to build up and disseminate greater knowledge about man-made (sic) climate change, and to lay the foundations for the measures that are needed to counteract such change'. 4.,Tyndall Centre for Climate Change Research http://www.tyndall.ac.uk The website of a major centre for research on climate change, and probably the world's leading centre for social science based analysis of climate change. From this site, you can download many publications about mitigation of and adaptation to climate change, and about various issues in the UNFCCC. 5.,United Nations Framework Convention on Climate Change http://unfccc.int/ The website contains every major document relation to the UNFCCC and its Kyoto Protocol, including the text of the agreements, national communications, country submissions, negotiated outcomes, and background documents about most key issues. Sample Syllabus: The Geopolitics of Climate Change topics for lecture and discussion Week I: Introduction Barnett, J. (2007). The geopolitics of climate change. Geography Compass 1 (6), pp. 1361,1375. United Nations Secretary General, Kofi Annan, address to the 12th Conference of Parties to the United Nations Framework Convention on Climate Change, Nairobi, 15 November 2006. Available online at http://www.unep.org/Documents.Multilingual/Default.asp?DocumentID=495&ArticleID=5424&l=en Week II: The History and Geography of Greenhouse Gas Emissions Topic: The drivers of climate change in space and time Reading Baer, P. (2006). Adaptation: who pays whom? In: Adger, N., et al. (eds) Fairness in adaptation to climate change. Cambridge, MA: MIT Press, pp. 131,154. Boyden, S., and Dovers, S. (1992). Natural-resource consumption and its environmental impacts in the Western World: impacts of increasing per capita consumption. Ambio 21 (1), pp. 63,69. Week III: The Environmental Consequences of climate change Topic: The risks climate change poses to environmental systems Reading Intergovernmental Panel on Climate Change. (2007). Climate change 2007: climate change impacts, adaptation and vulnerability: summary for policymakers. Geneva, Switzerland: IPCC Secretariat. Watch: Al Gore. The Inconvenient Truth. Weeks IV and V: The Social Consequences of Climate Change Topic: The risks climate change poses to social systems Reading Adger, W. N. (1999). Social vulnerability to climate change and extremes in coastal Vietnam. World Development 27, pp. 249,269. Comrie, A. (2007). Climate change and human health. Geography Compass 1 (3), pp. 325,339. Leary, N., et al. (2006). For whom the bell tolls: vulnerability in a changing climate. A Synthesis from the AIACC project, AIACC Working Paper No. 21, International START Secretariat, Florida. Stern, N. (2007). Economics of climate change: the Stern review. Cambridge, UK: Cambridge University Press (Chapters 3,5). Week VI: Mitigation of Climate Change: The UNFCCC Topic: The UNFCCC and the Kyoto Protocol Reading Najam, A., Huq, S., and Sokona, Y. (2003). Climate negotiations beyond Kyoto: developing countries concerns and interests. Climate Policy 3 (3), pp. 221,231. UNFCCC Secretariat. (2005). Caring for climate: a guide to the climate change convention and the Kyoto Protocol. Bonn, Germany: UN Framework Convention on Climate Change Secretariat. Weeks VII and VIII: Adaptation to Climate Change Topic: What can be done to allow societies to adapt to avoid climate impacts? Reading Adger, N., et al. (2007). Assessment of adaptation practices, options, constraints and capacity. In: Parry, M., et al. (eds) Climate change 2007: impacts, adaptation and vulnerability. Contribution of Working Group II to the fourth assessment report of the intergovernmental panel on climate change. Cambridge, UK: Cambridge University Press, pp. 717,744. Burton, I., et al. (2002). From impacts assessment to adaptation priorities: the shaping of adaptation policy. Climate Policy 2 (2,3), pp. 145,159. Eakin, H., and Lemos, M. C. (2006). Adaptation and the state: Latin America and the challenge of capacity-building under globalization. Global Environmental Change: Human and Policy Dimensions 16 (1), pp. 7,18. Ziervogel, G., Bharwani, S., and Downing, T. (2006). Adapting to climate variability: pumpkins, people and policy. Natural Resources Forum 30, pp. 294,305. Weeks IX and X: Climate Change and Migration Topic: Will climate change force migration? Readings Gaim, K. (1997). Environmental causes and impact of refugee movements: a critique of the current debate. Disasters 21 (1), pp. 20,38. McLeman, R., and Smit, B. (2006). Migration as adaptation to climate change. Climatic Change 76 (1), pp. 31,53. Myers, N. (2002). Environmental refugees: a growing phenomenon of the 21st century. Philosophical Transactions of the Royal Society 357 (1420), pp. 609,613. Perch-Nielsen, S., Bättig, M., and Imboden, D. (2008). Exploring the link between climate change and migration. Climatic Change (online first, forthcoming); doi:10.1007/s10584-008-9416-y Weeks XI and XII: Climate Change and Violent Conflict Topic: Will Climate change cause violent conflict? Readings Barnett, J., and Adger, N. (2007). Climate change, human security and violent conflict. Political Geography 26 (6), pp. 639,655. Centre for Strategic and International Studies. (2007). The age of consequences: the foreign policy and national security implications of global climate change. Washington, DC: CSIS. Nordås, R., and Gleditsch, N. (2007). Climate conflict: common sense or nonsense? Political Geography 26 (6), pp. 627,638. Schwartz, P., and Randall, D. (2003). An abrupt climate change scenario and its implications for United States national security. San Francisco, CA: Global Business Network. [online]. Retrieved on 8 April 2007 from http://www.gbn.com/ArticleDisplayServlet.srv?aid=26231 Focus Questions 1Who is most responsible for climate change? 2Who is most vulnerable to climate change? 3Does everyone have equal power in the UNFCCC process? 4Will climate change force people to migrate? Who? 5What is the relationship between adaptation to climate change and violent conflict? [source]

Teaching and Learning Guide for: Memoryscape: How Audio Walks Can Deepen Our Sense of Place by Integrating Art, Oral History and Cultural Geography

GEOGRAPHY COMPASS (ELECTRONIC), Issue 5 2008
Toby Butler
Author's Introduction This article is concerned with the history and practice of creating sound walks or ,memoryscapes': outdoor trails that use recorded sound and spoken memory played on a personal stereo or mobile media to experience places in new ways. It is now possible to cheaply and easily create this and other kinds of located media experience. The development of multi-sensory-located media (,locedia') presents some exciting opportunities for those concerned with place, local history, cultural geography and oral history. This article uses work from several different disciplines (music, sound art, oral history and cultural geography) as a starting point to exploring some early and recent examples of locedia practice. It also suggests how it might give us a more sophisticated, real, embodied and nuanced experience of places that the written word just can not deliver. Yet, there are considerable challenges in producing and experiencing such work. Academics used to writing must learn to work in sound and view or image; they must navigate difficult issues of privacy, consider the power relations of the outsider's ,gaze' and make decisions about the representation of places in work that local people may try and have strong feelings about. Creating such work is an active, multi-sensory and profoundly challenging experience that can offer students the chance to master multi-media skills as well as apply theoretical understandings of the histories and geographies of place. Author Recommends 1.,Perks, R., and Thomson, A. (2006). The oral history reader, 2nd ed. London: Routledge. This is a wonderful collection of significant writing concerned with oral history. Part IV, Making Histories features much of interest, including a thought-provoking paper on the challenges of authoring in sound rather than print by Charles Hardy III, and a moving interview with Graeme Miller, the artist who created the Linked walk mentioned in the memoryscape article. These only feature in the second edition. 2.,Cresswell, T. (2004). Place: a short introduction. Oxford, UK: Blackwell. A refreshingly clear and well-written guide to the different theoretical takes on what makes places , a good starting point for further reading. 3.,Carlyle, A. (ed.). (2008). Autumn leaves: sound and the environment in artistic practice. Paris, France: Double Entendre. This is a collection of short essays and examples of located sonic media art; it includes interviews with practitioners and includes Hildegard Westekamp's Soundwalking, a practical guide to leading students on a mute walk. Lots of thought provoking, applied reading material for students here. 4.,Blunt, A., et al. (eds) (2003). Cultural geography in practice. London: Arnold. A great book for undergraduate and postgraduate students , concepts explained and lots of examples of actually doing cultural geography. The chapter on mapping worlds by David Pinder is particularly useful in this context. 5.,Pinder, D. (2001). Ghostly footsteps: voices, memories and walks in the city. Ecumene 8 (1), pp. 1,19. This article is a thoughtful analysis of a Janet Cardiff sound walk in Whitechapel, East London. Online Materials http://www.memoryscape.org.uk This is my project website, which features two online trails, Dockers which explores Greenwich and the memories of the London Docks that are archived in the Museum of London, and Drifting which is a rather strange experiment-combining physical geography and oral history along the Thames at Hampton Court, but still makes for an interesting trail. Audio, maps and trails can be downloaded for free, so students with phones or iPods can try the trails if you are within reach of Surrey or London. The site features an online version, with sound-accompanying photographs of the location. http://www.portsofcall.org.uk This website has three more trails here, this time of the communities surrounding the Royal Docks in East London. The scenery here is very dramatic and anyone interested in the regeneration of East London and its impact on local communities will find these trails interesting. Like Dockers, the walks feature a lot of rare archive interviews. This project involved a great deal of community interaction and participation as I experimented with trying to get people involved with the trail-making process. The site uses Google maps for online delivery. http://www.soundwalk.com This New York-based firm creates exceptionally high-quality soundwalks, and they are well worth the money. They started by producing trails for different districts of New York (I recommend the Bronx Graffiti trail) and have recently made trails for other cities, like Paris and Varanassi in India. http://www.mscapers.com This website is run by Hewlett Packard, which has a long history of research and development in located media applications. They currently give free licence to use their mscape software which is a relatively easy to learn way of creating global positioning system-triggered content. The big problem is that you have to have a pricey phone or personal digital assistant to run the software, which makes group work prohibitively expensive. But equipment prices are coming down and with the new generations of mobile phones developers believe that the time when the player technology is ubiquitous might be near. And if you ask nicely HP will lend out sets of equipment for teaching or events , fantastic if you are working within reach of Bristol. See also http://www.createascape.org.uk/ which has advice and examples of how mscape software has been used for teaching children. Sample Syllabus public geography: making memoryscapes This course unit could be adapted to different disciplines, or offered as a multidisciplinary unit to students from different disciplines. It gives students a grounding in several multi-media techniques and may require support/tuition from technical staff. 1.,Introduction What is a located mediascape, now and in the future? Use examples from resources above. 2.,Cultural geographies of site-specific art and sound Theories of place; experiments in mapping and site-specific performance. 3.,Walk activity: Westergard Hildekamp , sound walk, or one of the trails mentioned above The best way , and perhaps the only way , to really appreciate located media is to try one in the location they have been designed to be experienced. I would strongly advise any teaching in this field to include outdoor, on-site experiences. Even if you are out of reach of a mediascape experience, taking students on a sound walk can happen anywhere. See Autumn Leaves reference above. 4.,Researching local history An introduction to discovering historical information about places could be held at a local archive and a talk given by the archivist. 5.,Creating located multimedia using Google maps/Google earth A practical exercise-based session going through the basics of navigating Google maps, creating points and routes, and how to link pictures and sound files. 6.,Recording sound and oral history interviews A practical introduction to the techniques of qualitative interviewing and sound recording. There are lots of useful online guides to oral history recording, for example, an online oral history primer http://www.nebraskahistory.org/lib-arch/research/audiovis/oral_history/index.htm; a more in depth guide to various aspects of oral history http://www.baylor.edu/oral%5fhistory/index.php?id=23566 or this simple oral history toolkit, with useful links to project in the North of England http://www.oralhistorynortheast.info/toolkit/chapter1.htm 7.,Sound editing skills Practical editing techniques including working with clips, editing sound and creating multi-track recordings. The freeware software Audacity is simple to use and there are a lot of online tutorials that cover the basics, for example, http://www.wikieducator.org/user:brentsimpson/collections/audacity_workshop 8.,Web page design and Google maps How to create a basic web page (placing pictures, text, hyperlinks, buttons) using design software (e.g. Dreamweaver). How to embed a Google map and add information points and routes. There is a great deal of online tutorials for web design, specific to the software you wish to use and Google maps can be used and embedded on websites free for non-profit use. http://maps.google.com/ 9,and 10. Individual or group project work (staff available for technical support) 11.,Presentations/reflection on practice Focus Questions 1What can sound tell us about the geographies of places? 2When you walk through a landscape, what traces of the past can be sensed? Now think about which elements of the past have been obliterated? Whose past has been silenced? Why? How could it be put back? 3Think of a personal or family story that is significant to you. In your imagination, locate the memory at a specific place. Tell a fellow student that story, and describe that place. Does it matter where it happened? How has thinking about that place made you feel? 4What happens when you present a memory of the past or a located vision of the future in a present landscape? How is this different to, say, writing about it in a book? 5Consider the area of this campus, or the streets immediately surrounding this building. Imagine this place in one of the following periods (each group picks one): ,,10,000 years ago ,,500 years ago ,,100 years ago ,,40 years ago ,,last Thursday ,,50 years time What sounds, voices, stories or images could help convey your interpretation of this place at that time? What would the visitor hear or see today at different points on a trail? Sketch out an outline map of a located media trail, and annotate with what you hear/see/sense at different places. Project Idea small group project: creating a located mediascape Each small group must create a located media experience, reflecting an aspect of the history/geography/culture of an area of their choosing, using the knowledge that they have acquired over the course of the semester. The experience may be as creative and imaginative as you wish, and may explore the past, present or future , or elements of each. Each group must: ,,identify an area of interest ,,research an aspect of the area of the groups choosing; this may involve visiting local archives, libraries, discussing the idea with local people, physically exploring the area ,,take photographs, video or decide on imagery (if necessary) ,,record sound, conduct interviews or script and record narration ,,design a route or matrix of media points The final project must be presented on a website, may embed Google maps, and a presentation created to allow the class to experience the mediascape (either in the classroom or on location, if convenient). The website should include a brief theoretical and methodological explanation of the basis of their interpretation. If the group cannot be supported with tuition and support in basic website design or using Google mapping with sound and imagery, a paper map with locations and a CD containing sound files/images might be submitted instead. For examples of web projects created by masters degree students of cultural geography at Royal Holloway (not all sound based) see http://www.gg.rhul.ac.uk/MA/web-projects.html [source]

Teaching & Learning Guide for: The Origins of the Civil War

HISTORY COMPASS (ELECTRONIC), Issue 4 2007
Nicole Etcheson
Author's Introduction The author argues that slavery is the root cause of the Civil War even though historians have often posited other explanations. Some other interpretations have been ideological (i.e., about the morality of slavery), others have been economic, political, or cultural. Focus Questions 1If you were to make an argument for the causes of the Civil War, what evidence or types of evidence would you want to examine? 2In what ways can the different types of arguments (ideological, economic, political, and cultural), be combined to explain the causes of the Civil War? Do such arguments exclude or reinforce each other? In what ways? Author Recommends * E. L. Ayres, In the Presence of Mine Enemies: War in the Heart of America, 1859,1863 (New York, NY: Norton, 2003). A study of two counties, one north and one south, during the end of the sectional crisis and the early Civil War. While Potter, Walther, and Wilentz offer sweeping, often political, histories, Ayres offers a microhistory approach to the sectional conflict. Although Ayres writes within the tradition of seeing cultural differences between North and South, he concludes that slavery was the issue that drove the two sections apart. * M. A. Morrison, Slavery and the American West: The Eclipse of Manifest Destiny and the Coming of the Civil War (Chapel Hill, NC: University of North Carolina Press, 1997). Views the development of the sectional crisis through the lens of Manifest Destiny. Territorial expansion drove hostility between the sections. Morrison concentrates on the political developments of the period connected to the acquisition and organization of the territories to show how the issue of slavery in the territories polarized the sections. * D. M. Potter, The Impending Crisis, 1848,1861 (New York, NY: Harper & Row, 1976). The most comprehensive survey of the decade before the war. Potter traces the development of slavery as a political issue that North and South could not resolve. While it is a masterly and nuanced treatment of the political history, it does not incorporate social history and is more detailed than is useful for most undergraduates. E. H. Walther, The Shattering of the Union: America in the 1850s (Wilmington, Scholarly Resources, 2004) has recently supplanted Potter as a survey of the decade. It is an easier read for undergraduates and incorporates the new literature than has emerged since Potter wrote. * S. Wilentz, The Rise of American Democracy: Jefferson to Lincoln (New York, NY: Norton, 2005). A sweeping history of the United States from the constitutional era to the outbreak of the Civil War. Wilentz attempts to update Arthur M. Schlesinger Jr.'s synthesis The Age of Jackson by returning to a focus on the evolution of democracy while at the same time incorporating the social history that emerged after Schlesinger wrote. Only the last third of this very long book covers the 1850s, but Wilentz argues that democracy had taken differing sectional forms by that period: a free-labor version in the North and a plantation version in the South. Online Materials 1. The Valley of the Shadow: Two Communities in the American Civil War (http://valley.vcdh.virginia.edu/) A prize-winning website that profiles Augusta County, Virginia and Franklin County, Pennsylvania. Material from this website formed the basis of Ayres, In the Presence of Mine Enemies. Although the website primarily concentrates on the Civil War itself, it provides access to newspapers and letters and diaries from the 1850s that show the development of, and reaction to, the sectional crisis in those counties. It also shows students the types of materials (census, tax, and church records as well as newspapers and letters and diaries) with which historians work to build an argument. 2. American Memory from the Library of Congress (http://memory.loc.gov/ammem/index.html) Although not specifically devoted to the origins of the Civil War, the American Memory site provides access to the collections of the Library of Congress which contain massive amounts of primary materials for students and scholars. From the website, one can gain access to congressional documents, periodicals from the 1850s, nineteenth-century books, music, legal documents, memoirs by white and black southerners as well as slave narratives. Sample Syllabus Nicole Etcheson's ,Origins of the Civil War,' History Compass, 3/1 (2005), doi:10.1111/j.1478-0542.2005.00166.x can be used as a reading in any Civil War course. [source]

Teaching & Learning Guide for: The Origins of English Puritanism

HISTORY COMPASS (ELECTRONIC), Issue 4 2007
Karl Gunther
Author's Introduction This essay makes the familiar observation that when one part of an historiography changes, so must other parts. Here the author observes that the phenomenon known as puritanism has dramatically changed meanings over the past quarter century, though the change has focused on the Elizabethan and early Stuart periods. He asks that we consider the impact of that change on the earlier period, when puritanism in England had its origins. Focus Questions 1Why is the author unable to posit an answer to his question? 2If new study of the origins of puritanism were to reveal that it was not a mainstream Calvinist movement, but a radical critique of the Henrician and early Elizabethan church, how would that affect the new orthodoxy in Puritan studies? Author Recommends * A. G. Dickens, The English Reformation (Batsford, 1989). The starting place for all modern discussions of the English Reformation and the origins of both conservative and radical protestantism in England. Dicken's view is that the reformation was a mixture of German ideas, English attitudes, and royal leadership. * Eamon Duffy, The Stripping of the Altars: Traditional Religion in England c.1400,1580 (Yale Univeristy Press, 2005). What was it that the Reformation reformed? In order to understand early English protestantism, one needs to see it within the context of Catholicism. Eamon Duffy rejects the narrative of the Catholic church told by Protestant reformers and demonstrates the ruthlessness of the reformation. * Ethan Shagen, Popular Politics and the English Reformation (Cambridge University Press, 2003). Shagan asks the question, how is a conservative population energized to undertake the overthrow of their customs and beliefs? He too is centrally concerned with the issue of how radical was the English Reformation. * Brad Gregory, Salvation at Stake: Christian Martyrdom in Early Modern Europe (Harvard University Press, 1999). Nothing better expressed the radicalism of religious belief than the dual process of martyrdom, the willingness of the established religion to make martyrs of its enemies and of dissendents to be martyrs to their cause. Gregory explores this phenomenon across the confessional divide and comes to surprising conclusions about similarities and differences. Online Materials 1. Puritan Studies on the Web http://puritanism.online.fr A site of resources for studies of Puritanism, this contains a large number of primary sources and links to other source sites. The Link to the English Reformation is particularly useful. 2. The Royal Historical Society Bibliography http://www.rhs.ac.uk/bibl/dataset.asp The bibliography of the Royal Historical Society contains a complete listing of articles and books on all aspects of British history. Subject searches for Puritanism or the English Reformation will yield hundreds of works to choose from. [source]

Teaching and Learning Guide for: Locutionary, Illocutionary, Perlocutionary

LINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 9 2010
Mikhail Kissine
This guide accompanies the following article: Mikhail Kissine, ,Locutionary, Illocutionary, Perlocutionary', Language and Linguistics Compass 2/6 (2008) pp. 1189,1202. DOI: 10.1111/j.1749-818x.2008.00093.x. The terms locutionary act, illocutionary act and perlocutionary act originate from Austin's classical How to do with words. The corresponding notions, however, prove difficult to define. Yet, lack of careful delineating of each level can lead to important theoretical confusions. This Teaching and Learning Guide explains why proper understanding of Austin's trichotomy is crucial for semantics and pragmatics. Author's Introduction Most contemporary discussions in semantics and pragmatics employ , implicitly or explicitly , some or all of the concepts of locutionary,illocutionary or perlocutionary acts. These notions originate from Austin's posthumous and notoriously intricate book, How to do things with words. The point of interest for the linguist, however, is not so much the exegesis of Austin's ideas, as the precise delimitation of these levels of meaning. First, it is important to characterise the locutionary level , which falls short of any illocutionary force , to avoid contaminating analyses of utterance meanings with matters relative to the illocutionary level, viz. to the speech act performed. Second, the precise definition of illocutionary acts is an extremely difficult matter. However, the first, imperative step must be a clear demarcation between perlocutionary acts , relative to causal effects of the utterances , and the utterance's illocutionary force. Third, to assess theories of illocutionary forces, one must take into account the requirements for psychological and empirical plausibility. For instance, classical Gricean theories of illocutionary force attribution link it with the cognitive capacity to perform complex multi-layered mental state attributions, which is incompatible with the data available on the pragmatic and cognitive functioning of young children. In sum, gaining better understanding of the tripartite distinction between the locutionary, illocutionary and perlocutionary levels is not a taxonomical exercise, but a prerequisite for anyone willing to tackle semantic and/or pragmatic issues with the right tools. Suggested Reading Austin, J.L. (1975) How to do things with words, Second edition, Oxford, Oxford University Press. Lecture VIII. Difficult reading, but essential to understand Austin's intuitions and the origin of the debate. Strawson, P.F. (1964) "Intention and convention in speech acts", Philosophical Review, 73, 439,60. Classical criticism of Austin's claim abut the conventionality of illocutionary acts and first formulation of a Gricean theory of speech acts. Strawson, P.F. (1973) "Austin and ,Locutionary meaning'", in I. Berlin et al. (eds.) Essays on J.L. Austin, Oxford, Clarendon Press, 46,68. This equally classical paper sheds light onto the difficult notions of rhetic and locutionary acts; it paves the way for using these concepts interchangeably. Recanati, F. (1987) Meaning and Force. The pragmatics of performative utterances, Cambridge, Cambridge University Press. Chapter 9. This is a lucid discussion and elaboration of Strawson's conception of the locuitonary act as a potential for the illocutionary level. Wilson, D. and Sperber, D. (1988) "Mood and the analysis of non-declarative sentences", in J. Dancy et al. (eds.) Human Agency, Language, Duty and Value. Philosophical essayes in honour of J.O. Urmson, Stanford, Stanford University Press, 77,101. This paper gives important reasons for not confusing the analysis of mood , of the locutionary level , with the analysis of speech acts. Kissine, M. (2009) "Illocutionary forces and what is said", Mind and Language, 24, 122,38. Provides a definition of locutionary acts as linguistic representations of mental states, and lays grounds for a theory of speech acts as reasons to believe or to act. Bach, K. (1994) "Conversational impliciture", Mind and Language, 9, 124,62. An important defence of the distinction between illocutionary and locutionary acts. However, the reader should be warned that Bach conceives of locutionary acts as context-independent propositional radicals, which is not a self-evident position. Alston (2000) Illocutionary Acts and Sentence Meaning, Ithaca, Cornell University Press, Chapter 2. Contains a clear and lucid criticism of theories that confuse illocutionary and perlocutionary levels. Dominicy, M. (2008) "Epideictic rhetoric and the representation of human decision and choice", in K. Korta and J. Garmendia (eds.) Meaning, Intentions, and Argumentation, Stanford, CSLI, 179,207. This paper contains a useful test for distinguishing verbs that describe illocutionary acts form those that describe perlocutionary acts. It is also the first proposal to formulate the illocutionary/perlocutionary divide in Davidsonian terms. Focus Questions 1,What kind of philosophy of action is called for by the distinction between locutions, perlocutions and illocutions? 2,Should the locutionary level be always fully propositional? 3,Can illocutionary acts be characterised in terms of prototypical perlocutional effects? 4,Should illocutionary acts be divided in conventional (institutional) and non-conventional (non-insitutional) ones? 5,Are there good reasons for singling out a locutionary level? 6,,Does the attribution of illocutionary forces presuppose a complex mindreading process? Connexion with to Related Material in Lectures or Discussions 1,The distinction between the locutionary and illocutionary levels is crucial for any discussion about the semantics/pragmatics interface. Many scholars hastily characterise semantics as related to sentence-meaning and pragmatics as concerning the speech act performed. However, one should not take for granted that any level where the meaning is context-dependant is necessarily that of the illocutionary act performed. 2,This distinction can also be relevant for the discussions about the meaning of moods. For instance, the imperative mood is often analysed in terms of the directive illocutionary force. However, there are cases where utterances of imperative sentences do not correspond to a directive speech act. 3,The distinction between perlocutionary and illocutionary acts remains central for any attempt to classify or to define illocutionary forces. 4,Different conceptions of illocutionary acts are important for discussions about the ontogeny and phylogeny of the pragmatic dimension(s) of linguistic competence. [source]

Teaching & Learning Guide for: Victorian Life Writing

LITERATURE COMPASS (ELECTRONIC), Issue 5 2007
Valerie Sanders
Author's Introduction The Victorian period was one of the great ages for life-writing. Though traditionally renowned for its monumental ,lives and letters', mainly of great men, this was also a time of self-conscious anxiety about the genre. Critics and practitioners alike were unsure who should be writing autobiography, and whether its inherent assertiveness ruled out all but public men as appropriate subjects. It was also a period of experimentation in the different genres of life-writing , whether autobiography, journals, letters, autobiographical novels, and narratives of lives combined with extracts from correspondence and diaries. Victorian life-writing therefore provides rich and complex insights into the relationship between narrative, identity, and the definition of the self. Recent advances in criticism have highlighted the more radical and non-canonical aspects of life-writing. Already a latecomer to the literary-critical tradition (life-writing was for a long time the ,poor relation' of critical theory), auto/biography stresses the hidden and silent as much as the mainstream and vocal. For that reason, study of Victorian life-writing appeals to those with an interest in gender issues, postcolonialism, ethnicity, working-class culture, the history of religion, and family and childhood studies , to name but a few of the fields with which the genre has a natural connection. Author Recommends A good place to start is the two canonical texts for Victorian life-writing: George P. Landow's edited collection, Approaches to Victorian Autobiography (Athens, OH: Ohio University Press, 1979) and Avrom Fleishman's Figures of Autobiography: The Language of Self-Writing in Victorian and Modern England (Berkeley and Los Angeles, CA: University of California Press, 1983). These two re-ignited interest in Victorian life-writing and in effect opened the debate about extending the canon, though both focus on the firmly canonical Ruskin and Newman, among others. By contrast, David Amigoni's recently edited collection of essays, Life-Writing and Victorian Culture (Aldershot: Ashgate 2006) shows how far the canon has exploded and expanded: it begins with a useful overview of the relationship between lives, life-writing, and literary genres, while subsequent chapters by different authors focus on a particular individual or family and their cultural interaction with the tensions of life-writing. As this volume is fairly male-dominated, readers with an interest in women's life-writing might prefer to start with Linda Peterson's chapter, ,Women Writers and Self-Writing' in Women and Literature in Britain 1800,1900, ed. Joanne Shattock (Cambridge: Cambridge University Press, 2001), 209,230. This examines the shift from the eighteenth-century tradition of the chroniques scandaleuses to the professional artist's life, domestic memoir, and spiritual autobiography. Mary Jean Corbett's Representing Femininity: Middle-Class Subjectivity in Victorian and Edwardian Women's Autobiographies (New York, NY: Oxford University Press, 1992) begins with material on Wordsworth and Carlyle, but ,aims to contest the boundaries of genre, gender, and the autobiographical tradition by piecing together a partial history of middle-class women's subjectivities in the nineteenth and early twentieth centuries' (3). Corbett is particularly interested in the life-writing of actresses and suffragettes as well as Martineau and Oliphant, the first two women autobiographers to be welcomed into the canon in the 1980s and 90s. Laura Marcus's Auto/biographical Discourses, Theory, Criticism, Practice (Manchester and New York, NY: Manchester University Press, 1994) revises and updates the theoretical approaches to the study of life-writing, stressing both the genre's hybrid qualities, and its inherent instability: in her view, it ,comes into being as a category to be questioned' (37). Another of her fruitful suggestions is that autobiography functions as a ,site of struggle' (9), an idea that can be applied to aesthetic or ideological issues. Her book is divided between specific textual examples (such as the debate about autobiography in Victorian periodicals), and an overview of developments in critical approaches to life-writing. Her second chapter includes material on Leslie Stephen, who is also the first subject of Trev Lynn Broughton's Men of Letters, Writing Lives: Masculinity and Literary Auto/biography in the Late Victorian Period (London: Routledge, 1999) , her other being Froude's controversial Life of Carlyle. With the advent of gender studies and masculinities, there is now a return to male forms of life-writing, of which Martin A. Danahay's A Community of One: Masculine Autobiography and Autonomy in Nineteenth-Century Britain (Albany, NY: State University of New York Press, 1993) is a good example. Danahay argues that nineteenth-century male autobiographers present themselves as ,autonomous individuals' free of the constraints of social and familial contexts, thus emphasizing the autonomy of the self at the expense of family and community. Online Materials My impression is that Victorian life-writing is currently better served by books than by online resources. There seem to be few general Web sites other than University module outlines and reading lists; for specific authors, on the other hand, there are too many to list here. So the only site I'd recommend is The Victorian Web: http://.victorianweb.org/genre/autobioov.html This Web site has a section called ,Autobiography Overview', which begins with an essay, ,Autobiography, Autobiographicality and Self-Representation', by George P. Landow. There are sections on other aspects of Victorian autobiography, including ,Childhood as a Personal Myth', autobiography in Dickens and Elizabeth Barrett Browning, and a list of ,Suggested Readings'. Each section is quite short, but summarizes the core issues succinctly. Sample Syllabus This sample syllabus takes students through the landmarks of Victorian life-writing, and demonstrates the development of a counter-culture away from the mainstream ,classic male life' (if there ever was such a thing) , culminating in the paired diaries of Arthur Munby (civil servant) and Hannah Cullwick (servant). Numerous other examples could have been chosen, but for those new to the genre, this is a fairly classic syllabus. One week only could be spent on the ,classic male texts' if students are more interested in pursuing other areas. Opening Session Open debate about the definition of Victorian ,life-writing' and its many varieties; differences between autobiography, autobiographical fiction, diary, letters, biography, collective biography, and memoir; the class could discuss samples of selected types, such as David Copperfield, Father and Son, Ruskin's Praeterita, and Gaskell's Life of Charlotte Brontë. Alternatively, why not just begin with Stave Two of Dickens's A Christmas Carol (1843), in which the First Spirit takes Scrooge back through his childhood and youth? This is a pretty unique type of life-writing, with Scrooge ,laughing and crying' as his childhood and youth are revealed to him in a series of flashbacks (a Victorian version of ,This is Your Life?'). The dual emotions are important to note at this stage and will prompt subsequent discussions of sentimentality and writing for comic effect later in the course. Week 2 Critical landmarks: discussion of important stages in the evolution of critical approaches to life-writing, including classics such as Georges Gusdorf's ,Conditions and Limits of Autobiography', in Autobiography: Essays Theoretical and Critical, ed. James Olney (Princeton, NJ: Princeton University Press, 1980), 28,47; Philippe Lejeune's ,The Autobiographical Pact', in On Autobiography, ed. Paul John Eakin, trans. Katherine Leary (original essay 1973; Minneapolis: University of Minnesota Press, 1989), 3,30; and Paul De Man's ,Autobiography as De-Facement', Modern Language Notes 94 (1979): 919,30. This will provide a critical framework for the rest of the course. Weeks 3,4 Extracts from the ,male classics' of Victorian life-writing: J. S. Mill's Autobiography (1873), Ruskin's Praeterita (1885,89), and Newman's Apologia pro Vita Sua (1864). What do they think is important and what do they miss out? How open or otherwise are they about their family and personal lives? Are these essentially ,lives of the mind'? How self-aware are they of autobiographical structures? Are there already signs that the ,classic male life' is fissured and unconventional? An option here would be to spend the first week focusing on male childhoods, and the second on career trajectories. Perhaps use Martin Danahay's theory of the ,autonomous individual' (see above) to provide a critical framework here: how is the ,Other' (parents, Harriet Taylor) treated in these texts? Weeks 5,6 Victorian women's autobiography: Harriet Martineau's Autobiography (1877) and Margaret Oliphant's Autobiography (1899): in many ways these are completely unalike, Martineau's being ordered around the idea of steady mental growth and public recognition, while Oliphant's is deeply emotional and disordered. Can we therefore generalize about ,women's autobiography'? What impact did they have on Victorian theories of life-writing? Students might like to reconsider Jane Eyre as an ,autobiography' alongside these and compare scenes of outright rebellion. The way each text handles time and chronology is also fascinating: Martineau's arranged to highlight stages of philosophical development, while Oliphant's switches back and forth in a series of ,flashbacks' to her happier youth as her surviving two sons die ,in the text', interrupting her story. Week 7 Black women's autobiography: how does Wonderful Adventures of Mrs Seacole in Many Lands (1857) differ from the Martineau and Oliphant autobiographies? What new issues and genre influences are introduced by a Caribbean/travelogue perspective? Another key text would be Harriet Jacobs's Incidents in the Life of a Slave-Girl (1861). How representative and how individual are these texts? Do these authors see themselves as representing their race as well as their class and sex? Week 8 Working-class autobiography: Possible texts here could be John Burnett's Useful Toil (Allen Lane, 1974, Penguin reprint); Carolyn Steedman's edition of John Pearman's The Radical Soldier's Tale (Routledge, 1988) and the mini oral biographies in Henry Mayhew's London Labour and the London Poor (1861,62) (e.g., the Water-Cress Seller). There is also a new Broadview edition of Factory Lives (2007) edited by James R. Simmons, with an introduction by Janice Carlisle. This contains four substantial autobiographical texts (three male, one female) from the mid-nineteenth century, with supportive materials. Samuel Bamford's Passages in the Life of a Radical (1839,42; 1844) and Early Days (1847,48) are further options. Students should also read Regenia Gagnier's Subjectivities: A History of Self-Representation in Britain 1832,1910 (Oxford University Press, 1991). Week 9 Biography: Victorian Scandal: focus on two scandals emerging from Victorian life-writing: Gaskell's Life of Charlotte Brontë (1857) (the Branwell Brontë/Lady Scott adultery scandal), and Froude's allegations of impotence in his Life of Carlyle (1884). See Trev Broughton's ,Impotence, Biography, and the Froude-Carlyle Controversy: ,Revelations on Ticklish Topics', Journal of the History of Sexuality, 7.4 (Apr. 1997): 502,36 (in addition to her Men of Letters cited above). The biographies of the Benson family written about and by each other, especially E. F. Benson's Our Family Affairs 1867,1896 (London: Cassell, 1920) reveal the domestic unhappiness of the family of Gladstone's Archbishop of Canterbury, Edward White Benson, whose children and wife were all to some extent homosexual or lesbian. Another option would be Edmund Gosse's Father and Son (1907) in which the son's critical stance towards his father is uneasy and complex in its mixture of comedy, pity, shame, and resentment. Week 10 Diaries: Arthur Munby's and Hannah Cullwick's relationship (they were secretly married, but lived as master and servant) and diaries, Munby: Man of Two Worlds: The Life and Diaries of Arthur Munby, ed. Derek Hudson (John Murray, 1972), and The Diaries of Hannah Cullwick: Victorian Maidservant, ed. Liz Stanley (New Brunswick, NJ: Rutgers University Press, 1984): issues of gender and class identity; the idealization of the working woman; the two diaries compared. Half the class could read one diary and half the other and engage in a debate about the social and sexual fantasies adopted by each diarist. It would also be sensible to leave time for an overview debate about the key issues of Victorian life-writing which have emerged from this module, future directions for research, and current critical developments. Focus Questions 1To what extent does Victorian autobiography tell an individual success story? Discuss with reference to two or three contrasting examples. 2,All life writing is time writing' (Jens Brockmeier). Examine the way in which Victorian life-writers handle the interplay of narrative, memory, and time. 3To what extent do you agree with the view that Victorian life-writing was ,a form of communication that appeared intimate and confessional, but which was in fact distant and controlled' (Donna Loftus)? 4,Bamford was an autobiographer who did not write an autobiography' (Martin Hewitt). If autobiography is unshaped and uninterpreted, what alternative purposes does it have in narrating a life to the reader? 5,Victorian life-writing is essentially experimental, unstable, and unpredictable.' How helpful is this comment in helping you to understand the genre? [source]

Teaching & Learning Guide for: Moral Realism and Moral Nonnaturalism

PHILOSOPHY COMPASS (ELECTRONIC), Issue 3 2008
Stephen Finlay
Authors' Introduction Metaethics is a perennially popular subject, but one that can be challenging to study and teach. As it consists in an array of questions about ethics, it is really a mix of (at least) applied metaphysics, epistemology, philosophy of language, and mind. The seminal texts therefore arise out of, and often assume competence with, a variety of different literatures. It can be taught thematically, but this sample syllabus offers a dialectical approach, focused on metaphysical debate over moral realism, which spans the century of debate launched and framed by G. E. Moore's Principia Ethica. The territory and literature are, however, vast. So, this syllabus is highly selective. A thorough metaethics course might also include more topical examination of moral supervenience, moral motivation, moral epistemology, and the rational authority of morality. Authors Recommend: Alexander Miller, An Introduction to Contemporary Metaethics (Cambridge: Polity Press, 2003). This is one of the few clear, accessible, and comprehensive surveys of the subject, written by someone sympathetic with moral naturalism. David Brink, Moral Realism and the Foundations of Ethics (Cambridge: Cambridge University Press, 1989). Brink rehabilitates naturalism about moral facts by employing a causal semantics and natural kinds model of moral thought and discourse. Michael Smith, The Moral Problem (Oxford: Blackwell, 1994). Smith's book frames the debate as driven by a tension between the objectivity of morality and its practical role, offering a solution in terms of a response-dependent account of practical rationality. Gilbert Harman and Judith Jarvis Thomson, Moral Relativism & Moral Objectivity (Cambridge, MA: Blackwell, 1996). Harman argues against the objectivity of moral value, while Thomson defends it. Each then responds to the other. Frank Jackson, From Metaphysics to Ethics (Oxford: Clarendon Press, 1998). Jackson argues that reductive conceptual analysis is possible in ethics, offering a unique naturalistic account of moral properties and facts. Mark Timmons, Morality without Foundations (Oxford: Oxford University Press, 1999). Timmons distinguishes moral cognitivism from moral realism, interpreting moral judgments as beliefs that have cognitive content but do not describe moral reality. He also provides a particularly illuminating discussion of nonanalytic naturalism. Philippa Foot, Natural Goodness (New York, NY: Oxford University Press, 2001). A Neo-Aristotelian perspective: moral facts are natural facts about the proper functioning of human beings. Russ Shafer-Landau, Moral Realism: A Defence (New York, NY: Oxford University Press, 2003). In this recent defense of a Moorean, nonnaturalist position, Shafer-Landau engages rival positions in a remarkably thorough manner. Terence Cuneo, The Normative Web (New York, NY: Oxford University Press, 2007). Cuneo argues for a robust version of moral realism, developing a parity argument based on the similarities between epistemic and moral facts. Mark Schroeder, Slaves of the Passions (New York, NY: Oxford University Press, 2007). Schroeder defends a reductive form of naturalism in the tradition of Hume, identifying moral and normative facts with natural facts about agents' desires. Online Materials: PEA Soup: http://peasoup.typepad.com A blog devoted to philosophy, ethics, and academia. Its contributors include many active and prominent metaethicists, who regularly post about the moral realism and naturalism debates. Metaethics Bibliography: http://www.lenmanethicsbibliography.group.shef.ac.uk/Bib.htm Maintained by James Lenman, professor of philosophy at the University of Sheffield, this online resource provides a selective list of published research in metaethics. Stanford Encyclopedia of Philosophy: http://plato.stanford.edu See especially the entries under ,metaethics'. Sample Syllabus: Topics for Lecture & Discussion Note: unless indicated otherwise, all the readings are found in R. Shafer-Landau and T. Cuneo, eds., Foundations of Ethics: An Anthology (Malden: Blackwell, 2007). (FE) Week 1: Realism I (Classic Nonnaturalism) G. E. Moore, Principia Ethica, 2nd ed. (FE ch. 35). W. K. Frankena, ,The Naturalistic Fallacy,'Mind 48 (1939): 464,77. S. Finlay, ,Four Faces of Moral Realism', Philosophy Compass 2/6 (2007): 820,49 [DOI: 10.1111/j.1747-9991.2007.00100.x]. Week 2: Antirealism I (Classic Expressivism) A. J. Ayer, ,Critique of Ethics and Theology' (1952) (FE ch. 3). C. Stevenson, ,The Nature of Ethical Disagreement' (1963) (FE ch. 28). Week 3: Antirealism II (Error Theory) J. L. Mackie, ,The Subjectivity of Values' (1977) (FE ch. 1). R. Joyce, Excerpt from The Myth of Morality (2001) (FE ch. 2). Week 4: Realism II (Nonanalytic Naturalism) R. Boyd, ,How to be a Moral Realist' (1988) (FE ch. 13). P. Railton, ,Moral Realism' (1986) (FE ch. 14). T. Horgan and M. Timmons, ,New Wave Moral Realism Meets Moral Twin Earth' (1991) (FE ch. 38). Week 5: Antirealism III (Contemporary Expressivism) A. Gibbard, ,The Reasons of a Living Being' (2002) (FE ch. 6). S. Blackburn, ,How To Be an Ethical Anti-Realist' (1993) (FE ch. 4). T. Horgan and M. Timmons, ,Nondescriptivist Cognitivism' (2000) (FE ch. 5). W. Sinnott-Armstrong, ,Expressivism and Embedding' (2000) (FE ch. 37). Week 6: Realism III (Sensibility Theory) J. McDowell, ,Values and Secondary Qualities' (1985) (FE ch. 11). D. Wiggins, ,A Sensible Subjectivism' (1991) (FE ch. 12). Week 7: Realism IV (Subjectivism) & Antirealism IV (Constructivism) R. Firth, ,Ethical Absolutism and the Ideal Observer' (1952) (FE ch. 9). G. Harman, ,Moral Relativism Defended' (1975) (FE ch. 7). C. Korsgaard, ,The Authority of Reflection' (1996) (FE ch. 8). Week 8: Realism V (Contemporary Nonnaturalism) R. Shafer-Landau, ,Ethics as Philosophy' (2006) (FE ch. 16). T. M. Scanlon, What We Owe to Each Other (Cambridge, MA: Harvard University Press, 1998), ch. 1. T, Cuneo, ,Recent Faces of Moral Nonnaturalism', Philosophy Compass 2/6 (2007): 850,79 [DOI: 10.1111/j.1747-9991.2007.00102.x]. [source]

Teaching & Learning Guide for: Can a Darwinian Be a Christian?

RELIGION COMPASS (ELECTRONIC), Issue 3 2008
Gregory W. Dawes
Author's Introduction The article was provoked by recent discussion of the so-called ,conflict thesis': the idea that the Christian faith and the findings of modern science are necessarily at odds. This thesis is generally attributed to John William Draper (1811,1882) and Andrew Dickson White (1832,1918). Recent opposition to their work dates from a 1979 publication by James Moore. Moore argues that the warfare metaphor employed by Draper and White misrepresents the historical reality, by suggesting that the religion and science debates were clashes between distinct groups of people who were sharply polarized and violently antagonistic. Since then, similar criticisms have been made by historians, such as David Livingstone, Ronald Numbers, and David Lindberg. A key question here is: what does the conflict thesis entail? If it holds that Christian thinkers have invariably opposed scientific progress, while the defenders of science have been non-believers, it would be demonstrably false. But there exist more interesting forms of conflict thesis, which are philosophical rather than historical. These suggest that there is some tension between what Christians have traditionally believed and the findings of modern science, particularly Darwin's theory of evolution by natural selection. Even if the two are not, strictly speaking, incompatible, the truth of one may constitute evidence against the truth of the other. Darwin's theory also undercuts traditional arguments from design, and highlights the epistemological divide between religious and scientific conceptions of authority. Online Materials The following sites contain audio and video files, as well as text and images. 1. http://www.meta-library.net/history/intro-frame.html This is a useful overview of the historical debate by Ronald Numbers, with links to other sites. Most presenters follow Moore in opposing the conflict thesis, narrowly defined, but neglect the conflicts that my article highlights. 2. http://www.pbs.org/wgbh/nova/id/program.html Here one can view an excellent, 2-h PBS television documentary on the Dover, Pennsylvania trial in December 2005 regarding the teaching of ,intelligent design' (ID) in public schools. 3. http://www.butler.edu/clergyproject/rel_evol_sun.htm This is a letter signed by more than 11,000 clergy, arguing that there is no conflict between religion and science, and encouraging (among other things) the liturgical celebration of evolution by natural selection. 4. http://www.discovery.org/csc/ At the other end of the theological spectrum, this is the website of the Discovery Institute, devoted to opposing Darwinism and promoting ,intelligent design' (ID). Controversially, it presents ID as a scientific theory, rather than a religious doctrine. 5. http://www.asa3.org/ Somewhere between the Clergy Letter Project and the Discovery Institute lies the American Scientific Affiliation (ASA). The ASA ,does not take a position when there is honest disagreement between Christians', so it embraces a variety of perspectives. Sample Syllabus The following could form the basis for a graduate seminar on religion and science, focusing on the Darwinian controversies. One could, for instance, devote two classes to each of these topics. 1. The Draper-White Thesis I recommend reading extracts from the two writers thought to be responsible for the conflict thesis, to establish what each actually said. John William Draper, The History of the Conflict between Religion and Science, International Scientific Series 13 (London: Henry S. King & Co., 1875), chap. 8. Andrew Dickson White, A History of the Warfare of Science with Theology in Christendom (1896; New York, NY: Dover Publications, 1960), vol. 1, chap. 1. 2. Criticism of the Draper-White Thesis Either of the following readings from historians critical of Draper and White's work would be a useful starting point for discussion. James R. Moore, The Post-Darwinian Controversies: A Study of the Protestant Struggle to Come to Terms with Darwin in Great Britain and America, 1870,1900 (Cambridge: Cambridge University Press, 1979), chap. 1. David N. Livingstone, ,Re-placing Darwinism and Christianity', in David C. Lindberg and Ronald L. Numbers (eds.), When Science and Christianity Meet, pp. 183,202 (Chicago, IL: University of Chicago Press, 2003). 3. The Incompatibility Thesis Many authors attempt to show that Darwinism and Christianity and compatible. But it would be useful to examine Pope John Paul II's statement on this topic, along with some responses by biologists and philosophers. John Paul II, ,The Pope's Message on Evolution and Four Commentaries', The Quarterly Review of Biology, 72:4 (1997): 375,406. 4. The Evidential Thesis Students might enjoy reading and discussing the following article by a leading evolutionary biologist. George C. Williams, ,Mother Nature Is a Wicked Old Witch', in Matthew H. Nitecki and Doris V. Nitecki (eds.), Evolutionary Ethics, 217,31 (Albany, NY: State University of New York Press, 1993). 5. The Replacement Thesis This is an important but often neglected book. Students would benefit from reading at least the first chapter. Neal C. Gillespie, Charles Darwin and the Problem of Creation (Chicago, IL: University of Chicago Press, 1979), chap. 1. 6. The Faith and Reason Thesis The following article by a well-known historian and philosopher of science touches on some of the key issues. Ernan McMullin, ,Evolution and Special Creation', Zygon 28:3 (1993): 299,335. Focus Questions 1There exist many Christian thinkers who accept Darwin's theory of evolution by natural selection. Does that mean there is no conflict between Darwinism and Christianity? 2Taken at face value, Genesis 1,3 tells the story of the origins of the world and of human beings. What aspects of that story would you consider essential to the Christian faith? 3If we have an entirely natural explanation of the origins of complex living organisms, do we still have reasons to believe in a creator God? 4If God could have created complex living beings by a simple command, why would he choose a lengthy and wasteful process such as natural selection? 5Could a Christian regard the existence of God in the same way as a scientific hypothesis, that is to say, to be accepted only in so far as it is supported by the evidence? Seminar Activity I would suggest a debate, in which students sympathetic to the creationist position are asked to defend Darwin's theory, while students sympathetic to evolution are asked to argue against it. [source]