Note on Discussion: Class participation is an important component of your grade. You are allowed to have two unexcused absences from class. (Job interviews count as excused absences--please alert me in advance). Beyond that, I take-off for every class you miss. Why? Because this is a seminar, and you owe it to your peers to be there to carry your load in discussion, listen to presentations, etc.--in other words, this is a matter of professional courtesy.
But you are expected to do more than warm a chair. I keep a record of the sorts of contributions students are making. Don't speak up merely for the sake of it; speak only when you have something to contribute. Those who contribute steadily and well will have their grades raised at the end of the course; those who fail to contribute will have their grades reduced.
As part of your class participation, each student will be required to lead at least one discussion. You should pick one of the readings, and come to class prepared to guide an intelligent, informed discussion of it, directing and focusing when necessary. While I have provided some questions for discussion in the schedule below, discussion leaders should bring in their own questions--it is my impression that student-generated questions are more effective at provoking discussion than mine. There should be at least two facilitators for each reading.
To get your discussion-leader grade, provide me with a summary of the discussion, in lieu of your usual written response to the reading (see below). Tell me how the discussion went, in your opinion--what worked, what didn't work, what suggestions you would make to future discussion leaders.
Written Responses to Readings: Keep a journal containing responses to the readings--this folder counts 20% of your grade. Use the questions associated with each reading as a focus. The point of your reading notes is to prepare you for discussion. To submit Journals, Click here.
Discussion leaders: check here
Hints on how to write.
Hints on building a literature review:
Readings will either be on the Web, in which case they will be highlighted below, or on reserve in the library.
You are responsible for keeping track of changes in the schedule.
I will announce them on e-mail and post them on this syllabus.
9/2--Introduction to class, syllabus.
9/7-- Reading Due: Sections 1-3 of Chapter 4 of
Transforming
Nature: Ethics, Invention and Discovery.
Discuss the role of
moral imagination and moral reasoning in the decision to create an atomic
bomb.
9-9 --Campbell Film "The Myth of the Hero"
Reading Due:
Section 4-6 of Chapter 4 of Transforming
Nature: Ethics, Invention and Discovery.
Discuss what it means to create sustainable technologies, and whether this violates Friedman's maxim that corporations should try to make money, not aim for social responsibility. Most of this discussion will take place on 9/23.9/14--Due: Statement of topic, and at least a one-page outline or summary of your pre-proposal.
9/16--Reading Due: Gorman's pre-proposal -- Environmental Ethics and Invention: A Case Study.
Extra Credit: Read articles by Friedman and Hawken & McDonough, on reserve.
Unilever purchases over 75% of its raw materials. They own and operate less than one-quarter of the operations that grown their agricultural products. Although Unilever has developed relationships with a percentage of its suppliers, it purchases a large portion of its goods (oils, fats and grains, to name a few) on the commodities market. In these cases, the source of the product (i.e. where and by whom it was grown) cannot be determined. Think about how these facts relate to a discussion about sustainable development for Unilever.
How does Unilever balance its numerous concerns for the environment, with its stockholders demanding a return for their investment?
Discuss Rohner Textil (A), (B) and the role of social networks in technology.
Is Kaelin a heterogeneous engineer?
Please come prepared to defend one of the four alternatives in the D case
1) From Kaelin's perspective. Which one should he choose, given what you know about his moral perspective?10/7-- Reading Due: SELF Case
Be prepared to say which of the three options at the end of the case Neville should select, and which you would select.
Assignment Due: Draft of Rationale and Objectives sections of the proposal, discussing significance and goals. Also provide an outline indicating how you will approach other sections--look at the proposal checklist to get ideas for what should go into this outline.
Note: In the best proposals, the literature review (section III) is thoroughly integrated into the other sections, every one of which cites relevant literature. The impacts can also be integrated into the rationale. Keep these points in mind when you create your outlines.
Go over Rationale and Objectives, outlines. Typical class format will involve peer critique in pairs for about the first half-hour, then each group will provide a summary of the different approaches taken and select one outline for me to go over. I will finish by answering questions.10/21-- Due: Drafts of Section II : Impacts. Use materials from class, where possible. Go over Impacts in class.Please bring a copy of your proposal sections on disk, to facilitate sharing.
10/26-- Due: Sections III (if necessary), IV and V of proposal, bring to class. Have your schedule ready to show to the whole class.
Go over end results and schedules. Advice about Preparing a Proposal from the National Science Foundation
Schedule presentations: 10 minutes per student. Team presentations for those working on group projects are encouraged.
Film t.b.a. (Probably White Heat: Mothers of Invention)
11/6 Monsanto Case (Click here for the PDF files)
Read Gorman, revised proposal.
Proposal revisions (if any) are due within two weeks of the time the proposal is returned to the student, and in any case no later than 12/2
Start reading one of these three books (On your honor, pick one that you have not read before). Alternately, you can propose a book of your own, but clear it with me first.
Daniel Quinn's Ishmael
Mary Shelley's Frankenstein
Michael Crichton's Jurassic Park
12/2ó12/7. Discuss books. The group that read each should come prepared to give a ten-minute overview, ending with a question for the class to discuss
12/9 -- Continue discussion of books.
Final portfolio: include all of your graded work for the semester--due
on December 9th Worth 5%
Possible Topics for Final Essay:
Worth 20% of your grade.