Texts:
1) Timothy Ferris, Coming of Age in the Milky Way, Perennial, 2003.
2) Erwin Schroedinger, What is Life? with Mind and Matter, Cambridge University Press, 1967.
3) Immanuel Kant, Prolegomena to Any Future Metaphysics, translation by James W. Ellington, 2nd Ed., Hackett Pub. Co., 1977.

Syllabus

Grading:
This course will examine selected “immensely simple questions” from the domains of philosophy and natural philosophy as well as their impact upon human perceptions of self and of physical reality. Because of the close historical connection between philosophy and natural philosophy (science), it is fitting that these two domains of inquiry should be considered in unison, as “inner” and “outer” approaches to probing the deeper mysteries of the universe. Because the course was designed expressly for Honors students, it will be interdisciplinary in nature and will incorporate a variety of formats and evaluation techniques.

Balance & Interdisciplinary Connections - The “immense questions” to be considered naturally blur the lines between scientific inquiry, philosophy, and religion. The course will especially focus upon resonances; that is, those points of nexus where scientific and philosophical lines of inquiry lead toward mutual illumination.

Critical Thinking - A premise of the course is that the process of inquiry is as at least as important as the answers gleaned. That process should follow appropriate guidelines relative to “critical thinking.”

Primary Sources - Whenever appropriate, readings will excerpted from primary sources. For example, Darwin’s Voyage of the Beagle, Schroedinger’s What is Life? and Kant’s Prolegomena are each primary.

Writing Intensive - Students will be required to write one book report and to keep a journal in which to respond to class discussions. Tests will include essay questions. The book to be reported upon should be chosen from a list of approved references or pre-approved alternatives, and the report will be due early in the semester to ensure that students are invested in some component of the course, for which they bring to the class relative expertise.

Communication Intensive - Approximately 1/3 to 1/2 of class time should be devoted to discussion in seminar format. Each student (in groups of 4-5) will be required to assume leadership for a class discussion. Good communication skills will be emphasized. Among these, students should employ critical and sensitive listening behaviors and should be able to deliver effective and concise oral presentations.

Historical & Cultural Context - What is the story behind the scientific or philosophical achievements? Who were the principal players? What was their historical context? Their cultural perspective? What qualities did they have that predisposed them to ask the relevant questions? What obstacles did they overcome? What was the impact of their achievement upon their culture? Upon humankind?

Grading Scale: 90-100 A, 80-89 B, 70-79 C, 60-69 D, below 60 failing, with appropriate +/-

Weight

• Assignment 10 %
• Class participation (attendance, contribution to discussions, sensitive listening) 15%
• Presentations (“expertise” assignment 5%; leadership of assigned discussion 10%) 18 %
• Bi-weekly journal 30 %
• Two one-hour tests; see dates on schedule 12 %
• 4-5 page book report 15 %
• Final exam