Contacts | Program of Study | Program Requirements | Summary of Requirements | Examples of Concentrations | Admission | Honors | Grading | Advisers | Minor Program in History, Philosophy, and Social Studies of Science and Medicine | History, Philosophy, and Social Studies of Science and Medicine Courses

Department Website: https://fishbein.uchicago.edu/

Program of Study

The BA program in the History, Philosophy, and Social Studies of Science and Medicine (HIPS) is designed for College students interested in studying science in terms of its historical development, conceptual structure, and social role. Students in the program must do sufficient work in one or more sciences to acquire a sound foundation for studying the nature of science. After securing this basis, they are expected to gain an understanding of how science arose, as well as how the content of scientific thought has changed and is changing, because of both its own internal dynamic and its interaction with the larger society in which it is embedded.

The HIPS program is designed to make possible the study of a wide range of social, historical, and conceptual issues relating to science. Students completing the program follow a number of different careers. Some pursue graduate study in the history and philosophy of science or in some field of science. Others find the program valuable preparation for the study of medicine, law, public policy, or science journalism. More generally, the goal of the program is to provide students with a sound basis on which to interpret and evaluate science and science policy. Some students choose to construct a degree program combining the requirements for the HIPS major with those for a major in the physical or biological sciences. Others, having met the HIPS program requirements, use electives to broaden their liberal arts education.

Students in other fields of study may also complete a minor in HIPS. Information follows the description of the major.

HIPS Sponsor

The Morris Fishbein Center for the History of Science and Medicine sponsors the HIPS program. Further information can be obtained in the center's office (SS 207) and at fishbein.uchicago.edu.

Program Requirements

Elements of the Curriculum. The curriculum of the program contains five principal elements:

1. The Foundation. All students must:

a. complete an approved sequence that fulfills the biological sciences general education requirement;

b. complete the general education requirement in the physical sciences with a physics sequence (PHYS 12100-12200 General Physics I-II or equivalent) or a chemistry sequence (CHEM 11100-11200 Comprehensive General Chemistry I-II, CHEM 10100 Introductory General Chemistry I and CHEM 10200 Introductory General Chemistry II, or equivalent), or have earned a score of 5 on the AP Chemistry or Physics test or a score of 4 or 5 on the AP Physics C Mechanics and E&M test;

c. complete a calculus sequence (MATH 13100-13200 Elementary Functions and Calculus I-II or higher), or have earned a score of 5 on the AP Calculus BC test;

d. complete three courses on the origins and development of science in the West: one course in each of the following three chronological periods: ancient, early modern, and modern.

2. Advanced Science. In addition to the science courses typically taken as part of the general education requirements, students are expected to take three courses in science, social sciences, or mathematics beyond the introductory level. They select these advanced courses according to their special aims, their area of concentration, and the subject of their bachelor's thesis.

3. Areas of Concentration. All students in the program determine an area of concentration in the anthropology, ethics, history, philosophy, or sociology of science and medicine. In consultation with the program director and their program adviser, students select five courses to constitute this concentration area. For example, some students may be particularly interested in the intellectual and social interactions between changing scientific knowledge and institutions, on the one hand, and evolving social institutions, on the other; a second group may be concerned with either epistemological issues related to the growth of science or moral and political problems attending the employment of technology; and a third group may wish to emphasize the study of science as a social or cultural activity.

4. Tutorials. Students are required to take two tutorial courses; this is typically done early in their program. With a specific focus that changes each year, these tutorials are small classes (from three to ten students) that emphasize discussion and writing. An updated list of courses is available on the Fishbein Center website or at registrar.uchicago.edu/classes.

5. Bachelor's Thesis and Junior Seminar. Third-year students enroll in a designated one-quarter seminar (HIPS 29800 Junior Seminar: My Favorite Readings in the History and Philosophy of Science) that deals with general aspects of history, philosophy, and social studies of science and medicine. In Spring Quarter of their third year, students must discuss their proposal for their bachelor's thesis with the program director. In consultation with the program director, students then sign up for a reading and research course (HIPS 29700 Readings and Research in History, Philosophy, and Social Studies of Science and Medicine) with an appropriate faculty member. In their fourth year, this research course should lead to a bachelor's thesis (HIPS 29900 Bachelor's Thesis) that integrates each student's academic studies, bringing them to bear on a significant question related to some historical, conceptual, ethical, or social aspect of science. Fourth-year students also enroll in a two-quarter HIPS 29810 Bachelor's Thesis Workshop, which is comprised of meetings that focus on organizing, researching, writing, and revising the thesis.

Summary of Requirements

GENERAL EDUCATION
Three courses: one from each of the following chronological periods:300
Ancient: HIPS 18301
Early Modern: HIPS 18400-18403
Modern: HIPS 18500-18507
An approved sequence that fulfills the biological sciences general education requirement200
One of the following sequences:200
Introductory General Chemistry I
   and Introductory General Chemistry II (or equivalent) *
Comprehensive General Chemistry I-II (or equivalent) *
General Physics I-II (or higher) *
MATH 13100-13200Elementary Functions and Calculus I-II (or higher) *200
Total Units900
MAJOR
Three courses in science, social sciences, or mathematics beyond the introductory level300
Five courses in an area of concentration500
Two tutorials200
HIPS 29700Readings and Research in History, Philosophy, and Social Studies of Science and Medicine100
HIPS 29800Junior Seminar: My Favorite Readings in the History and Philosophy of Science100
HIPS 29900Bachelor's Thesis100
HIPS 29810Bachelor's Thesis Workshop100
Total Units1400

Examples of Concentrations

The following are meant to illustrate areas of concentration. They are not prescriptive, only suggestive. For the particular courses that might constitute their area of concentration, students should consult with the director of the program, examine this course catalog, and visit registrar.uchicago.edu/classes.

History and Philosophy of Biological Science

HIPS 23600History and Theory of Human Evolution100
BIOS 29321Problem of Evil: Disease?100
HIPS 23900Biological and Cultural Evolution100
HIPS 25801Evolutionary Theory and Its Role in the Human Sciences100
HIPS 27860History of Evolutionary Behavioral Sciences100
Total Units500

Philosophy of Science

HIPS 22000Introduction to the Philosophy of Science100
HIPS 25104History and Philosophy of Biology100
HIPS 22708Planetary Britain, 1600-1900100
HIPS 24901Darwin's "On the Origin of Species" and "The Descent of Man"100
HIPS 27515Scientific and Humanistic Contributions to Knowledge Formation100
Total Units500

History of Medicine and Medical Ethics

HIPS 12103Treating Trans-: Practices of Medicine, Practices of Theory100
HIPS 21609Topics in Medical Ethics100
HIPS 24103Bioethics100
HIPS 25900Darwinian Medicine100
HIPS 27300Medicine and Culture100
Total Units500

Admission

To be eligible for admission, students should have completed at least two of the four foundation course sequences listed in the preceding section and should have maintained a 3.2 GPA or higher in previous course work. Students should apply for admission no later than Autumn Quarter of their third year to the director of the program. The director advises students about the requirements, arranges a preliminary plan of study, and discusses scheduling conflicts and special cases. Thereafter, a student chooses, in consultation with the director, a BA adviser from the staff.

Honors

Students who meet the following criteria are considered for graduation with honors: (1) overall GPA of 3.3 or higher, (2) completion of a bachelor's thesis of A quality, and (3) a majority vote by the faculty in favor of honors.

Grading

Students majoring in HIPS must receive quality grades in all courses meeting the requirements of the degree program, except HIPS 29810 Bachelor's Thesis Workshop, which must be taken for Pass/Fail grading. Nonmajors may take courses for Pass/Fail grading with consent of instructor.

Advisers

Drawn from many parts of the University, those listed in the Faculty Section of the HIPS program have direct responsibility for admitting students, formulating curriculum, and advising students.

Minor Program in History, Philosophy, and Social Studies of Science and Medicine

Students in other fields of study may complete a minor in HIPS, which offers students who are majoring in science the opportunity to gain an understanding of the conceptual, historical, and social contexts in which their disciplines are situated.

The minor requires a total of six courses. Courses in the minor (1) may not be double counted with the student's major(s) or with other minors and (2) may not be counted toward general education requirements. Courses in the minor must be taken for quality grades, and more than half of the requirements for the minor must be met by registering for courses bearing University of Chicago course numbers.

Students should take at least two courses focusing on the origins and development of science in the West (one course in each of two of the following chronological periods: ancient, early modern, and modern) to meet the general education requirement in civilization studies. Additional courses in these sequences that are not used to meet the general education requirement can count toward courses required for the minor.

Students must complete one tutorial course.

The remaining five courses for the minor program should constitute an area of concentration in the anthropology, ethics, history, philosophy, or sociology of science and medicine. Students select the courses that constitute this concentration in consultation with the program director and their program adviser.

Students who elect the minor program in HIPS should meet with the program director before the end of Spring Quarter of their third year to declare their intention to complete the program. The director's approval for the minor program should be submitted to the student's College adviser by the deadline above on the Consent to Complete a Minor Program form obtained from the College adviser or online.

The following groups of courses would satisfy the requirements for a minor in HIPS. They are only meant to illustrate possible plans of study; they are not prescriptive.

Group 1

Tutorial:100
Tutorial: Medical Ethics in the Hospital and Clinic
Concentration in History and Philosophy of Biology:500
Philosophical Problems in the Biological Sciences
History and Theory of Human Evolution
Biological and Cultural Evolution
Evolutionary Theory and Its Role in the Human Sciences
Problem of Evil: Disease?
Total Units600

Group 2

Tutorial:100
Tutorial: The Science and Philosophy of Artificial Intelligence
Concentration in History of Medicine and Medical Ethics:500
Treating Trans-: Practices of Medicine, Practices of Theory
Intro To Medical Ethics
Bioethics
Darwinian Medicine
Medicine and Culture
Total Units600

History, Philosophy, and Social Studies of Science and Medicine Courses

Please visit this page for a list of currently offered courses.

HIPS 18301, HIPS 18400–18403, and HIPS 18500–18507 Science, Culture, and Society in Western Civilization

These courses focus on the origins and development of science in the West. They aim to trace the evolution of the biological, psychological, natural, and mathematical sciences as they emerge from the culture and social matrix of their periods and, in turn, affect culture and social. In order to satisfy the general education requirement in civilization studies, students must take a course in two or three of the following chronological periods: ancient (numbered HIPS 18300), early modern (HIPS 18400–18403), and modern (HIPS 18500–18503). Taking these courses in sequence is recommended but not required. Only one course per category may count toward the requirement unless special approval is granted.

HIPS 18301. Science, Culture, and Society in Western Civilization I: Ancient Science and Medicine. 100 Units.

This undergraduate course represents the first quarter of the Science, Culture, and Society in Western Civilization general education sequence. Taking these courses in sequence is recommended but not required. This quarter will focus on science and medicine in societies across the ancient world. Students will gain an introduction to methods of healing and knowing practiced in Africa, Asia, Europe, and North and South America before 1500. Students will also acquire an understanding of the many questions that historical research raises for our own understanding of contemporary medicine and science, and some of the methods that historians use to bring the past to light. Topics include ancient surgery and pharmacology; the manifold meanings of "disease;" the function and recognition of "the body," of "mind," and of perception; how to acquire "good" and "true" knowledge; continuity and discontinuity of beliefs and practices over time and place; and exchange of ideas and materials across cultures, among other subjects.

Instructor(s): Michael Rossi     Terms Offered: Autumn. Offered in Autumn 2024
Equivalent Course(s): HIST 17311

HIPS 18401. Science, Culture, and Society in Western Civilization II: History of Medicine 1500 to 1900. 100 Units.

This course examines the theory and practice of medicine between 1500 and 1900. Topics include traditional early modern medicine; novel understandings of anatomy, physiology, and disease from the Renaissance on; and new forms of medical practice, training, and knowledge-making that developed in the eighteenth and nineteenth centuries.

Instructor(s): M. Rossi     Terms Offered: Winter. Course is offered in Winter 2025.
Equivalent Course(s): HIST 17411

HIPS 18402. Science, Culture, and Society in Western Civilization II: The Scientific Revolution. 100 Units.

This course focuses on one of the most radical transformations in the history of Western thought: the so-called "Scientific Revolution." In addition to analyzing the origin and development of Copernicanism, Galilean mechanics, and Paracelsian alchemy-among other revolutionary ideas-we will examine several institutional and methodological innovations that profoundly altered how early modern Europeans investigated the natural world, including the advent of the experimental philosophy and the creation of scientific academies.

Instructor(s): Zachary Barr     Terms Offered: Winter. Offered Winter 2025

HIPS 18500. Science, Culture, and Society in Western Civilization III: Modern Period. 100 Units.

The course is organized around a series of broad questions about science. These questions are addressed by means of examples drawn from both the past and the present. The historical cases arise in chronological sequence, ranging from the development of experimental methods in the late seventeenth century to the advent of biotechnology in the modern era. They furnish a selective set of materials for a history of scientific practice. Their other purpose here, however, is to highlight the depth and importance of many problems still confronting the world of science today - problems that are cultural as well as scientific, and that demand of us an understanding of what science is and how it works.

Instructor(s): A. Johns     Terms Offered: Spring. Course will be offered in Spring 2025
Equivalent Course(s): HIST 17510

HIPS 18504. Science, Culture, and Society in Western Civilization III: the Computational Life. 100 Units.

In SCSIII: The Computational Life, we consider the rise of computation and computers from ancient, analog efforts through state calculations and steampunk computers of the 19th Century to the emergence of digital computers, programming languages, screens and personal devices, artificial intelligence and neural networks, the Internet and the web. Along the way, we explore how the fantasy and reality of computation historically reflected human and organizational capacities, designed as prosthetics to extend calculation and control. We further consider how computers and computational models have come to influence and transform 20th and 21st Century politics, economics, science, and society. Finally, we examine the influence of computers and AI on imagination, structuring the utopias and dystopias through which we view the future. Students will read original texts and commentary, manipulate analog and digital hardware, software, networks and AI, and contribute to Wikipedia on the history and the social and cultural implications of computing.

Instructor(s): J. Evans     Terms Offered: Spring. Offered in Spring 2025 Quarter.
Equivalent Course(s): SOCI 20526, HIST 17514

HIPS 15005. Engineered Environments in East Asia. 100 Units.

Environments in East Asia have drastically changed in the twentieth century. Seawalls and cities rose in coastal areas that were previously untouched along Japan's coast; cement-dams replaced dirt dikes that divided the Han river in the Korean Peninsula; and railroads expanded into far-off regions in China, redefining both cities and hinterlands. These are three archetypal examples of technically complex projects that this course will explore. These industrial and technological projects of a national, regional, or global scale connect past to present and pose questions to our future about climate change, public health crises, and energy anxieties. This class asks what engineered environments are and how they shape our everyday life. We will visit three types of archetypal megaprojects-the railway system, the transformation of ocean space, and the building of dams--in China, Japan, and Korea that have shaped and continue to shape the environments of East Asia, an economically vibrant, politically challenging, and ecologically diverse region, with a deep history and vibrant technological innovations even today. We will discuss the politics and science behind the building of each megaproject, the interconnected history among them, and more importantly, how each project generated its environment, shaped the relationship between human societies and nature, and influences our current understanding of the region.

Instructor(s): Y. Dong
Note(s): All the course materials are in English. In this course, we will engage with primary documents that are translated into English and other scholarship on specific sites, including newspaper reports, journal articles, and documentaries. Primary sources include literature, memoirs, and visual images. For students who do not have background knowledge on the political and social history of East Asia, this course also assigns readings from historical textbooks to help students place megaprojects in each’s historical context. There are no prerequisites for this course. There will be a component of short lectures in some meetings.
Equivalent Course(s): HIST 15005

HIPS 20107. Nature and Technology in the Capitalist Mode of Production. 100 Units.

The crisis of nature and technology is at the heart of the 21st century mode of production as unprecedented planetary scale ecological destruction, climate change, and exhaustion of fossil fuels undercut the dynamics of capitalist accumulation. At the same time, novel techno-natural fixes are being designed to contain the crises immanent to the life process of capital. However, these movements are far from seamless; new tensions, contradictions, and horizons of struggles emerge making a critical inquiry of these concepts urgent to Anthropological thinking. In this course, the students will be introduced to foundational approaches to these problems. The first half of the course will intensively engage with dialectical materialist frameworks to understand the interrelationship between nature, technology, and consciousness in the capitalist mode of production. From this engagement, we will derive critical concepts that will be used to engage with the pertinent questions of planetary scale appropriation of human, non-human and more-than-human life in emergent anthropological theory and ethnographic literature. In doing so, our goal is to reflect on a series of questions: What is the place of nature and technology in the capitalist mode of production? How and if they embody limits to the workings of capital? How does anthropology allow us to develop new political and theoretical horizons that emerge in the wake of these developments?

Instructor(s): Ashima Mittal
Equivalent Course(s): ANTH 10107, CEGU 20107

HIPS 20205. Race in African History. 100 Units.

This course examines the category of race in African history from the nineteenth century to the contemporary era. It references the legacies of earlier identity constructions in the creation of these categories, as well as analyzing its transnational and trans-imperial dimensions. The class combines intellectual, cultural, and social history to illuminate the actors, encounters, and debates animating this dynamic field of study-moving beyond assumptions of African societies as spaces of ethnic-and not racialized-identities to examine the construction of difference through transnational history of science, gender and sexuality studies, histories of slavery, Middle Eastern colonial projects, as well as the invention of the category of "native" in European colonial discourse. Are categories of differences primarily due to European colonialism, as many claim? Or are they embedded in a more complex configuration coming from settler colonial projects, national liberation struggles, and postcolonial nativist discourses? Students examine case studies from across the continent-from Ghana to Sudan to South Africa-paying close attention to experiences of Asian, Arab, and mixed-race peoples navigating colonial and postcolonial African states; while keeping an eye on how debates about difference, diaspora, and nationalism in North America and Europe inform discussions of race in Africa, and how Africans shape discourses of race in colonial metropoles and the United States.

Instructor(s): K. Hickerson     Terms Offered: Winter
Note(s): Students who have not take African Civiliizations I, II, and III are asked to read African History: A Very Short Introduction (Oxford, 2007) in preparation for this course.
Equivalent Course(s): CRES 20205, GNSE 22225, HIST 20205

HIPS 20223. Magic, Miracles, and Medicine: Healthcare in the Bible and the Ancient World. 100 Units.

This course examines the complex issues surrounding the body, disability, and medical care in antiquity. It will be guided by a variety of questions, such as what was the root cause of bodily infirmity and disease in antiquity? How did cultural views of sex, gender, and race influence perceptions of the body and what it meant to be able bodied? Such questions are significant when considering what kind of access to healthcare marginalized groups had. In order to explore these questions, we will examine ancient Mediterranean views of medical care through material remains (e.g., magical amulets and healing shrines) and textual evidence (e.g., Galen and Hippocrates). After considering this wider cultural context, we will examine treatments in the Hebrew Bible, New Testament, and early Christianity. We will also explore how Christian concepts of medical care evolved in light of accounts of Jesus as a divine healer. In addition to this ancient evidence, we will engage with modern disability studies and sociological analyses to better orient our readings. At the end of the course, students will be better acquainted with the complex relationship between religion and medicine and how that affects modern healthcare decisions.

Instructor(s): Richard Zaleski     Terms Offered: Spring
Equivalent Course(s): HIST 25305, KNOW 20223, RLST 20223, HLTH 20223, JWSC 20923, CCTS 21021

HIPS 20401. Philosophy of Mind. 100 Units.

This is a survey of some of the central questions in the philosophy of mind. These questions include: What is consciousness? How can mental states represent things in the world? How do our minds relate to our bodies? Do we have free will? Can we blame someone for the beliefs or desires she has? What are the emotions? To help us with these questions, we will focus on 20th-century analytic work (by Putnam, Nagel, Searle, Jackson, Dennett, Chalmers, Block, Dretske, and others), but we will also read important historical texts on the nature of the mind by Aristotle, Descartes, and Hume.

Instructor(s): B. Callard     Terms Offered: Autumn
Equivalent Course(s): PHIL 23501

HIPS 20506. Cities, Space, Power: Introduction to urban social science. 100 Units.

This lecture course provides a broad, multidisciplinary introduction to the study of urbanization in the social sciences. The course surveys a broad range of research traditions from across the social sciences, as well as the work of urban planners, architects, and environmental scientists. Topics include: theoretical conceptualizations of the city and urbanization; methods of urban studies; the politics of urban knowledges; the historical geographies of capitalist urbanization; political strategies to shape and reshape the built and unbuilt environment; cities and planetary ecological transformation; post-1970s patterns and pathways of urban restructuring; and struggles for the right to the city.

Instructor(s): N. Brenner     Terms Offered: Winter
Equivalent Course(s): SOCI 20506, ARCH 20506, PLSC 20506, CEGU 20506, CHST 20506, SOCI 30506, KNOW 30506, PLSC 30506, ENST 20506, CCCT 30506, CHSS 30506

HIPS 20574. How to Think Sociologically. 100 Units.

This course tackles the "big problem" of low sociological literacy. When faced with the problems of the world, people usually resort to economic, biological, or ideological explanations. They cite self-interest, genetically encoded drives, or some pre-given understanding of how the world works. The price of such simple frameworks is an impoverished view of the world, a lack of understanding and empathy, and a predisposition to orthodoxy or ideology. In this sense, low sociological literacy is a big problem in the world today. This course was developed in the belief that the capacity to think sociologically-that is, to understand people as socially embedded, or shaped by the situations in which they find themselves-can enrich our understanding of the world immeasurably. It can give us analytical purchase on a number of social problems, including poverty; social inequality; racial, class, and gender discrimination; urban segregation; populism and political polarization; and organizational wrongdoing (we'll discuss each of these topics in class). A sociological perspective can also transform how we engage with the world, promoting an ethics of understanding and empathy--as opposed to the ethics apparently prevalent today: judging people and insisting they change.

Instructor(s): M. Garrido     Terms Offered: Winter
Equivalent Course(s): CHSS 30574, SOCI 30574, SOCI 20574

HIPS 20576. Social Theory for the Digital Age. 100 Units.

Society rearranges itself, though we don't always know where it is heading. When the postmodern moment had arrived in the 1980s it perplexed social theorists, hence its characterization as simply a "post"-stage of modernity. Digitization is one answer to the question of direction of change in the last decades. In this class, we take the ongoing transformations that we attribute to digital media as a starting point to ask what challenges they provide to social theory that may force us to reconsider some of our most basic concepts and premises. We will understand the term digital age broadly to refer to the rise of algorithms, sensors, (big) data, machine learning, and computational methods, all developments that swirl in and around the Artificial Intelligence scene and intersect with and replace purely human relations. The class gives particular attention to concepts such as action and interaction, embodiment, social situations, subjectivity and autonomy, as wells as society as communication.

Instructor(s): K. Knorr     Terms Offered: Spring
Equivalent Course(s): SOCI 30576, SOCI 20576, CHSS 30576

HIPS 20608. Remaking the Prairie: The Cultural Politics of Ecological Restoration. 100 Units.

This course uses the Midewin National Tallgrass Prairie as a case study to understand the environmental and cultural challenges of ecological restoration. In essence, we will look at the Midewin as an environmental humanities problem, asking the questions: What does it mean to restore a landscape or an ecosystem? What values or biases are in place in ecological restoration and how do we overcome them? The Midewin National Tallgrass Prairie, managed by the US Forest Service, is a restored prairie on the former site of the WII era Joliet Army Ammunition Plant. Throughout the September Term, we will visit the site several times to meet with Forest Service employees, participate in environmental restoration work, collect data for ecological studies, and learn more about the complicated history of the prairie and efforts to restore it. Analysis of the Midewin National Tallgrass Prairie and ecological restoration more broadly will be done from an interdisciplinary lens that takes seriously the sometimes-competing stakes of indigeneity, agriculture, settler colonialism, ecology, history, militarism, and recreation, among others.

Instructor(s): Jessica Landau     Terms Offered: Summer
Equivalent Course(s): CHST 20806, CEGU 20806, ENST 20806

HIPS 20700. Introduction to Logic. 100 Units.

An introduction to the concepts and principles of symbolic logic. We learn the syntax and semantics of truth-functional and first-order quantificational logic, and apply the resultant conceptual framework to the analysis of valid and invalid arguments, the structure of formal languages, and logical relations among sentences of ordinary discourse. Occasionally we will venture into topics in philosophy of language and philosophical logic, but our primary focus is on acquiring a facility with symbolic logic as such.

Instructor(s): Ginger Schultheis     Terms Offered: Autumn
Note(s): Students may count either PHIL 20100 or PHIL 20012, but not both, toward the credits required for graduation.
Equivalent Course(s): PHIL 30000, PHIL 20100, CHSS 33500

HIPS 20962. Nature's Authority. 100 Units.

From ancient times to the present, nature's authority has been invoked by revolutionaries and reactionaries alike to justify social, political, and economic arrangements made by humans. Despite much trenchant philosophical criticism, nature seems to an irresistible resource in very human debates about power, work, sex, money, and much else. This seminar asks why this tradition has been so persistent and pervasive and where nature's authority comes from. Readings will emphasize primary sources, from Aristotle to contemporary environmentalists. This course will meet two times per week for 3 hours, during the 1st five weeks of the quarter, March 28 - April 27.

Terms Offered: Spring. Course will be taught Spring 2022
Note(s): Instructor consent required. Primarily aimed at graduate students, but also open to well-qualified undergraduates.
Equivalent Course(s): HIST 45005, SCTH 30962, CHSS 30962

HIPS 21000. Introduction To Ethics. 100 Units.

In this course, we will read, write, think, and talk about moral philosophy, focusing on Immanuel Kant's Groundwork of the Metaphysics of Morals and work by John Stuart Mill. We will work through our texts with care. Neo-Kantianism is a prominent contemporary form of moral theory. We will use Kant to develop a critique of neo-Kantianism as we go along. We will look at influential criticisms of utilitarianism in the concluding weeks of the term, and we will need to ask ourselves whether either of them applies to the version of utilitarianism developed by John Stuart Mill. (A)

Instructor(s): Candace Vogler     Terms Offered: Spring
Equivalent Course(s): PHIL 21000, FNDL 23107

HIPS 21406. Britain 1760-1880: The Origins of Fossil Capitalism. 100 Units.

Britain rose to global dominance after 1760 by pioneering the first fossil-fuel economy. This course explores the profound impact of coal and steam on every aspect of British society, from politics and religion to industrial capitalism and the pursuit of empire. Such historical investigation also serves a second purpose by helping us see our own fossil-fuel economy with fresh eyes through direct comparison with Victorian energy use. How much does the modern world owe to the fossil capitalism of the Victorians? Assignments include short essays that introduces students to primary sources (texts, artifacts, and images) and a longer paper that examines in greater depth a specific aspect of the age of steam.

Instructor(s): F. Albritton Jonsson
Equivalent Course(s): CHSS 31406, HIST 21406, CEGU 31406, CEGU 21406, HIST 31406

HIPS 21407. The Vocation of a Scientist. 100 Units.

Max Weber wrote that to be a scientist one needed a "strange intoxication" with scientific work and a "passionate devotion" to research as a calling. And yet, such passion seemed to conflict with the ideal of value-neutral inquiry. This class considers the vocation of science since the turn of the twentieth century. What political, economic, and cultural forces have shaped scientific professions in the United States? How are scientists represented in public culture? How was American science experienced during the colonization of the Philippines? By exploring these questions, this class will examine the values and norms that make science into a meaningful vocation.

Terms Offered: TBD
Equivalent Course(s): KNOW 21407, ANTH 22129

HIPS 21408. History of Medicine. 100 Units.

This course surveys the history of medicine from the medieval period to the present. How did medicine emerge as a defined body of knowledge? To what extent do diseases and disorders have an independent existence, and to what extent are they cultural constructs? How have social mores-particularly those related to religion, class, nationality, race, and gender-influenced the ways in which health was and is understood and maintained, and illness treated? What does it mean to practice medicine ethically, and how has that changed over time? Topics include the emergence and evolution of the medical profession, the history of medical research and method, the interpretation and treatment of the unhealthy and healthy alike, eugenics, euthanasia, the quest for immortality, and the changing relationship between technology and disease.

Equivalent Course(s): CCTS 21408, KNOW 21408, HIST 25314

HIPS 21409. History of Extraterrestrial Life. 100 Units.

In 2014, the Vatican Radio made a splash when it reported that the pontiff, Pope Francis, condoned the baptism of extraterrestrials-if they so desired it. "Who are we to close doors?" he asked rhetorically. It was both a metaphor for spiritual inclusion and an accurate representation of the modern Vatican's position on the possibilities of modern astrobiology and the search for extrasolar planets, fields whose rapid growth over the past two decades make serious consideration of extraterrestrial life seem like a uniquely modern phenomena. Its history, however, is in fact many centuries old. In this course we will examine the development of beliefs concerning life in the universe from the sixteenth century to the present. How did historical actors understand the nature, abilities, and location of extraterrestrial life, and its relationship to man and god? We will analyze connections between these beliefs and contemporary political, social, scientific, and religious developments. These include the role of the plurality of worlds in the debates over heliocentrism, its impact and application in the context of deism and social and political freethought, its literary and artistic depictions and use as a tool of satire and social commentary, its influence on natural philosophy, its decline and the subsequent rise of alien conspiracists and their critics, and how and why conceptions of the extraplanetary other took a dark and sinister turn toward the early-to-mid twentieth century.

Equivalent Course(s): ECEV 31409, KNOW 21409, HIST 24917

HIPS 21410. Politics of Technoscience in Africa. 100 Units.

Euro-American discourse has often portrayed Africa as either a place without science and technology or as the home of deep and ancient wisdom. European imperialists used the alleged absence of science and technology as a justification for colonialism while pharmaceutical companies sought out African knowledge about healing plants. In addition to their practical applications, science and technology carry significant symbolic weight in discussions about Africa. In this class, we examine the politics of scientific and technical knowledge in Africa with a focus on colonialism and its aftermath. How have different people produced and used knowledge about the environment, medicine, and technology? What kinds of knowledge count as indigenous and who gets credit for innovation? How have independent African governments dealt with the imperial legacies of science? From the interpretation of archaeological ruins to the design of new medical technologies, this class will examine science and technology as political practice in Africa.

Equivalent Course(s): KNOW 21410, ANTH 22165, CRES 21410

HIPS 21411. Sex, Race, and Empire. 100 Units.

This course surveys how science, race, and gender interacted in the early modern Atlantic world from 1500-1800. We will critically examine how new modes of scientific inquiry brought Africans, Americans, and Europeans into contact and conflict. Along the way, we will ask how, why, and with consequences imperial science created new knowledge claims about human inequality, especially racial and sexual difference. We will draw primarily on British, Iberian, and French imperial agendas in order to track the experiences of men and women from all corners of the Atlantic world, including indigenous peoples, enslaved black Africans, free people of color, and white Europeans. Through a variety of primary and secondary sources, we will uncover European aspirations to curate, control, and exploit the natural world and the agency of subjugated peoples in responding to and resisting these designs. Topics covered include natural history collecting and classification; the invention of racial theory; slavery and maroons; women, gender, and reproduction; consumption; and violence, resistance, and revolution.

Equivalent Course(s): KNOW 21411, CRES 21411, GNSE 21411, HIST 25315

HIPS 21413. Sex and Enlightenment Science. 100 Units.

What do a lifelike wax woman, a birthing dummy, and a hermaphrodite have in common? This interdisciplinary course seeks answers to this question by exploring how eighteenth-century scientific and medical ideas, technologies, and practices interacted with and influenced contemporary notions of sex, sexuality, and gender. In our course, the terms "sex," "Enlightenment," and "science" will be problematized in their historic contexts using a variety of primary and secondary sources. Through these texts, as well as images and objects, we will see how emerging scientific theories about sex, sexuality, and gender contributed to new understandings of the human, especially female, body. We will also see how the liberating potential of Enlightenment thought gave way to sexual and racial theories that insisted on fundamental human difference. Topics to be covered include theories of generation, childbirth, homosexuality, monstrosities, race and procreation, and hermaphrodites and questions about the "sex" of the enlightened scientist and the gendering of scientific practices.

Equivalent Course(s): CHSS 31413, GNSE 21413, HIST 22218, KNOW 21413

HIPS 21414. What is Technology? 100 Units.

In the nineteenth century, the word "technology" referred to the science of the useful and industrial arts. While the term is today synonymous with machinery and other material tools, this contemporary usage dates only to the 1930s. A word once used to describe a specialist mode of writing about applied knowledge has come to refer to tools and their use.

Equivalent Course(s): KNOW 21414

HIPS 21419. Indigenous Knowledge and the Foundations of Modern Social Theory. 100 Units.

Indigenous people are often seen as "objects" of social theory; this course considers their role as subjects of social theory-makers of modern knowledge who made foundational contributions to basic ideas about humanity. We will take up three case studies, each of which highlights an indigenous people who unleashed a cascade of fresh thinking: the Australian Aborigines who influenced the ideas of Émile Durkheim and Sigmund Freud; the Native peoples of the Northwest Coast of America who stimulated Franz Boas to reconstruct the concept of culture; and the indigenous peoples of the Trobriand Islands who shaped Bronisław Malinowski's ideas about gifts, hospitality, and reciprocity. As we will see, much of what we call social theory turns out to rely on a vast archive of nonstate knowledge generated by indigenous intellectuals.

Instructor(s): Isaiah Lorado Wilner     Terms Offered: Spring
Equivalent Course(s): CRES 21419, KNOW 21419

HIPS 22000. Introduction to the Philosophy of Science. 100 Units.

We will begin by trying to explicate the manner in which science is a rational response to observational facts. This will involve a discussion of inductivism, Popper's deductivism, Lakatos and Kuhn. After this, we will briefly survey some other important topics in the philosophy of science, including underdetermination, theories of evidence, Bayesianism, the problem of induction, explanation, and laws of nature. (B) (II)

Instructor(s): Kevin Davey     Terms Offered: Autumn
Equivalent Course(s): PHIL 22000, HIST 25109

HIPS 22001. Introduction to Science Studies. 100 Units.

This course provides an introduction to the interdisciplinary study of science, medicine, and technology. During the twentieth century, sociologists, historians, philosophers, and anthropologists raised original, interesting, and consequential questions about the sciences. Often their work drew on and responded to each other, and, taken together, their various approaches came to constitute a field, "science studies." The course furnishes an initial guide to this field. Students will not only encounter some of its principal concepts, approaches and findings, but will also get a chance to apply science-studies perspectives themselves by performing a fieldwork project. Among the topics we may examine are: the sociology of scientific knowledge and its applications; actor-network theories of science; constructivism and the history of science; and efforts to apply science studies approaches beyond the sciences themselves.

Instructor(s): Michael Paul Rossi     Terms Offered: Winter. Offered in Winter 2024
Equivalent Course(s): ANTH 32305, HLTH 22001, SOCI 40137, HIST 44906, CHSS 32000, KNOW 31408

HIPS 22207. The Social History of Alcohol in Early Modern Europe. 100 Units.

This course will examine the multifaceted role that beer, wine, cider, and spirits played in European society and will challenge students to consider how a seemingly familiar commodity was a key component in shaping early modern social relations. It will focus on several major themes that have guided historical inquiry and show how hard drink intersects with and entangles these histories. Major themes will include alcohol and gender relations; state legality and taxation; moral policing; environmental projects and crises; labor and technology; and colonialism. Using both primary and secondary sources will push students to look below the surface to see how drink alternately challenged or reinforced social hierarchies, much as it continues to do in the present time.

Instructor(s): C. Rydell
Equivalent Course(s): HLTH 22207, HIST 22207

HIPS 22210. Disease, Health, and the Environment in Global Context. 100 Units.

Recent concerns about monkeypox, COVID-19, Zika virus, and Ebola have attracted renewed attention to previous disease outbreaks that have significantly shaped human political, social, economic, and environmental history. Such diseases include: smallpox during the 16th-century Columbian exchange; syphilis during the 18th-century exploration and settlement of the Pacific; bubonic plague in the late-19th-century colonization and urbanization of South and East Asia; and yellow fever during America's 20th-century imperial projects across the Caribbean. Through readings, discussions, library visits, and written assignments that culminate in a final project, students in this course will explore how natural and human-induced environmental changes have altered our past experiences with disease and future prospects for health. First, we will examine how early writers understood the relationship between geography, environment, hereditary constitution, race, gender, and human health. We will then analyze the symbiotic relationship among pathogens, human hosts, and their environments. Finally, we will explore how social factors (e.g. migration, gendered divisions of labor, poverty, and segregation) and human interventions (e.g. epidemiology, medical technology, and sanitary engineering) have influenced the distribution of infectious diseases and environmental risks.

Instructor(s): Christopher Kindell     Terms Offered: Spring
Note(s): This course counts towards the CEGU/ENST 4th year Capstone requirement. CEGU/ENST 4th years wanting to take this as their Capstone must contact instructor and BA Capstone Director Dr. Evan Carver.
Equivalent Course(s): HLTH 22100, GLST 22101, HIST 25033, CEGU 22100, RDIN 22100

HIPS 22310. The Commons: Environment and Economy in Early Modern Europe. 100 Units.

Drawing on case studies from Europe and the Atlantic world, this course will track changes in land use and property rights over the early modern period (ca. 1500-1800), inviting students to reflect on the relationship between natural environments (woodlands, waterways, pasture) and histories of state formation, economic growth, rebellion, and colonialism. Organizing concepts and debates will include the tragedy of the commons, moral economies, sustainability and scarcity, the "organic economy" of the old regime, primitive accumulation, and economic takeoff. Readings will encompass classic works in agrarian, environmental, and social history (i.e., Marc Bloch, E. P. Thompson, Silvia Federici, James Scott, Carolyn Merchant) as well as primary documents and contemporary texts (i.e., More, Bacon, Smith, Paine, Babeuf). We will also reflect on how these histories bear on debates about land use and natural resources in the present day.

Instructor(s): O. Cussen     Terms Offered: Winter
Equivalent Course(s): ENST 22310, HIST 22310

HIPS 22701. Abortion: Morality, Politics, Philosophy. 100 Units.

Abortion is a complex and fraught topic. Morally, a very wide range of individual, familial, and social concerns converge upon it. Politically, longstanding controversies have been given new salience and urgency by the Dobbs decision and the ongoing moves by state legislatures to restrict access to abortion. In terms of moral philosophy, deep issues in ethics merge with equally deep questions about the nature of life, action, and the body. In terms of political philosophy, basic questions are raised about the relationship of religious and moral beliefs to the criminal law of a liberal state. We will seek to understand the topic in all of this complexity. Our approach will be thoroughly intra- and inter-disciplinary, drawing not only on our separate areas of philosophical expertise but on the contributions of a series of guest instructors in law, history, and medicine. (A)

Instructor(s): Jason Bridges, Dan Brudney     Terms Offered: Not offered in 2024-2025
Prerequisite(s): PQ: Third or fourth-year standing. Students should opt into a discussion section that fits their schedule.
Note(s): Philosophy majors: this course fulfills the practical philosophy (A) requirement.
Equivalent Course(s): HMRT 22702, BPRO 22700, HLTH 22700, GNSE 22705, PHIL 22702

HIPS 22708. Planetary Britain, 1600-1900. 100 Units.

What were the causes behind Britain's Industrial Revolution? In the vast scholarship on this problem, one particularly heated debate has focused on the imperial origins of industrialization. How much did colonial resources and markets contribute to economic growth and technological innovation in the metropole? The second part of the course will consider the global effects of British industrialization. To what extent can we trace anthropogenic climate change and other planetary crises back to the environmental transformation wrought by the British Empire? Topics include ecological imperialism, metabolic rift, the sugar revolution, the slave trade, naval construction and forestry, the East India Company, free trade and agriculture, energy use and climate change.

Equivalent Course(s): KNOW 32808, ENST 22708, CHSS 32708, KNOW 22708, HIST 32708, HIST 22708

HIPS 22800. Experiencing Madness: Empathic Methods in Cultural Psychiatry. 100 Units.

This course provides students with an introduction to the phenomenological approach in cultural psychiatry, focusing on the problem of "how to represent mental illness" as a thematic anchor. Students will examine the theoretical and methodological groundings of cultural psychiatry, examining how scholars working in the phenomenological tradition have tried to describe the lived experiences of various forms of "psychopathology" or "madness." By the end of the course, students will have learned how to describe and analyze the social dimension of a mental health experience, using a phenomenologically-grounded anthropological approach, and by adopting a technical vocabulary for understanding the lived experiences of mental illness (for instance, phenomena, life-world, being-in-the-world, intentionality, epoché, embodiment, madness, psychopathology, melancholia/depression, schizophrenia, etc). In addition, given the ongoing problematic of "how to represent mental illness," students will also have the opportunity to think through the different ways of presenting their analysis, both in the form of weekly blog entries and during a final-week mock-workshop, where they will showcase their work in a creative medium appropriate to that analysis.

Equivalent Course(s): CHSS 32800, ANTH 35135, ANTH 24355, MAPS 32800, CHDV 32822

HIPS 22820. Reading Darwin's Origin of Species. 100 Units.

In this course, we will read carefully each chapter of Darwin's Origin and discuss it in detail-especially the logic and rhetoric of his arguments and special features. Each student will takes us through a chapter of the 1st edition, noting any changes introduced in subsequent editions, and, then, a general discussion will ensue guided by the instructor.

Instructor(s): R. Richards     Terms Offered: Autumn. Offered in Autumn 2024.
Equivalent Course(s): CHSS 32820

HIPS 23820. Reading William James's Principles of Psychology. 100 Units.

In this course we will read carefully the chapters of the Principles and discuss the various features of each chapter, especially the logic and rhetoric of James's arguments.

Instructor(s): R. Richards     Terms Offered: Spring. Offered in Spring 2025
Equivalent Course(s): CHSS 33820

HIPS 23900. Biological and Cultural Evolution. 100 Units.

This course draws on readings in and case studies of language evolution, biological evolution, cognitive development and scaffolding, processes of socialization and formation of groups and institutions, and the history and philosophy of science and technology. We seek primarily to elaborate theory to understand and model processes of cultural evolution, while exploring analogies, differences, and relations to biological evolution. This has been a highly contentious area, and we examine why. We seek to evaluate what such a theory could reasonably cover and what it cannot.

Instructor(s): W. Wimsatt, S. Mufwene     Terms Offered: Not offered in 2024-2025
Prerequisite(s): Third- or fourth-year standing or consent of instructor required; core background in evolution and genetics strongly recommended.
Equivalent Course(s): CHSS 37900, BPRO 23900, CHDV 23930, LING 11100, CHDV 33930, LING 39286, ANTH 28615, PHIL 32500, ANTH 38615, PHIL 22500, NCDV 27400

HIPS 24100. Is It Ethical to Have Children in the Climate Crisis? 100 Units.

Climate change is not just an urgent environmental crisis for scientists, engineers, and policy makers: it is a moral problem that also informs individual and intimate aspects of human life, including choices about reproduction and parenting. For example, a 2018 survey published in the New York Times found that young adults in the U.S. are having fewer children than they would otherwise prefer, in part due to concerns about climate change and overpopulation. In this course, we examine the moral dimensions of having and raising children in an era shaped by climate change, looking closely at two main questions: 1) Is it ethical to have children in light of the world that the next generation will inherit, which may include more extreme weather events, unvoluntary human migrations, diminished access to resources, and heightened insecurity? 2) Is it ethical to have children in the context of the affluent West, where consumptive human populations disproportionately contribute to the effects of climate change that impact the world's most vulnerable? We will examine various points of view on these questions, engaging material from the disciplines of environmental studies and ethics, science and technology studies, and religious and philosophical ethics. Responses from feminist, queer, Indigenous, Black, and religiously diverse authors (and intersections therein) will shape our course readings and discussions.

Instructor(s): Kristi Del Vecchio     Terms Offered: Spring
Equivalent Course(s): CEGU 24000, RLST 24000, CCTS 21023, ENST 24000, HLTH 24000, GNSE 23154

HIPS 24103. Bioethics. 100 Units.

This is a lecture and discussion class that will explore how a variety of philosophic and religious thinkers approach the issues and problems of modern dilemmas in medicine and science in a field called bioethics. We will consider a general argument for your consideration: that the arguments and the practices from faith traditions and from philosophy offer significant contributions that underlie policies and practices in bioethics. We will use a case-based method to study how different traditions describe and defend differences in moral choices in contemporary bioethics. This class is based on the understanding that case narratives serve as another core text for the discipline of bioethics and that complex ethical issues are best considered by a careful examination of the competing theories as work themselves out in specific cases. We will examine both classic cases that have shaped our understanding of the field of bioethics and cases that are newly emerging, including the case of research done at our University. Through these cases, we will ask how religious traditions both collide and cohere over such topics as embryo research, health care reform, terminal illness, issues in epidemics and public health, and our central research question, synthetic biology research. This class will also explore how the discipline of bioethics has emerged to reflect upon such dilemmas, with particular attention to the role that theology and philosophy have played in such reflection.

Instructor(s): Laurie Zoloth
Note(s): Graduate students will meet in a separate section. This course meets the CS or LMCS Committee distribution requirement for Divinity students.
Equivalent Course(s): SIGN 26069, HLTH 24103, RETH 30600, RLST 24103

HIPS 24206. Medicine and Culture in Modern East Asia. 100 Units.

This course will focus on the cultural history of medicine in China, Japan, and Korea from the mid-nineteenth century to the 1980s. We will be concerned with tracing the circulation of new medical knowledge and understanding its cultural and social implications. Topics to be explored include the introduction of "Western medicine" and its impact for "traditional" medicine; the struggles over public health, gender, medicine, and modernity; consumer culture; and medicine. No knowledge of an East Asian language is required, but those with reading skills will be encouraged to utilize them.

Instructor(s): S. Burns     Terms Offered: Winter
Equivalent Course(s): HIST 24206, EALC 26201, EALC 36201, HIST 34206, CHSS 34206

HIPS 24215. The History of the Book in East Asia: From Bamboo to Webtoon. 100 Units.

This seminar offers an overview of the development and history of the "book" and its physical forms, broadly conceived, in East Asia from ancient times to the present. Drawing on recent scholarship, selected primary sources, and rare books housed within the library system, this course familiarizes students with the evolution of the book and methods of book production in China, Korea, and Japan, the principles and practices of material bibliography and the application of such to physical and digital objects, and selected topics salient to the social and cultural meanings of books: authorship, the book trade, reading, censorship, and more. Assignments include a short paper, a short presentation, and a longer final paper. All readings in English, but knowledge of East Asian history or languages helpful.

Instructor(s): G. Reynolds     Terms Offered: Spring
Equivalent Course(s): HIST 34215, CHSS 34215, HIST 24215, EALC 34225, EALC 24225

HIPS 24240. Buddhism and Science: A Critical Introduction. 100 Units.

Buddhism is the only religion able to cope with modern scientific needs." This quotation, often erroneously attributed to Albert Einstein, prompts the question: Why are such statements about Buddhism so easily taken nowadays as credible and plausible? Currently, it seems no other religion is held as compatible with science as Buddhism: From the recent 'mindfulness' craze in psychology and medicine, to the 'Emptiness' of quantum physics, Buddhism is uniquely hailed as a 'rational religion' whose insights anticipated modern science by millennia. Some even suggest it is not a 'religion' at all, but rather a sort of 'mind-science.' This course functions as both an introduction to Buddhism and a critical survey of its modern scientific reception. As we explore Buddhism's relationship to contemporary scientific theories in psychology and physics, we will be guided by questions such as: What methodological principles distinguish the practices of religion and science? What are the different ways they can be brought into relation? Why is Buddhism, in particular, singled out as uniquely scientific? What modern historical factors, like colonialism and secularization, contribute to this contemporary meme? Why does it matter whether Buddhism is compatible with science or not? What, exactly, is at stake in this relationship? And for whom? No prior study of Buddhism or the philosophy of science is expected.

Instructor(s): Jesse Berger     Terms Offered: Spring
Note(s): This course counts as a Cognitive Science extra-disciplinary course.
Equivalent Course(s): CCTS 21018, KNOW 24240, RLST 24240

HIPS 24352. Health, Value, Politics. 100 Units.

TBD

Instructor(s): Kaushik Sunder Rajan     Terms Offered: TBD
Equivalent Course(s): HLTH 24352, ANTH 24352

HIPS 24615. History of Energy in East Asia. 100 Units.

This course discusses the history of major energy sources in East Asia with a focus on coal, hydropower, and nuclear power plant. We pay close attention to both the technological side of the history of energy and how different energy sources interact with the social and political environment in Japan, China, and Koreas.

Instructor(s): Y. Dong     Terms Offered: Spring
Equivalent Course(s): EALC 35615, EALC 24615, CEGU 24615, CHSS 34615, HIST 24615, HIST 34615

HIPS 24706. Science in the South: Decolonizing the Study of Knowledge in Latin America & the Caribbean. 100 Units.

This seminar will bridge anthropologies and histories of science, technology, and medicine to Latin American decolonial thought. Throughout Latin America, techno-scientific objects and practices, with their presumed origin in the Euro-Atlantic North, are often complexly entangled with neo-imperial projects of development and modernization that elongate social forms of colonization into the present. Technoscience and its objects, however, can also generate new creative, political, and life-enhancing potentials beyond or despite their colonial resonances, or even provide tools to ongoing struggles for decolonization. Together, seminar participants will explore what a decolonial approach to the study of science, technology, and medicine in the Global South, particularly in Latin America, has been and could become and how decolonial theory can inflect our own disciplinary, conceptual, and political commitments as anthropologists of technoscience.

Instructor(s): S. Graeter     Terms Offered: TBD
Equivalent Course(s): LACS 24706, ANTH 23026

HIPS 24803. History of Sexuality and Sin. 100 Units.

Since Foucault's groundbreaking work on the History of Sexuality, we have become attuned to the effects of power and the political implications of the science of sexuality. While Foucault's text has offered a critical avenue to examine the secular state's administrations of sexuality, it begins with Christianity's techniques of power based on the confession of one's sex. The Christian formulation of the relationship between 'sex' and 'sin' is essential to understanding the techniques of power that connect sexuality, legality, criminality, normality, and transgression in modern secular contexts. In this class, we will begin with the critical questions of the History of Sexuality, then turn to primary texts in order to examine the way 'sex' and 'sin' became conceptually connected in Christianity, and finally interrogate the effects of this relation for medieval and modern politics. Over the course of these readings, we will trace the relation between the concepts and their effects to discern the histories of sexuality that lie at the root of contemporary debates on freedom, power, resistance, and desire. No prerequisites.

Instructor(s): Maureen Kelly     Terms Offered: Spring
Equivalent Course(s): MDVL 24803, GNSE 23152, RLST 24803, FNDL 24806

HIPS 24812. East Asian Science and Technology: Ways of Knowing. 100 Units.

This course is the first half of the East Asian Science, Technology, and Medicine series. The second part of the course will be offered in the spring quarter by Professor Jacob Eyferth. In this series, we will read major works on the history of STM in East Asia and constantly are in conversation with studies of this history in the globe.

Instructor(s): Y. Dong     Terms Offered: Winter
Equivalent Course(s): CHSS 31812, EALC 25812, EALC 35812, HIST 34812, HIST 24812

HIPS 24813. East Asian Science and Technology: Ways of Making. 100 Units.

This is the second part of the East Asian Science, Technology, and Medicine series. In this series, we will read major works on the history of STM in East Asia and constantly are in conversation with studies of this history in the globe.

Instructor(s): J. Eyferth     Terms Offered: Spring
Equivalent Course(s): HIST 34813, HIST 24813, EALC 24813, CHSS 34813, EALC 34813

HIPS 24921. Darwinism and Literature. 100 Units.

In this course we will explore the notion that literary fiction can contribute to the generation of new knowledge of the human mind, human behavior, and human societies. Some novelists in the late 19th and early 20th century provided fictional portrayals of human nature that were grounded into Darwinian theory. These novelists operated within the conceptual framework of the complementarity of science and literature advanced by Goethe and the other romantics. At a time when novels became highly introspective and psychological, these writers used their literary craftsmanship to explore and illustrate universals aspects of human nature. In this course we read the work of several novelists such as George Eliot, HG Wells, Joseph Conrad, Jack London, Yuvgeny Zamyatin, Leopold von Sacher-Masoch, Italo Svevo, and Elias Canetti, and discuss how these authors anticipated the discoveries made decades later by cognitive, social, and evolutionary psychology.

Instructor(s): D. Maestripieri     Terms Offered: Autumn
Note(s): Distribution requirements: Undergraduate: A; Graduate: 1
Equivalent Course(s): KNOW 21418, CHDV 37861, HIST 34921, CHDV 27861, CHSS 34921, HIST 24921, KNOW 31418

HIPS 25011. Debating Science: Legitimacy, Authority, and Knowledge. 100 Units.

How can we tell what counts as science? That is, how does science make itself legible as science? Are the social sciences "as scientific" as the natural sciences? By concerning itself with practices of legitimation, this course introduces students to the social study of science and linguistic anthropological theory. Students will consider the sociopolitical dimensions of scientific activity through a theoretical lens which takes language use as a form of social action. They will consider concepts such as reliability, reproducibility, and objectivity. Case studies will likely include climate change skepticism, education research, and neurodiversity. Students will end the quarter by writing and presenting on a current or historical topic of "scientific" debate, that is, debate on the scientific status of a field or claim.C

Instructor(s): Lily Ye     Terms Offered: Spring
Equivalent Course(s): CHDV 25011

HIPS 25014. Introduction to Environmental History. 100 Units.

How have humans interacted with the environment over time? This course introduces students to the methods and topics of environmental history by way of classic and recent works in the field: Crosby, Cronon, Worster, Russell, and McNeill, etc. Major topics of investigation include preservationism, ecological imperialism, evolutionary history, forest conservation, organic and industrial agriculture, labor history, the commons and land reform, energy consumption, and climate change. Our scope covers the whole period from 1492 with case studies from European, American, and British imperial history.

Instructor(s): F. Albritton Jonsson     Terms Offered: Winter
Equivalent Course(s): CEGU 25014, HIST 25014, ENST 25014, CHSS 35014, HIST 35014

HIPS 25121. The Brazil-Argentina Nuclear Cooperation Agreement and Thermoelectric Transition in Brazil. 100 Units.

In this course we present a history of Brazil-Argentina nuclear cooperation and how Brazil is planning the transition of its electric matrix from predominantly hydraulic towards a mix with increased share of nuclear power. Proliferation risks are a main concern of international community when nuclear programs expansion is considered. The Brazilian-Argentine Agency for Accounting and Control of Nuclear Materials, created in 1991, has been fundamental in assuring the international community (via the International Atomic Energy Agency) that the nuclear materials and facilities of both countries are being used for peaceful purposes. Domestically, the debate has been environmental in nature, and concerns topics ranging from mining to power generation, and from radioactive materials disposal to radiation effects in living organisms and major accidents. These diplomatic, environmental, social and political issues are in turn dependent on technical details of the thermoelectric generating process, and this nexus of issues provides the topics for the course.

Instructor(s): Ramos, Alexandre     Terms Offered: Autumn
Note(s): Tinker Visiting Professor Autumn 2018
Equivalent Course(s): LACS 35121, LACS 25121, CHSS 35121

HIPS 25206. Digital Culture: Artificial Intelligence, Algorithms, and the Web. 100 Units.

In contrast to print culture and electronic culture, yet embedded in them, contemporary digital culture engages us in human-computer systems empowered as media for mobile communication in the global network society. In our conjoined online and offline environments, we inhabit human-computer hybrids in which (for instance) we learn, imagine, communicate, pay attention, and experience affect. How can we understand and critique our theories, concepts, practices, and technologies of intelligence and information in relation to the capacities of these digital machines with which we co-evolve? For exploring this question, our case studies include comparing artificial and natural intelligences, as well as examining algorithms and their socio-political impacts, in current web functionalities such as search (Google) and social media (Facebook,Twitter).

Instructor(s): Browning, Margot     Terms Offered: Course was not offered in 2019-20
Equivalent Course(s): LLSO 25206, HUMA 25206

HIPS 25207. Mindfulness: Experience and Media. 100 Units.

How do we experience media (of all kinds) with (or without) awareness? Methods of mindfulness offer principles and practices of awareness focusing on mind, body, and embodied mind. Mindfulness (a flexible, moment-to-moment, non-judging awareness) is an individual experience and at the same time, practices of mindfulness can be a mode of public health intervention. Mindfulness involves social epistemologies of how we know (or don't know) collectively, as we interact with immediate sensory experience as well as with mediated communication technologies generating various sorts of virtual realities (from books to VR). In addition to readings and discussions, this course teaches embodied practices of attention and awareness through the curriculum of Mindfulness-Based Stress Reduction.

Instructor(s): M. Browning     Terms Offered: Spring
Equivalent Course(s): MAAD 14207, TAPS 20507, HUMA 25207, HLTH 25207

HIPS 25309. History of Perception. 100 Units.

Knowing time. Feeling space. Smelling. Seeing. Touching. Tasting. Hearing. Are these universal aspects of human consciousness, or particular experiences contingent upon time, place, and culture? How do we come to know about our own perceptions and those of others? This course examines these and related questions through detailed readings of primary sources, engagement in secondary scholarship in the history and anthropology of sensation, and through close work with participants' own sensations and perceptions of the world around them.

Equivalent Course(s): KNOW 31404, HIST 25309, ANTH 24308, HIST 35309, CHSS 35309, ANTH 34308, KNOW 21404

HIPS 25505. The Scientific Image. 100 Units.

This course explores the broad field of scientific image-making, focusing in particular on problems of formalism, abstraction, and realism. What makes a "good" scientific image? What kind of work do scientific images do? What philosophical, ideological, and political constraints underwrite attempts to render the complexity of events and entities in the world in stylized visual vocabularies? And how might we approach the work of aesthetics and style in image-making? We will examine these questions through a survey of several contemporary scholarly frameworks used for thinking about problems of representation in scientific practice, and will attend to such image-making practices as graphing, diagramming, modeling, doodling, illustrating, sculpting, and photographing, among other methods.

Instructor(s): M. Rossi     Terms Offered: Spring
Equivalent Course(s): CHSS 35205, HIST 35205, HIST 25205

HIPS 25808. Lab, Field, and Clinic: History and Anthropology of Medicine and the Life Sciences. 100 Units.

In this course we will examine the ways in which different groups of people-in different times and places-have understood the nature of life and living things, bodies and bodily processes, and health and disease, among other notions. We will address these issues principally, though not exclusively, through the lens of the changing sets of methods and practices commonly recognizable as science and medicine. We will also pay close attention to the methods through which scholars in history and anthropology have written about these topics, and how current scientific and medical practices affect historical and anthropological studies of science and medicine.

Instructor(s): M. Rossi
Equivalent Course(s): HIST 35308, KNOW 30202, HIST 25308, ANTH 24307, HLTH 25308, CHSS 35308, KNOW 25308, ANTH 34307

HIPS 25902. A History of Cell and Molecular Biology. 100 Units.

This course will trace the parallel histories of cell and molecular biology, primarily in the 20th century, by exploring continuities and discontinuities between these fields and their precursors. Through discussion, attempts will be made to develop definitions of cell and molecular biology that are based upon their practices and explanatory strategies, and to determine to what extent these practices and strategies overlap. Finally, the relevance of these definitions to current developments in biology will be explored. The course is not designed to be comprehensive, but will provide an overall historical and conceptual framework.

Instructor(s): K. Matlin     Terms Offered: Spring
Prerequisite(s): This course does not meet the requirements for the Biological Sciences Major.
Equivalent Course(s): HIST 25511, HIST 35511, CHSS 34300

HIPS 26000. History of Philosophy II: Medieval and Early Modern Philosophy. 100 Units.

A survey of the thought of some of the most important figures of the period from the fall of Rome to the Scottish Enlightenment. The course will begin with an examination of the medieval hylomorphism of Aquinas and Ockham and then consider its rejection and transformation in the early modern period. Three distinct early modern approaches to philosophy will be discussed in relation to their medieval antecedents: the method of doubt, the principle of sufficient reason, and empiricism. Figures covered may include Ockham, Aquinas, Descartes, Avicenna, Princess Elizabeth, Émilie du Châtelet, Spinoza, Leibniz, Abelard, Berkeley, Hume, and al-Ghazali.

Instructor(s): Thomas Pendlebury     Terms Offered: Winter
Prerequisite(s): Completion of the general education requirement in humanities required; PHIL 25000 recommended.
Equivalent Course(s): PHIL 26000, MDVL 26000

HIPS 26021. Sense & Sensibility & Science @UChicago. 100 Units.

In Sense & Sensibility & Science, you will learn how to better incorporate into your thinking and decision making the problem-solving techniques of science at its best. Many insights and conceptual tools from scientific thinking are of great utility for solving problems in your own day-to-day life and in a democracy. Yet, as individuals, as groups, as whole societies we fail to take full advantage of these methods. The focus in this course is on the errors humans tend to make, and the approaches scientific methodology has developed (and continues to develop) to minimize those errors. The course includes a discussion of the nature of science, what makes science such an effective way of knowing, how both non-scientific thinking and scientific thinking can go awry, and how we can reason more clearly and successfully as individuals, as members of groups, and as citizens of a democracy. The undergraduate course will be simultaneously taught at UC Berkeley, Harvard and UChicago in spring 2024, with an opportunity for students from all three courses to participate remotely in the same deliberative polling capstone experience. UChicago's spring 2024 course premiere builds on a decade of experience developing and teaching the popular course at Berkeley and Harvard's adoption of its own version in 2021.

Instructor(s): Reid Hastie; Jordan Kemp; Eamon Duede     Terms Offered: Spring
Prerequisite(s): PQ: Third or fourth-year standing.
Equivalent Course(s): SCPD 26021, DIGS 26021, PBPL 26021, BPRO 26021, SOSC 26021

HIPS 26043. The Aesthetics of Artificial Intelligence. 100 Units.

With the emergence of generative AI tools such as ChatGPT, DALL-E, and Midjourney, the production of computer-generated content has become accessible to a wide range of users and use cases. Knowledge institutions are particularly challenged to find adequate responses to changing notions of authorship as the mainstreaming of 'artificial' texts, audio-visual artifacts, and code is transforming our paradigms of communication in real-time. This course offers a survey of scholarship from the nascent field of critical AI studies to investigate the impact of AI, machine learning, and big data on knowledge production, representation, and consumption. In addition to theoretical discussions, we will conduct research-creation experiments aimed at documenting and evaluating emerging methods of AI-augmented content creation across text, image, and sound. Prospective students should demonstrate a substantial interest in media art and design and its connections to digital humanities, critical theory, and pedagogy. Experience with artistic and/or engineering practice is a plus. Please submit a 300 word max statement of interest to uhl@uchicago.edu by12/22 in order to be considered for enrollment.

Instructor(s): Andre Uhl     Terms Offered: Winter
Equivalent Course(s): KNOW 36043, CHSS 36043, MACS 36043, KNOW 26043, MAAD 12043, ANTH 36043, ANTH 26043, CMST 36043, CMST 26043

HIPS 26078. Normal People. 100 Units.

Worrying about what's normal and what's not is an endemic feature of both our popular and scientific cultures. Is my intelligence above average? What about my height? Should I be feeling this way? Is there a pill for that? People seem to have always been concerned with fitting in, but the way of describing the general run of practices and conditions as "normal" is a rather recent phenomenon; testament to the vast influence of the modern human sciences on how we understand ourselves and others. This seminar will offer a broad historical overview of the ways that group behaviors and individual traits - bodily, moral, intellectual - were methodically described and measured in the past 200 years. We will become acquainted with the work of sociologists and anthropologists, psychiatrists and psychologists, polling experts and child development specialists, and ask about the kinds of people their efforts brought into being, from sexual perverts to the chronically depressed. The course will focus on the scientific theories and techniques used to distinguish the normal from the pathological, together with the new social institutions that translated this knowledge into forms of control. We will read Émile Durkheim on suicide rates and Cesare Lombroso on born criminals; learn about IQ tests and developmental milestones; and consider whether, with the advent of personalized medicine and self-data, we have indeed reached the "end of average."

Instructor(s): Tal Arbel     Terms Offered: TBD
Equivalent Course(s): SOCI 40255, IRHU 36078, IRHU 20009, HIST 25213, HIST 35213, CHSS 36078, KNOW 36078, CHDV 36078, HLTH 26078

HIPS 26080. Technologies of the Body. 100 Units.

From models and measures to imaging technologies and genomic sequencing, technologies have profoundly shaped how we know and understand human bodies, health, and disease. Drawing on foundational and contemporary science and technology studies scholarship, this class will interrogate technologies of the body: how they are made, the ways in which they have changed understandings of the human condition, their impact on individual and collective identities, and the interests and values built into their very design. Course readings will examine how technologies render bodies knowable and also construct them in particular ways. We will also focus on how technologies incorporate, and reinforce, ideas about human difference. Students will conduct an independent, quarter-long research project analyzing a biomedical technology of their choice. By the end of this course, students will be able to identify and explain the social, political and economic factors that shape the design and production of biomedical technologies, as well as the impact of these technologies on biomedicine and the social world more broadly. This course provides students with an opportunity to conduct a quarter-long research project, using a biomedical technology as a case study. Students will be introduced to foundational and cutting-edge scholarship in science and technology studies, and will use this scholarship to conduct their independent research.

Instructor(s): Melanie Jeske     Terms Offered: Autumn
Equivalent Course(s): GNSE 36080, KNOW 36080, SOCI 30345, CHSS 36080, HLTH 26080

HIPS 26207. History Colloquium: Epidemics, Public Health, and Cities. 100 Units.

The ongoing COVID-19 epidemic has brought a new awareness of the devastating impact of epidemic disease, particularly in cities where population density and other factors contribute to high rates of infection. This undergraduate colloquium aims to guide students through the research and writing of an original research paper that explores public health response to epidemic disease in cities around the world. Topics to be examined include defining an appropriate research question, identifying relevant secondary literature, finding primary sources, and constructing a compelling narrative.

Instructor(s): S. Burns     Terms Offered: Spring
Prerequisite(s): Priority registration is given to History majors.
Equivalent Course(s): HIST 29607

HIPS 26230. Death Panels: Exploring dying and death through comics. 100 Units.

What do comics add to the discourse on dying and death? What insights do comics provide about the experience of dying, death, caregiving, grieving, and memorialization? Can comics help us better understand our own wishes about the end of life? This is an interactive course designed to introduce students to the field of graphic medicine and explore how comics can be used as a mode of scholarly investigation into issues related to dying, death, and the end of life. The framework for this course intends to balance readings and discussion with creative drawing and comics-making assignments. The work will provoke personal inquiry and self-reflection and promote understanding of a range of topics relating to the end of life, including examining how we die, defining death, euthanasia, rituals around dying and death, and grieving. The readings will primarily be drawn from a wide variety of graphic memoirs and comics, but will be supplemented with materials from a variety of multimedia sources including the biomedical literature, philosophy, cinema, podcasts, and the visual arts. Guest participants in the course may include a funeral director, chaplain, hospice and palliative care specialists, cartoonists, and authors. The course will be taught by a nurse cartoonist and a physician, both of whom are active in the graphic medicine community and scholars of the health humanities.

Instructor(s): Brian Callendar     Terms Offered: Spring
Equivalent Course(s): ARTV 20018, KNOW 36230, HLTH 26230, ENGL 36230, ENGL 26230

HIPS 26304. Religion and Abortion in American Culture. 100 Units.

In American public discourse, it is common to hear abortion referred to as a "religious issue." But is abortion a religious issue? If so, in what ways, to whom, and why? In this course we will answer these questions by tracing the relationship between religion and abortion in American history. We will examine the kinds of claims religious groups have made about abortion; how religion has shaped the development of medical, legal, economic, and cultural perspectives on the topic; how debates over abortion have led to the rise of a certain kind of religious politics in the United States; and how issues of race, class, gender, sexuality, and the body are implicated in this conversation. Although the course will cover a range of time periods, religious traditions, and types of data (abortion records from Puritan New England, enslaved people's use of herbal medicine to induce miscarriage, and Jewish considerations of the personhood of the fetus, among others), we will give particular attention to the significance of Christianity in legal and political debates about abortion in the twentieth and twenty-first centuries. There are no prerequisites for this course and no background in Religious Studies is required. However, this course may be particularly well-suited to students interested in thinking about how certain themes or areas of study-medicine and medical sciences, gender and sexuality, race and ethnicity, political science-converge with religion and Religious Studies.

Instructor(s): Emily D. Crews     Terms Offered: Autumn
Equivalent Course(s): RLST 26304, HIST 28008, HLTH 26304, SOCI 20564, GNSE 12115, PBPL 25304, HMRT 26304, AMER 26304, CCTS 21015

HIPS 26311. Aspirations of Justice. 100 Units.

This class thinks through questions of what justice means, what justice promises, what justice betrays, and what possibilities for politics are opened by aspirations of justice at moments of radical rupture. It does so through a focus on critical conceptual terms that also become the frameworks for praxis and institutionalization after war/violence/trauma/revolution/colonialism/slavery/casteism: terms such as transition, transformation, restoration, reconstruction, and repair. The readings will be comparative but grounded out of South Africa's experience of transition from apartheid, a process that remains frictioned, fractured and far from finished. At the core of the class are two concerns. First: how does one think about non-retributive forms of justice, and what aporias of forgiveness lie at their core? Second, how do these imaginaries and forms of justice get constituted and instituted, out of different histories of foundational violence, different transitional processes, at different moments in time? How, in the process, do histories themselves get rewritten through a process of rewriting wrongs?

Instructor(s): Kaushik Sunder Rajan
Equivalent Course(s): ANTH 36311, CCCT 36311, CHSS 36311, AASR 36311, RDIN 22311, CRES 22311

HIPS 26313. Judaism, Medicine, and the Body. 100 Units.

For centuries the "Jewish doctor" has existed as an archetype, but is there such a thing as Jewish medicine? Does Judaism teach a distinct approach to the body, illness, and healing? And more significantly, why should religion have anything to do with one's health today? In this course we will grapple with our assumptions regarding modern Western medicine by discussing topics in Jewish medical thought and ethics. We will study how Judaism - its texts, history, laws, and traditions - intersect with issues of science, medicine, and the body. In particular we will think about how a Jewish approach to medicine, and more broadly a religious approach, might complicate contemporary assumptions about the body and healing. We will also consider how Jewish bodies have been imagined and stereotyped, and think about how that might affect Jewish approaches to disease and medical ethics. This course will thus offer students a way to think about alternatives to assumptions about medicine, the body, and ethics in the secular West, which will be explored both in class materials and in personal projects. No prior work in Jewish studies, medical ethics, or religious studies necessary.

Instructor(s): Ranana Dine     Terms Offered: Autumn
Equivalent Course(s): RLST 26313, KNOW 26313, GNSE 26313, HLTH 26313, JWSC 26313, CCTS 21022

HIPS 26316. Medical Innnovation and Religious Reform in Early Modernity. 100 Units.

Through a survey of innovative medical authorities and religious reformers, students will investigate the co-constitution of two bodies of knowledge at a historical moment (the sixteenth and seventeenth centuries) when questions of authority and epistemology are in considerable flux. This period has long been implicated in the "conflict thesis"-a hugely influential argument that portrays the centuries-long relationship between religion and science/medicine as an inherently adversarial one. This course shall scrutinize that argument through a discussion of seemingly contradictory examples where reformers that touted the all-encompassing reach of divine providence also promoted intricate public health infrastructures; where the Vatican increasingly relied on university-trained physicians to validate saints and their miracles; where theologians were viewed as authorities on Galen and responsible for medical breakthroughs; and where medicine and metaphysics were considered complementary pursuits. Ultimately, students will unveil a portrait not of conflict, but of a symbiotic relationship between religion and medicine. The goal of our course will then be to query why religious reformers were not only unthreatened by but also actively esteemed the medical arts as a valuable ally.

Instructor(s): Mark M. Lambert     Terms Offered: Winter
Equivalent Course(s): HIST 24924, RLST 26316, HLTH 26316, CCTS 21013

HIPS 26380. Indigenous Politics in Latin America. 100 Units.

This course examines the history of Indigenous policies and politics in Latin America from the first encounters with European empires through the 21st Century. Course readings and discussions will consider several key historical moments across the region: European encounters/colonization; the rise of liberalism and capitalist expansion in the 19th century; 20th-century integration policies; and pan-Indigenous and transnational social movements in recent decades. Students will engage with primary and secondary texts that offer interpretations and perspectives both within and across imperial and national boundaries.

Instructor(s): Diana Schwartz Francisco     Terms Offered: Course not offered in 24-25
Equivalent Course(s): HIST 26318, CRES 26380, GLST 26380, LACS 36380, ANTH 23077, RDIN 26380, LACS 26380, RDIN 36380

HIPS 26382. Development and Environment in Latin America. 100 Units.

Description: This course will consider the relationship between development and the environment in Latin America and the Caribbean. We will consider the social, political, and economic effects of natural resource extraction, the quest to improve places and peoples, and attendant ecological transformations, from the onset of European colonialism in the fifteenth century, to state- and private-led improvement policies in the twentieth. Some questions we will consider are: How have policies affected the sustainability of land use in the last five centuries? In what ways has the modern impetus for development, beginning in the nineteenth century and reaching its current intensity in the mid-twentieth, shifted ideas and practices of sustainability in both environmental and social terms? And, more broadly, to what extent does the notion of development help us explain the historical relationship between humans and the environment?

Instructor(s): Diana Schwartz Francisco     Terms Offered: Course not offered in 24-25
Equivalent Course(s): GEOG 26382, ANTH 23094, LACS 36382, HIST 36317, CEGU 26382, LACS 26382, HIST 26317, GLST 26382, ENST 26382

HIPS 26390. Science and Society in Latin America. 100 Units.

How have ideas about and practices of science shaped life and society in Latin America? This course explores the interconnected social and political realities of scientific theory and practice in modern Latin America. Taking a historical approach, it will focus on the scientific management of social and political life, including the construction of categories such as sex and race; the production, consumption, and policing of drugs; and public health. In this discussion-based course, students will develop their own research project that historicizes a contemporary question related to scientific knowledge and/or practice in the region.

Instructor(s): Diana Schwartz Francisco     Terms Offered: Course not offered in 24-25
Equivalent Course(s): LACS 26390, HIST 26390

HIPS 27004. Babylon and the Origins of Knowledge. 100 Units.

In 1946 the famed economist John Maynard Keynes declared that Isaac Newton "was the last of the magicians, the last of the Babylonians." We find throughout history, in the writings of Galileo, Jorge Luis Borges, Ibn Khaldun, Herodotus, and the Hebrew Bible, a city of Babylon full of contradictions. At once sinful and reverential, a site of magic and science, rational and irrational, Babylon seemed destined to resound in the historical imagination as the birthplace of knowledge itself. But how does the myth compare to history? How did the Babylonians themselves envisage their own knowledge? And is it reasonable to draw, as Keynes did, a line that begins with Babylon and ends with Newton? In this course we will take a cross comparative approach, investigating the history of the ancient city and its continuity in the scientific imagination.

Instructor(s): E. Escobar     Terms Offered: Autumn
Equivalent Course(s): HIST 25617, KNOW 27004, NEHC 20215

HIPS 27005. Secrecy and Science. 100 Units.

This course traces the relationship between openness, secrecy, and the construction of scientific knowledge. Our sources span several millennia of intellectual history, from cuneiform tablets containing glassmaking recipes and the "secrets of the gods," to Medieval alchemical recipes, and to the first museums of natural history. We will investigate how and why science shifted from a subject intended for the elite few, to a more democratic ideal that embraced public demonstration. The role of patronage in the development of scientific knowledge, and the complex interaction between science and religion will be central to our discussions. Writing assignments will respond to thematic questions based on the readings.

Equivalent Course(s): RLST 27550, KNOW 27005, HIST 24918

HIPS 27010. Counterhistories of Mathematics and Astronomy. 100 Units.

Mathematics and astronomy are often taught as packaged universal truths, independent of time and context. Their history is assumed to be one of revelations and discoveries, beginning with the Greeks and reaching final maturity in modern Europe. This narrative has been roundly critiqued for decades, but the work of rewriting these histories has only just begun. This course is designed to familiarize students with a growing literature on the history of mathematics and astronomy in regions which now make up the global south. It is structured as a loosely chronological patchwork of counterexamples to colonial histories of mathematics and astronomy. Thematic questions include: How were mathematical and astronomical knowledge conjoined? How were they embedded in political contexts, cultural practices, and forms of labor? How did European scientific modernity compose itself out of the knowledges of others? Where necessary, we will engage with older historiographies of mathematics and astronomy, but for the most part we will move beyond them. No mathematics more advanced than highschool geometry and algebra will be assumed. However, those with more mathematical preparation may find the course especially useful.

Instructor(s): Prashant Kumar     Terms Offered: Spring
Equivalent Course(s): SALC 39000, CHSS 39001, HIST 35305, ASTR 29000, KNOW 39000, ASTR 39000

HIPS 27301. Medical Anthropology. 100 Units.

This course introduces students to the central concepts and methods of medical anthropology. Drawing on a number of classic and contemporary texts, we will consider both the specificity of local medical cultures and the processes which increasingly link these systems of knowledge and practice. We will study the social and political economic shaping of illness and suffering and will examine medical and healing systems-including biomedicine-as social institutions and as sources of epistemological authority. Topics covered will include the problem of belief; local theories of disease causation and healing efficacy; the placebo effect and contextual healing; theories of embodiment; medicalization; structural violence; modernity and the distribution of risk; the meanings and effects of new medical technologies; and global health.

Instructor(s): E. Raikhel     Terms Offered: Winter
Prerequisite(s): PQ: Undergraduates must have completed or currently be enrolled in a SOSC sequence.  Graduate option is only open to Master's students.
Note(s): CHDV Distribution: C, D; 3, 4
Equivalent Course(s): HLTH 23204, ANTH 40330, ANTH 24330, CHDV 43204, KNOW 43204, CHDV 23204

HIPS 27515. Scientific and Humanistic Contributions to Knowledge Formation. 100 Units.

In this course, we will explore whether the sciences and the humanities can make complementary contributions to the formation of knowledge, thus leading to the integration and unification of human knowledge. In the first part of the course we will take a historical approach to the issue; we will discuss how art and science were considered complementary for much of the 18th and 19th century (for example, in the views and work of Wolfgang Goethe), how they became separate ('the two cultures') in the middle of the 20th century with the compartmentalization of academic disciplines, and how some attempts have recently been made at a reunification under the concept of 'consilience'. In the second part of the course, we will focus on conceptual issues such as the cognitive value of literature, the role of ideas in knowledge formation in science and literature, the role of creativity in scientific and literary production, and how scientific and philosophical ideas have been incorporated into literary fiction in the genre known as 'the novel of ideas'. As an example of the latter, we will read the novel 'One, No One, and 100,000' (1926) by Luigi Pirandello and discuss how this author elaborated and articulated a view of the human persona (including issues of identity and personality) from French philosophers and psychologists such as Henri Bergson and Alfred Binet.

Instructor(s): D. Maestripieri     Terms Offered: Winter
Note(s): Part of Study Abroad program in Paris. Satisfies CHD graduate distribution (1)
Equivalent Course(s): KNOW 28015, KNOW 47015, SCTH 47015, CHDV 47015, CHSS 47015, CHDV 27015

HIPS 27520. Indigenous Religions, Health, and Healing. 100 Units.

This course introduces students to the dynamic, often-contested understandings of health, healing, and religion among the Indigenous peoples of the Americas. Our task will be threefold: first, to examine the drastic effects of settler colonialism upon the social determinants of health for Indigenous peoples throughout the Americas, including the Caribbean, Mexico, United States, and Hawaii. Second, we shall attempt to understand healing practices as they are steeped in and curated by Indigenous traditions and religious beliefs. Our goal is to counteract centuries-old stereotypical images of Native peoples and challenge our preconceived notions of wellness, selfhood, and the boundaries of medicine. Third, we will reflect upon contemporary Indigenous approaches to health and healing with particular attention to the postcolonial hybridity of these practices. Throughout the course we will attend to a generative diversity of epistemologies, anthropologies, and religious worldviews with the ultimate goal that a renewed understanding of Indigenous healing traditions will augment our own approaches to global/public health and the study of religion.

Instructor(s): Mark M. Lambert     Terms Offered: Winter
Equivalent Course(s): CRES 21501, HLTH 27501, KNOW 27501, RLST 27501, CCTS 21016, CHST 27501

HIPS 27706. Research in Archives: Human Bodies in History. 100 Units.

How have we come to know and experience our bodies? This undergraduate seminar develops humanities research skills necessary to study the body in history. Spanning early modern cultural practices to modern medicine, science, and technology, this course explores how ideas and practices concerning the body have changed over time and how the body itself is shaped by culture and society. A major focus will be learning how to conduct different forms of historical research to produce cutting-edge humanities scholarship about the human body. Readings will introduce key themes and recent scholarship including work on disability, reproduction, race, gender, ethics, extreme environments, and identity. This dynamic research group will grapple with issues at the heart of our corporeal existence by combining perspectives from the history of science, medicine, and technology, cultural history, anthropology, and science and technology studies (STS).

Instructor(s): J. Bimm and I. Clever     Terms Offered: Winter
Note(s): This course partially fulfills the research seminar requirement for the IRHUM major.
Equivalent Course(s): GNSE 27006, HIST 25513, KNOW 26076, IRHU 27006

HIPS 27901. Religion, Science, Naturalism: Is There a Problem? 100 Units.

The idea that "religion" and "science" are basically at odds with one another - that they involve, indeed, essentially different kinds of rationality - is surely foremost among the ideas that arguably distinguish modernity. This class will consider some of the various ways in which that conclusion has been resisted by some twentieth- and twenty-first-century thinkers, drawing on a range of philosophical and religious perspectives - those, for example, of the Anglo-Austrian philosopher Ludwig Wittgenstein (who would complicate our understanding of what it means to "believe" anything); the German theologian Rudolf Bultmann (whose method precisely distinguished existential questions from scientific ones); and the 14th Dalai Lama of Tibet (who thinks it imperative that the limits of scientific understanding be acknowledged in light of a Buddhist critique). Particular attention will be given to early writings from American pragmatist philosopher-scientists (William James, C. S. Peirce, and John Dewey), who argued that it is a mistake in the first place to think religion necessarily concerns anything "supernatural"; religion, for these thinkers, can therefore be understood as wholly consistent with naturalism.

Instructor(s): Daniel A. Arnold     Terms Offered: Spring
Equivalent Course(s): KNOW 28901, RLST 28901, SIGN 26072

HIPS 28101. Psychoanalysis and Philosophy. 100 Units.

An introduction to psychoanalytic thinking and its philosophical significance. A question that will concern us throughout the course is: What do we need to know about the workings of the human psyche-in particular, the Freudian unconscious-to understand what it would be for a human to live well? Readings from Plato, Aristotle, Freud, Bion, Betty Joseph, Paul Gray, Lacan, Lear, Loewald, Edna O'Shaughnessy, and others.

Equivalent Course(s): PHIL 38209, FNDL 28210, SCTH 37501, PHIL 28210

HIPS 28319. Ephron course: Imagining Nature among the Greeks. 100 Units.

The goal of this course is to gain an understanding of the historical roots of the concept of nature (Greek physis), while being attentive to the diversity of ancient Greek thought about nature even in its early history. In the texts we will read, numerous notions of "nature" can be discerned: for instance, nature as the physical form of an individual, nature as an underlying reality of someone or something, nature as an autonomous thing distinct from human art and from the supernatural, nature as the all-encompassing natural order, or nature as the natural environment. The conceptual and ideological work done by these conceptions also varies wildly. Furthermore, the images associated with the concepts are similarly diverse, ranging from human bodies to magical plants and cosmic spheres, and with a comparable repertory of conceptual and ideological purposes. Yet discussions of the concept of nature typically deal almost exclusively in abstractions: this is true, for instance, of the standard study of physis written over a century ago as a U of C dissertation, which we will read in excerpt. Throughout this class, we will consider not only the explicit and abstract conceptualization of nature, but also a number of related images-especially in the form of metaphors, analogies and personifications-that ultimately fed into the literary and philosophical depictions of nature in the long traditions that have followed.

Instructor(s): L. Wash     Terms Offered: Winter
Equivalent Course(s): CLCV 28319

HIPS 28882. Magic and Divination in the Islamic World. 100 Units.

From weather forecasts to stock market speculations, our modern world is saturated with predictions for the future. In spite of this, other divinatory methods such as astrology are often portrayed as superstitious, irrational, or unreligious. This course will introduce students to the unexpected interaction of science, magic, and religion through the exploration of divination in the Islamic world. We will ask how divination can be a part of religious practice and how methods of future-telling are said to "work" from the perspective of the philosophers and scientists who practiced them. We will also explore the arguments against divination and identify and understand religious and/or scientific objections to the practice. All readings will be in English translation.

Instructor(s): Alex Matthews     Terms Offered: Winter
Equivalent Course(s): MDVL 28882, CCTS 21020, KNOW 28882, RLST 28882, NEHC 28882

HIPS 29700. Readings and Research in History, Philosophy, and Social Studies of Science and Medicine. 100 Units.

Reading and Research for HIPS seniors working on their senior thesis.

Terms Offered: Autumn Spring Winter
Note(s): Students are required to submit the College Reading and Research Course Form.

HIPS 29800. Junior Seminar: My Favorite Readings in the History and Philosophy of Science. 100 Units.

This course introduces some of the most important and influential accounts of science to have been produced in modern times. It provides an opportunity to discover how philosophers, historians, anthropologists, and sociologists have grappled with the scientific enterprise, and to assess critically how successful their efforts have been. Authors likely include Karl Popper, Thomas Kuhn, Robert Merton, Steven Shapin, and Bruno Latour.

Instructor(s): A. Johns     Terms Offered: Autumn
Equivalent Course(s): HIST 25503

HIPS 29810. Bachelor's Thesis Workshop. 100 Units.

Thesis writing workshop for HIPS seniors.

Instructor(s): Emma Kitchen     Terms Offered: Autumn Spring Winter

HIPS 29900. Bachelor's Thesis. 100 Units.

This is a research course for independent study related to thesis preparation.

Terms Offered: Autumn,Winter,Spring
Note(s): Students are required to submit the College Reading and Research Course Form.


Contacts

Undergraduate Primary Contact

Director
Robert J. Richards
SS 205
773.702.8391
Email

Administrative Contact

Department Administrator
Beth Calderon
SS 207
773.702.8391
Email

Preceptor/BA Advisor

Teaching Fellow and HIPS Preceptor
Emma L. Kitchen


Email