LIB 200.1470
Humanism, Science and Technology
Spring 2014
Dr. Phyllis Van Slyck
Office: E103N
Office Hours: T/TH: 10:30 and 3:25
Is This Eugenics?
Did
I request the, Maker, from my clay/ To mould me man? Did I solicit thee/ From
darkness to promote me or here place/In this delicious garden? John Milton, Paradise Lost
Physical
beauty is the sign of an interior beauty, a spiritual and moral beauty. Friedrich Schiller
The focus of our Seminar will be Eugenics, specifically, though
not exclusively, case studies of eugenics in America. We will examine how a belief in
creating more “perfect” humans came to be, what sociological and scientific
beliefs in the 19th century
promoted this kind of thinking and the inherent dangers of eugenics for human
rights, freedom, autonomy. Readings,
videos and film screenings will look both backwards and forwards and we will be
discussing not only the negative eugenics of the early twentieth century but
also whether or not “designer babies” or “genetic enhancements” have the
potential to be a form of eugenics. A key cultural and philosophical question
we will address throughout the course is, who decides what is desirable,
superior, perfect and, conversely, undesirable, inferior, imperfect and
therefore expendible? On what
basis are these ideas constructed?
On our blog you will find course documents, websites and a space
for your own reflections: http://eugenicslib200.blogspot.com
Eugenics (/juːˈdʒɛnɪks/; from Greek eu, meaning "good/well", and -genēs, meaning "born") is the belief and practice
of improving the genetic quality of the human population. Eugenics is a social philosophy
advocating the improvement of human
genetic traits through the promotion of higher
reproduction of people with desired traits (positive eugenics), and reduced
reproduction of people with less-desired or undesired traits (negative
eugenics).
1. In LaGuardia Bookstore:
Frankenstein, The Modern Prometheus, Mary Shelley
(Dover Thrift Edition)
The Case Against
Perfection: Ethics in the Age of Genetic Engineering, Michael J. Sandel
Buy kindle edition:
The Office of Mercy,
Ariel Djanikian (Kindle edition $10.99)
2. In NEKO Print Shop, basement of B Building:
Coursepak: Ask for “Is This Eugenics/LIB 200 Coursepak,” Dr.
Van Slyck
3. Possible Film Screenings: Rabbit-proof Fence, Frankenstein,
Gattaca, Never Let Me Go, Dirty Pretty Things
YouTube
Discussion and Other Links on Blog:
Students (in groups) will select and present on one of these sites:
Computer Chips in Your Brain: Futurescape:
Erase Memories to Achieve Your Own Eternal Sunshine: Matthew
Liao:
Grading for Written and
Oral Assignments:
6 blogs on readings and
screenings: 10% (late blogs will not be counted)
Essay on Frankenstein 10%
Group oral presentations on one
Eugenics Case or Issue (each group chooses topic) 10%
Mid-term in-class essay on
The Case Against Perfection and
related philosophical arguments 10%
Staged critical literacy
essay on topic of your choice relevant to Eugenics: 20%
Individual oral presentations and class participation: 20%
Final Reflective essay 20%
Syllabus
Tentative: Subject to Revision
Week I: (blog #1 after opening class discussion and reading)
Introduction: your ideas about humanism, science, technology:
coursepak essay
Francis Galton and History of Eugenics Movement (course-pak
and blog)
Week II:
Rabbit Proof Fence (begin
reading Frankenstein)
Attitudes towards the “other”; assumptions about Eurocentric
superiority
Discussion of history of eugenics in America and Europe:
>what happens when eugenics is favored by governments?
>how do we decide what constitutes “superior” genes?
>how do we know what is genetic versus socially
constructed?
>how do Eurocentric cultural values shape our ideas of
the human ideal?
>why is hybridity “bad”, scary, threatening?
Coursepak on vocabulary relevant to eurocentrism,
colonialism, grand narratives, hybridity: in-class freewrite (quiz) on
relevance of this language to our world today.
Week III: (blog #2 on Frankenstein) QUIZ ON FIRST THREE
CHAPTERS
Frankenstein (read
first half of novel over weekend—see study guide questions in coursepak and on
blog); Also read “Pretty Smart?
Why we Equate Beauty With Truth,” Robert M. Sapolsky (coursepak);
In-class reading and discussion of William Blake’s “The Lamb” and “The Tyger”
(connection to Frankenstein’s ideas of power).
Weeks IV-V: (still reading Frankenstein—screening of first half); discussion on dialogue
between Frankenstein and the Creature. Read “The Devaluing of Life in Shelley’s
Frankenstein, Lars Lunsford and “The
Monster Within,” Betty S. Kim (student essay). Discussion of essay topics for Frankenstein. Essay due Week VI.
Week VI: YouTube: “Tomorrow’s Youth 1934: Eugenics in
America” (on our blog)
Read:
“Human Testing, the Eugenics Movement, and IRBs, Karen
Norrgard (coursepak)
“From better Babies to the Bunglers: Eugenics on Tobacco
Road,” Paul A Lombardo (coursepak)*
“Quality, Not Mere Quantity, Counts”: Black Eugenics and the
NAACP Baby Contests” Michael Dorr and Angela Logan (coursepak)*
(*For the long essays, each pair of students will choose a
section to present to class.)
Presentations on above readings and websites describing eugenics
in America. (Topic choice and schedule to be developed in class.) Your group
presentation will count towards this grade. Choose topic that interests you deeply!
Week VII:
The Case Against
Perfection, Michael J. Sandel (blog
#3—choose your chapter—present critical summary to class)
Student groups: each choose chapter to present and argue
pros and cons of Eugenics today: 1.
The Ethics of Enhancement, 2. Bionic Athletes, 3. Designer Children,
Designing Parents, 4. The Old Eugenics and the New, 5. Mastery and Gift
Developing and Arguing Your Position—Presentations and Peer
Critique
Week VIII: (blog #4)
Gattaca (film screening): your reactions to
genetic engineering
Further discussion of critical literacy essays developed
from coursepak essays or Sandel
Week IX: (Begin reading The
Office of Mercy)
Research Presentations
Week X: (blog #5 on novel Office of Mercy)
Read:
“Ageless
Bodies, Happy Souls,” Leon R. Kass (coursepak)
“Unwanted memories Erased in Electroconvulsive Therapy
Experiment,” Gautam Naik (coursepak)
“Cash for Kidneys: The Case for a Market for Organs,” Becker
and Elias (coursepak)
“Parental Love Pills: Some Ethical Considerations,” S.
Matthew Liao (coursepak)
“Studying Ethical Questions as the Brain’s Black Box is
Unlocked,” Claudia Dreifus (coursepak)
Screening:
Never Let Me Go (film
screening) based on novel by Kazuo Ishiguro
Week XI: Screening of Dirty,
Pretty Things (if time)
Class Debates on the Future of Eugenics and what Constitutes
Potential Eugenics—preparation for final essay.
Week XII: (blog #6 on the “organ” related issues)
Preparation for Final Reflective Essay
Uploading of Critical Literacy Essays and Oral Presentations
to Eportfolio Site
Week XIII:
Celebration and End of Semester Showcase
