HUSL 6308: Fictions and Histories:
Scientific Biography and Autobiography
In this course we will explore biographical and autobiographical narratives, focusing on various
ways the form has been employed to contain scientific lives and works. In the history of science, lives of
the "great men" of science have long been emblematic and instructive, both symbolizing and informing our
conceptualizations of scientific development and discoveries. Few historians, however, now maintain that
the form is unproblematic. In literary history, social science and critical theory, life narratives have
received increasing attention as a form of specialized discourse and as case studies for understanding
individuals' construction of meaning. How do "texts" embody "life"?
Through a careful and critical reading of a selection of scientific biographies and autobiographies,
we will discuss the following questions: What is science like? Are scientists different from the rest of us?
Do they see themselves and their work as extraordinary, typical, or odd? What do their own accounts of
their lives reveal about the nature of their intelligence, creativity, imagination, social skills and ethics?
Does gender matter in the lab? Is it possible to trust scientists' view of their own "great discoveries" (are
their books "history" or "fiction")? What does telling a great story have to do with doing great science?
The course materials are organized into thematic groups: the dynamics of scientific communities as
told through three leading participants' stories of the "race" for DNA; the nature of "genius" in scientific
lives (Richard Feynman: physics, Los Alamos, Challenger; E.O. Wilson: sociobiology, insect behavior;
Barbara McClintock: plant biology); the experiences of women and ethnic minorities in medicine, marine
biology and mathematics.
Several film biographies will be included in the course and others can be viewed for extra credit.
NO TECHNICAL OR SCIENTIFIC BACKGROUND NECESSARY.
PRIMARY TEXTS:
- Watson, James. The Double Helix
- Sayre, Anne. Rosalind Franklin and DNA
- Crick, Francis. What Mad Pursuit: A Personal View of Scientific Discovery
- Feynman, Richard. Surely You're Joking, Mr. Feynman
- Wilson, E.O. Naturalist
- Keller, Evelyn Fox, A Feeling for the Organism
- Salber, Eva, The Mind is not the Heart
- Manning, Kenneth, Black Apollo (life of E.E. Just)
- Kanigel, Robert, The Man Who Knew Infinity (life of Ramanajun)
SECONDARY TEXTS: (Students' choice)
On Nature of Scientific Activity and its social contexts and construction:
- Jacob Bronowski, Science and Human Values
- Bruno Latour, Laboratory Life
- Rutgers, multiple eds., Creative Couples (if published in time)
- Laslett, Kohlstedt, eds., Gender and Scientific Authority
- Abir-Am, et al, eds., Uneasy Careers
- On A/B: Each student to locate and report on 2-3 articles or book on literary/critical theory of
autobiography and/or biography.
GRADED WORK
- Each area worth 25% of total grade.
- Attendance and Participation
- Two in-class presentations: one on "scientific" secondary text, one on "a/b" text.
(15-20 min. oral report with a 3-5 pp. typewritten copy handed in same day)
- First revised draft of 15-17 pp paper (NOTE: due 4 weeks before semester's end)
- Final revision of seminar paper appropriate for portfolio (due finals' week)
*** Students will be asked to give periodic ungraded "progress" reports on research and writing of papers.
*** In an effort to assure equitable grading for all students, I have an official policy of resisting requests for extensions and "incompletes." In general, we all share in the struggle to balance school with outside jobs, family and other deadlines. If you are having trouble keeping up with the work, please work with me (IN ADVANCE OF MISSING A DEADLINE) to make alternative arrangements. However, please give me the opportunity to help if your situation truly merits special consideration and compassion.
CLASS CALENDAR
THEME 1: Portrait of a Functional-Dysfunctional Scientific Community
wk 1: W. Jan.15:
Intro. to Course: Structure, Expectations, Definitions.
Example of scientific autobiographical writing: The case of Loren Eiseley.
wk 2: W. Jan 22:
Watson, James. The Double Helix (Norton)
and begin Sayre, Anne. Rosalind Franklin and DNA (Norton)
wk 3: W. Jan. 29:
Finish Sayre and Crick, What Mad Pursuit
wk 4: W. Feb. 5:
Catch-up and Wrap-up: Discussion of DNA texts. Video of "Race for DNA"
THEME 2: The Character of Individual Scientific Genius
wk 5: W. Feb. 12:
Feynman, Richard. Surely You're Joking, Mr. Feynman (Bantam)
wk 6: W. Feb. 19:
Discuss thesis-building, research techniques for seminar papers.
Theories of creativity. Video on Feynman.
*** wk 7: W. Feb. 26:
Student reports on "scientific" texts.
Research tools orientation (?) --UTD Library
wk 8: W. Mar. 5:
Keller, A Feeling for the Organism; Comparison of Feynman and Keller
Progress reports on conceptualization of seminar papers, research
wk 9: W. Mar. 12: ** SPRING BREAK--NO CLASS **
THEME 3: The Experience of Women and Ethnic Minorities in Science
*** wk 10: W. Mar. 19:
Student reports on "A/B" materials. In-class activity on biographies of women in science.
wk 11: W. Mar. 26:
Salber, The Mind is Not the Heart
wk 12: W. Apr. 2:
Manning, Black Apollo
*** wk 13: W. Apr. 9:
First polished drafts of seminar paper due.
Discuss work-in-progress
wk 14: W. Apr. 16:
Edited and graded drafts returned. Revision workshop.
wk 15: W. Apr 23:
Kanigel, The Man Who Knew Infinity (first half of book).
Continuing consultations on revisions.
wk 16: W. Apr 30:
Finish Kanigel, The Man Who Knew Infinity; revisions assistance
W. May 7:
FINAL REVISED SEMINAR PAPER DUE: high noon in my office.
Last updated: May 29, 1997
Course Descriptions
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