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Spring 2006 Transdisciplinary Course |
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TNDY 401G
"Transdisciplinary Studies: Theory and Practice"
Meeting Time Tuesdays, 4:00 - 6:50 p.m.
Instructors
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Wendy Martin (School of Arts and Humanities), the first holder of the George and Ronya Kozmetsky Chair in Transdisciplinary Studies will serve as primary instructor.
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Faculty members, CGU academic programs
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Visiting Scholars
Course Information
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TNDY 401H
“Creating and Crafting an On-line Journal in Transdisciplinary Studies”
Meeting Time
Tuesdays, 1:00 PM to 3:50 PM
Instructors (TBA)
Course Information
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TNDY 401I
"The Nature of Inquiry"
Meeting Time
Mondays, 7:00 - 9:50 p.m.
Instructors:
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Jacek Kugler
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Masahiro Yamada
Course Information
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TNDY 401J
"Blurred Boundaries: A Transdisciplinary Inquiry into Social Justice "
Meeting Time
Wednesdays, 1:00 - 3:50 p.m.
Instructors:
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Patricia Easton, Department of Philosophy
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John Regan, School of Educational Studies
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Jean Schroedel, Department of Politics & Policy
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Derik Casper, teaching assistant, department of cultural studies
Course Information
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See additional course information below. |
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TNDY 401G - "Transdisciplinary Studies: Theory and Practice"
Tuesdays, 4:00 - 6:50 p.m.
Wendy Martin (School of the Arts and Humanities), the first holder of the George and Ronya Kozmetsky Chair in Transdisciplinary Studies, will serve as the primary instructor. The course will meet weekly and feature faculty members from across CGU and Claremont College academic programs as well as visiting scholars who will give lectures and lead discussions on transdisciplinary scholarship in their respective fields. These faculty lecturers will talk about how thinking beyond the boundaries of their specializations has contributed to their work, and the work of their colleagues. Theoretical and methodological issues in the context of the university as a community of scholars will be explored.
Description: This course will provide an analysis of transdisciplinary perspectives in a range of fields (including Arts and Humanities, Education, Psychology, Economics, Politics and Policy, Management, Information Systems and Technology, Mathematics, and Religion), with a focus on the methodological challenges and disciplinary impact of transdisciplinary scholarship and practice across the university. The primary goal of this course is to give students an over-view of transdisciplinarity in a range of disciplines as well as a sense of how transdisciplinary work might enrich their own perspectives, research projects, and graduate study, in general.
This course will be taught in a lecture-discussion format. CGU Faculty and Visiting Scholars will present their perspectives on transdisciplinary theory and practice in their disciplines. A Question and Answer session will follow these lectures. In addition, students from multiple disciplines will participate in discussion groups, and will work together on collaborative research projects throughout the semester. Students will be expected to think and write critically about the implications of Transdisciplinary issues for their own fields and their own scholarship. A portfolio of work for the semester will be submitted, along with presentations during the last week of classes.
This course is offered on a Satisfactory/Unsatisfactory basis and will satisfy the transdisciplinary requirement for Ph.D. students.
TNDY 401H - “Creating and Crafting an On-line Journal in Transdisciplinary Studies” (This course is open only to students who have been nominated by their dean.)
Tuesdays, 1:00 PM to 3:50 PM
As part of the Transdisciplinary Studies Program, this seminar will focus on conceptualizing, organizing and editing an on-line journal which will be sponsored by the Claremont Graduate University; this journal will involve faculty from CGU and elsewhere as well as CGU students in all fields.
This seminar will focus on the nuts and bolts of founding and editing a journal; in addition to creating a rationale and editorial structure for the journal, we will organize the first four issues in preparation for launching the journal in fall 06.
The enrollment for this seminar will be limited enrollment to two students from each School who have been nominated by their Deans; in order to create a truly transdisciplinary publication, there will be equal representation from all of the Schools at CGU. Ideally, students in this seminar will continue to have an on-going connection with the journal while they are at CGU.
This seminar will involve considerable research and discussion of transdisciplinary work in all fields that is being done both nationally and internationally; scholars and students in these fields will be both our contributors and our audience.
Faculty from CGU and elsewhere will participate in this course as consultants on the impact of transdisciplinary scholarship on their respective fields and as advisors about all aspects of the editorial process.
Readings Digital texts (essays, readings):
Julie Klein's "Notes Toward a Social Epistemology of Transdisciplinarity" (http://nicol.club.fr/ciret/bulletin/b12/b12c2.htm)
Helga Nowotny's "The Potential of Transdisciplinarity" (http://wfs.cgu.edu/horant/TNDY401D/Readings/Session%201/Nowotny.htm)
Primary Texts
Social Sciences: Doogan, Mattei and Robert Pahre. Creative Marginality: Innovation at the Intersections of Social Sciences. Boulder, San Francisco, & Oxford: Westview Press, 1990. ISBN: 0813379261. (Copies will be distributed)
Education & Behavioral and Organizational Sciences: hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994. ISBN: 0415908086.
Critical Theory, English, Philosophy: Foucault, Michel. Archeology of Knowledge & The Discourse on Language. US: Tavistock Publications Ltd., 1972. 0394711068. (Especially the appendix Discourse on Language)
Economics & Political Science: Levitt, Steven (with Stephen Dubner). Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. New York: Harper Collins, 2005.
Possible supplementary texts include: Adorno & Horkheimer. Dialectic of Enlightenment. Barthes, Roland. Mythologies. Derrida, Jacques. Archive Fever. Sontag, Susan. Against Interpretation. The Language War by Robin Lakoff (Berkeley: University of California Press, 2001).
TNDY 401I - “The Nature of Inquiry” Mondays, 7:00 PM to 9:50 PM Professors Jacek Kugler and Masahiro Yamada
Scope and Purpose Principal components.
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Introduction to the philosophical bases of knowledge and competing observational logics at work in contemporary research.
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The course explores broad theoretical formal approaches to the study of phenomena. We will explore whether human decision-making is best understood as a formal process based on rationality, arising from culture and cultural differences, or rooted in the biological bases for human social and political behavior.
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Focus on the mechanics of research design. Explore the process of developing testable and falsifiable theories and hypotheses. Some sub goals are: a. Understand how to ask important and answerable questions b. Move from a question to a testable hypothesis c. Achieve a basic understanding of a variety of alternative strategies for testing that hypothesis and whether one is better suited to a question than another
The student should be warned—you won’t all arrive at the same answers to these questions – the objective here is to provide alternative perspectives and the tools to evaluate them.
Assignments: All students are expected to be active participants in the weekly seminar meetings, and to complete 3, five page assignments in a timely fashion.
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A paper on the philosophy and ethics of scientific research in their discipline.
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Research Design (Question, Theory, Hypotheses).
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Short Proposal on Transdisciplinary Topic.
Required Readings
Thomas Kuhn, The Structure of Scientific Revolutions.
Imre Lakatos, “Falsification and the Methodology of Scientific Research Programmes,” pages 91-181 (excerpts) in Lakatos and Musgrave (eds.), Criticism and the Growth of Knowledge.
King, Gary, Robert Keohane and Sidney Verba, Designing Social Inquiry,
Hinich, Melvin J. and Michael C. Munger (1997) Analytical Politics, New York: Cambridge University Press. pp 21- 41
Campbell, Donald T. and Julian Stanley, Experimental and Quasi-Experimental Designs for Research, Houghton Mifflin
**Lecturers will assign additional readings for their week
Overview Introduction to Research- Leader The Philosophy of Social Science Research - Masahiro Yamada Specifying Research Questions and Hypotheses - Arthur Denzau/Terry Ryan "Networks And Categories: The Social Construction of Technical Reality" - Jed Harris Research Religion Vincent Wimbush Measurement - Jacek Kugler Qualitative Approaches Case Studies - Joseph Maciariello Content Analysis - Michelle Bligh Structured Elite Interviews/Evaluations - Stewart Donaldson/ Kathy Pezdek Experimental Approaches – Jennifer Merolla "Epistemic Objects: Machine Learning and Human Knowledge" - Jed Harris Inductive Approach - David Drew/Bill Crano/Yi Feng Cross Sectional/Time Series Multivariate Analysis - Dale Berger Formal Approach - Darren Filson/Tom Borcherding Computational Approach - John Angus Biological Approach - Paul Zak Proposal Writing - Leader
TNDY 401J - "Blurred Boundaries: A Transdisciplinary Inquiry into Social Justice" Wednesdays 1:00 PM to 3:50 PM
In this course we will be examining some of the problems and issues that confront our society--locally, nationally and globally--that serve as obstacles to living in a peaceful, prosperous, and humane world. In particular, we will take up the study of poverty and its complex of causes through the selective study of recent events. Locally, what does the fire of Palmer canyon tell us, if anything, about our attitudes and approach towards the poor? Nationally, what do individual and governmental responses towards the tragedy of Hurricane Katrina tell us? And globally, what does the lack of progress in African countries tell us about the international "war" on poverty?
The notion of "blurred boundaries" in the course has two senses: (1) from a methodological and disciplinary point of view there will be blurring of genres (to use Clifford Geertz's term) in our attempt to grapple with the complexities of social phenomena; (2) we will be challenging some of the standard notions of membership and its boundaries in relation to the social, economic, cultural, and class distinctions often implicit in our understanding of poverty and the poor. Instructors will bring their areas of expertise to bear on these questions: American politics and policy (Dr. Schroedel); anthropology and education (Dr. Regan); and philosophy (Dr. Easton). Students will be encouraged to work in teams and to choose projects and studies on poverty that reflect their areas of expertise.
Patricia Easton, Department of Philosophy, 121 East Tenth Street, patricia.Easton@cgu.edu
John Regan, School of Educational Studies, Harper 202, john.regan@cgu.edu
Jean Schroedel, Department of Politics & Policy, Harper East 212, jean.schroedel@cgu.edu
Derik Casper, teaching assistant, department of cultural studies, derik.casper@cgu.edu.
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