Difference between revisions of "Syllabus"

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== Welcome ==
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== Course Description ==
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We apply scientific methods and principles to questions of value. By questions of value we mean: What do I want? How can I get it? How do I know? Here we inclusively define "want" to encompass material and ethical considerations, narrow individual and broader humanitarian, biophilic, and environmental interests, near and distant ends and means.
  
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The degree to which we live and die well because of what we do in this course is the measure of our success. Humans live and die well by discerning and realizing value: what we want and how to get it. Because we are changing organisms in a changing environment what we value - the ends and means of our lives - also changes. In our era of unprecedentedly rapid change to social, natural, artificial, and informational environments, becoming more proficient in bringing to awareness, questioning, and where adaptive, evolving ideas about value to be more accurate is key to living and dying well.
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Many of us want to live well and die at peace. To do these things we accurately discern and effectively realize value. We figure out what we want, get it, and feel satisfaction when we do. Each of us sometimes falls short at one or another point in this process. With valuescience practice we can reduce frequency and severity of such failures. To that end course participants examine methods by which we've responded to questions of value, and learn to practice valuescience with growing consciousness and consistency to evolve our responses to be better bases for living well and dying at peace.
  
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In this course we re-examine ideas about value we’ve taken for granted, consider alternatives, and assess the merits of each. More importantly we consider ways that we’ve come to current ideas about value, and evaluate which of these we consider reliable enough to warrant continued use. If you are engaged or want to engage in honing these skills, we welcome your partnership in valuescience.
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The valuescience thesis is:
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(1) Ideas about what we want and how to get it rest on predictions that when we get what we want we'll feel as we anticipate, and that we will be effective when we act to satisfy want;
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(2) Science is sole demonstrated means for predicting with success greater than we can achieve by chance; therefore,
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(3) Science is how we better know and get what we want; it is how we more accurately discern and more fully realize value.
  
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== Class Details ==
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For more, please see: [[Course Description]].
  
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*'''Time:''' MW, 11:00-12:15
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== Course Objectives ==
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*'''Place:''' 160-321
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*'''Units:''' 3 units, 4 units with optional lab
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* Construct an ecological framework for understanding self and surrounds, and use this framework to explain the evolutionary import of human culture, and to describe how culture is embodied and communicated, and how we can evolve individual and collective cultural information to be more adaptive. For more, please see: [[Framework]].
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*'''Grading Options:''' Letter, C/NC
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*'''Students with Documented Disabilities:''' Students who may need an academic accommodation based on the impact of a disability must initiate the request with the Office of Accessible Education (OAE). Professional staff will evaluate the request with required documentation, recommend reasonable accommodations, and prepare an Accommodation Letter for faculty dated in the current quarter in which the request is being made. Students should contact the OAE as soon as possible since timely notice is needed to coordinate accommodations. The OAE is located at 563 Salvatierra Walk. Phone: (650) 723-1066, URL: [http://studentaffairs.stanford.edu/oae http://studentaffairs.stanford.edu/oae]
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* Evolve a more inclusive, consilient, science-based worldview which includes a method for discerning and realizing value—for living and dying well—and a set of ideas about value generated by this method. For more, please see: [[Worldview]].
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* Practice valuescience to realize value more fully, and communicate to others how they can do this. For more, please see: [[Praxis]].
  
 
== Instructional Team ==
 
== Instructional Team ==
  
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*'''Instructor:''' [[David Schrom]] (dschrom@ {stanford})
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*Instructor: [[David Schrom]] (david@ {ecomagic.org}) 650 323-7333
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*'''Assistants:''' [[Robin Bayer]] (robin@ {ecomagic}), [[Nick Enge]] (nickenge@ {stanford}), [[Hilary Hug]] (hilary@ {ecomagic}), [[Andrew Nepomuceno]] (andrewn1@ {stanford})
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*Teaching Team Members: [[Robin Bayer]] (robin@ {ecomagic.org}), [[Hilary Hug]] (hilary@ {ecomagic.org}), [[Andrew Nepomuceno]] (andrewn1@ {stanford.edu})
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Teaching team members typically check email once(!) per day M-F and less often on weekends. Please plan accordingly. For urgent matters, call 650 323-7333.
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==Resources ==
  
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== Office Hours ==
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Valuescience is a synthesis of work in many disciplines, and we tap diverse learning resources. During a typical quarter participants read, listen to, and view excerpts (often brief) from more than one hundred sources. We've listed below a representative selection containing key ideas.
  
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During the quarter, members of the instructional team are usually able to accommodate requests for consultation within 24 hours of the time we receive them. We encourage you to bring us your thoughts and questions for individual attention.
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For more detail on resources and questions we address with them please see: [[Resources]].
  
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== People Page ==
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Books
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*Andrews, Frank. (1990). ''The Art and Practice of Loving.''
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*Bonner, John Tyler. (1980). ''Evolution of Culture in Animals.''
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*Brafman, Ori. (2009). ''Sway: The Irresistible Pull of Irrational Behavior.''
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*Catton, William. (1980) ''Overshoot: The Ecological Basis of Revolutionary Change.''
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*Cialdini, Robert. (1984). ''Influence: The Psychology of Persuasion.''
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*Duhigg, Charles. (2012). ''The Power of Habit: Why We Do What We Do in Life and Business.''
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*Edwards, David. (1999). ''Burning All Illusions.''
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*Frankl, Viktor. (1959). ''Man’s Search for Meaning.''
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*Graeber, David. (2012). ''Debt: The First 5,000 Years.''
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*Hagen, Steve. (1998). ''Buddhism Plain and Simple.''
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*Heilbroner, Robert. (1999). ''The Worldly Philosophers.''
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*Kelly, Marjorie. (2003). ''The Divine Right of Capital: Dethroning the Corporate Aristocracy.''
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*Meadows, Donella H., et al (1972). ''The Limits to Growth.''
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*Ponting, Clive. (1991). ''A Green History of the World: The Environment and the Collapse of Great Civilizations.''
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*Schrom, David. (2008). ''Valuescience.''
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*Seavoy, Ronald. (1986). ''Famine in Peasant Societies.''
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*Shepard, Paul. (1996). ''The Only World We’ve Got.''
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*Totman, Richard. (1985). ''Social and Biological Roles of Language.''
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*Whorf, Benjamin Lee. (1956). ''Language, Thought and Reality.''
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*Wilson, Edward O. (1998). ''Consilience.''
  
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Please create a People Page, where you can tell us about yourself and why you're taking the class, and post writings, lab reports, and anything else you want to share with the class. We've set it up so that only students from this quarter can see your people pages (as long as you put <nowiki>[[Category:Spring14]]</nowiki> on the bottom, as mentioned in the instructions on the [[People]] page). In addition, we give you the option of submitting your writings anonymously (with your name going only to the teaching team). To create a People Page, you'll need a log-in. Email Nick (nickenge@ {stanford}) with your desired username for this site. Once you have a login, please follow the instructions on the People page to create your People page. Please let Nick know if you have any questions or concerns about the site.
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Online Resources
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*AAAS Atlas of Population and Environment [https://www.amazon.com/Atlas-Population-Environment-Peter-Raven/dp/0520230817 link]
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*AAAS Science for All Americans Online [http://www.project2061.org/publications/sfaa/online/sfaatoc.htm link]
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*US Debt Clock.org History of Money and Banking [http://www.usdebtclock.org/money-history/money-timeline1100-1791.html link]
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*Wikipedia [https://www.wikipedia.org/ link]
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*Worldometers [http://www.worldometers.info/ link]
  
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== Questions and Readings ==
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Videos
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*Beck, Roy. (2010). ''Immigration, World Poverty and Gumballs.'' [https://www.youtube.com/watch?v=LPjzfGChGlE link]
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*Global Footprint Network. (2015). ''Sustainable Development: 1980-2011.'' [http://www.footprintnetwork.org/our-work/sustainable-development/ link]
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*Martenson, Chris. (2014). ''Exponential Growth.'' Video segment from 8:12 to 10:12. [http://www.peakprosperity.com/crashcourse/accelerated link]
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*Population Connection. (2000). ''A Graphic Simulation of World Population Growth.'' [http://www.youtube.com/watch?v=9_9SutNmfFk#t=2m05s link]
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*Reilly, John. (2006). ''Bystander''. [https://drive.google.com/file/d/1oKzAsVh-Bu9RzhlMKr6SMICwrX8Ff361/view?usp=sharing link]
  
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We've constructed this course around questions. Many are too broad to address in a single class meeting, and some merit attention for a lifetime. During the quarter, we will post primary and subordinate questions for upcoming class meetings (usually 1 to 4 classes at a time). We encourage you to bring forward your own questions. You can find a comprehensive (short of exhaustive) list of questions you may be asked on the final here: [http://valuescience.org/wiki/images/6/6e/Main_Ideas-Final_Exam_Questions.pdf Final Exam Questions]
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Articles
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*Daly, Herman. (1993). "Steady State Economics: A New Paradigm." ''New Literary History''. [https://drive.google.com/file/d/0By0w-ttO7JmrcGFETGw5cVN4OTA/view?usp=sharing&resourcekey=0-zm8iiSkFXCB6o6QT3U-YkQ link]
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*Emmanuel, Ezekiel. (2014). "Why I Hope to Die at 75." ''The Atlantic.'' [http://www.theatlantic.com/features/archive/2014/09/why-i-hope-to-die-at-75/379329/ link]
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*Engelman, Robert. (2011). "An End to Population Growth: Why Family Planning Is Key to a Sustainable Future." ''Solutions for a Sustainable and Desirable Future.'' [https://thesolutionsjournal.com/an-end-to-population-growth-why-family-planning-is-key-to-a-sustainable-future/ link]
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*Gilbert, Daniel, et. al. (2009). "The Surprising Power of Neighborly Advice." ''Science.'' [https://drive.google.com/file/d/0By0w-ttO7JmrMGZEMHRES0NnNEk/view?usp=sharing&resourcekey=0-aGyV3h5UpuUSTRujsuxDdQ link]
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*Harvey, Joe. (1990). "Growth in Perspective." ''Rocky Mountain Institute Newsletter.'' [https://drive.google.com/file/d/0B8dQDga7c8qYTHA0WlpkQ2VfSDg/view?usp=sharing&resourcekey=0-9l4xfOUMhef_6dPwoYZ4rQ link]
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*Ioannidis, John P. (2005). "Why Most Published Research Findings Are False." [https://www.ncbi.nlm.nih.gov/pubmed/16060722 link]
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*Krugman, Paul. (2011). "Markets Can Be Very, Very Wrong." ''New York Times.'' [http://krugman.blogs.nytimes.com/2011/09/30/markets-can-be-very-very-wrong/ link]
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*Leeb, Steven. (2013). "Dangerous Times As Energy Sources Get Costlier To Extract." ''Forbes Magazine.'' [https://drive.google.com/file/d/0By0w-ttO7JmrZTlCRkdSaHk3Tlk/view?usp=sharing&resourcekey=0-j-S4XloKT6IWq6q2x1mVsA link]
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*Nikiforuk, Andrew. (2011). "You and Your Slaves." ''The Tyee.'' [https://drive.google.com/file/d/0By0w-ttO7JmrV1JCQWlwX3piR0E/view?usp=sharing&resourcekey=0-_EtjTDNwh2qRYWSTOw_8dQ link]
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*Norton, Michael and Ariely, Dan. (2011). "Building a Better America−One Wealth Quintile at a Time." ''Perspectives on Psychological Science.'' [https://www.hbs.edu/ris/Publication%20Files/Norton_Michael_Building%20a%20better%20America%20One%20wealth%20quintile%20at%20a%20time_4c575dff-fe1d-4002-b61a-1227d08b71be.pdf link]
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*Strauss, Mark. (2012). "Looking Back on the Limits of Growth." ''Smithsonian Magazine.'' [https://drive.google.com/file/d/0By0w-ttO7JmreDFQM2FlQmlhdU9nOHJ4ckdHZlFZclR2bUtZ/view?usp=sharing&resourcekey=0-rpxuqWFwqdpNbJAdKSj0xA link]
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*Tainter, Joseph. (1996). "Complexity, Problem Solving, and Sustainable Societies." ''Getting Down to Earth: Practical Applications of Ecological Economics.'' [https://www.combusem.com/TAINTER.HTM link]
  
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To afford a common basis for responding to questions we offer core readings. Please complete those listed on the [[Next Class]] page (or alternatives to which the instructor has consented) so that you'll be prepared to learn and contribute to others' learning as we discuss their contents during our meetings. Readings will be available online or on reserve at the Stanford libraries. You can access the reading for this course without purchasing anything.
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==Course Policies and Expectations==
  
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For most topics, we've assembled additional readings to facilitate your pursuit of ideas you've encountered in core readings and discussion and that you want to explore more fully. In past quarters, each course participant has found at least some of these worthwhile, and many have introduced us to materials new to us that we are now able to offer you. Please assist us in adding to these resources.
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<big>Presentations</big>
  
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This course is very much a work in progress. We have in the past altered the syllabus, sometimes extensively, during each quarter as we became more familiar with current enrollees' backgrounds and interests.
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View or listen to pre-recorded presentation(s) prior to class meeting for which they are assigned. [https://www.youtube.com/playlist?list=PLxj-Eb_bSLraMUNZyo7FrUtT_03Ocq5Pg Link]
  
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== Class Periods ==
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For more, please see: [[Presentations]].
  
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Interacting with each other to create a valuescience learning community is a key aspect of the course. You can be a valued course participant by listening carefully. If you have prepared thoughts and questions about a day's topics and core readings, you are better able to learn and contribute to others' learning.
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<big>Class Meetings</big>
  
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If you plan to miss class, please email robin@ {ecomagic}. To receive credit for up to three classes that you miss, we ask that you devote the equivalent of one class period to doing independent research on the topic of the day, and recording your sources and findings on your [[People]] page, in addition to completing all of the regular assignments for the day.
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We devote class meetings to discussion and other interaction. Please notify a member of the instructional team prior to any class from which you will be absent.
  
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== Learning Log ==
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For more, please see: [[Class Meetings]].
  
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Members of the instructional team want to know what you are doing and what you are learning. Please post to your [[People]] page twice per week (before 11am Monday for Monday's readings and other Monday assignments; before 11am Wednesday for Wednesday's readings and other Wednesday assignments) what you have read and done for the course, and what new ideas you consider worthwhile that you have learned. Respond to questions posed in the syllabus, reference core and, if appropriate additional readings, discuss how you are applying what you’ve learned. Learning Logs can be submitted up to one week late for half credit.
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<big>Quizzes</big>
  
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From time to time we may ask you to write to a specific topic in your learning log. These writings will be brief (about 500 words), and will be in lieu of other Learning Log entries.
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Students complete weekly or semi-weekly written quizzes. Quiz questions are taken directly from final exam.  
  
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Your Learning Log will be a basis for the Writing portion of your grade (see below). In accordance with Stanford guidelines for academic credit, we suggest that you read for 4-5 hours and write for 1-2 hours each week. We are grateful to students who enter beginning and ending times on Learning Log entries to assist us in assessing the workload of the course.
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For more, please see: [[Quizzes]].
  
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Sample Learning Logs: These learning logs were written by students who took the course fall quarter and wish to remain anonymous.
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<big>Project</big>
  
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* [[Fall 2013 Student]]
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Students working independently or in teams of 2-4 research and create media to communicate a valuescience argument.
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* [[Another Fall 2013 Student]]
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== Final Exam ==
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For project purpose, criteria, and grading please see: [[Project]].
  
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Each student stands for an oral final exam. You can think of it as analogous to the qualifying exam that candidates for advanced degrees take at the end of their coursework. In it, we ask you to demonstrate competence in presenting the full range of topics we address in the course. You will score well if you can respond briefly and informatively to a wide range of questions based on core readings and respond in greater depth to questions about narrower portions of each broad topic that you found particularly relevant to your life. You can find a comprehensive (short of exhaustive) list of questions you may be asked on the final [http://valuescience.org/wiki/images/6/6e/Main_Ideas-Final_Exam_Questions.pdf here] (top 20 questions are [[Top 20 Questions|here]]).
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<big>Final Exam</big>
  
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== Grading ==
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Each student completes a written, closed-book final exam. For a current list of potential final exam questions please see: [[Media:AllPotentialFinalQuestionsCurrent.pdf|Final Questions]].
  
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=== All Participants ===
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For more, please see: [[Final Exam]].
  
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Total: 100% (100 pts)
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<big>Practicum</big>
  
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*40% Writing (40 pts)
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Practicum enrollees practice personal behavioral change, record practice, and write reflections.
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**10 learning logs (4 pts each)
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***Graded on your ability to assess sources' credibility, evidence accurate understanding of authors' ideas, describe how you can incorporate them in your own valuescience inquiry, connect them to other ideas pertinent to valuescience inquiry, and most importantly, apply them to live better.
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*40% Class Participation (40 pts)
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**~20 class periods (2 pts each)
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***Graded on evidence of your own learning and contribution to others' understanding by listening and speaking.
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*20% Oral Final
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**20 pts total
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***Graded on your ability to communicate course themes clearly and apply them to your and others' benefit.
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=== Lab Enrollees ===
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For more, please see: [[Practicum]].
  
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*33% Lab (33 pts total)
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<big>Grading</big>
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**Lab points are awarded both for a lab proposal and nine lab reports submitted weekly (3 pts each, 30 pts total, 3 pts for free as an incentive to enroll in the lab)
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**Points earned in lab and through participation, final, and writings are totaled and multiplied by .75 to normalize grades for lab enrollees
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=== Alternatives ===
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Participants Enrolled for 3 Units
  
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By arrangement with instructor, students may establish individual criteria consistent with Stanford University academic guidelines for demonstrating learning sufficient to warrant credit and grade.
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*0-25% Class participation
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*0-25% Quizzes
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*25% Project
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*25-75% Final exam
  
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=== Work Load ===
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Participants Enrolled for 4 Units (Practicum)
  
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Members of the instructional team aim for every student to earn an A; however, you will be prudent to assume that you will require 6 hours of reading and writing each week outside of class, regular class attendance, thorough preparation, and thoughtful participation to achieve this objective. If you've enrolled for 4 units, plan to devote 3 hours per week to lab activity and write-ups.
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*0-20% Class participation
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*0-20% Quizzes
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*20% Project
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*12-20% Practicum
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*20-68% Final exam
  
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If at any point during the quarter you have questions about whether you're earning the grade you want, please ask a member of the instructional team. We strongly encourage you to include in your Learning Log (see above) a record of date and time you begin to read or write, time you finish, and what you read or wrote. In conference, we will likely review your Learning Log with you, and dates and times on entries will be useful information about how much life you devoted to reading and writing for the course.
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Grading Alternatives
  
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== Lab ==
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With consent of instructor prior to final date for electing letter grade or C/NC, a student may establish grading criteria different from above.
  
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{{:Lab}}
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For more, please see: [[Grading]].
  
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== Class by Class Topics ==
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== Topics ==
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* [[Valuescience: What? Why? How?]]
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* [[Human Ecology: Framework for Valuescience]]
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* [[Embodying, Communicating, and Evolving Culture]]
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* [[Worldview: Import, Sources, Evolving]]
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* [[Paradigm Shift to a Consilient, Science-based Worldview]]
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* [[Universe, Earth, Life, Humans: What Is?]]
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* [[Mind]]
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* [[Money and Dominance]]
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* [[How It Came to Be]]
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* [[Scientific World-modeling]]
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* [[Biosphere: Conditions and Trends]]
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* [[Society: Conditions and Trends]]
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* [[Scientifically Consilient Religion and Economics]]
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* [[Biosphere and Society: Vision]]
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* [[Evolving Self]]
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* [[Evolving Society]]
  
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1.      Education for Wholeness
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=Schedule=
  
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2.      Valuescience: What, Why, How?
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Note: Please complete assignment prior to attending class unless instructed otherwise.
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{| class="wikitable"
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|-
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! Week !! Class Date !! Assignment
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|-
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| 1 || Class 1 || 1. Read the syllabus.
  
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3.     Worldview: Source, Impact, Choice
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2. Read Graham, Paul. (2009). "Keep Your Identity Small." ("The more labels you have for yourself, the dumber they make you." - Paul Graham) (2pp, 2 min) [http://paulgraham.com/identity.html Link]
  
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4.     Language: Foundation and Constraint
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3. View this two-minute video and attend class prepared to summarize its content. [https://drive.google.com/file/d/0BxngE8UAOIeBcU5DUFBTalg5dnc/view?usp=sharing&resourcekey=0-1sIeCbNrlB5jSDsgR4Fr_Q Link]
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|-
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| 1 || Class 2 || 1. For the topic [[Valuescience: What? Why? How?]], please review the questions, watch the presentation, and read core readings. (Click on the topic name to access these items.)
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2. Complete "Valuescience: What, Why, How" quiz.
  
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5.     Paradigm Shift to Science-Based Consilience
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3. Read Duhigg, Charles. (2012). "Keystone Habits, or the Ballad of Paul O'Neill." ''The Power of Habit: Why We Do What We Do in Life and Business.'' - Duhigg makes a case that some habits are so central to our lives that by altering them we can make much other change more readily. [https://drive.google.com/file/d/0B8dQDga7c8qYU0UtQ3FLTWJNZzA/view?usp=sharing&resourcekey=0-1vXAlFULNcuW7flM1GFWCQ Link]
  
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6.     Scientific Worldview: Matter, Energy, Cosmos
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4. Submit practicum proposal.
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|-
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| 2 || Class 3 || 1. For the topic [[Human Ecology: Framework for Valuescience]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Complete "Human Ecology" quiz.
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|-
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| 2 || Class 4|| 1. For the topic [[Embodying, Communicating, and Evolving Culture]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Submit week 2 practicum report.
  
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7.     Science of Mind
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3. Complete "Embodying, Communicating, and Evolving Culture" quiz.
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|-
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| 3 || Class 5 ||1. For the topic [[Worldview: Import, Sources, Evolving]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Complete "Worldview" quiz.
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|-
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| 3 || Class 6 || 1. For the topic [[Paradigm Shift to a Consilient, Science-based Worldview]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Submit week 3 practicum report.<br>
  
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8.     Cognitive Biases: Genetic and Cultural
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3. Complete "Paradigm Shift to a Consilient, Science-based Worldview" quiz.
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|-
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| 4 || Class 7 || 1. For the topic [[Valuescience: What? Why? How?]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.) Those who have been in the class from the very beginning have already done this work. We suggest that you review it.
  
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9.     Biophysical Economics
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2. Complete "Valuescience: What, Why, How" quiz. Those who have been in the class from the very beginning have already completed this quiz. You may repeat this quiz. We will use your higher grade.
  
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10.    Science-Based Religion
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|-
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| 4 || Class 8 || 1. For the topic [[Universe, Earth, Life, Humans: What Is?]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Submit week 4 practicum report.<br>
  
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11.     World Modeling: Status and Trends - Physical
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3. Complete "What is?" quiz.
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|-
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| 5 || Class 9 || 1. For the topic [[Mind]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Complete "Mind" quiz.
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|-
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| 5 || Class 10 || 1. For the topic [[Money and Dominance]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Submit week 5 practicum report. <br>
  
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12.     Status and Trends - Social/Cultural
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3. Complete "Money and Dominance" quiz.
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|-
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| 6 || Class 11 || 1. For the topic  [[How It Came to Be]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.) 
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2. Complete "How Did It Come To Be?" quiz.
  
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13.     Green History
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3. Submit project proposal. <br>
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|-
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| 6 || Class 12 || 1. For the topic [[Scientific World-modeling]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Submit week 6 practicum report.
  
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14.     Money, Debt, Banking
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3. Complete "Scientific World Modeling" quiz.
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|-
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| 7 || Class 13 || 1. For the topic [[Biosphere: Conditions and Trends]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Complete "Biosphere" quiz.
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|-
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| 7 || Class 14 || 1. For the topic [[Society: Conditions and Trends]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Complete "Society" quiz.
  
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15.     Scenarios: Best, Worst, Middling
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3. Submit week 7 practicum report.
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|-
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| 8 || Class 15 || 1. For the topic [[Scientifically Consilient Religion and Economics]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)<br>
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2. Complete "Scientifically Consilient Religion and Economics" quiz.<br>
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|-
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| 8 || Class 16 ||  1. For the topic [[Biosphere and Society: Vision]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)
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2. Submit week 8 practicum report.<br>
  
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16.     What Global Social Contract?
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3. Complete "Biosphere and Society: Vision" quiz.<br>
  
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17.     Evolving Society
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4. Submit project draft.<br>
  
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18.     Evolving Self
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| 9 || Class 17 ||  1. For the topic [[Evolving Self]], please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)<br>
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2. Complete "Evolving Self" quiz. <br>
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|-
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| 9 || Class 18 || 1. For the topic [[Evolving Society]], please review the questions, watch the "Evolving Society Part 1" and "Evolving Society Part 2" presentations, and read the core readings. (Click on the topic name to access these items.)<br>
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2. Submit week 9 practicum report.<br>
  
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19.     Celebrating Learning
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3. Complete "Evolving Society" quiz.<br>
  
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= Reading Assignments =
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4. Submit project.
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| 10 || Class 19 ||
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1. Present project during class.
  
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2. Submit week 10 practicum report.
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| 11 || Class 20 ||
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1. Final exam.
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[[Category:Protected]]
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[[Category:Course]]

Latest revision as of 15:07, 13 May 2024

Course Description

We apply scientific methods and principles to questions of value. By questions of value we mean: What do I want? How can I get it? How do I know? Here we inclusively define "want" to encompass material and ethical considerations, narrow individual and broader humanitarian, biophilic, and environmental interests, near and distant ends and means.

Many of us want to live well and die at peace. To do these things we accurately discern and effectively realize value. We figure out what we want, get it, and feel satisfaction when we do. Each of us sometimes falls short at one or another point in this process. With valuescience practice we can reduce frequency and severity of such failures. To that end course participants examine methods by which we've responded to questions of value, and learn to practice valuescience with growing consciousness and consistency to evolve our responses to be better bases for living well and dying at peace.

The valuescience thesis is: (1) Ideas about what we want and how to get it rest on predictions that when we get what we want we'll feel as we anticipate, and that we will be effective when we act to satisfy want; (2) Science is sole demonstrated means for predicting with success greater than we can achieve by chance; therefore, (3) Science is how we better know and get what we want; it is how we more accurately discern and more fully realize value.

For more, please see: Course Description.

Course Objectives

  • Construct an ecological framework for understanding self and surrounds, and use this framework to explain the evolutionary import of human culture, and to describe how culture is embodied and communicated, and how we can evolve individual and collective cultural information to be more adaptive. For more, please see: Framework.
  • Evolve a more inclusive, consilient, science-based worldview which includes a method for discerning and realizing value—for living and dying well—and a set of ideas about value generated by this method. For more, please see: Worldview.
  • Practice valuescience to realize value more fully, and communicate to others how they can do this. For more, please see: Praxis.

Instructional Team

Teaching team members typically check email once(!) per day M-F and less often on weekends. Please plan accordingly. For urgent matters, call 650 323-7333.


Resources

Valuescience is a synthesis of work in many disciplines, and we tap diverse learning resources. During a typical quarter participants read, listen to, and view excerpts (often brief) from more than one hundred sources. We've listed below a representative selection containing key ideas.

For more detail on resources and questions we address with them please see: Resources.

Books

  • Andrews, Frank. (1990). The Art and Practice of Loving.
  • Bonner, John Tyler. (1980). Evolution of Culture in Animals.
  • Brafman, Ori. (2009). Sway: The Irresistible Pull of Irrational Behavior.
  • Catton, William. (1980) Overshoot: The Ecological Basis of Revolutionary Change.
  • Cialdini, Robert. (1984). Influence: The Psychology of Persuasion.
  • Duhigg, Charles. (2012). The Power of Habit: Why We Do What We Do in Life and Business.
  • Edwards, David. (1999). Burning All Illusions.
  • Frankl, Viktor. (1959). Man’s Search for Meaning.
  • Graeber, David. (2012). Debt: The First 5,000 Years.
  • Hagen, Steve. (1998). Buddhism Plain and Simple.
  • Heilbroner, Robert. (1999). The Worldly Philosophers.
  • Kelly, Marjorie. (2003). The Divine Right of Capital: Dethroning the Corporate Aristocracy.
  • Meadows, Donella H., et al (1972). The Limits to Growth.
  • Ponting, Clive. (1991). A Green History of the World: The Environment and the Collapse of Great Civilizations.
  • Schrom, David. (2008). Valuescience.
  • Seavoy, Ronald. (1986). Famine in Peasant Societies.
  • Shepard, Paul. (1996). The Only World We’ve Got.
  • Totman, Richard. (1985). Social and Biological Roles of Language.
  • Whorf, Benjamin Lee. (1956). Language, Thought and Reality.
  • Wilson, Edward O. (1998). Consilience.

Online Resources

  • AAAS Atlas of Population and Environment link
  • AAAS Science for All Americans Online link
  • US Debt Clock.org History of Money and Banking link
  • Wikipedia link
  • Worldometers link

Videos

  • Beck, Roy. (2010). Immigration, World Poverty and Gumballs. link
  • Global Footprint Network. (2015). Sustainable Development: 1980-2011. link
  • Martenson, Chris. (2014). Exponential Growth. Video segment from 8:12 to 10:12. link
  • Population Connection. (2000). A Graphic Simulation of World Population Growth. link
  • Reilly, John. (2006). Bystander. link

Articles

  • Daly, Herman. (1993). "Steady State Economics: A New Paradigm." New Literary History. link
  • Emmanuel, Ezekiel. (2014). "Why I Hope to Die at 75." The Atlantic. link
  • Engelman, Robert. (2011). "An End to Population Growth: Why Family Planning Is Key to a Sustainable Future." Solutions for a Sustainable and Desirable Future. link
  • Gilbert, Daniel, et. al. (2009). "The Surprising Power of Neighborly Advice." Science. link
  • Harvey, Joe. (1990). "Growth in Perspective." Rocky Mountain Institute Newsletter. link
  • Ioannidis, John P. (2005). "Why Most Published Research Findings Are False." link
  • Krugman, Paul. (2011). "Markets Can Be Very, Very Wrong." New York Times. link
  • Leeb, Steven. (2013). "Dangerous Times As Energy Sources Get Costlier To Extract." Forbes Magazine. link
  • Nikiforuk, Andrew. (2011). "You and Your Slaves." The Tyee. link
  • Norton, Michael and Ariely, Dan. (2011). "Building a Better America−One Wealth Quintile at a Time." Perspectives on Psychological Science. link
  • Strauss, Mark. (2012). "Looking Back on the Limits of Growth." Smithsonian Magazine. link
  • Tainter, Joseph. (1996). "Complexity, Problem Solving, and Sustainable Societies." Getting Down to Earth: Practical Applications of Ecological Economics. link

Course Policies and Expectations

Presentations

View or listen to pre-recorded presentation(s) prior to class meeting for which they are assigned. Link

For more, please see: Presentations.

Class Meetings

We devote class meetings to discussion and other interaction. Please notify a member of the instructional team prior to any class from which you will be absent.

For more, please see: Class Meetings.

Quizzes

Students complete weekly or semi-weekly written quizzes. Quiz questions are taken directly from final exam.

For more, please see: Quizzes.

Project

Students working independently or in teams of 2-4 research and create media to communicate a valuescience argument.

For project purpose, criteria, and grading please see: Project.

Final Exam

Each student completes a written, closed-book final exam. For a current list of potential final exam questions please see: Final Questions.

For more, please see: Final Exam.

Practicum

Practicum enrollees practice personal behavioral change, record practice, and write reflections.

For more, please see: Practicum.

Grading

Participants Enrolled for 3 Units

  • 0-25% Class participation
  • 0-25% Quizzes
  • 25% Project
  • 25-75% Final exam

Participants Enrolled for 4 Units (Practicum)

  • 0-20% Class participation
  • 0-20% Quizzes
  • 20% Project
  • 12-20% Practicum
  • 20-68% Final exam

Grading Alternatives

With consent of instructor prior to final date for electing letter grade or C/NC, a student may establish grading criteria different from above.

For more, please see: Grading.

Topics

Schedule

Note: Please complete assignment prior to attending class unless instructed otherwise.

Week Class Date Assignment
1 Class 1 1. Read the syllabus.

2. Read Graham, Paul. (2009). "Keep Your Identity Small." ("The more labels you have for yourself, the dumber they make you." - Paul Graham) (2pp, 2 min) Link

3. View this two-minute video and attend class prepared to summarize its content. Link

1 Class 2 1. For the topic Valuescience: What? Why? How?, please review the questions, watch the presentation, and read core readings. (Click on the topic name to access these items.)

2. Complete "Valuescience: What, Why, How" quiz.

3. Read Duhigg, Charles. (2012). "Keystone Habits, or the Ballad of Paul O'Neill." The Power of Habit: Why We Do What We Do in Life and Business. - Duhigg makes a case that some habits are so central to our lives that by altering them we can make much other change more readily. Link

4. Submit practicum proposal.

2 Class 3 1. For the topic Human Ecology: Framework for Valuescience, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Complete "Human Ecology" quiz.

2 Class 4 1. For the topic Embodying, Communicating, and Evolving Culture, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Submit week 2 practicum report.

3. Complete "Embodying, Communicating, and Evolving Culture" quiz.

3 Class 5 1. For the topic Worldview: Import, Sources, Evolving, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Complete "Worldview" quiz.

3 Class 6 1. For the topic Paradigm Shift to a Consilient, Science-based Worldview, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Submit week 3 practicum report.

3. Complete "Paradigm Shift to a Consilient, Science-based Worldview" quiz.

4 Class 7 1. For the topic Valuescience: What? Why? How?, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.) Those who have been in the class from the very beginning have already done this work. We suggest that you review it.

2. Complete "Valuescience: What, Why, How" quiz. Those who have been in the class from the very beginning have already completed this quiz. You may repeat this quiz. We will use your higher grade.

4 Class 8 1. For the topic Universe, Earth, Life, Humans: What Is?, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Submit week 4 practicum report.

3. Complete "What is?" quiz.

5 Class 9 1. For the topic Mind, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Complete "Mind" quiz.

5 Class 10 1. For the topic Money and Dominance, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Submit week 5 practicum report.

3. Complete "Money and Dominance" quiz.

6 Class 11 1. For the topic How It Came to Be, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Complete "How Did It Come To Be?" quiz.

3. Submit project proposal.

6 Class 12 1. For the topic Scientific World-modeling, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Submit week 6 practicum report.

3. Complete "Scientific World Modeling" quiz.

7 Class 13 1. For the topic Biosphere: Conditions and Trends, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Complete "Biosphere" quiz.

7 Class 14 1. For the topic Society: Conditions and Trends, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Complete "Society" quiz.

3. Submit week 7 practicum report.

8 Class 15 1. For the topic Scientifically Consilient Religion and Economics, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Complete "Scientifically Consilient Religion and Economics" quiz.

8 Class 16 1. For the topic Biosphere and Society: Vision, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Submit week 8 practicum report.

3. Complete "Biosphere and Society: Vision" quiz.

4. Submit project draft.

9 Class 17 1. For the topic Evolving Self, please review the questions, watch the presentation, and read the core readings. (Click on the topic name to access these items.)

2. Complete "Evolving Self" quiz.

9 Class 18 1. For the topic Evolving Society, please review the questions, watch the "Evolving Society Part 1" and "Evolving Society Part 2" presentations, and read the core readings. (Click on the topic name to access these items.)

2. Submit week 9 practicum report.

3. Complete "Evolving Society" quiz.

4. Submit project.

10 Class 19

1. Present project during class.

2. Submit week 10 practicum report.

11 Class 20

1. Final exam.

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