What are the facts of evolution, rather than the stories of evolution? I feel as if everything I have been taught about evolution so far has been only the interpretation of facts that I have never learned for myself. How does religion "reconcile" with evolution? I suppose I am specifically referring to the Judeo-Christian story of creation. I think this would be interesting to study in relation to the different stories that can be produced because of "the crack" that was presented in class.
Are stories a necessarily human thing? Do we see things similar to storytelling in other living creatures? And did stories develop as some sort of response to help humans survive? I had a teacher once who suggested that stories may have been a survival mechanism for early humans, and I did not really understand what he meant then It took me a bit to re-figure out all this techinical stuff, but I think I have the hang of it now!
I'm a sophomore this year and I plan on majoring in biology. My hometown is the Seattle-Tacoma, WA area. I am an only child, but I have tons of cousins to make up for it! And the craziest family. I play the violin, guitar, flute, harmonica, and am a champion kazoo player. I love to write everything from movie scripts to making up song. Mixing bioligy and any other study fascinates me- it makes me want to look at the world wholistically. I worked at a zoo and aquarium for three years, so I am more than happy to go on and on about random animal facts. I took Paul's C-Sem class last year in which we discussed some of these ideas on a broader scale.
I'm really looking forward to focus directly on the scientfic aspects of evolution and to get everyone's viewpoints from class discussions plus here on the blog. I have three siblings, two sisters and one brother. My older sister is in college but is thinking about becoming a tattoo artist. I grew up in Northern Virginia the part of Virginia that would rather consider itself to be a part of DC than Virginia. My parents are divorced but out of economic necessity they still live in the same house. Over the course of my life, I have had a managerie of pets including dogs, cats, parrots, fish, hamsters, guinea pigs and a handful of tomagotchi's.
Although I was raised in the same house all my life I have traveled to Ireland and The Philippines and want to travel more around the world. I love watching horror movies in order to make fun of them. And I hope to become a forensic anthropologist. Didn't realize I had to post here. Any way, Hi! I'm Marina.
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I'm taking this class because I like stories. Plain and simple. Hello, my name is Lillie. I'm a freshman at Bryn Mawr and hope to be an English major. I'm from Nashville, TN and have found Philadelphia to be an exciting place. I believe that one's life is, in essence, a sum of one's experiences and so I chose to take this course to see how it can evolve my own life summary. I've always enjoyed learning about new concepts in science, but eagerly remove myself from the math. I don't feel that this into describes me in any real way so I should say that I drink red bull, stop at green lights, and am obsessed with New York.
I was also a teenage fag hag and find myself still going to gay clubs often Maybe that was too much information, but I'll go with it. My questions were: 1. How does the way we've progressed effect the way we think of ourselves? Does the way we tell our stories reflect the evolution of our past?
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What do stories have to do with evolution? I am majoring in psychology with a neural-behavioral concentration and will be applying to medical school this spring. I am a lieutenant of emergency medical operations at the Llanerch fire company and have been doing ambulance-related things for over 5 years.
I have a very strong biology background and have done research fellowships in microbiology and yeast genetics. I feel that I will bring a very science-oriented perspective and I am curious to see how it compares with that of those who study the humanities. The theory of evolution involves the idea of "success". In biology success is easy to define; the creation of viable offspring carrying your genome.
How does the idea of success, an integral part of the theory of evolution, manifest itself when evolution is studied outside of the biological realm and it becomes more complicated than living vs. Evolutionary change in biology is the result of random mutations that are then acted upon by natural selection. What is the driving force for change in literature since it certainly isn't random mutation? Hi, I'm Lindsey Parrish, a sophomore. While I was in high school, the US Government paid me to also attend classes at different universities, where I took numerous courses in Chemistry, Physics, Anatomy and Physiology, and Biology.
Four years ago, I began discussing the mythology and evolution of classical fairy tales with one of my instructors at Saint Francis University, and it remains to be the most fascinating part of my literary studies. As I have studied evolution and the mythology of stories separately, I am very excited to study the intersection of these two topics. Have stories evolved as a product of the evolution of the brain, or is it more appropriate to think of the evolution of stories as a product of the evolution of society and changing moral values?
It is possible for two stories to be very similar in plot structure but to be from completely different origins. Is this also possible for creatures to be very similar in anatomical structure but to have evolved in entirely different ways? Society and morals, as I mentioned above, have evolved over time.
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It seems that most things if not all things evolve in some way. Why is it, then, that stories are posited in this course as having a special tie to evolution. Why are these two topics in particular seen as analagous? I am pretty local to the Bryn Mawr area, attending high school at the end of the R5 Paoli , but I have recently relocated to the greater Los Angeles area. I have always been very interested in the field of Biology, specifically Developmental and Molecular Biology, and am anticipating on pursuing medical school in the near future. In addition, I am also involved in the dance community at Bryn Mawr.
I have studied classical ballet for a number of years but have more recently become interested in hip hop and more contemporary forms of dance. Before this class, I have not considered a parallel between dance which as a form of expression and history is a way to tell stories and biology.
The relationship between the two could uncover some interesting ideas! Does studying the evolution of stories and storytelling give us significant insight into the past and perhapseven the future? Besides being studied in Biology cirriculum, does evolution still have an effect on new scientific developments today? Hi, My name is Lucie. I grew up in New York City and now live off-campus in downtown Philadelphia.
I am a senior, double-major in History of Art and Cultural Anthropology. After completing an Art History thesis that largely focused on museum studies last year, this year I am expanding upon some thoughts begun there for a thesis in Anthropology. Furthermore, as a relic of a time in which humanistic thought and scientific exploration were by and large conducted by the same people, the Mutter is also ripe for engaging the intersections of the humanities and the sciences that I believe we will explore in this class.
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I am looking forward to learning more about the history of science, as well as about how evolutionary theory has informed the stories we tell about ourselves on a broader scale. Sidebar: I am looking for some people to participate in a survey I am conducting at the museum. Please let me know if you can help me out! I also encourage everyone to visit the Mutter in general—it is a very unique experience not to be missed during your time near Philadelphia, and I'd be happy to show you around.
Some initial questions include:. Are these just approximations? More generally, what role does science play in the formation of sometimes pernicious cultural norms? I plan on majoring in Biology and Economics. I am from Ohio and I attended a St. My experiences in a Catholic high school are one aspect that I have to bring to our conversations.
In the first class we already began discussing the idea of science versus something. Many people view sciences main competition religion, specifically when it comes to the idea of evolution. In high school we spent a large amount of time in theology class discussing how science and religion could coexist, and how it is not hard for someone to believe in God and evolution. The questions I came into the class with were:.
How wide is the influence of the idea of evolution on society? Hello, I am a pre-med sophomore at BMC and an anticipated psychology major. I have no great previous experience with the topic of evolution, but am truly excited about the reading listed on the syllabus.
I believe that what I can most bring to this class is an open mind and an eagerness to learn, along with possibly the prospective of a psychology major.co.organiccrap.com/map88.php
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I would love to know more about the way in which stories evolve. In the context of this course, It would also be interesting to have a broader understanding of how the story of evolution developed alongside other stories of the time. How and exactly when did the story of evolution first arise in the public eye and begin be gain acceptance? Hello, I am a senior economics major, biology minor. I hope to eventually get into healthcare consulting because I enjoy analyzing healthcare as well as topics such as poverty. We are so close that my pony and I sleep under the same roof, her in a stall with straw, me in bedroom and bed.
Other than my love of horses, I am really interested in literature.
There are stacks and stacks of novels in my apartment and my younger horse is named for a character in a Faulkner novel. However, reading has been mainly a hobby or relaxation for me. I am a double major in biology and chemistry. This course seemed like the perfect opportunity to combine my academic and personal interests. As a potential high school science teacher, I would love to develop a perspective on evolution beyond a brief biological definition or the religion vs.
At least add some breadth to the discussion of evolution? It occurs to me that any conversation about the story of evolution or the evolution of stories is about a many things, organisms, people as opposed to one. In a course I took last semester on mental health and the brain, our discussion seemed to be more about individual stories and personal transformations. Is this distinction meaningful or useful? I am also taking a class on the historical roots of evolutionary developmental biology. I wonder how history fits into the interdisciplinary space between science and literature?
I am called Tim and I'm a senior Philosophy major at Haverford. I am also an environmental activist; my thesis is on environmental ethics. I think about things primarily through these two lenses but also try to think without a lens; also, not to think but rather to experience unmediated. There I go; you might discern something of my philosophical tendencies already. I am a first generation American, as both my parents were born and raised in Greece before moving to New York City.
From a young age, I knew that science was what I was most interested in; however, being raised in a Greek Orthodox family, I often found it difficult to reconcile both my interest in science and my Greek Orthodox upbringing.
This became increasingly difficult as I entered college and my studies in science and anthropology led to my interest in evolution. During my past three semesters at Bryn Mawr, I have begun to consider that the facts,opinions,values and ideas that were instilled in me as a child can fall under the category of "stories" and I have begun to realize that it is o. In such a way I have been able to reconcile my passion for science with my upbringing.
That being said, what I hope to be able to bring to the class is my experience with such a conflict, as well as an eagerness to learn about literary evolution, as I have only yet studied biological and anthropological evolution. Lastly, the three questions I had at the beginning of class were:. My name is Lisa and I am a junior biology major.
After graduation from Bryn Mawr I would like to pursue a post-graduate degree so that I could expand my research and volunteering opportunities. I enjoy the personal nature of helping people and the hands-on approach of dissections, yet I appreciate the importance of academic journals. This course provides the perfect opportunity to combine my passion for both biology and literature. Hi, I'm Sarah Bechdel. I'm a junior at Bryn Mawr studying anthropology and trying to learn Spanish.
I took this class because I'm interested in learning about evolution and biology, especially since they relate to my major, and this class seems different than anything else I've ever taken before. I have no past experience with biology other than falling asleep in high school bio, although I have taken some really great lit classes. Right now I am muddling through The Glass Bead Game by Hermann Hesse, and as it is conceptually completely over my head but very much related to your subject matter, I would be interested in talking to you guys about it if you've read it before.
How will discourses of creationism affect this class? I am currently undecided but I have alot of ideas and interests. I come here a southern girl with a liberal upbringing and a thirst for knowledge.
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I really enjoy just about any humanties subject and I will try any science or math course atleast once. I am very excited to be a part of this course and can't wait to have my questions tossed around. Hello everyone, My name is Fatima Quadri. I never knew much about Evolution and Darwin until I took A.
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P Biology my junior year of high school, but even then, the exposure was brief. I was re-introduced to the topic in college during Bio which revived my interest and caused me to sign up for Evolution last semester. Whether it was Darwin, dinosaurs, Neanderthals, or Wallace, I loved learning about the evolution of the world and the evolution of the theory itself from biological, geological, and anthropologic perspectives. If so, why is that?
However, are there any exceptions to this? Can we see ourselves, our culture, and our stories evolving right now or do we need for some significant amount of time to pass before seeing this? My name is Jillian and I am a junior at Bryn Mawr. I am currently pursuing a double-major in Molecular Biology and Italian, which is a combination that most people find surprising and confusing.
What initially drew me to this class was the combination of sciences and humanities. Even now, when I tell people about my double-major, they usually tell me that it is an "interesting combination. I believe that humanities and sciences are not polar opposites, but rather they are very much intertwined. I hope that in this course, we will explore the actual and perceived relationships between the humanities and sciences, specifically in these ways:.
Why do people feel that there needs to be a "versus" relationship between humanities and sciences? When and why did the humanities and sciences start to be viewed as incompatible, when they have traditionally been viewed as courses of study that should be pursued together in the tradition of Aristotle, DaVinci, etc.
In what ways are sciences and humanities still related today, in spite of their perceived separation? Hi everyone. I'm a freshmen here at Bryn Mawr. I lived in Adana, Turkey until the end of 8th grade. During this time I lived with a very liberal American mother and a very conservative Turkish father in a fairly liberal Muslim nation.
I am very much interested in studying psychology in my years here and that is part of the reason why I wanted to take this class. I like to discuss different opinions about controversial issues such as evolution. I would also like to improve my ability in writing essays, so this class is pretty perfect as it encompasses so much I like. I'm excited to be taking this class and am looking forward to the semester. I'm Arielle Seidman, or "Relle" for short. I'm a Junior at Bryn Mawr, and an enthusiastic English major. I readily confess, I'm one of those people who looks at the word "science" and runs blindly in the other direction.
I'm hoping to shake some of that this year. One of the things that most intrigued and appealed to me about this course was the fact that we seem to be accessing science from the angle of literary criticism: "If I cannot disprove it, it will hold up as plausible. What exactly are we using as our definition of "evolution? Are there any pieces of fictional literatue which deal with diferent concepts of evolution?
What are some other theories of evolution not neccessarily of creation. Hello everybody! In the past I have enjoyed learningscience concepts, but have avoided science classes due to my dislike oflabs. In high school I tookEnvironmental Science, which I loved. I am intrigued by the combination of English and Biology two subjectsthat I enjoy. I am not surespecifically what I will bring. Like everybody, I have had unique experiences that will help mecontribute to our learning. Although I have notstudied English or Biology extensively, I bring a desire to learn and a senseof curiosity that will contribute to the class atmosphere.
Is the concept of evolution relevant to other parts oflife? For example, can the idea ofevolution be applied to history? Or is evolution irrelevant to life outsideBiology? I am a junior who is extremely interested in the parallels that will be drawn by seemingly to vastly different subject areas. I have been fortunate enough to be exposed to a similar mindset of thought in Professor Grobstein's Philosophy of Science class.
There is so many different facets to science and english that are begging to be questioned and on that note my three questions are as follows:. Why is there so much controversy surrounding intelligent design and evolution if one of them is widely accepted as science? Is there a concept that makes intelligent design just as legitimate of a story as evolution? What are the more specific parallels between literature and biology and how will we explore these parallels? My name is Marina and this is my first year at Bryn Mawr. I am from Washington, D.
I am very interested in both Biology and Literature and thought this class would be an interesting blend of both subjects. I come from a strict Catholic family but often find myself more interested in biological perspectives. However, my Catholic background has allowed me to become more open minded and respectful towards different views on life. I also attended a large and diverse public high school where opposing views were commonplace.
I am excited for this class and the unique perspectives it will bring. How can the theories of evolution be woven into the study of literature? Why are biology and literature so divided in the first place? What types of literature will be used? Hello, Everyone! I am an English minor and have an unofficial concentration in Gender and Sexuality Studies. I am from Seattle, WA. I think that the intersection of evolution and stories is both interesting and an important thing to look at and study.
I think that my interest in the topics of the course may also come from a place of not personally liking change very much, but as Professor Grobstein was talking about on Tuesday, we are constantly in change, never in staisis. I think that looking at this constant change and acknowledging it is one of the ways we learn to process and deal with it. My other questions include: "How does the story of evolution as in the way it has been written about contribute to the evolution of literature? I'm Jackie, a junior French major at Bryn Mawr, but I have devoted just as much if not more of my studies here on the pre-med curriculum in hopes of continuing to dental school.
I chose French as my major because it applies to my life an interests in ways that I already know and that I'm continuing to discover. It has added a sense of balance to my life and gets me thinking 'out of the box,' which I hope to do in this course as well! As a Catholic who attended Catholic high school, my mind has long been opened to alternative realities, and I find it fascinating to study these sorts of things.
When I was in France this summer, immersed in French culture, I was constantly noticing cultural differences, and thus constantly reflected on myself and my own values and the values of the American culture. I see the same potential in this class to deepen my understanding of how I understand things! So here were my questions:. What will we be defining as a story in the first place Do Darwin's works represent a turning point in storytelling, or is their role less significant to literature than it appears to be in scientific fields?
My name is Katie and I'm a freshman at Bryn Mawr. I'm from New York City, which teaches you something about diversity-- that it's there but sometimes more superficial than people want to admit, and sometimes less obvious than it seems. In such a big city, why are neighborhoods often dominated by one ethnicity? Why do kids form the groups they do in schools? And why is diversity so often used to mean ethnic diversity, when it's so much more than that? I like to ask questions, and discuss, and go off on tangets. I like classes where students aren't expected to learn a particular set of answers, or even be completely set in their own opinions, since I often have a hard time making up my mind.
Those earlier questions aren't the ones I came up with for this course, but we may end up discussing them anyway. The questions I came up with are: Do stories evolve the way that living things do, or is the process different? De Laguna attended Bryn Mawr College on a scholarship from to , graduating summa cum laude with a degree in politics and economics. Although she was awarded the college's European fellowship, she deferred for a year to study anthropology at Columbia University under Franz Boas , Gladys Reichard , and Ruth Benedict.
De Laguna instead secured funding from the University of Pennsylvania Museum and brought her brother Wallace as an assistant. The following year, the museum hired de Laguna to catalog their Eskimo collections and again financed two excavations to Cook Inlet in and Bryn Mawr College hired de Laguna as a sociology lecturer in "to teach the first ever anthropology course. She resumed her professorial duties at Bryn Mawr College and then returned to the Northern Tlingit region of Alaska in the s, leading to her "comprehensive three-volume monograph De Laguna also worked as an Associate Soil Conservationist in and on the Pima Indian Reservation, Arizona; as a teacher at an archaeological field school in under the sponsorship of Bryn Mawr College and the Museum of Northern Arizona ; and as a visiting professor at the University of Pennsylvania from to and from to and at the University of California, Berkeley from to and from to From Wikipedia, the free encyclopedia.
Frederica Annis Lopez de Leo de Laguna. Frederica de Laguna in JPEG file. Webster University. Retrieved 8 July Bryn Mawr Now. Bryn Mawr College. Register to the Papers of Frederica de Laguna. National Anthropological Archives, Smithsonian Institution. Smithsonian Institution Archives. Smithsonian Institution. Retrieved 10 July Presidents of the American Anthropological Association. Hodge — Alfred L. Beals William W. Howells Wendell C.