Critical Approaches to Evolutionary Psychology

Critical Approaches to Evolutionary Psychology (Prospective Syllabus) I. Course Number and Instructor Information Semester: Fall 2017 Course: PSYC Professor: Christopher R. Bell, A.B.D. Time: Place: Email: Office: Phone: Office Hours: II. Course Description Evolutionary Psychology—the study of human cognition and behavior premised upon evolved adaptations resulting from the processes of natural and sexual selection—has emerged in recent years as a subfield of Psychology with aspirations to become a “metatheortical framework” from which questions in Psychology are best situated and pursued. An evolutionary perspective in Psychology focuses on hypothesized mental and behavioral traits/characteristics, in some notable cases gender specific, that have ostensibly evolved over hundreds of thousands of years, and continue to shape human behavior and mentality even in our modern physical and social environment that has taken us quite far from the environmental “conditions of possibility” under which we have evolved. Although Evolutionary Psychology has made some impressive inroads in considering such topics as, “problems of survival, long-term mating, sexuality, parenting, kinship, cooperation, aggression and warfare, conflict between the sexes, status, prestige, and dominance hierarchies” it is not without its increasingly concerned critics who contend that Evolutionary Psychology has in some important instances unjustifiably hypostasized modern environmental conditions as existing in our evolutionary prehistory, thereby deriving erroneous conclusions from a circular logic where the conclusion of gendered differences in mentality and behavior justifies the premises of research. The purpose of this course will be 1) to become familiar with and critically consider the fundamental premises and logic of Evolutionary Psychology as they are outlined in canonical sources, 2) to engage with emerging critiques of this field from recent scholarship in Cultural Studies as well as immanent critiques/alternative perspectives from within the field of Evolutionary Psychology itself, and 3) to imagine some possible paths forward that allow for creative visions on the relationship between necessity and contingency at the interstices of Nature and Culture. III. Relation To University, College & Departmental Values 1 The course will incorporate these University values: 1) of caring in large and small contexts; 2) of collaboration; 3) of inclusiveness; 4) of innovation; 5) integrity is evident in our commitment to rigorous ethical standards in our classrooms and offices, in our conduct toward each other, and in service to our communities. This course is in line with the College Mission statement: The College of Social Sciences at --- is committed to excellence in teaching, scholarship and service in the interest of promoting the public good. The College aims to provide students with an understanding of contemporary and historical aspects of the various disciplines of the social sciences and the skills necessary for professional competence. This course fulfills the mission of the Department’s three values: 1. 2. 3. foundational to personal growth and development; critical to a deeper understanding of the nature of psychology itself; and central to professional development. IV. Course Learning Outcomes • • • • Demonstrate written and verbal knowledge of the approaches discussed in the classroom and found in the assigned readings. (Department Value 1) Be able to demonstrate critical abilities to move among viewpoints, appreciating their strengths and values as well as their limitations in discussion and final exam. (College Mission Statement) Apply to a social and cultural context through analysis of vocational tools, movies, and readings of case material in class discussion. (Departmental Value 3) Successful Collaborative work by students in generating study guides and reflection questions on presented materials. (University Values / Dept. Value 3) V. Course Assessment Course assessment on these outcomes will come from: • Attendance – Attendance for every class session is discretionary but strongly encouraged as much work will be done in class. • Reading of assigned material by the date assigned. • Verbal presentation of material as part of class discussion or as presenting a group idea. • Two 3—5 Page Reflection Papers (20% each for a total of 40%) and One 10—12 (50%) Page Final Research Paper. 2 There are no make-up arrangements for missed class participation. All in-class work is due in class. All out-of-class work is due at the beginning of class. Work may not be submitted electronically (i.e., email) but must be personally handed in. Grading Class Participation: 10% (2) Reflection Papers: 20% each (1) Final Paper: 50% Reflection Papers The purpose of the reflection papers are to demonstrate critical engagement with the assigned reading and to elaborate the central ideas and themes that the readings have raised. These papers should be between 3—5 double spaced pages, 12 point font. Final Paper The purpose of the final paper is to integrate the course readings with existing literature on topics covered in class. This paper will be an opportunity to demonstrate both a comprehensive knowledge of the course readings and to explore and elaborate upon a specific topic related to the course of your choosing. This paper should be between 10—12 double space pages, 12 point font, and include at least 7 outside references. Grades are based on student performance and capability. Simply turning in every assignment does not guarantee that a student will receive a "good grade." The standards for the respective grades are as follows: A = Exceptional -precise and comprehensive understanding of the material -thoroughly identifies, defines, and describes all key themes/concepts/issues/idea of the course -work contains no factual inaccuracies -excellent writing, with little to no errors in spelling, punctuation, grammar, syntax, etc. -very focused and organized -correctly identifies all key themes of the readings B = Commendable -clear understanding of the material -identifies, defines, and describes most key themes/concepts/issues/idea of the course -work contains few factual inaccuracies 3 -strong writing, with few errors in spelling, punctuation, grammar, syntax, etc. -well focused and organized -correctly identifies most key themes of the readings C = Competent -adequate understanding of the material -identifies, defines, and describes some of the key themes/concepts/issues/idea of the course -work contains factual inaccuracies -average writing, with some errors in spelling, punctuation, grammar, syntax, etc. -somewhat focused and organized -adequately identifies major key themes of the readings D = Limited evidence of achievement -poor understanding of the material -identifies, defines, and describes few key themes/concepts/issues/idea of the course -work contains many factual inaccuracies -below average writing, with some errors in spelling, punctuation, grammar, syntax, etc. -poorly focused and organized -barely identifies major key themes of the readings F = Minimal evidence of achievement Work that fails to meet any of the standards set forth above, or which is exceptionally inadequate VI. Course Policies University Policies and Academic Support Please carefully review the following Common Language for all university course syllabi at this link: http://www.westga.edu/assetsDept/vpaa/Common_Language_for_Course_Syllabi.p df It contains important material pertaining to university policies and responsibilitis. Because these statements are updated as federal, state, university, and accreditation standards change, you should review the information each semester. Academic Honesty ***Any form of academic dishonesty (including but not limited to cheating and plagiarism) will result in a failing course grade as well as possible additional action. Definitions of academic dishonesty and plagiarism are defined in student handbook, so please be familiar with them. Here is a link to the student handbook: http://www.westga.edu/handbook/ Disabilities Act / Accessibility for the course 4 If you are a student whom is disabled as defined under the Americans with Disabilities Act and requires assistance or support services, please notify me and provide me with a copy of your packet from Student Services. The university will provide you with resources for any audio/visual needs that you may have with the learning management system or course content. ***Please consult the following link for more details regarding accessibility for this course, including contact information for those with accessibility needs: UWG Accessibility Services (phone: 678-839-6428). It is important that you contact UWG Accessibility Service immediately to find out the exact accommodations that are necessary for you to succeed in this course. General Protocol: 1. Please arrive on time, and leave when class is over. Out-of-class written work due is due at the beginning of class. If you arrive after a quiz, or miss any work during class, there is no make-up for any reason. 2. Please prepare for each class by doing all the assigned readings, taking time to reflect on what you have read. It is suggested that you come to class with at least one good question in mind. If you miss class, you are responsible for the material covered. 3. If you attend class, please be respectful to others. Electronic devices such as cell phones and pagers must be turned off. If there is an emergency that would necessitate your cell phone being left on, please notify me before class and place the cell phone on vibrate. Please do not hold side conversations during class, do work for other courses, check your electronic devices, browse the internet, or engage in any other kind of disruption, as this is very distracting. I reserve the right to ask disruptive students to leave. 4. I have an open door policy and encourage students to meet with me in person to further their understanding of course content, as well as discuss direction of their education and career, or other concerns they may have. Pursuant to university policy, I do not discuss grades via email. Please do not ask for your grade at any point during the term. You are responsible for keeping track of your grades and estimating your performance. Chris Bell, the Graduate Assistant may also be consulted. 5. Students should carefully review information here: http://www.westga.edu/assetsDept/vpaa/Common_Language_for_Course_Syllabi.pdf It contains important material pertaining to your rights and responsibilities in this class. Because these statements are updated as federal, state, university, and accreditation standards change, you should review the information each semester. VII. Course Announcements 5 Announcements concerning the course – including changes in readings, policies, meeting times, exam times/content, etc. – will occur in class and in other available means of communication (i.e., Course Den). IMPORTANT NOTE: The Instructor reserve the right to modify this syllabus at any time during the course of the term, particularly regarding the course schedule. If such a modification is substantial, I will reissue a revised syllabus. VIII. Course Schedule & Major Assignments Week 1: (September 4th) The adapted mind: Evolutionary psychology and the generation of culture “The Psychological Foundations of Culture” p. 19—136 Week 2: (September 11th) Evolutionary psychology: The new science of the mind “The New Science of Evolutionary Psychology” p. 33—66 “Combating The Hostile Forces of Nature” p. 68—97 Week 3: (September 18th) Evolutionary psychology: The new science of the mind “Women’s LT Mating Strategies” p. 102—131 “Men’s LT Mating Strategies” p. 133—162 Week 4: (September 25th) Evolutionary psychology: The new science of the mind “Problems of Parenting” p. 194—224 “Problems of Kinship” p. 125—253 Week 5: (October 2nd) Reflection Paper #1 Due October 6th The age of scientific sexism: How evolutionary psychology promotes gender profiling and fans the battle of the sexes “The Myopia of Men vs. Women” p. 23—52 “The Ideology of Gender Difference” p. 53—82 Week 6: (October 9th) The age of scientific sexism: How evolutionary psychology promotes gender profiling and fans the battle of the sexes 6 “The Arrogance of the Backlash” p. 83—112 “The Downfall of the Coy Female” p. 113—149 Week 7: (October 16th ) The age of scientific sexism: How evolutionary psychology promotes gender profiling and fans the battle of the sexes “The Cruelty of Optimism” p. 149—184 Week 8: (October 23rd) Rethinking evolutionary psychology “Introduction” p. 1—9 “Evolutionary Psychology as a Paradigm” p. 9—28 Week 9: (October 30th) Reflection Paper #2 Due November 3rd Rethinking evolutionary psychology “Subverting the Paradigm” p. 29—80 “Evolutionary Psychology and Novel Predictions” p. 81—131 Week 10: (November 6th) Rethinking evolutionary psychology “Reframing Evolutionary Psychology as a Heuristic Program” p. 132—165 “Restructuring the Debate” p. 165—197 “Conclusions” p. 198—201 Week 11: (November 13th) Gender, Sexuality and Reproduction in Evolutionary Narratives “Foundational Trajectories in Darwin and Sociobiology” “Narrative Variation and the Changing Meanings of Movement” Week 12: (November 20th) Gender, Sexuality and Reproduction in Evolutionary Narratives “The gendered politics of genetic discourse” “The narrative attraction of adulterous desires” Week 13: (December 4th) Gender, Sexuality and Reproduction in Evolutionary Narratives 7 “Reproductive failure and narrative continuity” “Conclusion” Week 14: (December 11th) Wrap-Up Final Paper Due December 15th IX. Course Texts Required Texts: Buss, D. (2015). Evolutionary psychology: The new science of the mind. Psychology Press. Goldfinch, A. (2015). Rethinking evolutionary psychology. Springer. Oikkonen, V. (2013). Gender, Sexuality and Reproduction in Evolutionary Narratives. Routledge. Ruti, M. (2015). The age of scientific sexism: How evolutionary psychology promotes gender profiling and fans the battle of the sexes. Bloomsbury Publishing USA. Further Reading in Evolutionary Psychology: Barkow, J. H., Cosmides, L., & Tooby, J. (Eds.). (1995). The adapted mind: Evolutionary psychology and the generation of culture. Oxford University Press, USA. Barkow, J. H. (Ed.). (2005). Missing the revolution: Darwinism for social scientists. Oxford University Press. Buss, D. M. (2003). The evolution of desire: Strategies of human mating. Basic books. Buss, D. M. (Ed.). (2005). The handbook of evolutionary psychology. John Wiley & Sons. Burns, J. (2007). The descent of madness: evolutionary origins of psychosis and the social brain. Routledge. Campbell, A. (2013). A mind of her own: The evolutionary psychology of women. OUP Oxford. 8 Dawkins, R. (2016). The selfish gene. Oxford university press. Durrant, R., & Ward, T. (2015). Evolutionary criminology: towards a comprehensive explanation of crime. Academic Press. Ellis, B. J., & Bjorklund, D. F. (Eds.). (2005). Origins of the social mind: Evolutionary psychology and child development. Guilford Press. Fry, D. P. (Ed.). (2013). War, peace, and human nature: the convergence of evolutionary and cultural views. Oxford University Press. Geher, G. (2013). Evolutionary psychology 101. Springer Publishing Company. Godfrey-Smith, P. (2016). Other minds: The Octopus, the sea, and the deep origins of consciousness. Farrar, Straus and Giroux. Paul Gilbert, F. (Ed.). (2004). Evolutionary theory and cognitive therapy. Springer Publishing Company. Gilbert, Paul. Genes on the couch: Explorations in evolutionary psychotherapy. Routledge, 2014. Gilbert, P. (2016). Human nature and suffering. Routledge. Gould, S. J. (2002). The structure of evolutionary theory. Harvard University Press. Hoffman, A. J. (2013). The Philosophical Foundations of Evolutionary Psychology. Lexington Books Hrdy, S. B. (2011). Mothers and others. Harvard University Press. Lieberman, M. D. (2013). Social: Why our brains are wired to connect. OUP Oxford. Meston, C. M., & Buss, D. M. (2009). Why women have sex: Understanding sexual motivations from adventure to revenge (and everything in between). Macmillan. Miller, G. (2011). The mating mind: How sexual choice shaped the evolution of human nature. Anchor. Miller, W. B., & Rodgers, J. (2011). The ontogeny of human bonding systems: Evolutionary origins, neural bases, and psychological manifestations. Springer Science & Business Media. 9 Pinker, S. (2003). The blank slate: The modern denial of human nature. Penguin. Pinker, S. (2012). The better angels of our nature: Why violence has declined. Penguin Books. Plotkin, H. C. (1997). Darwin machines and the nature of knowledge. Harvard University Press. Plotkin, H. (2008). Evolutionary thought in psychology: A brief history. John Wiley & Sons. Plotkin, H. C. (2010). Evolutionary worlds without end. Oxford University Press, USA. Ryan, C., & Jetha, C. (2012). Sex at dawn: How we mate, why we stray, and what it means for modern relationships. Harper Collins. Ridley, M. (1994). The red queen: Sex and the evolution of human nature. Penguin UK. Vonk, J., & Shackelford, T. K. (Eds.). (2012). The Oxford handbook of comparative evolutionary psychology. OUP USA. Willcox, M. (2015). The Business of Choice: Marketing to Consumers' Instincts. Pearson Education. Wright, R. (1994). The moral animal (p. 61). Pantheon. Zeigler-Hill, V., Welling, L. L., & Shackelford, T. K. (Eds.). (2015). Evolutionary perspectives on social psychology. Springer. Further Reading in Cultural Studies Critiques of Evolutionary Psychology: Fodor, J., & Piattelli-Palmarini, M. (2011). What Darwin got wrong. Profile books. Joseph, J. (2004). The gene illusion: Genetic research in psychiatry and psychology under the microscope. Algora Publishing. Malik, K. (2001). Man, beast and zombie: The new science of human nature. London: Weidenfield. McKinnon, S. (2005). Neo-liberal genetics: The Myths and Moral Tales of Evolutionary Psychology. 10 Rose, H., & Rose, S. (2010). Alas poor Darwin: Arguments against evolutionary psychology. Random House. Wallace, B. (2013). Getting Darwin wrong: Why evolutionary psychology won't work. Andrews UK Limited. Book Chapters: Leger, D. W., Kamil, A. C., & French, J. A. (2001). Introduction: Fear and loathing of evolutionary psychology in the social sciences. In J. A. French, A. C. Kamil, & D. W. Leger (Eds.), The Nebraska Symposium on Motivation, Vol. 47: Evolutionary psychology and motivation, (pp. ix-xxiii). Lincoln: University of Nebraska Press 11