Difference between revisions of "Syllabus"

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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.
 
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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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. Valuescience is means to 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 consciously and consistently to evolve our responses to be better bases for living well and dying at peace.
+
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:
 
The valuescience thesis is:
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(1) Ideas about what we want and how to get it rest on predictions that we'll feel as we expect when we get what we want, and that action to satisfy want will be effective;
+
(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,
 
(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 improve in knowing and getting what we want; it is how we more accurately discern and more fully realize value.
+
(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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This course is without prerequisites or sequels. You may enroll in it before or after completing its complement (PSYC136A/236A), offered autumn quarter.
+
For more, please see: [[Course Description]].
−
 
+
−
For a more extensive course description please see: [[Course Description]].
+
  
 
== Course Objectives ==  
 
== Course Objectives ==  
  
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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 detail please see: [[Framework]].
+
* 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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* Evolve a more inclusive, consilient, science-based world-view 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 detail please see: [[Worldview]].
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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]].
  
−
* Practice valuescience to live and die well. Communicate to others how they can do this. For more detail please see: [[Praxis]].
+
* 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}) 650 323-7333
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*Instructor: [[David Schrom]] (david@ {ecomagic.org}) 650 323-7333
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*Teaching Team Members: [[Robin Bayer]] (robin@ {ecomagic.org}), [[Hilary Hug]] (hilary@ {ecomagic.org}), [[Andrew Nepomuceno]] (andrew.nepo@ {gmail})
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*Teaching Team Members: [[Robin Bayer]] (robin@ {ecomagic.org}), [[Hilary Hug]] (hilary@ {ecomagic.org}), [[Andrew Nepomuceno]] (andrewn1@ {stanford.edu})
 
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.
 
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.
  
−
== Office Hours ==
 
−
Each participant meets briefly (~15 minutes) bi-weekly with a teaching team member.
 
−
* Tu, Th: 10-10:30am by appointment.
 
−
* Tu, Th: 11:50am-1pm drop-in, or by appointment.
 
−
* Other times by appointment.
 
  
 
==Resources ==
 
==Resources ==
  
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Valuescience is a 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.  
+
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]].
 
For more detail on resources and questions we address with them please see: [[Resources]].
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Online Resources
 
Online Resources
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*AAAS Atlas of Population and Environment [http://atlas.aaas.org/ link]
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*AAAS Atlas of Population and Environment [https://www.amazon.com/Atlas-Population-Environment-Peter-Raven/dp/0520230817 link]
 
*AAAS Science for All Americans Online [http://www.project2061.org/publications/sfaa/online/sfaatoc.htm link]
 
*AAAS Science for All Americans Online [http://www.project2061.org/publications/sfaa/online/sfaatoc.htm link]
 
*US Debt Clock.org History of Money and Banking [http://www.usdebtclock.org/money-history/money-timeline1100-1791.html link]
 
*US Debt Clock.org History of Money and Banking [http://www.usdebtclock.org/money-history/money-timeline1100-1791.html link]
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Videos
 
Videos
 
*Beck, Roy. (2010). ''Immigration, World Poverty and Gumballs.'' [https://www.youtube.com/watch?v=LPjzfGChGlE link]
 
*Beck, Roy. (2010). ''Immigration, World Poverty and Gumballs.'' [https://www.youtube.com/watch?v=LPjzfGChGlE link]
−
*Global Footprint Network. (2015). ''Sustainable Development: 1980-2011.'' [http://www.footprintnetwork.org/en/index.php/GFN/page/human_development_index_graphic link]
+
*Global Footprint Network. (2015). ''Sustainable Development: 1980-2011.'' [http://www.footprintnetwork.org/our-work/sustainable-development/ link]
 
*Martenson, Chris. (2014). ''Exponential Growth.'' Video segment from 8:12 to 10:12. [http://www.peakprosperity.com/crashcourse/accelerated link]
 
*Martenson, Chris. (2014). ''Exponential Growth.'' Video segment from 8:12 to 10:12. [http://www.peakprosperity.com/crashcourse/accelerated link]
 
*Population Connection. (2000). ''A Graphic Simulation of World Population Growth.'' [http://www.youtube.com/watch?v=9_9SutNmfFk#t=2m05s link]
 
*Population Connection. (2000). ''A Graphic Simulation of World Population Growth.'' [http://www.youtube.com/watch?v=9_9SutNmfFk#t=2m05s link]
−
*Reilly, John. (2006). ''Bystander''. [https://drive.google.com/open?id=0B8dQDga7c8qYNTl0d0tLbDRWR28 link]
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*Reilly, John. (2006). ''Bystander''. [https://drive.google.com/file/d/1oKzAsVh-Bu9RzhlMKr6SMICwrX8Ff361/view?usp=sharing link]
  
 
Articles
 
Articles
−
*Daly, Herman. (1993). "Steady State Economics: A New Paradigm." ''New Literary History''. [https://drive.google.com/file/d/0By0w-ttO7JmrcGFETGw5cVN4OTA/view?usp=sharing link]
+
*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]
 
*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]
 
*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]
−
*Engelman, Robert. (2011). "An End to Population Growth: Why Family Planning Is Key to a Sustainable Future." ''Solutions for a Sustainable and Desirable Future.'' [http://www.thesolutionsjournal.com/node/919 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]
−
*Gilbert, Daniel, et. al. (2009). "The Surprising Power of Neighborly Advice." ''Science.'' [https://drive.google.com/file/d/0By0w-ttO7JmrMGZEMHRES0NnNEk/view?usp=sharing 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]
−
*Harvey, Joe. (1990). "Growth in Perspective." ''Rocky Mountain Institute Newsletter.'' [https://drive.google.com/open?id=0B8dQDga7c8qYVURjUF8yZjVHWHM link]
+
*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]
 +
*Ioannidis, John P. (2005). "Why Most Published Research Findings Are False." [https://www.ncbi.nlm.nih.gov/pubmed/16060722 link]
 
*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]
 
*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]
−
*Leeb, Steven. (2013). "Dangerous Times As Energy Sources Get Costlier To Extract." ''Forbes Magazine.'' [https://drive.google.com/open?id=0B8dQDga7c8qYU1BHV1MtZU5MLUU link]
+
*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]
−
*Nikiforuk, Andrew. (2011). "You and Your Slaves." ''The Tyee.'' [https://drive.google.com/file/d/0By0w-ttO7JmrV1JCQWlwX3piR0E/view?usp=sharing link]
+
*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]
−
*Norton, Michael and Ariely, Dan. (2011). "Building a Better America−One Wealth Quintile at a Time." ''Perspectives on Psychological Science.'' [http://www.people.hbs.edu/mnorton/norton%20ariely%20in%20press.pdf link]
+
*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]
−
*Strauss, Mark. (2012). "Looking Back on the Limits of Growth." ''Smithsonian Magazine.'' [https://drive.google.com/file/d/0By0w-ttO7JmreDFQM2FlQmlhdU9nOHJ4ckdHZlFZclR2bUtZ/view?usp=sharing link]
+
*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]
−
*Tainter, Joseph. (1996). "Complexity, Problem Solving, and Sustainable Societies." ''Getting Down to Earth: Practical Applications of Ecological Economics.'' [http://dieoff.com/page134.htm link]
+
*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]
  
 
==Course Policies and Expectations==
 
==Course Policies and Expectations==
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<big>Presentations</big>
 
<big>Presentations</big>
  
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View or listen to pre-recorded presentation(s) on Canvas prior to class meeting for which they are assigned.
+
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]
  
−
For more detail on presentations please see: [[Presentations]].
+
For more, please see: [[Presentations]].
  
 
<big>Class Meetings</big>
 
<big>Class Meetings</big>
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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.
 
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 detail on class meetings please see: [[Class Meetings]].
+
For more, please see: [[Class Meetings]].
  
 
<big>Quizzes</big>
 
<big>Quizzes</big>
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Students complete weekly or semi-weekly written quizzes. Quiz questions are taken directly from final exam.  
 
Students complete weekly or semi-weekly written quizzes. Quiz questions are taken directly from final exam.  
  
−
For more detail on quizzes please see: [[Quizzes]].
+
For more, please see: [[Quizzes]].
  
 
<big>Project</big>
 
<big>Project</big>
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Students working independently or in teams of 2-4 research and create media to communicate a valuescience argument.  
 
Students working independently or in teams of 2-4 research and create media to communicate a valuescience argument.  
  
−
For more detail about project purpose, criteria, and grading please see: [[Project]].
+
For project purpose, criteria, and grading please see: [[Project]].
  
 
<big>Final Exam</big>
 
<big>Final Exam</big>
  
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Each student completes a written, closed-book final exam at a time and place scheduled by the registrar. For a current list of potential final exam questions please see: [https://drive.google.com/open?id=0B8dQDga7c8qYbEZuVjBkU2s4dTA link].
+
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]].
  
−
For more detail about final exam, please see: [[Final Exam]].
+
For more, please see: [[Final Exam]].
  
 
<big>Practicum</big>
 
<big>Practicum</big>
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Practicum enrollees practice personal behavioral change, record practice, and write reflections.
 
Practicum enrollees practice personal behavioral change, record practice, and write reflections.
  
−
For more detail about practicum please see: [[Practicum]].
+
For more, please see: [[Practicum]].
  
 
<big>Grading</big>
 
<big>Grading</big>
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Participants Enrolled for 3 Units
 
Participants Enrolled for 3 Units
  
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*0-33% Quizzes
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*0-25% Class participation
−
*33% Project
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*0-25% Quizzes
−
*34-67% Final exam
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*25% Project
 +
*25-75% Final exam
  
 
Participants Enrolled for 4 Units (Practicum)
 
Participants Enrolled for 4 Units (Practicum)
  
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*0-25% Quizzes
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*0-20% Class participation
−
*25% Project
+
*0-20% Quizzes
−
*25-60% Final exam
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*20% Project
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*15-25% Practicum
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*12-20% Practicum
 +
*20-68% Final exam
  
 
Grading Alternatives
 
Grading Alternatives
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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.
 
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 detail about grading please see: [[Grading]].
+
For more, please see: [[Grading]].
−
 
+
−
==Stanford Policies==
+
−
*Honor Code: Members of the teaching team consider the Honor Code a critical element of this course and of our lives at Stanford. We aim to be scrupulous in upholding it. We encourage you to read it here: [[https://ed.stanford.edu/academics/masters-handbook/honor-code]] and to uphold it.
+
−
 
+
−
*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. 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]
+
  
 
== Topics ==
 
== Topics ==
 +
* [[Valuescience: What? Why? How?]]
 
* [[Human Ecology: Framework for Valuescience]]
 
* [[Human Ecology: Framework for Valuescience]]
 
* [[Embodying, Communicating, and Evolving Culture]]
 
* [[Embodying, Communicating, and Evolving Culture]]
−
* [[World-view: Import, Sources, Evolving]]
+
* [[Worldview: Import, Sources, Evolving]]
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* [[Paradigm Shift to a Consilient, Science-based World-view]]
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* [[Paradigm Shift to a Consilient, Science-based Worldview]]
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* [[Valuescience: What? Why? How?]]
+
 
* [[Universe, Earth, Life, Humans: What Is?]]
 
* [[Universe, Earth, Life, Humans: What Is?]]
 
* [[Mind]]
 
* [[Mind]]
−
* [[Universe, Earth, Life: First 14 Billion Years]]
+
* [[Money and Dominance]]
−
* [[H. sapiens' First 200,000 Years]]
+
* [[How It Came to Be]]
 
* [[Scientific World-modeling]]
 
* [[Scientific World-modeling]]
 
* [[Biosphere: Conditions and Trends]]
 
* [[Biosphere: Conditions and Trends]]
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* [[Scientifically Consilient Religion and Economics]]
 
* [[Scientifically Consilient Religion and Economics]]
 
* [[Biosphere and Society: Vision]]
 
* [[Biosphere and Society: Vision]]
−
* [[Science-based Social Contract]]
 
 
* [[Evolving Self]]
 
* [[Evolving Self]]
 
* [[Evolving Society]]
 
* [[Evolving Society]]
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=Schedule=  
 
=Schedule=  
  
−
Note: Prior to attending class for the topic listed below, please:
+
Note: Please complete assignment prior to attending class unless instructed otherwise.
−
# review questions
+
−
# watch presentation
+
−
# read core readings
+
−
# complete quiz
+
−
 
+
−
Questions and core readings are linked to each topic below. The presentations and quizzes will be posted on Canvas. For Tuesday's class they will be posted on or before the end of class on the preceding Thursday, and for Thursday's class they will be posted on or before the end of class on the preceding Tuesday. Please note "overview" is without questions, core readings, and quiz. For the "overview" watch all 5 parts of the presentation. Please remember to download presentations prior to viewing. The audio will play only if you download the file.
+
 
{| class="wikitable"
 
{| class="wikitable"
 
|-
 
|-
−
! Week !! Date !! Topic !! Project
+
! Week !! Class Date !! Assignment
 
|-
 
|-
−
| 1 || 4/4 || Overview ||
+
| 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) [http://paulgraham.com/identity.html Link]
 +
 
 +
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]
 
|-
 
|-
−
| || 4/6 || Overview ||
+
| 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. [https://drive.google.com/file/d/0B8dQDga7c8qYU0UtQ3FLTWJNZzA/view?usp=sharing&resourcekey=0-1vXAlFULNcuW7flM1GFWCQ Link]
 +
 
 +
4. Submit practicum proposal.
 
|-
 
|-
−
| 2 || 4/11 || [[Human Ecology: Framework for Valuescience]] ||
+
| 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.
 
|-
 
|-
−
| || 4/13 || [[Embodying, Communicating, and Evolving Culture]] ||
+
| 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 || 4/18 || [[World-view: Import, Sources, Evolving]] ||
+
| 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.
 
|-
 
|-
−
| || 4/20 || [[Paradigm Shift to a Consilient, Science-based World-view]] ||
+
| 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.<br>
 +
 
 +
3. Complete "Paradigm Shift to a Consilient, Science-based Worldview" quiz.
 
|-
 
|-
−
| 4 || 4/25 ||[[Valuescience: What? Why? How?]] ||
+
| 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.
 +
 
 
|-
 
|-
−
| ||4/27 || [[Universe, Earth, Life, Humans: What Is?]] || 10:30am proposal due
+
| 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.<br>
 +
 
 +
3. Complete "What is?" quiz.
 
|-
 
|-
−
| 5 || 5/2 || [[Mind]] ||
+
| 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.
 
|-
 
|-
−
| || 5/4 ||[[Universe, Earth, Life: First 14 Billion Years]] ||
+
| 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. <br>
 +
 
 +
3. Complete "Money and Dominance" quiz.
 
|-
 
|-
−
|6 || 5/9 ||[[H. sapiens' First 200,000 Years]] || 10:30am draft due
+
| 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. <br>
 
|-
 
|-
−
| || 5/11 ||[[Scientific World-modeling]] ||
+
| 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 || 5/16 ||[[Biosphere: Conditions and Trends]] ||
+
| 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.
 
|-
 
|-
−
| ||5/18 ||[[Society: Conditions and Trends]] ||
+
| 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 || 5/23 ||[[Scientifically Consilient Religion and Economics]] ||
+
| 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>
 +
2. Complete "Scientifically Consilient Religion and Economics" quiz.<br>
 
|-
 
|-
−
| || 5/25 ||[[Biosphere and Society: Vision]] ||
+
| 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.<br>
 +
 
 +
3. Complete "Biosphere and Society: Vision" quiz.<br>
 +
 
 +
4. Submit project draft.<br>
 +
 
 
|-
 
|-
−
| 9 || 5/30 ||[[Science-based Social Contract]] ||
+
| 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>
 +
2. Complete "Evolving Self" quiz. <br>
 
|-
 
|-
−
| || 6/1 ||[[Evolving Self]] ||
+
| 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>
 +
2. Submit week 9 practicum report.<br>
 +
 
 +
3. Complete "Evolving Society" quiz.<br>
 +
 
 +
4. Submit project.
 
|-
 
|-
−
|10 || 6/6 || [[Evolving Society]] ||10:30am project due
+
| 10 || Class 19 ||  
−
|}
+
1. Present project during class.
  
−
[[test page with symbol:]]
+
2. Submit week 10 practicum report.
 +
|-
 +
| 11 || Class 20 ||
 +
1. Final exam.
 +
|}
  
 
[[Category:Course]]
 
[[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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