Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Adam Hochman
Contact via adam.hochman@mq.edu.au
W6A, Rm 733
Thursdays 10:30-11:30
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
12cp or admission to GDipArts
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is devoted to examining the ways in which evolutionary biology can shed light on the nature of the human mind and culture. The unit begins with an introduction to evolutionary theory and a discussion of some foundational issues concerning its nature and structure. What is fitness? What is adaptationism? What is the unit of selection? A substantial part of the unit, however, involves investigating extensions of evolutionary theory to the explanation of human mind and culture. In particular, recent theories of cultural and cognitive evolution such as sociobiology, Evolutionary Psychology and gene-culture coevolution will be examined in detail. Issues, such as the ambitions and limitations of evolutionary explanations of human ethical and sexual behaviour will also be discussed. No background in biology or science is assumed.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Tutorial participation | 20% | N/A |
Essay 1 | 40% | 23rd of September |
Essay 2 | 40% | 21st of November |
Due: N/A
Weighting: 20%
The participation mark is based in part on the extent to which students come to class well prepared, having done the required reading and devised questions and discussion points. It is also based on the extent to which students make a constructive contribution to classroom discussion, so students should come to class with prepared questions and discussion points.
Class participation marking criteria:
(Adapted from Tyler, J. (2004) Class Participation Assessment Guide. Department of Education, Brown University).
External students are required to post online a discussion point in response to set readings during the week (Mon-Fri) in which those readings are set. They should also provide courteous and relevant feedback on at least one other post each week for an absolute minimum of 7 weeks of the semester. The marking criteria are the same as for internal students.
Due: 23rd of September
Weighting: 40%
Students will write a research essay of 2,000 words which provides a careful critical examination, based on reasons, argumentation and evidence, of one of the topics covered in the course. A list of essay questions will be made available on iLearn.
Due: 21st of November
Weighting: 40%
Students will write a research essay of 2,000 words which provides a careful critical examination, based on reasons, argumentation and evidence, of one of the topics covered in the course. A list of essay questions will be made available on iLearn.
This unit uses an iLearn website and Echo360 lecture recordings (https://ilearn.mq.edu.au/login/MQ/). The website contains links to lecture notes, ilecture recordings, and other learning materials. Students will therefore require access to a computer and a good internet connection in order to access all the material, and participate in the unit effectively.
Together with a careful attention to the assigned readings, the lectures are designed to provide an important foundation for tutorial discussions. In order to get the most of those discussions and to foster a sense of common intellectual purpose, attendance at all lectures is mandatory. If you have a regular conflict that will prevent you from attending one or both of the lectures, you should consider enrolling as an external student.
Lecture and Tutorial Times
Lectures are on Thursdays, 12-2pm, in E3B 218 Tute Rm
Tutorials meet Monday afternoons. Consult the University Timetable for details.
Tutorials will begin in week 2.
Required Materials:
Students are not required to purchase any books for this course. All readings for tutorials will be made available via iLearn. Further readings for essays will be recommended.
For students looking for general resources I can recommend the following:
(This book is available to download in pdf on a chapter by chapter basis through the library website)
Wk. | Lecture A Topic | Lecture B Topic | Tutorial Topic | Key Events |
Topic 1. Classification | ||||
1 |
The Tree of Life |
Species and Subspecies |
No tutorials this week | |
2 |
Race I |
Race II |
Biological classification | |
3 |
Sex and Gender I |
Sex and Gender II |
Race | |
Topic 2. Evolution, Development, Inheritance |
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4 |
Natural Selection |
Adaptation |
Sex/gender | |
5 | Genes and Genetic Programs | What Does Evolution Act On? | Adaptationism | |
6 | Extended Inheritance | Niche Construction and Evo-Devo | Proximate vs evolutionary explanation | |
7 | Developmental Systems Theory I | Developmental Systems Theory II | Beyond gene-centrism | |
MID-SEMESTER BREAK |
Essay Due 23/9 |
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Topic 3. Mind & Culture |
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8 | Evolutionary Psychology I | Evolutionary Psychology II | PUBLIC HOLIDAY | |
9 | EP and its Critics I | EP and its Critics II | For evolutionary psychology | |
10 |
Case-study 1: Racial Cognition I |
Case-study 1: Racial Cognition II | Against evolutionary psychology | |
11 |
Case-study 2: mate/date selection I |
Case-study 2: mate/date selection II | Did we evolve to think racially? |
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12 |
Is There a ‘Human Nature’? I |
Is There a ‘Human Nature’? II | Why do we choose our mates? | |
13 |
Human Uniqueness Post-Darwin |
Science, Sentience, and Animal Welfare |
Human nature | |
Essay Due 21/11 |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Date | Description |
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02/08/2016 | There has been a room change for the lectures. They will no longer take place in E3B 118 Tute Rm, they will be held in E3B 218 Tute Rm. |
17/07/2016 | Changes made to assessment structure to conform to new assessment policy |