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The Story of Evolution and the Evolution of Stories: EvoLit
Welcome to The Story of Evolution and the Evolution of Stories, offered in Spring 2011 @ Bryn Mawr College. This is an interestingly different kind of place for writing, and may take some getting used to. The first thing to keep in mind is that this is not a place for "formal writing" or "finished thoughts." It's a place for thoughts-in-progress, for what you're thinking (whether you know it or not) on your way to what you think next. Imagine that you're not worrying about "writing" but instead that you're just talking to some people you've met. This is a "conversation" place, a place to find out what you're thinking yourself, and what other people are thinking, so you can help them think and they can help you think. The idea is that your "thoughts in progress" can help others with their thinking, and theirs can help you with yours.
We're glad you're here, and hope you'll come both to enjoy and value our shared imagining of the future evolution of ourselves as individuals and of our gendered, scientific, technological world. Feel free to comment on any post below, or to POST YOUR THOUGHTS HERE....
Week 2: Context and Evolution
I was very intrigued by our discussion on Thursday about context. We ended mid argument on what makes context significant and what it means, which really got me thinking about how I use context in my life. I agree with the idea that context is significant in itself for oneself and without context for yourself there is no meaning.
Context
In my discussion group last Thursday, we were encouraged to think about the necessity of context if we are to be able to reach any conclusions in our course. Or, rather, we were to consider whether a conclusion – a “truth” – can exist without the context of society to defend it. I confess that I don’t recall every response given, but I came away from the meeting with the impression that the general consensus was that, yes, commonality breeds “truth”.
I find myself disagreeing, however. I recognize that the agreement of most people on a single “fact” does help to establish it in our society, but I don’t think that holding an unpopular – even unique – view will cause a person to doubt his or her own “truth”.
A new story of evolution
This weekend I came across an article in the New York Times that introduces another interesting story of evolution. The article, titled, "Nonfiction: Nabokov Theory on Butterfly Evolution is Vindicated" talks about Vladamir Nabokov's (the author of Lolita and much more) work with butterflies and his theory of how the Polymmatus blues evolved. He published his theory in a paper using "a few literary flourishes", proposing that millions of years ago the butterflies migrated to the New World from Asia in five different waves, and claiming that species that were thought to be closely related were in fact distantly related species.
Week 2
This weekend I found myself thinking more about the group discussion we had in Anne's section on Thursday. While we were trying to reconcile our own opinions on reading Darwin and on the topic of evolution we veered off into a discussion on incest, connecting the two through an emphasis on how our own past and experiences influence our gut reactions to controversial subjects, and how we then find as much data and ideas to back up our initial stance. What I found funny was how often I found this topic following me this weekend.
Social Context and Personal Truths
In class we discussed how people believe something to be true when it is generally agreed on by society. “Truth” and understanding can only be possible when it is put into a common context. Darwin’s story of evolution is convincing because he describes evolution in the context of domestication. He makes the abstract idea of natural selection concrete by demonstrating how selection and change is something the general public can observe. People have made these observations themselves, and they therefore can believe it, or at least begin the process to believing it.
Devolution?
So in class Tuesday our discussion led to a moot point in regards to where humans are in this natural world. Some people held the idea that we are currently the most superior species in the Darwinian sense because of our technology and other advancements while others believed that our own technology has caused us to "devolve". As our technology advances, we no longer need to exert the same amount of effort or even use some of our body parts anymore. However, I view our "evolution" in another light. My definition of evolution is the change in a species through the populations (generations) in order to better adapt to the environment.
Week 2
On Thursday, we talked about what we though Darwin's intentions might be in writing the origin of species. Was he trying to change our beliefs about how species have come to be? Or was he telling us to be open to different ideas? We don't know what his intentions were, or if he had any at all. But if he did, most of us agree with the latter. We discussed how it is almost impossible to change a person's beliefs because we all have different life experiences, and have been raised in different environments. We may be open to different views and arguments, but we often take those views and try to use them to support are arguments. Basically "I'm right and you're wrong," even if we know that we in fact are wrong. We go with our gut instincts.
Week 2 - A Proposal Regarding Shared Meaning
In our discussion on Thursday, we explored the role of individual views and societal views in relation to meaning. While I’m a bit attracted to the idea that we can all tell our own stories and make our own interpretations, I have concerns about going too far in that direction. I think there’s some room for interpretation of literature and scientific arguments, but I think that it needs to be within certain limits. I see the "true meaning" as being like concentric circles: there is a small circle that could be agreed upon by all cultures and people (a universal truth), a wider circle that encompasses societal context and then a greater circle for individual experience to affect our interpretations.
week two thoughts
On Thursday we argued about which was more important: a shared societal context, a personal self context, or a static/invariable context. There seemed to be points for and against every different view, which made it difficult for us to come to an agreed conclusion as a group. However I think all of these ideas are really the same thing just in different stages of its development.
Week 2 Evolution
In our group discussion on Thursday, we discussed what our initial reactions to Darwin were and whether or not it was beneficial to read with our own personal bias. I find that in order to understand a text, it is essential to bring some part of yourself into the text. We are all very different individuals that may or may not comprehend one another, especially through the written word. In the case that we do not comprehend one another, in this case through text, it is extremely beneficial to bring yourself into the text in order to understand it. Not only may we understand what the writer meant to say more clearly, we would also begin to create new observations. This would lead to a further, more personal understanding of the text and it brings you, as a re
Week Two
After last class's discussion, as I read Origin of Species, I looked for how he chose to communicate with the audience. I found that he made an effort to reach out to everyone, not just to others of his profession and area of research. He makes an effort to facilitate discussion. As an author, he cannot directly interact with his audience, so he often responds to perceived comments or questions they might have as best as he could. However, he does not write to entertain but to inform. His writing is of course meant to be though provoking, but ultimately he believes in his conclusions based on his findings and desires for his audience to agree with him. His writing may seem "wordy" or "dense," but ultimately most everything he includes is necessary.
Week 2
In our discussion group on Thursday, we brought up the topic of our willingness (or unwillingness) to change our thoughts and/or opinions about something we believe in. Many of us agreed that we are usually hesitant to change what we think- or rather, that we are hesitant to disclose the fact that our views and opinions of something we passionately believed in have in fact changed (this alludes to a "debate example" that was said in class). And I admit, I am guilty of this too. With this thought in mind, it can be deduced that we choose to veil certain signs of weakness, that we feel we must maintain a certain "I'm right and you're wrong" persona.
Thoughts on week 2
Did Darwin want a particular response from his readers? The point to publishing a work is to have the author's voice reach the audience and in Darwin's case, his voice was heard far and wide. What makes his story so compelling is its controversy. Both Darwin's supporters and challengers contribute to his fame and to the story of evolution. As briefly mentioned during class, the Scopes Trial occurred nearly 70 years after Darwin's publication and has heightened the controversy between creation and evolution. I sat in class wondering... will there ever be a story told that can reconcile these differences - say the story of stories where the resolution brings the two together in harmony. If such a story exists, is this the story that Darwin never finished?
Long overdue Introduction
Hi. I am Coral Walker, a Junior at Haverford College. I am Anthropology major and an Education Minor. I am especially interested in Anthropology of Reproduction. I spent last semester abroad in Mendoza, Argentina; it was an amazing experience. My interest in Evolution derives from my love of Anthropology. Within the study of civilizations, societies, peoples and cultures one can more or less decipher different evolutionary transformations which have occurred (not to say that all cultures, etc. go through the same evolutionary stages). So I am interested to see how the connection between evolution and literature occurs, especially in stories which are heavily linked with culture.
There is no frigate like.... reason?
When talking about “Organs of extreme perfection and complication,” Darwin states that “His reason ought to conquer his imagination; though I have felt the difficulty far too keenly to be surprised at any degree of hesitation in extending the principle of natural selection to startling lengths” (212). He seems to say that, if we let ourselves trust reason and let it carry our thoughts, reason can take us places where even our imaginations don’t have the power to take us. I think this is particularly interesting because literature sometimes seems to imply the opposite; that imagination can take us where reason cannot. Doesn’t science then become a sort of literature if it is asking us to trust in something that we can never know, and to imagine what then might be possible?
Post for Week 2
Our discussion of perspectives this week reminded me of a scene from a book I read by A.J. Jacobs, called The Year of Living Biblically: One Man's Humble Quest to follow the Bible as Literally as Possible. When incest was brought up in discussion, there were several extreme yet wildly different reactions to this taboo. This discrepancy called to mind Jacobs's book, which details Jacobs's attempt to follow every single rule in the Bible.
The Human Assumption
During Tuesday's class, Prof. Grobstein asked for positive retellings of the story of evolution. It struck me as interesting that, when asked to justify our retellings, many members of the class described the positive aspects from an entirely human perspective; it also struck me as interesting that, in denouncing these retellings, many members of the class continued to react from an entirely human perspective. As far as we had read in "On the Origin of Species," Darwin had not directly discussed the consequences of the theory of evolution on our species' development. Yet there we were, squabbling about the morality of selective evolution, about the vestigial characteristics of the human body, about the destructive progress of mankind.
EvoLit 2011: Education as evolution/story telling
Class is itself an experiment in a particular form of education: co-constructive inquiry
Evolution in Poetry
I was reading a poem called "Darwin" by Lorine Niedecker (I'm in a poetry course that includes an anthology of American poetry). For some reason, I can't find it online. Google has rarely let me down like this. But I think the poem was really interesting in relation to the course and to this week's reading in particular. One of the things the poem brings up (it quotes Darwin's letters home during his voyage at points) how the process of coming up with the theory of evolution and natural selection was so incredibly difficult and time consuming. People think of the theory as a stroke of brilliance, like an idea that popped fully formed into Darwin's head. But reading Origins, as well as this poem, opened my eyes to how intense the work was that