We will experiment, in this course, with two interrelated and reciprocal inquiries: whether the biological concept of evolution is a useful one in understanding the phenomena of literature (in particular: the generation of new stories), and whether literature contributes to a deeper understanding of evolution. We will begin with an exploration of the basis for the
"story" of evolution as developed by biologists, move on to a consideration of the
relevance of the concept of evolution for making sense of other bodies of information
and observations, and then turn to a consideration of one literary story growing out of
another. We will ask repeatedly: Where do stories (scientific and literary) come from? Why do new ones emerge? What causes them to change? Why do (must?) some of them disappear? We will consider the parallels between diversity of stories and diversity of living organisms, and think about what new insights into evolution and literature emerge from such
This course is predicated on an assumption that progress on the sorts of questions being considered here is significant not only in the classroom but in a broader human context as well. Hence, the course is organized to contribute to public conversation, both by having a weekly on-line forum and by the on-line publication of course materials, including student papers. In considering the appropriateness of the course for their own educational objectives, students should be aware of this assumption and associated arrangements, and of the implications and obligations of engaging in a public arena, where individuals are responsible not only for their own education but that of others as well.
Course Forum Area
Photo Gallery of Final Performances
Instructions for Preparing and Posting Your Papers
Instructions for Your Final Portfolio
Origin of Images
In this class, we'll be exploring how diversity is fundamental to all levels of organization, in both biological and cultural systems. It will be clear, from that exploration, why we think a single grade will not adequately reflect your various, distinctive efforts in the class; nor do we think it will function as an adequate index to how you may perform in other contexts. We hope you'll regard this score as only one measure of your accomplishments, and take into account your own sense of how what you achieve here relates to your own goals. We're of course happy to discuss all these matters with you in conference.
- 1/6: participation in class and on-line conversations
- 1/6 each: papers # 1, 2, 3
- 1/3: final paper