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Below are two possible trajectories on which to approach this inquiry. Detailed explanations of each trajectory, readings, and assignment sheets are offered in links below.¹

Trajectory 1

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Trajectory 2

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These trajectories were developed in consultation with leaders and members of the 2016-2017 inquiry working group and the 2017-2018 Lower Division Committee. Special thanks to Chris Feikes for providing the basis for Trajectory 1 and Henry Jankiewicz for providing the basis for Trajectory 2 

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Select teaching materials can be found herefound here. 

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TRAJECTORY 2

In this trajectory, students consider how scientific information works in public discourse. They consider questions that may be philosophical (for example, how is science related to reality? who are we as humans?), ideological (is science compatible with religion?), or ethical (what should the limits of genetic engineering be?). The class considers the rhetorical nature of scientific research as compared to research in other disciplines; public understandings and uses of scientific findings; and the transformative power of scientific knowledge for understanding ourselves as humans. Students explore what sort of research is advisable, or possible, for citizens who have an interest in making informed critical decisions about public policy relating to scientific matters.

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Select teaching materials can be found herefound here.