HONORS 150C1

Knowledge Power & Nature

Spring 2016
Dr. Victor Braitberg
Assistant Professor
Honors Interdisciplinary Faculty, The Honors College
University of Arizona
Dr. Joost van Haren
Assistant Research Professor, Biosphere 2
Honors Interdisciplinary Faculty, The Honors College
University of Arizona
Office Hours
Slonaker 211 (VB) & 119 (JvH)
TBD and by appointment
Email: victorb@email.arizona.edu or jvanhare@email.arizona.edu
Office Phone: 520-621-0175 (VB) or 520-615-9040 (JvH)
COURSE DESCRIPTION
What is nature: the earth without us or a human construct? What is the purpose of nature: to
support and sustain life or to support a way of life? From a biological perspective, life and nature
have evolved on earth for billions of years and we humans are a result of that evolution. However
our inventiveness and use of tools have made us such a fierce competitor for resources on this
planet that we have squeezed out many other species and transformed nature in ways that many
believe threatens the future of life itself on our planet. Advocacy groups (agricultural,
environmental, indigenous, industrial, political, religious, etc.) have used the word, meanings of,
or feelings towards nature as a way to increase, stop or regulate new human developments.
These advocacy groups have defined for us what nature means in very specific and often
politicized ways.
Co-taught by a cultural anthropologist and a geoscientist, this interdisciplinary course introduces
students to a critical examination of how nature as a concept has been defined and understood
by scholars in the social, physical, and biological sciences. The course aims to help students
become critically aware and conscious of how nature is defined for them, the stakeholders
invested in these meanings of nature, and what the real-world consequences are. By taking this
class, students will gain some important tools for critically evaluating the scientific and cultural
practices and processes that shape our relationship with what we call nature.
The course explores how different stakeholders have used and debated ideas of nature in two
controversies that have taken place in Southern Arizona: the Large Binocular Telescope built on Mt.
Graham and Biosphere 2. These controversies involve different communities--- astronomers,
corporate executives, lawyers, politicians, biologists, environmental activists, Native Americans,
university administrators and otherswith distinct and often conflicting ways of understanding
nature. Through a variety of hands on and out-of-the-classroom activities based on the methods of
data-gathering and analysis used in cultural anthropology and the earth sciences, students will gain
an understanding of each stakeholders point of view by examining how their ways of knowing, social
connections, and economic interests converged to shape their perspective on nature and how this
has shaped what matters to them and brought them into conflict with other groups.
The work we will do in this class will put into practice critical thinking skills that are essential for
making sense of the conflicted, confusing, and contradictory debates over the relationship between
humans and the natural world which have become a defining feature of life in the 21 st century.

REQUIRED BOOKS (AVAILABLE FROM UNIVERSITY OF ARIZONA BOOKSTORE)

NA
ARTICLES AND BOOK CHAPTERS
All required and recommended articles and book chapters will be made available through the course
web page/D2l.
COURSE OBJECTIVES
1. Identify, define, analyze, and articulate the ways that nature is socially constructed.
2.Identify the beliefs and values that guide and inform the ways that particular communities
(scientific, religious, legal, scholarly, etc.) define and understand nature as a concept.
3.Evaluate the social political consequences of particular social constructions of nature
4.Evaluate how constructions of nature reveal the assumptions, agendas, and desires of
particular communities.
EXPECTED LEARNING OUTCOMES
1.Increased understanding of the historical, cultural, and social constructs that have
shaped our understanding of nature.
2.Ability to distinguish between legal, scientific, and religious constructions of nature.
3.Increased understanding of the social, political, and ideological uses of nature as a concept.
4.Ability to evaluate the social and political consequences of particular social constructions of nature.
TEACHING METHODOLOGY
The following methods will be used to explore course
topics:
o Instructor mini lectures
o Visiting discussion partners
o Group discussion
o Team-based in class activities

o
o
o
o

Team--based field work activity

Weekly quizzes
Class presentation
Field work report

GRADES
D2L Quizzes
In class writing
Class led activities
Paper #1 Interview Project
Paper #2 Mt. Graham
Paper #2 Biosphere 2

100pts
100pts
100pts
200pts
250pts
250pts

Total

1000pts

A
B
C
D
F

= (1000--900)
= (890--800)
= (790--700)
= (690--600)
= (below 590)

| 10%
| 10%
| 10%
| 20%
| 25%
| 25%

ASSIGNMENTS
D2L Pop Quizzes (10 x 10pts= 100pts)
There will be a total of 10 pop quizzes. Quizzes will be unannounced. They will be based on the
assigned reading for the week. There will be 10 questions per quiz, which will be a combination of
multiple choice, true/false and fill-in-the-blank. You will be allowed to make up two of the ten pop quizzes
for any reason. No additional allowances will be made for missed quizzes
Quizzes will be available on D2L. They will open and close in class on an unspecified day. This means
that you will need to come to class with a device for accessing D2L. Not being prepared to take the quiz
in class will count towards the two allowable make-up quizzes.
In class writing (100pts)
There will be a total of ten in-class writing assignments. These will be unannounced. They will be graded on a
pass/fail basis. Doing the assignment will earn a passing grade.
Class led activities (100pts)
There will be a total of ten class led activites. These will be group-based activities where you will be teaching
your classmates. These will usually be announced one or two weeks prior to the activity. They will be graded
on a pass/fail basis. Doing the assignment will earn a passing grade.
Papers (700pts)
You will write a total of three papers for this course. Each paper will be accompanied by detailed
instructions provided to you at least two weeks prior to the deadline.
Extra Credit (25pts)
On the last day of class you will be asked to respond to a survey that will ask you to evaluate our
class based on the learning outcomes of this syllabus. You will earn 25pts of extra credit for
completing this survey.
POLICY REGARDING PAPER REVISIONS
Papers #1 and #2 may be revised and re-graded as long as the student meets to confer with
either Professors Braitberg or van Haren to discuss how they will revise the assignment and
submits the revision for re-grading no later than one week from the time of their conference.
POLICIES PERTAINING TO ATTENDANCE AND TARDINESS
Missing Classes
The instructors believe that it is your responsibility to determine the materials and/or assignments that
you may have missed during your absence from class. You should not ask the instructors to bring you
up to date for the days that you missed. The only exception to this policy will be absences that are the
result of medical and/or family emergencies. It is of the utmost importance that you communicate your
need for assistance to Professors Braitberg or van Haren if you find yourself falling behind due to a
family and/or medical emergency.
Late Assignments
5% will be deducted for each day any assignment is latethis includes papers and D2L posts. The
only exception to this will be extreme extenuating circumstances such as family deaths and
hospitalization of the student. Please contact Professors van Haren or Braitberg if you have any
concerns about submitting an assignment on time and/or if you have any questions about this policy.
EXPECTATIONS

Readings: All readings must be completed prior to the class meeting for which they are scheduled.
You will be expected to bring the scheduled readings with you to class since we will be referring to
the readings in our class discussions. You will be expected to cite passages that are relevant to our
discussion and that support points that you make in discussion.
Attitude: At times the way we treat our planet and each other leaves room for improvement. Topics
like climate change, population growth, resource extraction, overfishing, agricultural land
practices, are, because of their enormous economic, environmental, and human impact can lead to
volatile discussion.
Be aware that our readings, films, and class discussions will sometimes include topics that some
people may find offensive and/or disturbing (for example attitudes and behaviors related to human
behavior andactions, activism, animals, religion, politics, etc).

COURSE CONDUCT AND CAMPUS POLICIES (BE FAMILIAR WITH ALL CAMPUS POLICIES)
1. Use of electronic devices is prohibited unless related to in class learning activities.
2. Please follow classroom rules regarding food and beverages in the classroom.
3.In that this is a safe environment for sharing and generating unique ideas, please try to be open to
diverse perspectives and learn from others who may pose views that differ from your own. At times,
course material might seem offensive, but try to wrangle with new ideas and consider a variety of
perspectives instead of simply rejecting ideas posed in course--related discussion. When sharing
your own ideas, do not subject others to inappropriate language or problematic assumptions about
social groups.
4.Rules on academic dishonesty will be strictly enforced. Plagiarism is literary thievery, taking the words
or ideas of another and representing them as your own. Do not copy another students work, pull text
from online sources, or turn in the same work for this class that you have used in another class. All
work turned in must be original and specific to this course. Students who violate University rules on
scholastic dishonesty are subject to disciplinary penalties (e.g., failing grade or removal from the
University). Students are encouraged to share intellectual views and discuss freely the principles and
applications of course materials. However, graded work/exercises must be the product of independent
effort unless otherwise instructed. As previously mentioned, students are expected to adhere to the
UA Code of Academic Integrity http://deanofstudents.arizona.edu/codeofacademicintegrity .
Arrangements can be made if you have a physical challenge or condition that could impair your
participation and/or performance in this course. Please notify the instructor immediately if you need
accommodation, and register with Disability Resources so that I can make accommodation: Disability
Resources Center, 1224 East Lowell Street, Tucson, AZ 85721, (520) 621--3268, FAX (520) 621--
9423, email: uadrc@email.arizona.edu, http://drc.arizona.edu/. You must register and request that
the Center or DRC send me official notification of your accommodations needs as soon as possible.
Please plan to meet with me by appointment or during office hours to discuss accommodations and
how my course requirements and activities may impact your ability to fully participate. The need for
accommodations must be documented by Disability Resources.
The Arizona Board of Regents Student Code of Conduct, ABOR Policy 5-- 308, prohibits threats of
physical harm to any member of the University community, including to ones self. See:
http://policy.web.arizona.edu/~policy/threaten.shtml .
All student records will be managed and held confidentially.
http://www.registrar.arizona.edu/ferpa/default.htm

Information contained in the course syllabus, other than the grade and absence policy, may be
subject to change with advance notice, as deemed appropriate by the instructor.

COURSE OUTLINE
Note that following course outline is subject to change. You will be informed of any changes in
advance. Check our course homepage frequently for updates and any changes to the syllabus.
-----------------------------------------------------------------------------------------------------------------------

Part One: Introducing Knowledge, Power, and Nature

----------------------------------------------------------------------------------------------------------------------Week 1| Exploring the Meanings of Nature

Jan 14

Pre-test, introductions and in-class activity

----------------------------------------------------------------------------------------------------------------------Week 2| Patterns of Knowledge, Belief and Behavior

Jan 19 and 21

Reading for January 21

C. Wright Mills The Sociological Imagination
Assignment for Jan 26 Reading
Apply Lassiters definition of culture to your autobiographical statement and our class discussion about
nature as based on certain ideas, how these ideas are learned, and how they influence behavior.
Write this up in 1 page doc and bring to class on the 26 th.
----------------------------------------------------------------------------------------------------------------------Week 3| Culture and Nature

Jan 26 and 28

Reading for Jan 26

Lassiter on Culture
Pair and share what you wrote about the Lassiter reading

Jan 28

Second Quiz on Lassiter

Assignment
How does Descola use the social practices and interactions of the Achuar to explain the beliefs that they
have about non-humans and persons?

----------------------------------------------------------------------------------------------------------------------Week 4| Beyond Nature and Culture

Feb 02 and 04
Reading for Feb 2
Philippe Descola Excerpt from Beyond Nature and Culture

Pair and share what you wrote about the Descola reading
Handout for Descola reading- one double-spaced page response due Feb 4
Feb 4
Discussion of Desccola Reading and student responses
Assignment for Feb 9
Bring in description of the people you interviewed and what they told you.
----------------------------------------------------------------------------------------------------------------------Week 5| Understanding Many Ways of Knowing and Relating to Nature
Feb 9 and 11
Feb 9
Pair and share and class discussion reflecting on the interview process, what they learned, and the
patterns they see with the class data.
Feb 11
Discussion of paper instructions.

----------------------------------------------------------------------------------------------------------------------Week 6| Introduction to the Politics of Nature

Feb 16 and 18
Paper #1 Due in Dropbox Sunday Feb 14 at 5pm.
Feb 16
Discussion of paper 1
Assignment for Feb 18- Watch Documentary In Light of Reverence
Bring to class notes in response to questionnaire handed out on the 16 th for what to look out for in the film.
Feb 18
Read Powercube website on power analysis http://www.powercube.net/an-introduction-to-power-analysis/
Discussion of In Light of Reverence and power analysis.
Assignment for Feb 23 TBA
-----------------------------------------------------------------------------------------------------------------------

Part two: Mt. Graham and the Politics of Nature

----------------------------------------------------------------------------------------------------------------------Week 7| Introduction to

Feb 23 and 25

Reading:Leandra Swanner (2013) Mountains of Controversy: Narrative and the Making of

Contested Landscapes in Postwar American Astronomy (Dissertation, Harvard University,
History of Science)
Feb 23 TBA
Feb 25
Overview of the controversy
Assignment for March 01: Why was Mt Graham important to your group culturally, socially, politically,
and economically?

----------------------------------------------------------------------------------------------------------------------Week 8| Visions of of Mt. Graham

Mar 01 and 03
Reading: Leandra Swanner (2013) Mountains of Controversy: Narrative and the Making of
Contested Landscapes in Postwar American Astronomy (Dissertation, Harvard University,
History of Science)
March 01
Pair and share responses
March 03
Assignment for March 08: Describe how your group perceived Mt. Graham and how they thought the
land ought to be used; the purposes of these uses; the arguments and rationales that they used to justify
these uses.
----------------------------------------------------------------------------------------------------------------------Week 9| T h e P o l i t i c s o f M t . G r a h a m Mar 08 and 10
Reading: Leandra Swanner (2013) Mountains of Controversy: Narrative and the Making of
Contested Landscapes in Postwar American Astronomy (Dissertation, Harvard University,
History of Science)
March 8
Pair and share responses
Assignment for March 10
Relate the justifications of your group to their cultural, social, political and economic interests. Describe the
resources that your group had at their disposal (social, cultural, political, and economic) to advance their
vision for Mt. Graham.
March 10
Pair and share responses
----------------------------------------------------------------------------------------------------------------------Spring break
Mar 12 - 20
----------------------------------------------------------------------------------------------------------------------Week 10| U n d e r s t a n d i n g t h e S o c i a l , E c o n o m i c , a n d P o l i t i c a l P o w e r o f E a c h G r o u p
Mar 22 and 24
Review and Discussion of Paper 2

Part three: Biosphere 2 and the Politics of Nature

----------------------------------------------------------------------------------------------------------------------Week 11| Introduction to the History and stakeholders of Biosphere 2
Mar 29 and 31
Students will be assigned groups and we will discuss the reading, we will also have one of the former
biospherians visit us in class (or through video link).
Reading

Rebecca Reider (2009) Dreaming the Biosphere: The Theatre of All Possibilities. Ch
Cast of characters, University of New Mexico Press: Allbuquerque, NM. 1-12.
Rebecca Reider (2009) Dreaming the Biosphere: The Theatre of All Possibilities. Ch
Prologue, University of New Mexico Press: Allbuquerque, NM. 1-12.

Guest
Jane Pointer and/or Taber McCallum (former biospherians)

Paper #2 Due in Dropbox Monday March 28 by 5pm

----------------------------------------------------------------------------------------------------------------------Week 12| Biosphere 2: a construction of an alternate nature?
Apr 05 and 07
Students will present what Biosphere 2 means to each group and what value the construction holds for
them.
Readings

Rebecca Reider (2009) Dreaming the Biosphere: The Theatre of All Possibilities. Ch
Genesis, University of New Mexico Press: Allbuquerque, NM. P. 65-104
Rebecca Reider (2009) Dreaming the Biosphere: The Theatre of All Possibilities. Ch
Through the looking glass, University of New Mexico Press: Allbuquerque, NM. P.
165-186.

Assignment: TBD
FIELDTRIP TO BIOSPHERE 2 SATURDAY APRIL 9 ALL DAY
----------------------------------------------------------------------------------------------------------------------Week 13| Biosphere 2 and the Social Construction of the Environment Apr 12 and 14
Students will present what nature or environment means to each group, how did they experience this
through their experience at biosphere 2.
Reading

R.S Deese (2009) The Artifact of Nature: Spaceship Earth and the Dawn of
Global Environmentalism, 1-6.

Assignment: TBD
----------------------------------------------------------------------------------------------------------------------Week 14| Biosphere 2: holism vs reductionism
Apr 19 and 21
Students will explore and present how each group views the process of learning about and from the
environment.
Reading
Rebecca Reider (2009) Dreaming the Biosphere: The Theatre of All Possibilities. Ch
The reset button, University of New Mexico Press: Allbuquerque, NM. P. 215-228
Rebecca Reider (2009) Dreaming the Biosphere: The Theatre of All Possibilities. Ch
The new world, University of New Mexico Press: Allbuquerque, NM. P. 229-258.
Assignment: TBD
----------------------------------------------------------------------------------------------------------------------Week 15| Applying the politics of nature to current events
Apr 26 and 28
Paper #3 Due in Dropbox Sunday May 1 by 5pm

Assignment: Bring to class examples of current controversies/situations that are analogous to those
discussed in class and explain why and how they are applicable, but also how they are being dealt
with.
----------------------------------------------------------------------------------------------------------------------Week 16| Final Thoughts and Course Evaluation
May 03

Knowledge power and nature, ways of thinking

Go out image nature
Example power
Knowledge of nature
Lecture Tuesday student feedback Thursday
3 weeks module to introduce knowledge power and nature
then one week where the connection between the three
- 15 min lecture, then have students respond to exercise or reading
- 15 min discuss about the subject among small groups
- we decide which group is most though provoking
Need objectives and take home points;
Every class period assign class notes to 5 students (Tuesday notes up by Thursday)
Assignments:
- Class notes
- In class responses to readings (also for attendance)
- Quizzes
- Activities, where a group of students are responsible for teaching a component of each of the
stakeholders/concept/idea
Leading an activity,
Every activity has to engage knowledge power and nature
Prepare outline for each class
Need to do this tomorrow.
Biosphere 2 questions: think about it more as activities, tasks, what do they need to do to
understand/solve the issues at hand.
Presumes ideas about nature that were important to
What are the activities to address the questions
We give ideas, they need to understand ideas, need to be applied to some concept or situation.
Need to follow through much better.
Providing the environment for learning
Evaluating and assessing the learning
Paper workshops in class based on a bad and excellent example of the paper from last year.
Go through the papers from last year to identify clear examples of done right and done poorly.