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History, Philosophy, and
Social Studies of Science
and Medicine (HiPSS)
Director: Robert J. Richards, SS 205, 702-8391
Secretary: Elizabeth Bitoy, SS 207, 702-8391
Program of Study
The Bachelor of Arts program in the History, Philosophy, and Social Studies
of Science and Medicine (HiPSS) is designed for College students interested
in studying science in terms of its historical development, conceptual structure,
and social role. Students in the program must do sufficient work in one
or more sciences to acquire a sound foundation for studying the nature of
science. After securing this basis, they are expected to gain an understanding
of how science arose and how the content of scientific thought has changed
and is changing, because of both its own internal dynamic and its interaction
with the larger society in which it is embedded.
The HiPSS program is designed to make possible the study of a wide range
of social, historical, and conceptual issues relating to science. Students
completing the program follow a number of different careers. Some pursue
graduate study in the history and philosophy of science or in some field
of science. Others find the program valuable preparation for the study of
medicine, law, public policy, or science journalism. More generally, the
goal of the program is to teach students to reasonably interpret and evaluate
science and science policy. Some students choose to construct a degree program
combining the requirements for the HiPSS concentration with those for a
concentration in the physical or biological sciences. Others, having met
the HiPSS program requirements, use electives to broaden their liberal education.
HiPSS Sponsor. The Morris Fishbein Center for the History of Science
and Medicine sponsors the HiPSS program. Further information can be obtained
in the center's office (SS 207).
Program Requirements
Elements of the Curriculum. The curriculum of the program contains
five principal elements:
1. The Foundation. All HiPSS concentrators are required to complete
a Common Core biological sciences sequence; a Common Core physical sciences
sequence (Physics 121-122-123 or equivalent, Chemistry 111-112-113 or 121-122-123,
or equivalent); a mathematics sequence (Mathematics 131-132-133 or higher-level
math sequence), two quarters of which can be used to fulfill the College
mathematical sciences requirement; and the three-quarter sequence surveying
the growth of science in Western civilization--Science, Culture, and Society
in Western Civilization (History 173-174-175)--which fulfills the Common
Core civilizational studies requirement.
2. Advanced Science. In addition to the science courses normally
taken as part of the Common Core, students are expected to take three courses
in science or mathematics beyond the introductory level. They select these
advanced courses according to their special aims, their area of concentration,
and the subject of the bachelor's thesis.
3. Areas of Concentration. All students in the program determine
a particular major area of concentration in the history, philosophy, ethics,
and/or social contexts of science and medicine. In consultation with the
program director and student adviser, they select five courses to constitute
this concentration area. For example, some students may be particularly
interested in the epistemological issues related to the growth of science;
others may be especially concerned with the intellectual and social interactions
between changing scientific knowledge and institutions, on the one hand,
and evolving social institutions, on the other; a third group may wish to
emphasize the moral and political problems attending the employment of technology
generated by advances in science.
4. Tutorials. Each student takes two tutorial courses, usually early
in his or her program. These tutorials are small courses (from three to
ten students) that emphasize discussion and writing. Courses for the coming
year will be listed in the HiPSS office.
5. Bachelor's Thesis and Senior Seminar. Each student completes the
program with a bachelor's thesis. Students should discuss their proposal
for their bachelor's thesis in the spring of their third year with the program
director. In consultation with the program director, students then sign
up for a reading and research course with an appropriate faculty member.
This research course should lead to a thesis integrating the students' academic
studies and bringing them to bear on a significant question related to some
historical, conceptual, ethical, or social aspect of science. During the
senior year, students also enroll in a designated one-quarter seminar that
deals with general aspects of history, philosophy, and social studies of
science.
Students meeting the above HiPSS requirements have additional electives.
Summary of Requirements
General Education Hist 173-174-175
Common Core biological sciences sequence
Phys 121-122-123 or equivalent,
or Chem 111-112-113 or equivalent
Math 131-132 or equivalent
Concentration
3 science or math courses beyond the introductory level
5 courses in major area of concentration
2 HiPSS 190-196 (tutorial courses)
1 HiPSS 197 (senior seminar)
1 HiPSS 199 (bachelor's thesis)
- bachelor's thesis
13
Honors. Students who meet the following criteria will be considered
for graduation with special honors: (1) overall grade point average of 3.3
or better, (2) completion of a bachelor's thesis of A quality, and
(3) a majority vote by the faculty in favor of honors.
Admission. To be admitted, students should have completed at least two
of the four foundation course sequences listed above and should have maintained
a 3.2 average in previous course work. Admission will be completed when
students have taken the remaining foundation courses and have formulated
a plan of study; this is normally done prior to the third year. Application
for admission should be made to the director of the program, who will advise
students about the requirements, arrange a preliminary plan of study, and
discuss scheduling conflicts and special cases. Thereafter, a student will
choose, in consultation with the director, a permanent adviser from the
staff.
Advisers. The faculty for the HiPSS program is drawn from many parts
of the University. The following have direct responsibility for admitting
students, formulating curriculum, and advising:
JEAN COMAROFF, Bernard E. and Ellen C. Sunny Distinguisihed Service Professor,
Department of Anthropology; Committee on Human Nutrition & Nutritional
Biology, Morris Fishbein Center for the History of Science & Medicine,
and the College; Committee on African & African-American Studies; Chairman,
Department of Anthropology
ARNOLD I. DAVIDSON, Professor, Department of Philosophy, Committees on the
Conceptual Foundations of Science and General Studies in the Humanities,
and the College
DANIEL GARBER, Lawrence Kimpton Distinguished Service Professor, Department
of Philosophy, Committee on the Conceptual Foundations of Science, and the
College; Chairman, Committee on the Conceptual Foundations of Science; Associate
Provost of the University
IAN MUELLER, Professor, Department of Philosophy, Committee on the Conceptual
Foundations of Science, and the College
ROBERT J. RICHARDS, Professor, Departments of History, Philosophy, and Psychology
and the College; Director, Program in History, Philosophy, & Social
Studies of Science & Medicine
HOWARD STEIN, Professor, Department of Philosophy and Committee on the Conceptual
Foundations of Science; Director, Morris Fishbein Center for the History
of Science and Medicine
GEORGE W. STOCKING, JR., Stein-Freiler Distinguished Service Professor,
Department of Anthropology and Committee on the Conceptual Foundations of
Science
NOEL M. SWERDLOW, Professor, Departments of Astronomy & Astrophysics
and History, Committee on the Conceptual Foundations of Science, and the
College
WILLIAM WIMSATT, Professor, Department of Philosophy, Committees on the
Conceptual Foundations of Science, Evolutionary Biology, and General Studies
in the Humanities, Morris Fishbein Center for the History of Science and
Medicine, and the College
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