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教學大綱


本頁翻譯進度

燈號說明

審定:無
翻譯:趙立新(簡介並寄信)
編輯:侯嘉玨(簡介並寄信)

教學大綱

本課程所關注的是廣義的科學技術是如何從殖民時代到現今對建設美國社會作出貢獻。科技在美國歷史上被看作具有中心地位的主題,而遠非政治及社會事件的「附屬品」。確實,美國通常被當今大眾媒體稱作「科技社會」。這一表述意味著什麼?由何而來的?科技與美國歷史的其他分支(如社會,政治)是如何並且以什麼方式交叉,並有什麼例證?科技就意味著進步嗎?倘若如此,為誰而進步?為了什麼而進步呢?科技與美國民主之間的關係又是怎樣呢?

這門課有三個主要目標:訓練學生對科技以及其所屬的美國文化提出批判性的問題、提供一個歷史觀點來架構與定位出這些問題、鼓勵學生在民主的過程中成為思想深刻和有教養的參與者,對新技術不盲目批評,對廣義的技術也不盲目推崇。

本門課程將每週安排三次:週一和週三將安排一個50分鐘的講座或者一部影片,以及由Shane Hamilton指導的實習課。在出席所有課之外,希望同學們在課前閱讀指定的資料,思考主題、問題、歷史形式及資料建議,從而參與課堂討論。


作業

本課程書面作業包括一篇讀書報告(5-6頁)、一篇指定的短文(11-12頁)、指定短文的修改、2或3篇閱讀感想(2-3頁)。如果課堂討論情況良好,則還包括即興的閱讀課堂小考。對於這些作業將會有一些現有的特別指導。

作業的截止日期是:

  • 書評:第11堂課
  • 短文:第17堂課
  • 短文修改:第22堂課後2天
  • 閱讀感想:每位學生將被指定2到3個日期來提交他們的閱讀感想,老師將用這些閱讀感想在實習課中引發討論。

所有作業必須打字完成,雙倍行距,並留足夠的頁邊距。所有論文在提交前必須經過校對(而非僅做拼寫檢查!);論文會因疏忽錯誤而降低評分等級。寫作輔導教師Jessica Weintraub將負責本班的指導。須要額外協助的同學們將由Smith教授或者Hamilton先生告知,當然,也可以自己來尋求Weintraub女士的幫助。

時長三個小時的期末考試將覆蓋本學期的所有學習內容。考試將在最後的考試週舉行。需要提醒大家注意的是:這門課的講義和閱讀材料並不相同,圖書館也查不到講堂講稿。這就要求必須在課上記好筆記以方便你們在期末考試前進行復習。

本門課中,僅有部分講稿內容會被寫到黑板上,因此無論是否出現在黑板上都要有做好筆記的準備。一旦錯過一堂課你也許需要找同學對筆記進行補全。本課程不安排期中考試,但通常會不定時地安排一些關於閱讀作業或影片的小考。


評分標準

最終成績由以下各項構成:

  • 書評:25%
  • 短文:30%
  • 閱讀感想:20%(如必要還包括小考)
  • 期末考試:25%

致明智者的建議

經常出勤、參與及端正的態度是非常必須的。做不到這三點,將未能從本門課獲益良多。要求同學們出勤,不好的出勤記錄將會帶來嚴重的期末考試成績處罰。每位元學生允許有4次缺勤記錄。因此同學們的最終成績將會因每一次缺勤而降低一個分數等級。


閱讀

閱讀作業應當在每次講課之前完成。以下課本是必須的,課上還會發一些閱讀材料。

Cowan, Ruth Schwartz,《美國科技的社會史》,紐約: Oxford UP, 1997

Smith, Merritt Roe與Gregory Clancey等編著,《美國科技史上的主要問題》,Boston: Houghton Mifflin, 1998.


Overview

This course will consider the ways in which technology, broadly defined, has contributed to the building of American society from colonial times to the present. Far from being an "add-on" to political and social events, technology is viewed as a central organizing theme in American history. Indeed, the United States is often referred to in today's popular media as "the technological society." What does that expression mean? Why did it originate? How and in what ways does technology intersect with other strands of American history — society and politics, for instance? Does technology mean progress? If so, progress for whom and for what? What is the relationship between technology and democracy in America?

This course has three primary goals: to train students to ask critical questions of both technology and the broader American culture of which it is a part; to provide an historical perspective with which to frame and address such questions; and to encourage students to be neither blind critics of new technologies, nor blind advocates for technologies in general, but thoughtful and educated participants in the democratic process.

This class meets three times a week: on Mondays and Wednesdays there will be a 50-minute lecture or film and a recitation section led by Shane Hamilton. In addition to attending all classes, students are expected to participate in class discussions by reading the assigned materials before class and thinking about the themes, questions, and historical patterns the readings suggest.


Assignments

Writing for this course will consist of a book report (5-6 pages), an assigned essay (11-12 pages), a revision of the assigned essay, and two or three reading response/reflection papers (2-3 pages). There also may be impromptu reading quizzes, depending on how well class discussions go. Specific instructions for these assignments will be forthcoming.

Due dates for the writing assignments are:

  • Book Review: Due in session 11
  • Essay: Due in session 17
  • Revised Essay: Due 2 days after session 22
  • Reading Response Papers: each student will be assigned two or three dates on which they are expected to submit their response papers. These papers will be used by the instructors to initiate discussion during the recitation sections.

All written work must be typed, double-spaced, with adequate margins. All papers must be proofread (not just spell-checked!) before submission; papers will be downgraded for careless errors. A writing tutor, Jessica Weintraub, has been assigned to this class. Students who need extra help with writing will be notified by Professor Smith or Mr. Hamilton and, of course, can seek out Ms. Weintraub on their own.

There will be a three-hour final examination covering all material from the entire semester. This will occur during final exam week. Keep in mind that the lectures and readings for this course do not usually cover the same material, and lecture notes are not available in the library. This means that you must take good notes during the lectures to help you study for the final exam.

In this class, only parts of the lectures will make it onto the blackboard, so plan on taking notes on everything whether it is on the board or not. You might want to find a "lecture note buddy" in case you miss a class. There is no mid-term examination, but unannounced quizzes on the reading assignments and films are always possible.


Grading

Final grades will be determined as follows:

  • Book Review: 25%
  • Essay: 30%
  • Reflection Papers: 20% (includes quizzes, if necessary)
  • Final Examination: 25%

A Word to the Wise

Regular attendance, participation, and a good attitude are essential. Without all three you will not get much out of this course. Attendance will be taken and poor attendance will result in severe final grade penalties. Each student is allowed four (4) cuts. Thereafter one's final grade will be reduced by one full grade per cut.


Readings

Reading assignments should be completed before each lecture. The following textbooks are required, in addition to the readings distributed in class:

Cowan, Ruth Schwartz. A Social History of American Technology. New York: Oxford UP, 1997.

Smith, Merritt Roe, and Gregory Clancey, eds. Major Problems in the History of American Technology. Boston: Houghton Mifflin, 1998.


 
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