In this first section of the course we will look at some contemporary ideas regarding the question of human nature. Is there a distinction between nature and nurture, and if so, what belongs specifically to human nature? Below are objectives for the section and the readings. With each reading come some study questions that you should be able to answer after reading the assignment.

The famous biologist E. O. Wilson presents a very scientific notion of human nature, expanding on his controversial account in Sociobiology. His fellow scientists–Kamin, Rose and Lewontin–criticize Wilson's view for advocating genetic determinism and an extreme form of reductionism. Their accusations seem to place Wilson's view of human nature in the camp of Social Darwinism, a view that Michael Ruse exposes in his article. Social Darwinism is criticized by many, particularly as a way of explaining human morality and social norms.

One important question is whether a human nature would include innate knowledge, which would lie in contrast to knowledge we might acquire through experience or nurture. Plato argues for innate knowledge and Locke argues against it (Locke argues that we are born with minds like blank slates). In more contemporary terms, Steven Pinker defends the innate knowledge these using evolutionary psychology, cognitive science and modern genetics. Fran de Waal, a very thoughtful primatologist, suggests the very distinction of nature versus nurture is not helpful.

1. You should be able to explain and discuss critically the following concepts, positions and problems: Social Darwinism, the nature v. nurture debate, essentialism, and innate ideas/knowledge.
2. You should be able to articulate clearly traditional arguments involved in the nature versus nurture debate, the role of genetic and environmental factors in these explanations of human nature.
3. You should be able to explain the vision of Social Darwinism and critically review its assumptions and claims.
4. You should be able to present different starting points for investigating claims about human nature.

Below are PDF files of the assigned readings that you can download using the class username and password I assign in class (you'll need Adobe Acrobat Reader, which is available online for free). Each assignment should be read before class. Take notes, highlight key terms and complete the study questions. Write down any questions you have about the reading. I recommend reading each assignment once quickly (skimming) to get the main idea and then again more carefully understand the main points and the arguments. Sometimes you can break the article into sections. Try to find the main idea in each section; it is also good to try to create a summary of the whole assignment in a short statement. Bring a copy of the text with you to class, along with your responses to the study questions.

The study questions usually require only brief answers. You can sometimes refer to key passages or definitions from the text, though it is best to present your answers in your own terms.

Wilson, E. O. (1978). On Human Nature. Harvard University Press Cambridge. Selections from chapter 2 and 3. DOWNLOAD PDF

Here are some study questions you should consider as you read this assignment. We'll talk about these in class, so bring your responses with you.

1. What is distinctive about Wilson's view about how we should study human nature?
2. What are the two “spiritual dilemmas” he discusses? Do you think these problems are significant?
3. Why does he think genes are important? To what degree do you think he wants to use genetics to explain distinctly human characteristics and behavior?

Lewontin, R. C., Rose, S., & Kamin, L. J. (1984). Not in Our Genes: Biology, Ideology, and Human Nature. Pantheon Books. DOWNLOAD PDF

Here are some study questions you should consider as you read the assignment. Bring your responses to class.

1. How do Lewontin, et al define the “New Right” and what do they mean when that say Wilson belongs to it? Is the Lewontin, et al view politically neutral?
2. What is reductionism?
3. What is biological determinism?
4. How do Lewontin, et al think they differ from Wilson's views on human nature? Are their criticisms fair? (Return to the Wilson article and find passages in support of your assesssment.)

Ruse, Michael (1998). Taking Darwin Seriously: a Naturalistic Approach to Philosophy. Prometheus Books, pp. 72-93. DOWNLOAD PDF

Here are some study questions you should consider as you read the assignment. Bring your responses to class.

1. In what ways did Herbert Spencer misunderstand Darwinian evolution?
2. Describe the ideas and themes associated with Social Darwinism.
3. What is Hume's Law?
4. What reasons are there for rejecting the idea that Social Darwinism supports the claims that what is natural is (morally) good?

Read the first 13 pages.

Meno, translated by Benjamin Jowett. http://philosophy.eserver.org/plato/meno.txt DOWNLOAD PDF

Here are some study questions you should consider as you read the assignment. Bring your responses to class.

1. What question begins the discussion and what question do they end up focusing on?
2. What mistake does Meno make when he first tries to define virtue?
3. At one point Meno becomes frustrated with Socrates' critical questions and concludes that all inquiry is pointless. What is the reasoning Memo offers for this conclusion?
4. What theory of learning does Socrates propose in response to Meno's paradoxical claim?
5. How does Socrates use the servant boy to demonstrate his theory of recollection?

You are reading from Locke's Essay on Human Understanding, Book I, Chapter 1 and Chapter 2, sections 1-5. DOWNLOAD PDF

Translated by Jonathan Bennett; found at http://www.earlymoderntexts.com/

Here are some study questions you should consider as you read the assignment. Bring your responses to class.

1. How does Locke understand innate ideas? What does he mean when he calls the newborn mind a blank slate?
2. What is the general assent argument and what is it supposed to prove?
3. What two objections does Locke raise against the univeral assent argument?
4. Do you agree with Locke that could not be an unperceived idea (or unthought thought)?

“A Biological Understanding of Human Nature: A Talk with Steven Pinker.” The Edge (September 9, 2002). DOWNLOAD PDF Also available at http://www.edge.org/3rd_culture/pinker_blank/pinker_blank_index.html

Here are some study questions you should consider as you read the assignment. Bring your responses to class.

1. What are the four fears that Pinker thinks lie behind general concerns about genetic explanations of human nature? Which of these fears were mentioned in the Wilson and Lewontin (et al) articles?
2. What are the three prevalent myths that keep people from acknowledging a biological understanding of human nature? Which of these do you think Lewontin (et al) subscribed to?
3. What is Judith Rich's theory about personality development and why does Pinker support it?
4. Why is Chekhov's statement, “Man will become better when you show him what he is like” important to Pinker's approach to human nature?

de Waal, F. B. M. (1999). The end of nature versus nurture. Scientific American, 281(6), 94-99. DOWNLOAD PDF

Here are some study questions you should consider as you read the assignment. Bring your responses to class.

1. What examples does de Waal use to illustrate the difference between an emphasis on instinct and an emphasis on learning? How does the instinct-learning distinction align with the nature v. nurture controversy?
2. What negative movements are associated with those who emphasize nurture and with those who emphasize nature?
3. How does de Waal suggest we integrate both the nature and nurture perspectives? How does the example of the suppression of mother-son mating illustrate his point?