PHI 504: Mind in the CosmosChristian de Quincey , Ph.D. Our culture’s dominant cosmology story describes a universe beginning with a big bang about 14 billion years ago—without the slightest trace of mind or consciousness, made up entirely of objective physical stuff. According to this story, mind is a late-arrival on the cosmic scene, a mysterious by-product of complex brains. The rest of the cosmos, we are told, is a mindless display of galaxies and stars. In this course, we will explore a different cosmology where cosmos and consciousness have coexisted all along. We will closely examine the mysterious relationship between mind and matter from the perspectives of four major worldviews—dualism, materialism, idealism, and panpsychism—and will focus on the “most likely” story that can account for mind in the cosmos. A key guide on our journey will be philosopher and mathematician Arthur M. Young, and his seven-stage model of the evolution of consciousness. Student Outcomes for This CourseStudents who successfully complete this course (including reading all required texts and a selection of recommended texts; completing all assignments and exams) will achieve the following: Outcome #1: Students will be equipped with the basic concepts and distinctions for understanding the relationship between consciousness and the physical cosmos. Outcome #2: Students will acquire a basic knowledge of issues in spiritual cosmology, and will understand how cosmologies have real impact on our lives and on our world. Outcome #3: Students will learn the foundations of the evolution of consciousness detailed in the works of philosopher-scientist-mystic Arthur M. Young. Outcome #4: Students will learn about multiple ways of knowing, such as the philosopher’s gift of reason; the scientist’s gift of the senses; the shaman’s gift of feeling; and the mystic’s gift of direct, transcendental experience.
Required Readings de Quincey, Christian:Radical Nature: Rediscovering the Soul of Matter. Invisible Cities Press, 2002. (isbn 1931229155)
Cilck here to go to the PowerPoint presentation for Mind in the Cosmos Recommended Readings Bohm, David: Wholeness and the Implicate Order . Routledge & Kegan Paul, 1980 Phone Conferences: Thursdays, July 19 and August 16, 2007 From 5:00 to 6:00 P.M., Pacific Time , all students participate in these conferences with Dr. de Quincey. Each of these two conferences have been designed around specific topics and issues; however, the first conference will also give you an opportunity to clarify any questions related to the course. See Phone Conferences with Faculty for the conference calling process. Topics and Issues for First Conference Call – July 19
Topics and Issues for Second Conference Call – August 16
Email Discussion Group : This email discussion group has been set up to encourage students to discuss topics, issues and concepts presented in this course. Students are encouraged to use this discussion forum to share their ideas and insights, as well as use it as a link to the faculty member. A single email message reaches all students and the faculty member at one time. This discussion group has also been put in place to help remove some of the geographic isolation that can be felt between students, and add an extra link to the natural and vital bond that develops in any spiritual community. All students with a current email address listed with the Holmes Institute Home Officeare automatically subscribed to this email discussion group. Use the email address: holmesspirit@yahoogroups.com as you would any other email address. If you desire to respond to an individual in the group, please use their personal email address on your class roster or the faculty contact information in Faculty Directory for Summer 2007. Course Outline - Weeks 1 through 3 This outline gives a brief description of how to pace your self-study and gauge your progress in the required course activities throughout the academic quarter. Lesson Objectives : By the end of the third week, students demonstrate in writing the ability: 1. to understand and apply the “Philosopher’s Gift” of reason. Required Reading: Radical Nature, Introduction and Chapters 1-4 Assessment Experience #1 : Write a 5-8 page paper summarizing the four major worldviews on mind and matter. Pick one, and explain why it makes the most sense to you. In what ways might this worldview enhance relationships between humans and the rest of nature? Write a paragraph or two on how the Philosopher’s Gift could serve you. Be sure to read “Guidelines for Writing Papers” below, before you begin. Email your paper directly to Dr. de Quincey at TheVisionaryEdge@deepspirit.com Your paper must be received on or before July 23, 2007. Important Note: Be sure to write the question/discussion topic along with your answers in your papers. Be sure to include your name, paper title, and page numbers on all your papers. Not doing so may affect your grade Course Outline - Weeks 4 through 6 Lesson Objectives : By the end of the sixth week, students should be able to: 4. identify and discuss key challenges facing a science of consciousness. Required Reading:Radical Nature Chapters 5 & 6; Course Outline - Weeks 7 through 10 Lesson Objectives : By the end of the tenth week, in a written report, students will be able: 7. to identify, compare, and discuss the four gifts of knowing.
8. to identify and discuss the four stages and seven levels in Arthur Young’s Theory of Process and evolution of consciousness. 9. to understand and discuss differences between indigenous “preconquest” and modern “postconquest” modes of consciousness. 10. to discuss the involution and evolution of consciousness. Required Reading :The Reflexive Universe, Chapters 10 -12; 14 & 16. Assessment Experience #2 : Write a two-part10-15 page final paper. Part 1: Discuss one of the following: (i) “What are the key challenges facing a science of consciousness?” (ii) “Is consciousness a form of energy?” (iii) “What are the two basic and distinctive meanings of ‘consciousness’?” Part 2: Outline the key elements of Arthur Young’s Theory of Process: Fundamental Photons; Reflexive Arc; Four Levels and Seven Stages of Evolution. Discuss the four “gifts” of knowing in relation to Young’s four levels of being. Conclude with your own views on whether nature has a mind of its own, and what “mind in the cosmos” means to you. Remember the “Guidelines for Writing Papers” below, before you begin. Email your paper directly to Dr. de Quincey at TheVisionaryEdge@deepspirit.com Your paper must be received on or before August 27, 2007 Important Note: Be sure to write the question/discussion topic along with your answers in your papers. Be sure to include your name, paper title, and page numbers on all your papers. Not doing so may affect your grade Guidelines for Writing PapersPurpose : The purpose of writing a paper is two-fold: As an additional learning tool: To help you organize and apply the learning (concepts, distinctions, insights) you have gained from the course. As a demonstration of that learning: To demonstrate (to yourself and to the instructor) the degree to which you have understood and assimilated the concepts, distinctions, and insights covered in the course. Topic : Pick issues covered in the course: (e.g. distinctions in meanings of “consciousness”; mind-body problem; alternative worldviews; energy and consciousness; criteria for a science of consciousness; mystical experience; Theory of Process; Reflexive arc; four levels of being).
Approach : These are not formal research papers—however, you are expected to include texts and reading material from this course as a basis for your critique, or to illustrate your arguments. Pay particular attention to conceptual coherence—arguments or discussions should not be self-contradictory; conclusions should follow from premises; where appropriate, assumptions should be made explicit and supported with evidence, reasons, or citations. If you agree/disagree with a particular point made in the texts or lectures, be sure to provide supporting arguments and/or appropriate citations. Write about your chosen issue(s) in a way that expresses what matters to you, and that shows you understand the issues as discussed in the course. Length & Style : Between 3-5 pages (mid-term) and 8-10 pages (final), single-sided, double-spaced. Structure your papers so that your argument follows an outline such as: State the issue or problem to be discussed (cite historical references if appropriate), and say why it is a problem; Discuss different approaches to (or points of view) that claim a solution to the problem; Explain why a particular solution (if any) appeals to you (or why none does). Grading : Your grade is evaluated on the degree to which your paper: Is relevant to the material covered in the course (texts and lectures); Shows your grasp of key concepts and distinctions covered in the course. Grading will be based upon the following criteria: Grade ‘C’—Minimum Requirements Relevancy Coherency / Conceptual clarity [Example: Clear and straightforward summaries, in your own words, of material covered in the course] Grade ‘B’—Minimum Requirements (as above, plus) Comprehensiveness (the more material you include the better) Application to your own experience (include real-life examples). [Example: Using concepts and distinctions learned in the course to help clarify some personal experience.] Grade ‘A’—Minimum Requirements (as above, plus) Insightful comment and coherent critique of key ideas and distinctions; Originality / Creative application of key ideas and distinctions to a relevant theme of your own choosing. [Example: Not only using key concepts and distinctions, but presenting clear and coherent comment or critique of (in support of, or against) these ideas and distinctions.] Note:Such criteria always involve an unspecifiable degree of subjective evaluation on the part of the instructor. This involves, also, a sense of fairness so that papers that meet more of the criteria are awarded higher grades. Contact: Dr. de Quincey at: TheVisionaryEdge@deepspirit.com Website: www.deepspirit.com
Guidelines for SuccessPapers for this course will be evaluated on the following: (1) the student's ability to write clearly and concisely; (2) the student’s ability to write specifically to the topic requested; and (3) the student's ability to give thoughtful, personal viewpoints while utilizing the course materials and readings to support their conclusions. Students can expect letter grades to drop by one half, if assessments are not received by published postmark dates. Important Note: Be sure to write the question/discussion topic along with your answers in your papers. Be sure to include your name, paper title, and page numbers on all your papers. Not doing so may affect your grade.
|
||||||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||||||
 |
|
|
||||||||||||||||||||||||||||||||||||||||
