2009 Guide to STS courses at Harvard

African and African American Studies 199. Delimiting Health Disparities in the African Diaspora: A Laboratory for Social Engagement
Duana Fullwiley  —  Half course (fall term). Expected to be given in 2010–11
This course maps health problems that differentially affect people of African descent. Students are introduced to theoretical approaches in the history of medicine, medical anthropology, and public health. The second half of the course will be spent conducting fieldwork in Boston-area African communities. Note: Students planning to take this class must attend the first lecture to apply.

Anthropology 1655. Politics of Nature
Ajantha Subramanian   —  Half course (fall term)
Explores the intersections of ecology, history, and politics with a focus on the social construction of nature, politics of natural resource use, centrality of resource control to the consolidation of empires and nations, and the making of post-industrial natures. Some of the theoretical frameworks considered include: political ecology, Marxist geography, development anthropology, and environmental history. Some of the political trends addressed include: offshore extraction, nuclearization, legal pluralism, indigenous rights, wilderness preservation, and global environmentalism.

Anthropology 1665: Humans and Animals: Seminar
Jill Constantino  —  Half course (fall term)
Seminar on cultural and political ecology, concentrating on the spectrum of relationships between humans and animals, both wild and domesticated, that exist across cultures and throughout history. Attention will be on behavioral, material, affective, symbolic, and ideological aspects of human-animal relationships, as well as both the animalic nature of humanity and humanity's inclination to anthropomorphize animality. We shall consider anthropological, scientific, and literary texts, as well as artistic iconography and works of cinema.

Anthropology 1850. Ethnography as Practice and Genre
Smita Lahiri  —  Half course (fall term)
For sociocultural anthropologists, ethnography is both a way of studying human communities and a way of writing about them. Ethnographic fieldwork raises issues of participation, power, and perspective; cultural relativism; the nature of evidence; and the ethics of engagement. Writing ethnography highlights other issues, such as the politics of representing "others." This course explores these and related issues through close reading and intensive discussion of selected texts.

Anthropology 1925. The Anthropology of Development and Globalization
Yuson Jung   —  Half course (spring term)
What is development and how does it relate to the discourse of globalization? This course is based on the premise that development questions lie at the center of the discipline's theoretical and ethnographic approaches. Topics covered include: poverty, consumption, markets, gender, environment, agricultural development, state power, institutions, and development alternatives in postcolonial and postsocialist worlds.

Anthropology 2635. Image/Media/Publics: Seminar
Mary M. Steedly   —  Half course (fall term)
Explores the relations among technologies of image production and circulation, the nature and intensity of the circulating image, and the generation of publics and counter-publics. Questions of scale, mediation, publicity, and mobilization will be considered. Note: Open to advanced undergraduates with permission of instructor.

Anthropology 2645. Reconfiguring Regimes: Power, Law and Governance
Kimberly Theidon   —  Half course (spring term)
Studies changing concepts of law, power and governance within contemporary global politics. Combines theoretical readings with ethnographic inquiries of the state, the legal, the magical, and the just.

Anthropology 2660. The Anthropology of Knowledge: Seminar
Michael Herzfeld  —  Half course (fall term). Expected to be given in 2010–11
Comparative exploration of local epistemologies from craft apprentices and skilled manual workers to schoolchildren, journalists and scientists, emphasizing the embodiment, inculcation, and transmission of practical knowledge and the relationships among cosmology, social context, and pragmatic understanding.

Anthropology 2735. The Anthropology of Science: Methods and Theory
Duana Fullwiley  —  Half course (fall term). Expected to be given in 2010–11
An introduction to ethnographies of science in global scientific settings, this course emphasizes practicalities of access, analysis, and representation. It also explores intellectual stakes regarding "the human" shared between anthropology and the life sciences today.

Anthropology 2736. Medical Anthropology of Contemporary Africa
Duana Fullwiley  —  Half course (spring term). Expected to be given in 2010–11
This course will examine the health effects of larger problems facing Africa today, including military and humanitarian HIV/AIDS interventions, genetic studies and offshore clinical trials, ethnic and state violence, economic crisis, resource extraction and migration.

Anthropology 2740: Culture, Mental Illness, and the Body
Byron J. Good (Medical School)  —  Half course (spring term)
Briefly reviews the figure of mental illness in Western thought and the social sciences, then focuses on themes in cross-cultural studies of psychopathology: culture and diagnosis; cultural influences on depression, schizophrenia, and dissociation; madness in non-Euroamerican healing systems; and transnational aspects of psychiatry.

Anthropology 2750. Local Biologies: Perspectives on the Interaction Between Culture and Biology
Arthur Kleinman  —  Half course (spring term). Expected to be given in 2010–11
Reviews the variety of anthropological perspectives on the interactions between culture and biology. Topics include mind-brain-society interaction in pain; cross-cultural studies of menopause; sociosomatics of depression; the new genetics and eugenics; research on stress and trauma. Note: Open to advanced undergraduates with permission of instructor.

Anthropology 2785. Theories of Subjectivity in Current Anthropology
Byron J. Good (Medical School)  —  Half course (spring term). Expected to be given in 2010–1
Theoretical positions and anthropological debates concerning subjectivity. Freud, Lacan, Butler, Agamben, Zizek, Foucault, and Mbembe read alongside ethnographic texts on violence, suffering, governmentality, and the state.

Anthropology 2840. Ethnography and Personhood
Michael Herzfeld   —  Half course (fall term)
Intensive, critical review of major ethnographies, exploring the relationship between society and personhood, examining ethnographic writing and its relation to other genres (including biography); and tracing anthropological theory through changes in descriptive and analytic practice. Note: Given in alternate years. Required in 2009-10 of all first year Social Anthropology doctoral students.

Anthropology 2856. Biography, the Novel, Psychotherapy and Ethnography: Deep Ways of Knowing the Person in the Moral Context
Arthur Kleinman  —  Half course (fall term). Expected to be given in 2010–11
Compares deep ways of knowing the person in his/her cultural, political, economic and, most especially, moral context. Reads strong examples from each field to learn about individual and collective experience under uncertainty and danger. Note: Open to graduate students and advanced undergraduates.

Societies of the World 25. Health, Culture and Community: Case Studies in Global Health
Arthur Kleinman (Anthropology) and Paul Farmer (Medical School)  —  Half course (fall term)
Examines, through lecturers and case-based discussions, a collection of global health problems rooted in rapidly changing social structures that transcend national and other administrative boundaries. Students will explore case studies (addressing AIDS, tuberculosis, mental illness, and other topics) and a diverse literature (including epidemiology, anthropology, history, and clinical medicine), focusing on how a broad biosocial analysis might improve the delivery of services designed to lessen the burden of disease, especially among those living in poverty. Note: Course, when taken for a letter grade, meets the Core area requirement for Social Analysis. Course counts as Social Anthropology.

Science B-29. Evolution of Human Nature
Richard W. Wrangham and Marc D. Hauser  —  Half course (spring term)
Human biology and behavior are considered in a broad evolutionary context, showing how the facts of development, physiology, neurobiology, reproduction, cognition, and especially behavior are informed by evolutionary theory and comparative evidence. Field and experimental data on other species are introduced with the aim of illuminating human behavior. Behavior is traced from its evolutionary function as adaptation, through its physiological basis and associated psychological mechanisms, to its expression. The role of ecology and social life in shaping human behavior is examined through the use of ethnographies and cross-cultural materials on a variety of human cultures. Topics include basic genetics, neural and neuroendocrine systems, behavioral development, sex differences, kinship and mating systems, ecology, language, and cognition.

Computer Science 105. Privacy and Technology
Michael D. Smith and James H. Waldo  —  Half course (spring term). Expected to be given in 2010–11
What is privacy, and how is it affected by recent developments in computer technology? Course critically examines popular concepts of privacy and uses a rigorous analysis of technologies to understand the policy and ethical issues at play. Case studies: RFID, database anonymity, research ethics, wiretapping. Course relies on some technical material, but is open and accessible to all students, especially those with interest in economics, engineering, political science, computer science, sociology, biology, law, government, philosophy.

Computer Science 179. Design of Usable Interactive Systems
Krzysztof Z. Gajos   —  Half course (spring term)
Usability and design as keys to successful technology. Covers user observation techniques, needs assessment, low and high fidelity prototyping, usability testing methods, as well as design best practices. Focuses on understanding and applying the lessons of human interaction to the design of usable systems; will also look at lessons to be learned from less usable systems. The course includes several small and one large project.

Comparative Literature 273: Approaches to Modernity: The Metropolis
Svetlana Boym  —  Half course (fall term). Expected to be given in 2010-2011
Examines the relationship between urban experience and debates on modernity/postmodernity in art, architecture and social theory. Topics: nostalgia and modernization, cultural archeology and architecture of transition, memorial, museum and public art, national identity and cosmopolitan imagination, metropolis and megapolis. Note: Students in this class will be encouraged to attend lectures and screenings for VES 184 and develop individual research and/or creative projects.

Economics 1480. Moral Perspectives on Economic Growth
Instructor to be determined   —  Half course (fall term). Expected to be given in 2010–11
Considers economic growth and policies that either promote or impede economic growth, from a social, political, and moral perspective. Focuses on ways in which moral ideas, including religious ideas, have influenced economic thinking, and vice versa. Approaches include economic, historical, and literary analyses. Note: A research paper is required. This course meets the concentration writing requirement. Prerequisite: Economics 1010a (or 1011a) and 1010b (or 1011b).

Economics 1641. Industrial Organization: Theory and Practice
Ulrich Doraszelski   —  Half course (spring term)
Theoretical and empirical analysis of contemporary topics in industrial organization. Uses economic theory to analyze important issues facing firms, and examines the practical challenges of empirical applications of theory. Topics include horizontal relationships and mergers, vertical integration and control through contractual arrangements, price discrimination, information and search costs, innovation and intellectual property rights, and network externalities. Each topic combines theoretical analysis with a study of actual firm behavior. Note: Students may not take both Economics 1640 and Economics 1641 for credit. Prerequisite: Economics 1010a or 1011a.

Economics 2099. Topics in the History of Economic Thought
Stephen A. Marglin  —  Half course (fall term). Expected to be given in 2010–11
Topics covered: (1) Efficiency vs distribution as the engine of change. (2) Can socialism allocate resources efficiently without markets? (3) Was there a Keynesian revolution? (4) The transformation of self interest from vice to virtue. (5) Economics and ecology. (6) Justifications of the focus on efficiency. Prerequisite: Graduate-level course in microeconomic theory. Ec 2010a and b, Ec 2020a and b, or equivalent.

Economics 2888r. Economics of Science and Engineering Workshop
Richard B. Freeman  —  Half course (fall term; repeated spring term)
Focus on work force and career issues. Topics include: Effects of globalization on work force and innovation, growth of networks in work; impact of career incentives on productivity; university policies; mobility between academe and industry; link between ideas and outputs. Note: Offered jointly with the Business School as 4245.

Engineering Sciences 139. Innovation in Science and Engineering: Conference Course
David A. Weitz   —  Half course (fall term)
Explores factors and conditions contributing to innovation in science and engineering; how important problems are found, defined, and solved; roles of teamwork and creativity; and applications of these methods to other endeavors. Students receive practical and professional training in techniques to define and solve problems, and in brainstorming and other individual and team approaches. Note: Taught through a combination of lectures, discussions, and exercises led by innovators in science, engineering, arts, and business.

Engineering Sciences 147. Idea Translation: Effecting Change through the Arts and Sciences
David A. Edwards  —  Half course (fall term)
How do Art and Science fuse to produce breakthrough ideas in global health, culture, and industry? This introduction to idea generation and development focuses on how idea creations evolve from a passionate will to effect change. Students from all disciplines are guided by experts in their field throughout the semester to translate their own projects. Significant in class time devoted to group projects. Factors of effective idea translation focused through case studies, debates, and interaction with visiting leaders. (e.g. Global health experts, entrepreneurs, theatre directors, and others.) Note: Open to sophomores, juniors, and seniors by permission of instructor.

Engineering Sciences 167. Environmental Assessment
Peter P. Rogers  —  Half course (fall term)
Examines the methods and approaches to environmental impact assessment currently being used and new approaches which rely on improved scaling and index development. Models of impact and indices for air, water, and land impacts will be examined using data from Asia and North America. Cost-of-remediation and environmental elasticity indicators will be examined and their use in engineering design and regulation of the environment will be assessed. Prerequisite: Familiarity with the material of Engineering Sciences 6 and Social Analysis 10.

Engineering Sciences 201: Decision Theory
Roger W. Brockett  —  Half course (spring term)
Mathematical analysis of decision making. Bayesian inference and risk. Maximum likelihood and nonparametric methods. Algorithmic methods for decision rules: perceptrons, neural nets, and back propagation. Hidden Markov models, Blum-Welch, principal and independent components. Prerequisite: Applied Mathematics 21a,b or Mathematics 21a,b, and Statistics 110 or equivalents

English 182. Science Fiction
Stephen Louis Burt  —  Half course (fall term)
High points, innovations, and explorations in science fiction as a prose genre from the late 19th century to the present: likely readings include Mark Twain, H. G. Wells, Charlotte Perkins Gilman, Robert A. Heinlein, James Tiptree, Jr. (Alice Sheldon), Octavia Butler, William Gibson, Cordwainer Smith, Richard Powers, and more. (Not a course in television or film.) Note: This course, when taken for a letter grade, meets the Core area requirement for Literature and Arts A.

Literature 115. Literature and the Environment
Karen Thornber  —  Half course (fall term). Expected to be given in 2011–12
Examines how literature from Africa, the Americas, Asia, and Europe has addressed environmental concerns and crises. Focuses on literary works that explore the uneasy relationship between human desire and the survival of the non-human world. Introduces concepts of ecocriticism, ecofeminism, ecology, environmental criticism and environmental justice. Critical readings by Adamson, Bhabha, Buell, Conley, Dimock, Foucault, Glotfelty, Said, Stein, Snyder, Williams, and others.

Literature and Arts A-64. American Literature and the American Environment
Lawrence Buell   —  Half course (fall term)
A study of selected traditions in American writing that have been formed by perceptions of the American environment. Topics include the cult of wilderness; white images of the American Indian and vice versa; the pastoral, agrarian, and natural history traditions in American prose; and literary responses to urbanization and environmental endangerment. Readings range from 17th-century Puritan texts to contemporary works, with primary emphasis on narrative and nonfictional prose, but some works of poetry are included as well.

Environmental Science and Public Policy 10: Environmental Policy
John Briscoe and Peter P. Rogers  —  Half course (spring term)
This course develops the concepts and skills needed to design effective public policy for managing interactions between environmental, social and economic systems. The course is organized around cases of real-world policy analysis, some from the US and some involving developing countries. We will examine the environmental, social and economic substance of the cases, the interests of stakeholders, the policy and political processes, the ways in which trade-offs are perceived and evaluated, and the outcomes and impacts. Note: Intended for interested students from all concentrations.

Environmental Science and Public Policy 78. Environmental Politics
Sheila Jasanoff  —  Half course (fall term). Expected to be omitted in 2010–11
An introduction to the history, organization, goals, and ideals of environmental protection in America. Examines the shift in emphasis from nature protection to pollution control to sustainability over the 20th century and develops critical tools to analyze changing conceptions of nature and the role of science in environmental policy formulation. Of central interest is the relationship between knowledge, uncertainty, and political or legal action. Theoretical approaches are combined with case studies of major episodes and controversies in environmental protection.

Freshman Seminar 24l. Imagining the Future: Biotechnology, Ethics and the Transformation of the Human in the 20th Century
James Benjamin Hulburt  —  Half course (spring term)
This course examines controversies surrounding human biotechnological self-transformation since 1900. Drawing on a wide range of readings, the course explores how concepts of technological progress, democratic politics, human nature, and the good have been drawn together around specific technoscientific projects. Critical reading of historical documents is emphasized with an eye to the way futures have been imagined and pasts have been invoked in contending with problems of the present. Note: For Freshmen only.

Science of the Physical Universe 24. Introduction to Technology and Society
Venky Narayanamurti (Engineering and Applied Sciences, Physics)  —  Half course (spring term)
From the digital revolution to biomedicine, from global warming to sustainability, and from national security to renewable energy, technology plays a critical role in shaping our lives. In this course, the students will be exposed to applied science and engineering concepts that span disciplines and examine broadly how technology shapes society and vice versa. It will emphasize qualitative and semi-quantitative analysis, modeling and the conceptual basis of some of the grand challenges facing society. Note: This course, when taken for a letter grade, meets the Core area requirement for Science A.

Government 1008. Introduction to Geographical Information Systems
Sumeeta Srinivasan  —  Half course (fall term)
This course introduces Geographical Information Systems and their applications. GIS is a combination of software and hardware with capabilities for manipulating, analyzing and displaying spatially referenced information. The course will meet two times a week. Every week, there will be a lecture and discussion as well as a laboratory exercise where students will work with GIS software on the computer. No Prerequisites.

Government 1093. Ethics, Biotechnology, and the Future of Human Nature
Michael J. Sandel and Douglas A. Melton  —  Half course (spring term). Expected to be given in 2011–12
Explores the moral, political, and scientific implications of new developments in biotechnology. Does science give us the power to alter human nature? If so, how should we exercise this power? The course examines the science and ethics of stem cell research, human cloning, sex selection, genetic engineering, eugenics, genetic discrimination, and human-animal hybrids. Note: May not be taken concurrently with MCB 60. May not be taken for credit if MCB 60 has already been taken. Moral Reasoning 22 (Justice) is recommended as background. Enrollment may be limited.

Government 1521: Bureaucratic Politics: Government, Economic, Social and Military Organizations
Daniel P. Carpenter  —  Half course (spring term)
A theoretical and historical analysis of bureaucratic organizations in various domains of modern society, including military organizations, business corporations, non-profit organizations, regulatory agencies, executive departments, and religious organizations. Theories include institutional, transaction-cost, reputation-based, and cultural theories of formal organizations. Readings and cases will include the US Army and other militaries, the business corporation in industrializing America and today, the FDA and the Forest Service, the Catholic Church, and police and educational organizations.

Government 2034. Ethics Economics, and Law
Michael J. Sandel  —  Half course (fall term)
Explores controversies about the use of markets and market reasoning in areas such as organ sales, procreation, environmental regulation, immigration policy, military service, voting, health care, education, and criminal justice. The seminar will examine arguments for and against cost-benefit analysis, the monetary valuation of life and the risk of death, and the use of economic reasoning in public policy and law. Note: Offered jointly with the Law School as LAW - 93375A. Meets at the Law School. Open to GSAS students with permission of the instructor.

Historical Study A-87. Madness and Medicine: Themes in the History of Psychiatry
Anne Harrington  —  Half course (fall term)
Psychiatry is one of the most intellectually and socially complex and fraught fields of medicine today, and history offers one powerful strategy for better understanding why. Topics covered in this course include the invention of the mental asylum, early efforts to understand mental disorders as disorders of the brain or biochemistry, the rise of psychoanalysis, psychiatry and war, the rise of psychopharmacology, the making of the DSM, anti-psychiatry, and more. Note: This course, when taken for a letter grade, meets the General Education requirement for Culture and Belief. This course fulfills the requirement that one of the eight General Education courses also engages substantially with Study of the Past.

History 83b. Historical Ontology
Peter E. Gordon  —  Half course (fall term)
This advanced seminar addresses the now-prevalent idea that reality is an historical construction, i.e., that what counts as objectivity or truth may depend upon conceptual schemes, discourses, or practices of world-making, such that the conditions for something being "an object" or being "true", in the natural or human sciences and in social experience, are subject to variation and structural transformation over time. Topics and authors include: Foucault, Heidegger, Latour, Sokal, Hacking, Poovey, Shapin, and Cervantes. Prerequisite: One of the following: Modern European Intellectual History, Social Studies 10, French Social Thought, American Social Thought, or any philosophy course in metaphysics or epistemology.

History 84f. Science and Religion in America
Andrew Jewett  —  Half course (fall term). Expected to be given in 2010–11
From the founding generation's engagement with Enlightenment rationalism to the contemporary controversies over intelligent design and stem-cell research, American history has witnessed constant skirmishes along the troubled border between religion and science. Students in this seminar will become familiar with the broad contours of these cultural, intellectual, and political engagements, while carrying out their own research in the field.

History 1304. Modern European Intellectual History Subject and Structure, Nietzsche to Postmodernism
Peter E. Gordon  —  Half course (fall term)
An introduction to major landmarks in Continental philosophy and social theory in the modern period, beginning with Nietzsche. Focuses on the various challenges to traditional enlightenment notions of freedom and subjectivity in psychoanalysis, Critical Theory, existentialism, French structuralism, and post-structuralism. Note: This course, when taken for a letter grade, meets the Core area requirement for Historical Study A.

History 1321. The Thought of Martin Heidegger
Peter E. Gordon  —  Half course (fall term). Expected to be given in 2010–11
A lecture course on the development of the ideas of the German philosopher Martin Heidegger. Mostly a sustained, critical reading of his monumental 1927 text, Being and Time. We will also discuss some of his later contributions to theories of technology, language, and art; as well as the controversy surrounding his engagement with Nazism. Prerequisite: History 1470; Social Studies 10; or a course in introductory philosophy or continental political theory.

History 1345. The Human Sciences in the Modern West (New Course)
Andrew Jewett  —  Half course (fall term). Expected to be given in 2010–11
This course offers an historical overview of the human sciences, a group of disciplines that includes not only sociology, anthropology, psychology, political science, and economics, but also "borderland" fields such as psychiatry, law, history, linguistics, and philosophy. Ranging from the early modern period to the postmodern era, the course examines pivotal changes in how Westerners have used scientific methods to represent and analyze "the human," while situating these changes in their cultural and political contexts.

Historical Study A-34. Medicine and Society in America
Jeremy Alan Greene  —  Half course (spring term). Expected to be given in 2010-2011
Surveys major developments in the history of American medicine since 1500. Emphasis on setting the practice of medicine and the experience of health and disease into broad social, cultural, and political contexts. Topics include the social and cultural impact of epidemic disease; the nature of demographic and epidemiological change; the development of medical therapeutics and technologies; the growth of health care institutions; the rise of the medical profession; and debates about the allocation of health care resources. Evaluates the role of medicine in addressing social needs as well as the social and economic determinants of patterns of health and disease. Note: This course, when taken for a letter grade, meets the General Education requirement for United States in the World. This course fulfills the requirement that one of the eight General Education courses also engages substantially with Study of the Past.

History of Science 100. Knowing the World: An Introduction to the History of Science
Steven Shapin  —  Half course (fall term)
Science is modernity's most authoritative way of knowing the world, both natural and social. We explore how science acquired such authority; how it was distinguished from such other ways of knowing as religion, art, and history; and what different forms scientific inquiry took over time. These questions are approached through a broad chronological survey of the history of science, including the physical, life, and human sciences, from the Middle Ages to the present. Note: This course, when taken for a letter grade, meets the General Education requirement for Culture and Belief or the Core area requirement for Historical Study A. This course fulfills the requirement that one of the eight General Education courses also engages substantially with Study of the Past.

History of Science 120: History and Philosophy of Modern Physics
Peter L. Galison  —  Half course (spring term). Expected to be given in 2010-2011
Philosophical questions raised by historical developments in 20th- and 21st-century physics, and conversely, historical-scientific questions raised by philosophical inquiry. Special and general relativity. Issues in quantum mechanics surrounding causality, determinism, realism, and probabilism. Atomic and thermonuclear weapons. Growth of large-scale experimental high-energy physics. What is meant by "unified" field theories? Is a reductionist theory of nature possible? Rise of string theory and nanosciences. Readings: scientific, historical, and philosophical texts. Note: Cannot be taken for credit by students who have already taken Physics 120.

History of Science 126. The Matter of Fact: Physics in the Modern Age: Conference Course
Jimena Canales  —  Half course (spring term)
What is a scientific fact? What is a physical law? How are scientific facts and laws discovered, established, and, sometimes, overturned? These questions will be addressed by exploring important episodes in the history of the physical sciences from the Industrial Revolution to Modern Physics. Topics include: engineering, astronomy, thermodynamics, electromagnetism, radioactivity, and relativity.

History of Science 132. Environmental History
Sarah Jansen  —  Half course (fall term)
Environmental sciences, politics, and polices in a global context. Topics to be covered: Pristine nature; built environments; managed forests, agriculture, biodiversity, population and environment in postcolonial contexts; the seas, GM organisms, global warming, environmental risk assessment, and narratives of nature. Course materials include films, novels, and policy papers, as well as scientific and other academic papers.

History of Science 133. Biotechnology and Society
Hallam Stevens  —  Half course (spring term)
Analyzes contemporary debates about stem cells, genetically modified organisms, patenting of life, and cloning using the tools of history and the social sciences. Locating the origins of biotechnology in agricultural and beer-brewing techniques of the nineteenth century, this class traces the recent history of attempts to control, manipulate, and utilize biology to further human ends. Understanding the political, economic, medical, and cultural histories of biotechnology will illuminate how contemporary biotechnologies are re-framing what we mean by 'natural,' 'artificial,' 'living,' and 'human.'

History of Science 140. Disease and Society
Charles E. Rosenberg  —  Half course (fall term). Expected to be given in 2010–11
A consideration of changing conceptions of disease during the past two centuries. We will discuss general intellectual trends as well as relevant cultural and institutional variables by focusing in good measure on case studies of particular ills, ranging from cholera to sickle cell anemia to anorexia and alcoholism.

History of Science 141. The Social Life of Pharmaceuticals
Jeremy Alan Greene  —  Half course (fall term). Expected to be given in 2010–11
The evolution of the modern pharmaceutical industry over the long twentieth century--from its early intersection with the image and later the structure of scientific research, to its dramatic post-WWII expansion and late-century saturation of medical and marketing media--is tightly intertwined with broader social, cultural, economic, and political developments. This conference course engages primary and secondary works in the history and anthropology of pharmaceuticals to situation the prescription drug as cultural artifact.

History of Science 145. Medicine and Deviance: Conference Cours
Charles E. Rosenberg  —  Half course (fall term)
Sociologists and historians have described what they call the medicalization of deviance: explaining certain behaviors as the consequences of disease rather than culpable choice. I refer to a variety of behaviors ranging from homosexuality to substance abuse, from chronic fatigue syndrome to premenstrual syndrome. This course will focus on the interrelated legal, medical, policy, and professional history of such problematic "diseases" during the past century and a half.

History of Science 150. History of Social Science
Rebecca M. Lemov  —  Half course (spring term)
Examination of the growth and development of social sciences such as sociology, anthropology, psychoanalysis, psychology, political science, and economics from the Enlightenment to the present. Innovators devised these fields to provide new, scientific ways to gain insight into age-old philosophical and religious questions, such as, What is the nature of the "self" or the "soul"? What binds human beings to one another? What is free will? What are the limits of social control, behavioral engineering, and the possible reach of techniques for adjustment and manipulation?

History of Science 152. Filming Science
Peter L. Galison and Robb Moss  —  Half course (fall term). Expected to be given in 2010–11
Examination of the theory and practice of capturing scientific practice on film. Topics will include fictional, documentary, informational, and instructional films and raise problems emerging from film theory, visual anthropology and science studies. Each student will make and edit short film(s) about laboratory, field, or theoretical scientific work.

History of Science 160. Intellectual Property in Science
Mario Biagioli  —  Half course (spring term)
We examine different forms of credit for scientific and technological innovation, comparing publication credit in science and use of patents to protect technoscientific work. Readings range from history of technoscience to legal and literary studies.

History of Science 171. Narrative and Neurology
Anne Harrington  —  Half course (spring term). Expected to be given in 2010–11
An exploration of the complex relationship between the making of brain science and the human stories/experiences of brain damaged people. Topics include iconic cases of brain damage like Phineas Gage and H.M (and who speaks for them), the emergence and historical function of neurological case histories, the study of brain-damaged soldiers in WWI, the "neurological novels" of Alexandr Luria, the popular writings of Oliver Sacks, the brain-injured patient as author, and internet-based writings celebrating "neurodiversity."

History of Science 172. Managing the Mind
Charles E. Rosenberg  —  Half course (spring term). Expected to be given in 2010–11
Focuses on efforts to prevent, cure, and manage emotional and behavioral ills. The readings and discussion examine relationships between law and medicine, efforts to prevent mental illness ("mental hygiene"), and efforts at therapeutic management ranging from institutional care to lobotomy. Prerequisite: HS A-87 ("Madness and Medicine") provides good background for this course, but is not a requirement.

History of Science 174. Critical Experiments in the Human Sciences
Rebecca M. Lemov  —  Half course (fall term)
This course focuses on high-impact experiments - among them, the Milgram "Obedience" experiments and the Stanford Prison Experiment - carried out in the twentieth-century human sciences by anthropologists, sociologists, social psychologists, and/or experimental psychologists. Many dreamed of a "technology of human behavior" and conducted experiments toward this end. What were the results, and how do they continue to affect our thinking and daily lives today?

History of Science 182. Science, Modernity, and Discontent
Jimena Canales  —  Half course (fall term). Expected to be given in 2010–11
Examines theories of modernity (Marx, Freud, Bergson) vis-a-vis postmodernity (Habermas, Lyotard, Jameson) in the context of modern science and technology. Particular emphasis is placed on the development of the steam engine, telegraphy, rail, photography and cinematography and their impact on art, history, psychology, medicine, and urbanism.

History of Science 186. Technology in the Social World
Adelheid Voskuhl  —  Half course (fall term)
Explores technological systems in a variety of social and historical contexts in Europe, North America, and Asia in early modern and modern periods. Topics include warfare, agriculture, communication technologies, labor, transportation, consumerism, urbanization, and colonization. Special emphasis on the interrelations between technological artifacts and other forms of "cultural production" such as government, commerce, philosophy, and art.

History of Science 243. The Making of Modern Medicine: Seminar
Charles E. Rosenberg   —  Half course (spring term). Expected to be given in 2010–11
Focus on key works in the history of medicine, illustrating historiographical trends in the past half-century as well as the substantive aspects of the field that have attracted the historical concern.

History of Science 256. Culture, Personality, and Self
Rebecca M. Lemov  —  Half course (fall term)
Examines the history of the culture and personality movement, considered narrowly and broadly, as well as technologies and techniques developed in the social and human sciences for measuring the self and its socialization processes.

History of Science 257. Post-Human Science Studies
Mario Biagioli  —  Half course (spring term)
We discuss recent science studies questioning dichotomies between society and nature, human and non-human agency, and between the human and the animal. Readings include Latour, Rheinberger, Rabinow, Haraway, Rotman, Murphy, and Pickering.

History of Science 258. The Normal and the Abnormal
Charles E. Rosenberg and Arthur Kleinman  —  Half course (fall term). Expected to be given in 2010–11
We examine case studies and theoretical readings from history, cultural anthropology, and social theory, to compare notions of the normal and abnormal. We ask how do norms bridge the moral, the political, and the body. Note: Open to undergraduates with the permission of the instructor. May not be taken concurrently with Anthropology 2655.

Social Studies 40. Philosophy and Methods of Social Science
Thomas Ponniah   —  Half course (spring term)
This course integrates research methods with an investigation of the philosophical foundations of the social sciences. Topics covered include causal explanation, interpretation, rational choice and irrationality, relativism, collective action, and social choice.

History of Science 281. Flat Science: Picturing Knowledge through Print, Photography, and Cinematography
Mario Biagioli  —  Half course (fall term)
Examines imaging techniques from the Scientific Revolution to the twentieth century in astronomy, physiology, and criminology; interactions between art history (Benjamin, Krauss), philosophy (Bergson, Foucault, Deleuze), and science studies; the epistemological status of pictures.

History of Science 287: Heidegger and Technology: Seminar
Peter L. Galison and Peter E. Gordon  —  Half course (fall term). Expected to be given in 2010-2011
An advanced seminar focusing on Heidegger's assessment of modern technology and the relation of scientific and/or technological practices to human experience, history, and philosophy. Note: Offered jointly with History 2471.

History of Science 288. History and Philosophy of Technology: Proseminar
Adelheid Voskuhl   —  Half course (spring term)
Graduate-level seminar on classic and recent influential works in the history and philosophy of technology, covering the early modern, modern, and late modern periods; industrial-technological, information-technological, and bio-technological systems; as well as philosophical accounts from the analytical and the continental traditions. Literature covers authors such as Karl Marx, Martin Heidegger, Jurgen Habermas, Thomas Hughes, Donna Haraway, Donald MacKenzie, David Landes, Hayden White, Emily Thompson, and Ken Alder.

History of Science 295r. Scientific and Legal Doubt: Inter-School, Faculty-Student Workshop
Peter L. Galison and Martha L. Minow (Law School)  —  Half course (fall term). Expected to be given in 2010–11
Is climate change due to human intervention? What are the effects of tobacco, asbestos, and low-level radiation? Is Darwinism "just a theory"? We will produce a student-faculty-guest expert "commission report" on doubt in science and law. Note: Open to graduate students, undergraduates, law students, and others by permission of the instructors.

History of Science 255. Sociology of Scientific Knowledge: Seminar
Steven Shapin  —  Half course (fall term). Expected to be given in 2010–11
Surveys themes and achievements in the sociological study of scientific knowledge and practice, focusing on the historical and cultural contexts in which this work developed and its usefulness in writing the history of science.

History of Science 294. Tools, Instruments, and Extended Cognition
Peter Godfrey-Smith and Peter L. Galison  —  Half course (fall term)
Examination of the relation between external tools and cognition. Can the boundaries of a thinking agent extend beyond the skin? Perspectives from philosophy of mind and history of science, including Clark, Wilson, Galison and others.

Science A-41. The Einstein Revolution
Peter L. Galison  —  Half course (spring term). Expected to be given in 2010-2011
Albert Einstein has become the icon of modern science. Following his scientific, cultural, philosophical, and political trajectory, this course aims to track the changing role of physics in the 20th- and 21st- centuries. Addresses Einstein's engagement with relativity, quantum mechanics, Nazism, nuclear weapons, philosophy, and technology, and raises basic questions about what it means to understand physics and its history. Note: This course, when taken for a letter grade, meets the General Education requirement for either Science of the Physical Universe or Culture and Belief, but not both. This course fulfills the requirement that one of the eight General Education courses also engages substantially with Study of the Past.

Comparative Literature 286. Metaphor
Christopher D. Johnson  —  Half course (fall term). Expected to be given in 2010–11
Explores the theory and practice of metaphor in literature, philosophy, and science. Topics include: the aesthetic, heuristic, and epistemological functions of metaphor; metaphor's relation to allegory, irony, and other "major tropes"; metaphor in lyric poetry. Readings include Aristotle, Gracian, Jakobson, Freud, Ricoeur, Blumenberg, Kofman,Derrida, de Man, and Kuhn. Note: All readings will be available in translation, but students are encouraged to work in the original languages.

Literature 116. Literature and Science
Christopher D. Johnson  —  Half course (fall term). Expected to be given in 2010–11
Explores how literature in different historical periods represents and reshapes the ideas, methods, and language of science. Compares the ways reason and the imagination function in literature and science. Considers how literature rethinks the cultural and historical significance of the scientific enterprise. Primary texts include Lucretius, Donne, Copernicus, Kepler, Cavendish, Fontenelle, Shelley, Goethe, Darwin, Calvino and Gibson.

Microbiology 213: Social Issues in Biology
Jonathan R. Beckwith (Medical School) and Roberto G. Kolter (Medical School)  —  Half course (spring term)
Readings, discussion of social/ethical aspects of biology: history, philosophy of science; evolution vs. creationism; genetics and race; women and science; genetic testing; stem cell research; science journalism; genetics and the law; scientists and social responsibility. Note: Offered jointly with the Medical School as MG 722.0. Alternates yearly between the Longwood and the Cambridge Campuses. Prerequisite: Some background in genetics.

Life Sciences 60. Ethics, Biotechnology, and the Future of Human Nature
Douglas A. Melton and Michael J. Sandel  —  Half course (spring term). Expected to be given in 2010–11
Explores the moral, political, and scientific implications of new developments in biotechnology. Does science give us the power to alter human nature? If so, how should we exercise this power? The course examines the science and ethics of stem cell research, human cloning, sex selection, genetic engineering, eugenics, genetic discrimination, and human-animal hybrids. Readings will be drawn from literature in the areas of biology, philosophy, and public policy. Note: May not be taken concurrently with Government 1093. May not be taken for credit if Government 1093 has already been taken. The course is open to both science and non-science concentrators. Moral Reasoning 22 is recommended as a background. Enrollment may be limited.

Microbiology 213: Social Issues in Biology
Jonathan R. Beckwith (Medical School) and Roberto G. Kolter (Medical School)  —  Readings, discussion of social/ethical aspects of biology: history, philosophy of science; evolution vs. creationism; genetics and race; women and science; genetic testing; stem cell research; science journalism; genetics and the law; scientists and social responsibility. Note: Offered jointly with the Medical School as MG 722.0. Alternates yearly between the Longwood and the Cambridge Campuses. Prerequisite: Some background in genetics.

Philosophy 152. Philosophy of Biology
Peter Godfrey-Smith  —  Half course (fall term)
Conceptual issues in evolutionary biology. Topics will include natural selection, biological kinds, and the role of evolution of social behaviors such as cooperation and communication.

Mind, Brain, and Behavior 94. Theories of Violence
Alan A. Stone (Law School, Medical School)  —  Half course (fall term)
Considers how law and science construct violence. Review clinical examples of violence (videotapes of a serial killer, a sexually violent predator, and a case of maternal infanticide) and the responses of law enforcement and the criminal justice system. Then examine the spectrum of scientific theories that seek to explain human violence and their relevance to law.

Neurobiology 130. Drugs and the Brain: From Neurobiology to Ethics
Steven E. Hyman  —  Half course (fall term)
Progress in neuroscience has produced drugs and devices that not only treat mental and behavioral disorders, but can influence behavior in people who are not ill. Questions have been raised about whether such interventions might unduly influence identity, undermine personal responsibility, or have negative societal consequences. This course will examine how certain drugs (e.g., stimulants, antidepressants, addictive drugs) and devices act in the brain and the ethical and policy issues raised by their use. Prerequisite: MCB 80 or equivalent.

Psychology 1506: Social Neuroscience
Joshua D. Greene  —  Half course (spring term). Expected to be given in 2010-2011
What can studying the brain teach us about human social behavior? Topics include emotion, social perception and attribution, personality, neurological disorders affecting social behavior, modularity in social cognition, economic decision-making, moral judgment, free will and legal responsibility, the neural basis of the self, comparative social cognition, the evolution of human sociality, and neuroethics. Prerequisite: Science of Living Systems 20 or its predecessors plus either Psychology 13, Psychology 15 or MCB 80.

Psychology 2552. Moral Cognition
Joshua D. Greene  —  Half course (spring term). Expected to be given in 2010–11
Examines morality from cognitive, developmental, neuroscientific, evolutionary, and philosophical perspectives. Emphasizes new research on moral judgment using cognitive and neuroscientific methods. Note: Undergraduates admitted with permission of instructor.

Psychology 2751: Free Will, Responsibility, and Law
Joshua D. Greene  —  Half course (fall term). Expected to be given in 2010-2011
Examines the issues of free will and responsibility from philosophical, psychological, and neuroscientific perspectives, with special attention paid to potential legal applications. Prerequisite: For undergraduates: Psychology 1 or Science B-62; plus Psychology 13, 15, 16, or 18.

Sociology 98Ro. Science, Technology, and Society
Claude Rosental  —  Half course (spring term)
Explores concrete ways in which scientific knowledge and technologies are produced and socially managed, and the structures of the relationship between science, technology and society at large. Note: Required of and limited to Sociology concentrators. Spring Junior Tutorials are by assignment only. Prerequisite: Sociology 97.

Sociology 159. Social Entrepreneurship
David L. Ager  —  Half course (spring term)
Focuses on the efforts of private citizens, for-profit and not-for-profit initiatives, to respond to social needs through creative solutions. Topics covered: defining social good, assessing market, philanthropy, and government responses; developing an organizational mission; recognizing specific opportunities for social improvement; forming an enterprise that responds to those opportunities; developing organizational funding strategies; evaluating performance; leading the enterprise; and creating positive and sustainable social value.

Sociology 160. Medicine, Health Policy and Bioethics in Comparative and Global Perspective: Conference Course
Mary-Jo Del Vecchio Good (Medical School)  —  Half course (spring term)
Complements Sociology 162. Examines the culture and political economy of biomedicine and health care institutions in the US and internationally. Analysis of current debates on medical education and the new professionalism; clinical narratives, the medical imaginary and the biotechnical embrace; cultural diversity, disparities and inequalities in medical and mental health care; medical error and quality of care; just use of societal resources; and bioethical dilemmas in clinical practice, medical missions and interventions, and international research and health policies.

Sociology 162. Medical Sociology
Mary-Jo Del Vecchio Good (Medical School)  —  Half course (spring term). Expected to be given in 2010–11
Explores current topics in medical sociology organized around the theme of global and local environments of risk and trust in medicine and health care. Examines how medical education, knowledge, practice, research, technology, and health policies are culturally shaped and institutionally organized. Analyzes the culture and political economy of American medicine through comparative and global perspectives, utilizing country specific illustrations and global health examples.

Sociology 190. Life and Death in the US: Medicine and Disease in Social Context
Nicholas A. Christakis (Medical School, FAS)  —  Half course (spring term). Expected to be given in 2010–11
Explores how biological and social factors jointly conspire to determine the health of individuals and populations. Examines how medical care, social networks, and socioeconomic inequality influence illness, recovery, and death. Note: This course, when taken for a letter grade, meets the Core requirement for Social Analysis.

Sociology 194. Knowledge Production & Evaluation in the Social Sciences: Conference Course
Michele Lamont  —  Half course (spring term). Expected to be given in 2010–11
Focus on ethnographic and historical research on practices of knowledge making, use and evaluation in the social sciences. We will survey frontier literatures in science studies to consider potential for cross-fertilization and future empirical investigation. The overall goal will be to study similarities and differences in social processes across disciplines and potential for coordinated research agendas.

Social Analysis 28. Culture, Illness, and Healing: An Introduction to Medical Anthropology
Arthur Kleinman  —  Half course (spring term)
An inquiry into the role of health and medicine in society that demonstrates how anthropological analysis can be applied to the study of illness and care. Compares medical systems across societies to understand the experience and treatment of sickness. Analyzes how practitioners and patients construe sickness and suffering as distinctive social realities, and how those realities are organized in local cultural systems. Assesses varieties of suffering as social phenomena in order to appreciate the social sources of global social problems, the cross-cultural variety of illness experiences, the reform of services, and the global moral and political-economic crisis in health care.

Social Analysis 70. Food and Culture
Theodore C. Bestor  —  Half course (spring term)
Food is examined for its social and cultural implications; nutritional or dietetic concerns are of secondary interest. Topics include food taboos and restrictions, gift giving and reciprocity, food symbolism and social boundaries, food panics, globalization of food industries, food security and agroterrorism, and the world standardization of food preferences. Examples are drawn from China, Japan, Korea, India, Latin America, Africa, Europe, the Pacific, and the US.

GSD 3305: The Architectural Imaginary: Experimental Architecture of the 1970s
K. Michael Hays  —  Spring 2010
This course examines selected architecture practices and projects in the expanded decade of the 1970s -- the period between 1966 and 1983. Lectures will focus on the work of Aldo Rossi, Peter Eisenman, John Hejduk, and Bernard Tschumi, but others will be discussed. The theoretical work of Lacan, Derrida, Deleuze, Lyotard, and others will be invoked to help us interpret this material. Readings could be intense.
   The propositions of the class are these:
   1. That the common vocation of the Experimental Architectures of the 1970s was the Autonomy Project.
   2. That integral to the Autonomy Project was an undeveloped notion of City as architecture's determination and record. That while this notional City, at that time, was constructed on a linguistic model of typology, it now can be more accurately understood according to a materialist-psychoanalytic model of the Architectural Gaze or the Architectural Body without Organs.
   3. That the Real of this Experimental Architecture was, therefore (all along), psycho-social Desire rather than form or language (as was thought).
   4. That the Autonomy Project ended by 1983; that a certain kind of architecture itself ended. However, that always already latent in the machinery of the Experimental Architecture of the 1970s was a construction of architecture as the production of effects and affects that preceded, produced, and continues to exceed the current 'projective' or 'post-critical' intention.

GSD 4130. Scale: City, Object, Field
Eve Blau  —  Fall 2009
The seminar is concerned with how scale operates in architecture and urbanism. Focusing on the last 50 years, we will consider scale as both a physical attribute of objects and spaces and as ideology-as an operative idea-about relationships, which are both internal and external to the architectural object and/or field. Since it registers in relational rather than absolute terms, scale in architecture always implies context, and it only really registers in terms of context-whether that context is some implied whole, another object or set of objects, an urban fabric, field, or natural landscape. This relatively simple idea about the relational aspect of scale has complicated implications, which we will explore in the class.
   The course will start from two working propositions: First, that scale is both objectively and subjectively constituted; it is both a physical attribute of objects and something perceived. It therefore operates (and has operated in modern architecture) in highly ambiguous and contradictory ways. The second proposition is that scale in architecture not only describes relationships between objects and between part and whole, but also-by operating in terms of an implied other-it can enable architecture to generate otherness itself-both abstractly and programmatically. We will interrogate these propositions theoretically and historically as we examine the operations of scale in architecture and urbanism since the middle of the 20th century.
   Among the topics we will consider:
   -Scalar implications of Fordist and Postfordist principles of production
   -Superblock, megastructure, pods, and capsules
   -Communication: sign, ornament, and the semiotic dimensions of architecture
   -"Scaling" and textuality
   -Theory of Bigness
   -Repetition and self-similarity
   -Figure, field, texture
   -Camouflage and landscape
   -Rhythm and territoriality
Requirements/assignments: Aside from active participation in weekly class discussions, over the course of the semester, students will be responsible for initiating discussion of assigned readings and topics relating to them. A final presentation and paper on a topic related to the seminar is required of all students.

GSD 4355. Architecture, Science and Technology, XVIIIth Century-Present
Antoine Picon  —  Spring 2010
Since the first industrial revolution, science and technology have constantly challenged architecture. Technology in particular has represented a powerful source of change for architecture. New materials and structural types have emerged, inducing dramatic changes in the definition of the architectural discipline. From iron construction to digital architecture, from Viollet-le-Duc's structural rationalism to Archigram's technological eclecticism and beyond, the course will study important episodes in this two centuries history.
   The lectures will not only deal with the practical consequences of the intercourse between architecture, science and technology, like the development of concrete construction or the 20th-century quest for three dimensional structures, but also with their cultural dimension. Theoretical issues, such as the relations between architectural aesthetics and mechanization or the influence exerted by the social sciences, from history to sociology, will be evoked. For science and technology have not only fostered changes in building techniques. They have shaped architectural culture.
   Beside attending the classes and doing the readings, students enrolled will produce a paper related to the field covered in the course at the end of the semester.

HBS 4420. PSY 2650. Behavioral Approaches to Decision Making and Negotiation
Instructor TBD  —  Expected to be offered in 2010-2011
This course will provide a research overview of the field of behavioral decision making and decision analytic perspectives to negotiation. A core focus of the course will be the individual as a less than perfect decision making in individual and competitive contexts. On the decision making side, we will start with March and Simon's (1958) work on bounded rationality, work through the groundbreaking research of Kahneman and Tversky, and update this line of inquiry through the turn of the millennium. On the negotiation side, we will start with Raiffa's (1982) critical work on the interaction of prescriptive and descriptive research on negotiation, continue through the development of a behavioral decision perspective to negotiation, and examine how the field is currently evolving. We will examine the implications of imperfect behavior for theoretical development, as well as for how to train individuals to make wiser decisions. This course will involve students in an intensive, thorough survey of the intersection of analytic and behavioral perspectives to decision making and negotiation.

HBS 4425. PSY 2553r. Decision Making and Negotiation: Research Seminar
Max H. Bazerman  —  Fall and Spring 2009-2010
This seminar provides lab experience in behavioral approaches to decision making and negotiation. Note: Open to students working on research in the instructor's laboratory.

HDS 2394: Christian Ethics, Persuasion, and Power II
Mark D. Jordan  —  
Whatever else it might be, European "modernity" is a transformation in Christian projects for ethics. Controversies over Reformation can conceal how far both Protestant and Roman Catholic writers begin to make modern assumptions about moral learning or to exercise modern forms of control over moral subjects. The course will try to trace some of this transformation and the increasingly radical reactions to it without pretending to any completion. Readings will include at least the following, as a whole or in substantial part: Luther On the Freedom of a Christian, Calvin Institutes (version of 1536), Pascal Pensées, Bunyan Pilgrim's Progress, Edwards Nature of True Virtue, Hume Enquiry concerning the Principles of Morals, Kant Religion within the Limits of Reason Alone, Kierkegaard Fear and Trembling, Nietzsche Beyond Good and Evil. Enrollment Limited: No. Open to BTI Students: Yes. Jointly offered through the Faculty of Arts and Sciences as Religion 1474

HDS 3256: The Shock of the New
Michael D. Jackson  —  
This course will explore the impact of unprecedented events, overwhelming experiences and radical technological innovation on both human beings and the lifeworlds to which they belong. It will review some of the epistemological, ethical, social and existential quandaries that constitute what Robert Hughes calls "the shock of the new," as well as the conceptual and ritual strategies whereby people struggle to accommodate or protest massive changes to their lives. Interpretive perspectives will be drawn from psychology, philosophy, ethnography, biology and biomedicine, while specific empirical cases will consider new media of communication and information processing, new genetic technologies, medical crises (disabilities, organ transplantation, trauma and epidemic disease), culture contact and culture shock. Enrollment Limited: No. Open to BTI Students: Yes

API-302: Analytic Frameworks for Policy
Richard Zeckhauser  —  Fall 2009
Develops abilities in using analytic frameworks in the formulation and assessment of public policy. It considers a variety of analytic techniques, particularly those directed toward uncertainty and interactive decision problems. It emphasizes the application of techniques to policy analysis, not formal derivations. Students encounter case studies, methodological readings, the computer, a final exam, and challenging problem sets. Prerequisites: An understanding of intermediate-level microeconomic theory and introductory techniques of optimization and decision analysis; API-101, API-102, or equivalent. Open to MPP1 students only if they have exempted from API-101.

DPI-600: Press, Politics, and Public Policy
Alex Jones  —  Spring 2010
The U.S. news media are viewed as enormously powerful and have a strong role in all aspects of governance. Should journalists, who are not elected by the people, have this much power, and can they exercise it effectively? Or are news organizations hopelessly compromised by their drive for profit? What is the impact of the tumultuous change sweeping the news media? Will traditional news survive? Should it? What is the nature of the media's power: how fully and in what ways do the media shape public opinion, debate, and policy? Are the media politically biased? How adept are political leaders at manipulating the media, and do their efforts undermine popular sovereignty? Do new communication technologies threaten the role of the traditional media? What can be learned from news coverage of the War on Terror, the war in Iraq, the 2004 election, and the current political situation? Questions such as these will be addressed in class meetings, which consist of lectures and discussion. Visiting journalists, politicians, or scholars can be expected to participate in some sessions.

DPI-684: New Media and Democracy
Nolan Bowie  —  Fall, 2009
This policy course focuses on new information, communication and media technologies, their industries and their relationships to democracy, civil society, informed citizens, and economic justice. If knowledge is indeed power, how should it be distributed — equitably to all people or primarily to those who can pay market rates for information, knowledge, and communication technology? In the knowledge-based global economy, timely access to relevant information, to the right technology, and increasingly to high-speed broadband networks, coupled with digital-age competencies and lifelong learning opportunity, increasingly endow individuals, groups, firms, and even nations with strategic competitive advantages over others without these resources or skills. This is a graduate course that examines the policies and politics associated with new disruptive media in the 21st century. Information access, privacy, propaganda, media concentration, diversity, universal service, surveillance, and intellectual property are some of the issues to be discussed and analyzed.

IGA-104: Managing a Living Planet: How Interactions Among Population, Health, Resources & Environment Shape the Stage of Global Affairs
William Clark  —  Spring 2010
Concerns for how human well-being can be increased in a world of finite resources have long been voiced at local and national levels. Increasingly, however, these concerns have escalated to the global stage. Transnational migration, disease pandemics, food security, and climate change are among the most recent issues that have crowded on to high-level agendas of global governance that were previously reserved for discussions of collective security and world trade. Such high-profile concerns, however, are all symptoms of a more fundamental transformation in which nature and society have become a single complex adaptive system, increasingly tightly coupled at all scales from local to global. This course explores those interconnections through hands-on policy analyses of their consequences for efforts to promote sustainable utilization of the planets energy, land, water, and biotic resources. It seeks to understand how global institutions can be designed to promote such efforts. Priority enrollment will be given to IGA concentrators.

IGA-205: Science, Technology, Innovation, and Public Policy
Matthew Bunn, Venkatesh Narayanamurti  —  Fall, 2009
From the digital revolution to biotechnology, from climate change to coping with emerging diseases, from intellectual property rights to new weapons and sensors for the modern battlefield, science and technology are critical factors in a wide range of public policies – and public policy plays a major role in shaping progress in science and technology. Effective policies must maximize the benefits of science and technology while minimizing the risks, to promote economic growth, environmental sustainability, and international security. Course examines the institutional landscape, the processes by which science and technology policies are made, and key methodologies for doing public policy analysis related to science, technology, and innovation. Explores several key case studies and issues, from energy and climate change to approaches to promoting innovation and entrepreneurship for economic growth. Emphasizes the foundations of technological literacy essential to informed policy choices. The courses coverage is global (though with a heavier focus on the United States), and includes not only government policy but also the interactions among government, business, academic institutions, and other interested non-government organizations. No previous technical background is required.

IGA-310: Energy Policy: Technologies, Systems and Markets
Henry Lee  —  Fall, 2009
Energy is a critical component of every dimension of human society. It is an essential input for economic development, transportation, and agriculture, and it plays an enormous role in environmental problems and solutions, in national security issues, and in science and technology policy. The course discusses the technological, economic, and policy dimensions of the energy choices needed to meet economic and environmental goals in both the near and long term. Electricity-infrastructure policy, energy-supply and end use–efficiency options, environmental impacts, and strategic energy policies will all be covered. The primary focus of the course will be international, but there will be some discussion of U.S. domestic programs and policies.

IGA 313: Science, Power and Politics I
Sheila Jasanoff  —  Fall, 2009
Taken with STP-292, this is the fall semester of a yearlong seminar that introduces students to the major contributions of the field of science and technology studies (S&TS) to the understanding of politics and policymaking in democratic societies. The objective throughout is to deepen students' understanding of the ways in which science and technology participate in the creation of social and political order. The fall semester (STP-291) is devoted to reading and analyzing works by scholars in S&TS and related fields who have addressed such topics as the nature and role of scientific authority, science's relations with the state, science and democracy, scientific and technical controversies, and the politics of technology. The spring semester (STP-292) is structured as an advanced research seminar.

IGA-317: Expertise and Democracy in Science and Technology Policy
Sheila Jasanoff  —  Not Offered in 2009-2010
Policymaking in today's complex, technologically advanced societies could not proceed without the involvement of experts. But who are experts, whom do they represent, what are the sources of their authority, and how can expertise be held to democratic controls? In addressing these questions, this course takes a critical look at the assumptions underlying the use of expertise in policymaking and asks how our intensive reliance on experts affects the quality, effectiveness, and accountability of public policy. Drawing on literature from law, political science, policy analysis, and science and technology studies, the course considers how expertise is defined in such areas as environment, medicine, risk, and bioethics, as well as in various types of legal and regulatory proceedings. Case studies and theoretical readings are used to explore the reasons for expert controversies, the basis for public trust in experts, media reliance on experts, and cross-cultural differences in the use of experts.

IGA-325: Bioethics, Law, and the Life Sciences
Sheila Jasanoff  —  Spring 2010
Developments in biotechnology and the life sciences have thrown into question existing policy approaches and instruments dealing with intellectual property, reproduction, health, informed consent, and privacy. They are reconstituting concepts of the self and its boundaries, kinship, and legal rights and obligations of people in relation to their governing institutions. Through reading primary materials and relevant secondary literatures, this course seeks to identify and explore salient ethical, legal, and policy issues — and possible solutions — associated with these developments. Also offered by the History of Science Department as Hist. Sci. 253, but not offered in 2008–09.

Antitrust, Technology, and Innovation: Seminar
Phillip Malone  —  Spring Term, Block I
Many of the most exciting and challenging recent developments in antitrust law have arisen in cases involving innovative technology industries such as the Internet, computer software and hardware, and other information technologies. This seminar will take a detailed and critical look at some of the unique challenges to existing antitrust doctrine and enforcement efforts raised by these industries. We will begin by exploring the relationships between competition, market structure and innovation, including the application of Schumpeterian models and subsequent refinements and critiques, and alternative models such as peer-production and user-generated innovation. We will then examine recent economic research and theory regarding the operation and characteristics of dynamic, innovation-driven markets, including network effects, standardization, platform and systems competition, technical compatibility and interoperability, and ecosystem/keystone theory. The seminar will consider difficult issues of antitrust market definition, particularly in the context of computer technology and pharmaceuticals, including technology and innovation markets and the challenge of identifying breaks in a continuum of functionality of software products. We will devote substantial attention to recent developments in the antitrust treatment of product innovation and design decisions such as predatory design, bundling, software integration, and technological tying, including a comparison of the D.C. Circuit's two Microsoft decisions, the European Commission and Court of First Instance's Microsoft decisions, and the Korean Fair Trade Commission Microsoft cases regarding software tying. We also will look at recent evolution of the definitions of exclusionary conduct in technology markets, including the Supreme Court's Trinko decision, and will specifically examine duties to deal, duties to disclose and the withholding of technical information. A substantial portion of the seminar will be devoted to analyzing some of the most challenging issues presented by the intersection of antitrust and intellectual property law in technology markets, including market power following the Supreme Court's decision in Independent Ink; general principles of limits on IP licensing; comparative US and European treatment of unilateral refusals to license intellectual property; patent thickets, cross-licenses, pools, reverse payments and other agreements to settle patent litigation; and the evolving antitrust implications of certain conduct in the context of industry standard-setting organizations.

Evidence B1
Scott Brewer  —  Spring Term, Block D
This course examines basic rules and principles of evidence law. It focuses on American federal law (the Federal Rules of Evidence and cases interpreting them) but also covers select state rules and cases. Topics covered include: presumptions and standards of proof and persuasion, judicial notice, relevance, privileges, authentication and best evidence rules, hearsay, lay, expert, and scientific expert evidence, examination and impeachment of witnesses, character and propensity evidence, and some of the constitutional questions that arise in connection with evidence. Evidence is a prerequisite for the Trial Advocacy Workshop and can be used as the basis for certification to practice in conjunction with any of the School's clinical offerings (there are other ways to do this as well).

Communications and Internet Law and Policy
Communications and Internet Law and Policy  —  Winter term, Block B
The course discusses the emergence of the networked information economy and society, and the ways in which law and policy shape both economic relations and political values in the digital environment. The course will discuss the physical layer of the Internet, telecommunications law and the Federal Communications Commission; the logical layer, free software, and regulation of technological design; cultural production and its regulation and challenges; politics and the shape of the networked public sphere; and other-then-salient questions that will allow us to explore the core challenges raised by and for the digitally-networked environment.

Complex Litigation and Mass Tort
David Rosenberg   —  Fall term, Block A
This course will investigate the problems of law and policy associated with mass tort litigation. In recent years the courts have been confronted with the task of adjudicating, or overseeing the settlement of, a series of mass-exposure cases pitting thousands or even millions of toxic-exposure victims against dozens of defendant firms. These cases present legal institutions with a profound dilemma, the importance of which is indicated by the fact that the Supreme Court has rendered two major decisions in recent years on the viability of mass tort class actions. On the one hand, applying the traditional model of individualized, case-by-case adjudication in such settings is not only prohibitively expensive but largely fails to achieve the substantive aims of tort law such as deterrence, compensation, and corrective justice. On the other hand, adoption of collectivizing processes that depart from this traditional model collides with received notions of due process and individual justice, as well as introducing novel problems of substantive law, procedural design, and legal ethics. Our objective in this course will be to examine this dilemma from the standpoint of theory, policy, and practice, with an eye toward both the fundamental questions of social justice raised by these cases and the concrete operation of these cases. The coverage of the course will span a number of interrelated issues of substance procedure and ethics. Among the topics we will consider are the following: 1. We will look at the distinctive problems of substantive liability and damages in mass tort cases, including proof-of-causation rules; apportionment of liability among multiple defendants; distribution of recovery among plaintiffs; and risk-based recoveries and damage scheduling. 2. We will examine the special institutional and procedural problems of resolving mass tort cases, including the choice between class and individual actions; the use of sampling or averaging techniques to avoid separate trials on individual issues; the use of statistical evidence; and difficulties associated with the settlement of large-scale actions. 3. We will look at the distinctive problems of legal ethics and representation raised by mass tort cases, including conflicts of interest between lawyers and clients, conflicts of interest between different groups of plaintiffs, and the financing of litigation. We will attempt to integrate knowledge from a number of fields of law and from other disciplines. Emphasis will be given to the functional analysis of actual practical problems. The fall term will be devoted to reading and discussing the leading cases and scholarship, and selecting paper topics; in the spring term, students will present and comment on draft papers. There is no examination; the final grade will be based on the student's paper and written comments on other students' papers.

Copyright
William W. Fisher  —  Fall and Spring Terms, Block F
This course will explore copyright law in depth. Approximately two thirds of the class time and readings will be devoted to the American copyright system; the remainder will be devoted to the major relevant multilateral treaties and to the laws pertaining to copyright and "neighboring rights" in other countries. Substantial attention will be paid to the efforts by philosophers and economists to justify, reform, or abolish the copyright system. Students will be expected to participate via e-mail in a discussion of the issues raised by the course. Materials will consist of Cohen et al., Copyright in a Global Information Economy, and a set of ancillary readings available through the course homepage.

Copyright and Trademark Litigation: TRO to the Supreme Court
Dale Cendali   —  Fall term, Block D
The class will analyze the practical and policy issues involved with copyright and trademark litigation from the beginning of a case where emergency injunctive relief might be sought, to its potential end at the U.S. Supreme Court. Substantive areas of copyright and trademark law will include fair use, nominative fair use, dilution, the role of the First Amendment, the theory behind injunctive relief, the nature of irreparable injury, trademarks as a form of property right and the special nature of Supreme Court litigation. Real-life cases the instructor has litigated will be use to illustrate points. While no prior courses in IP are necessary as the course will provide any necessary foundation, students with an interest/background in IP will best be able to appreciate the course.

Critical Theory in Legal Scholarship: Seminar
Janet Halley  —  Spring Term, Block H
The goal of this seminar will be to help students imagine writing projects of their own which put critical theory from the humanities and from legal studies "to work" in understanding some concrete dimension of the law. Readings will be a selected range of "classics" in literary, social and legal theory, paired with remarkable examples of legal-academic writing strongly engaged with them. Our discussions will aim for mastery of the former and a nuanced understanding of the interventions and methods exemplified by the latter. The target audience of this Seminar is students with ambitions to write legal scholarship -- whether 1L's at the very beginning of their thinking in this direction, or LLM's writing scholarly papers, or 2L's and 3L's in the early, middle or late stages of framing an academic project. SJD's are welcome to audit. Students may write 6 short response papers or submit substantial writing within their own scholarly endeavors.

Ethics, Economics and Law: Seminar
Michael Sandel   —  Fall term, Block E
Explores controversies about the use of markets and market reasoning in areas such as organ sales, procreation, environmental regulation, immigration policy, military service, voting, health care, education, and criminal justice. The seminar will examine arguments for and against cost-benefit analysis, the monetary valuation of life and the risk of death, and the use of economic reasoning in public policy and law. Enrollment limited to 14 students. Background in political theory or philosophy recommended but not required.

Evidence
Multiple teachers  —  All terms, multiple blocks
This course examines the law and policy governing the presentation of proof in American trials. The main focus of the course is the Federal Rules of Evidence and related case law, with some attention to federal constitutional doctrines affecting criminal trials. There will be a take-home exam, with the option to write a paper instead.

Health Law Policy Workshop: Seminar
Einer Elhauge and I. Glenn Cohen  —  Fall and Spring Terms, Block H
This seminar will feature the presentation and discussion of cutting edge scholarship on health law, health policy, biotechnology and bioethics. Students must submit brief written comments on a number of the papers. Because the papers are different every term, students can take the class as many times as they wish.

Intellectual Property Law: Advanced
William W. Fisher  —  Spring Term, Block C
This course is intended for students who are already familiar with the main contours of intellectual property law and would like to explore the subject further. Approximately one half of the class will be devoted to close examinations of the economic and political theories upon which patent, copyright, and trademark law are (or might be) based. The other half will examine in depth a few topics that, in recent years, have proven especially controversial or troublesome: fair use; the right of publicity; possible solutions to the crisis in the entertainment industry; the boundary between patent law and antitrust law; how legal reform might help address the health crisis in the developing world; and trademark dilution. Each student will be expected to participate in the discussion of these issues (both in the classroom and online) and to write a short research paper addressing an aspect of one of them. Group projects are encouraged. There will be no exam. Completion of at least two of the following courses: Copyright Law; Patent Law; and Trademark Law -- or completion of one of those courses plus the permission of the instructor. Students who would like to participate in the optional clinical must enroll through clinical registration. Clinical placements are with the Cyberlaw clinic at the Berkman Center for Internet and Society. Please refer to the Office of Clinical and Pro Bono Programs website (http://www.law.harvard.edu/academics/clinical) for clinical registration dates, early add/drop deadlines, and other clinical information.

International Reproductive/Sexual Health Rights: Reading Group
Mindy Jane Roseman  —  Spring Term, Block H
Sex and reproduction are deeply personal activities, which at the same time are infused with public purpose. As such, they help constitute (as well as undermine) the public/private divide that legal and rights discourses often police. Internationally and nationally, individuals and civil society have staked out rights claims along this territory; courts and international human rights bodies have rejected as well as recognized these claims. They still continue to do so. This reading course will examine how these claims have been formulated, and critically assess the "value added" of human rights in the areas of sex and reproduction We will pay attention to gender and other categories of social analysis, as well as the orientation towards "health". The objective of the reading group is to lay a foundational basis for thinking about and practicing in this broad and protean field.

Law and Psychology-The Emotions: Seminar
Mr. David Cope  —  Fall Term, Block H
Love, jealousy, guilt, anger, fear, greed, compassion, hope, and joy play important roles in the lives of lawyers and those with whom they interact. The most effective lawyers are not just good thinkers, they are also empathic students of human emotions. This seminar will offer students a chance to explore what is missing from the traditional law school rational actor model of human nature through discussion of readings primarily from psychology (but with contributions from economics, biology, philosophy, and literature) about the nature and operation of the emotions, the use of emotion in persuasion and negotiation, emotions and the good life, and the role of emotions in moral and legal decision making. Students will be asked to write short papers (1-2 pages) on each week's readings. There will be no required final examination or term paper.

Law, Psychology, and Morality: An Exploration through Film
Alan A. Stone  —  Spring Term, Block K/M
This seminar will deal with subjects at the intersection of law, psychology, and morality using film as 'text.' Subjects include: responsibility and community, love and redemption, reconstructing the claims of family, gender and sexual identity, narratives of justice and injustice, the lawyer's identity, patriarchy and misogyny, and race and the subculture of poverty. Films shown in the past years include (director and title): Gorris, Antonia's Line; Mikhalkov, Burnt by the Sun; Fassbinder, The Marriage of Maria Braun; Coppola, Apocalypse Now; Resnais, Hiroshima Mon Amour; Verhoeven, The Nasty Girl; Tarantino, Pulp Fiction; Hrebejk, Divided We Fall; van Diem, Character; Vidor, The Crowd; Visconti, Rocco and His Brothers; Zhang, The Story of Qui Ju; Zwick, Glory; Leigh, Secrets and Lies; Fellini, 8 1/2; Allen, Crimes and Misdemeanors; Lee, Do the Right Thing; Frears, My Beautiful Laundrette, and Sautet, Un Coeur en Hiver. Students must view John Sayles's film Lone Star and submit a brief review before the first class. Requirements include regular class attendance and active participation in discussion. Students must write five short papers to be shared with other members of the seminar. Enrollment is limited to 22 students.

Moral Order and the Irrational: Freud and Nietzsche
Richard Parker and Alan Stone  —  Fall Term, Block K
This seminar will reexamine selected texts of Nietzsche (1844-1900) and Freud (1856-1939), two thinkers who challenged the moral order on the basis of claims that they had unmasked the natural order and revealed the human condition. The work of the seminar will involve a close and critical reading of the texts that challenged traditional authority and shaped the moral skepticism of the twentieth century. Students will be required to submit 4 brief critical papers (1500 words) dealing with the assigned readings in the course of the seminar. The papers will be distributed prior to each seminar and serve as a focus for discussion. Regular attendance and active participation is expected. No one will be admitted to the class from the waiting list who does not attend the first session.

Psychiatry and the Law
Alan A. Stone   —  Winter term, Block B
This course will examine the recent developments in mental health law, civil commitment, the right to refuse treatment, competency to stand trial, the insanity defense, recovered memory, and psychiatric malpractice. Psychiatric materials will be examined in detail in an effort to analyze the medical model of mental illness and its limitations for legal purposes. Examples of material to be studied: the major psychoses, suicide, recovered memory, obsessive compulsive disorder, the sexually violent predator, and the psychiatric concepts of the sociopath. Consideration will also be given to various psychiatric treatments and their possible abuse; e.g., drugs, behavior modification, electro-shock therapy, and psychosurgery. Photocopied materials.

Public Health Law
Mark Barnes  —  Spring term, Block C
In the practice of public health, the patient is the population rather than the individual; and actions and policies to promote public health therefore consider the welfare of the collective, often without regard for the interests of individuals. In liberal society, public health practice therefore exists in tension with constitutional law, judicial precedent, and even our culture itself, in which the individual is most often the unit of measure and analysis. In this course, we will consider the major categories of public health practice - including disease reporting and data collection, compelled treatment and vaccination, isolation and quarantine, inspection of public facilities and private homes, licensure of health professionals, regulation of food and drugs, environmental regulation, and sanitation - and their sources of legal authority and legal limitations. Public health will be viewed in historical perspective, and we will particularly examine the roots of modern public health practice in the nineteenth century work of Hermann Biggs and John Snow, and in the odd alignment of German public health practitioners with Nazi government efforts in the 1930s to control tobacco use and promote national health. Case examples will be drawn from recent public health controversies relating to the control of multi-drug resistant tuberculosis, HIV/AIDS, obesity, tobacco, and substance abuse.

Reproductive Technology and Genetics: Legal and Ethical Issues: Seminar
I. Glenn Cohen   —  Spring Term, Block I
Should individuals be able to sell reproductive materials like sperm and ovum, or reproductive services like surrogacy? Should the law require individuals diagnosed with diseases like Huntington's diseases to disclose to family members that they too are at risk for the disease? Should prenatal sex selection be a crime? Should federal funds be used for stem cell research? Should law enforcement be able to bank DNA samples collected from suspects and perpetrators? Should doctors be able to patent cell lines developed from their patients' bodies? Since Watson and Crick's discovery of the double helix structure of DNA in 1953, and the 1978 birth of Louis Brown, the first child conceived through in vitro fertilization, pressing questions like these have propagated. In this seminar we will cut across doctrinal categories to examine how well the law and medical ethics have kept up, and plot directions for fruitful development. Topics covered may include: * Prenatal genetic screening and sex selection * Genetic enhancement * The sale of sperm and ova and access to reproductive technology * Surrogacy * Cloning * Preembryo disposition disputes * Wrongful birth, wrongful conception, and wrongful life torts * The parentage and anonymity of gamete donors. * Imposition of criminal liability on mothers and third parties for harm to fetuses * The use of genetic information by insurers and employers * The collection of genetic information by the state and the criminal justice system * Biobanking * Chimeras (human-animal hybrids) * The stem cell controversy * The patenting of genes and their derivatives * Research ethics issues involving fetuses and embryos * Pharmacogenomics and Race. There will be no exam. Evaluation will be by written work and participation.

Risk Regulation: Seminar
Jonathan Wiener   —  Spring term, Block J/K
This 2-credit seminar pursues an advanced, integrated analysis of the law, science and economics of societies' efforts to assess and manage health, safety, environmental, security, and financial risks. The course examines the regulation of a wide array of risks, such as those from chemicals, food, drinking water, medical care and drugs, automobiles, air pollution, energy, global climate change, terrorism, and financial markets. Across these diverse contexts, the course explores the treatment of several basic issues confronting a regulatory system: risk assessment, risk management (including the debate over the precautionary principle versus benefit-cost analysis), risk perceptions and evaluations by experts vs. the public, risk-risk tradeoffs, and the role of regulatory oversight bodies such as US OMB/OIRA and the EU IAB (including the Obama administration's new executive order on regulatory review). The course examines these issues in part through a comparative approach to risk regulation across countries, notably in the United States and Europe, examining differences between US and European regulation, regulatory reform efforts in the US and EU, explanations for the observed differences, and the consequences of key choices, all toward a better understanding of what the US and Europe can learn or borrow from each other regarding risk regulation. Students' written work in the course (a 2-credit paper) may analyze specific risk regulations; compare regulations, institutions or tools across countries (including the US, Europe, and/or other countries); formulate and advocate original proposals to improve the regulatory state; or address other related topics. The seminar will be taught every other week and meet on January 27 and 28, Feb. 10 and 11, Feb. 24 and 25, March 10 and 11, March 24 and 25, and April 7 and 8; and possibly April 21 and 22 as make-up classes.

Science and the Law: Competing Universals: Reading Group
Sheila Jasanoff   —  Not Currently Offered
Science and the law are seen as the foremost sources of authority in crafting social order, at national as well as supranational levels of governance. It is therefore critically important for legal analysts and practitioners to understand the ways in which the supposedly independent authorities of science and the law are implicated in constituting, sustaining, and sometimes challenging one another. Drawing on both legal scholarship and science and technology studies, this reading group will examine the role of science in the law and of law in science--with a particular eye to the evolution of international norms and standards in areas such as intellectual property, environment, public health, and development. The group will meet every two weeks and enrollment will be limited to 12 students.

Technology and Criminal Justice: Reading Group
Erin Murphy  —  Spring Term, Block J
Technological development has dramatically affected every institution of public life, including the criminal justice system. This reading group will explore the impact of technological change on the practice of investigating, policing, and adjudicating crime. Our readings will highlight the substantive, procedural, and evidentiary questions presented by new technologies, ranging from the creation of COMPSTAT systems for improving police efficacy to the use of DNA typing for identifying suspects to the substitution of virtual restraints in place of physical incarceration. Along the way, we will examine the longstanding and particular affinity between criminal justice actors and new technologies, probing in particular their objective and scientific character. We will ask questions such as whether new technologies on balance create or solve problems, personalize or depersonalize the relationship between the state and its subjects, and threaten or enhance personal privacy. Preferred completion of Evidence and Criminal Procedure Investigations or Criminal Law/Police Practices: Fourth, Fifth, and Sixth Amendments.

Understanding Terrorism: Seminar
Jessica Stern   —  Spring term, Block E
Terrorism is among the gravest threats facing the world today, and lawyers are increasingly required to know something about it. This seminar will focus on why terrorists do what they do. We will assess terrorists' motivations and how they market their causes to various publics. Themes will include ethics -- both of terrorist behaviors and state responses and the rationality and psychology of terrorist operatives and their organizations. We will explore these themes with case studies of a variety of terrorist groups at different points in history and from different parts of the world. We will explore the role of fear both in leading to terrorist crimes and to our potential over-reactions that can play, ironically, directly into the hands of the adversary. We will examine the dilemma faced by democratic states -- how to respond effectively without compromising civil liberties and human rights. What lessons can be derived from other countries' experiences in countering terrorism? How are US policies perceived abroad, and what do these perceptions do to the effectiveness of counter-terrorism efforts?

Introduction to Global Medicine: Bioscience, Technologies, Disparities, Strategies
M. M. Fischer, B. J. Good, M. D. Good, D. S. Jones  —  Spring 2010
This course is an exploration of basic themes in social medicine via a specific examination of issues in global medicine. The course takes as its challenge to understand new paradigms for global health that focus on providing complex medical services to treat complex health conditions (e.g. multi-drug resistant TB, HIV/AIDS, and mental health problems) in low resource settings. Special attention will be given to the development of new technologies or adapting existing technologies in ways that enable new solutions to global health problems, as well as overcoming barriers to translation of medical technologies for use in settings of great need. The course will address classic themes of social inequalities and health disparities, as well as such issues as patenting and the development and delivery of pharmaceuticals or other biotechnologies in international context. The course will include presentations by Harvard faculty involved in global health, basic or clinical research with a global reach, or medical humanitarian activities, as well as class discussion. Cross listed w/HST.930 at MIT

Introduction to Social Medicine and Global Health
A. M. Brandt, P. E. Farmer, D. S. Jones  —  Fall 2009
All physicians, regardless of their specialty, will work in setting where social, economic, and political forces powerfully influence who gets sick, the diseases that afflict them, the treatments that are available, and the outcomes of those treatments. This course will introduce students to the theory and practice of social medicine so that they will both be able to recognize and understand how these forces affect their patients, and be able to respond appropriately. Through lectures and tutorials, the course will explore (1) the determinants of disease; (2) why patterns of disease differ between different societies and change over time; (3) the causes of health disparities in both national and international contexts; and (4) the role of medical and public health interventions in combating health disparities.

Seminar in Global Health Equity
B. J. Good, M. D. Good  —  Spring
This student-faculty seminar on global health equity will explore a variety of topics with HMS and HSPH faculty who work in the field of global health. Topics include historical overviews and political analyses of global health and health inequalities; social justice and human rights perspectives on global health; political and technical responses of WHO, states, donor organizations and other NGO and IGO global institutions. Examples include studies that address problems of access, equity and quality in health systems; ethical issues in global and local medical practice and in medical missions and interventions. The topics include cases that address many of the major global health challenges of the 21st Century from diverse disciplinary perspectives. The seminar is designed for medical students who wish to pursue a concentration in Global Health. Course requirements include participation in discussion and analysis during seminars, drawing on assigned reading materials, plus a short research based essay or draft proposal for a summer project in the field of global health.

The Social History of Medicine
S. H. Podolsky  —  Not Offered 2009-2010
This course will explore selected topics demonstrating the interactions between disease, medicine, and society. It will also use historical analysis to place contemporary medical theory and practice into their broad social and cultural contexts. Material will be drawn from American medical history, and topics will include: the social sources of diseases; the cultural malleability of diagnostic categories; changing patterns of patient-doctor relationships; the impact of research and technology on medical practice; reforms of medical education; the history of hospitals and hospital architecture; historical approaches to issues of race and gender in medicine; and the status and impact upon the orthodox profession of "alternative" medicine. Assigned readings will introduce each topic and provide essential background information. Class time will be devoted to discussion of issues raised by the readings. Students are expected to participate actively in the discussions. A final research paper will allow students to pursue topics of their choice.

ID250 Ethical Basis of the Practice of Public Health
Multiple teachers  —  All Terms
Provides students with a broad overview of some of the main philosophical and moral ideas that are used as a basis for resolving debates of public health policy. Helps students develop their own capacities to analyze, criticize, evaluate, and construct policy-oriented arguments. The practice of public health require moral reflection and argument for a number of reasons. Public health measures often make demands on the public, such as changes in lifestyles or restrictions of liberties, and these must be justified. Practitioners of public health frequently face ethical dilemmas, both in framing policy and in practice in the field, whose optimal resolution is uncertain. The work of public health practitioners is sometimes challenged on moral grounds, which must be examined and, when appropriate, countered. The resources for moral argument and justification in public health are found in moral philosophy and philosophical theories of justice; and also in history, the social sciences, and in the science of public health itself. Students in this course will survey some of the principle philosophical approaches in addressing a number of ethical controversies in contemporary public health. Issues and concepts discussed in the course will be drawn from this list: * Definitions of health * Ethical issues in health measurement: DALYs and QALYs * Ethical norms in public health and clinical medicine * Moral epistemology and the rational foundation of moral norms * Ethics and human rights * Ethical relativism * Consequentialist and deontological ethical theories * Contractualist and rival theories of distributive justice * State coercion and paternalism in public health * Individual and social responsibility for health * Ethics and emergency humanitarian interventions * Ethical issues in health resource allocation * Health disparities and inequalities * Ethical issues in international health research involving human subjects * Ethics of public health communication * Ethical integrity of practioners: conflict of interest and corruption

GHP283 Pharmaceutical Policy and Global Health
Michael R. Reich   —  Spring
The course consists of readings and presentations on major issues related to pharmaceutical policy and global health, with particular attention to access to medicines. Topics will include: essential drugs, the global market for pharmaceuticals, patents, drug development, price policy, international trade agreements, drug development for neglected diseases, non-governmental organizations, generic drugs, vaccines, AIDS medicines, drug donation programs, and the politics of national drug policies.. Each session will consist of a brief presentation by a student, followed by general discussion. Some topics will be presented by visiting experts. Each student will be required to write a 15-20 page paper. Course Note: Enrollment limited to 20, instructor's signature required. Interested students should submit a CV and short statement (300) words on why they want to take the course to michael_reich@harvard.edu. No auditors.

GHP293 Individual and Social Responsibility for Health
D. Wikler   —  Fall (Course Not Offered 2009-2010)
The concept of responsibility for health plays a key role in health policy, but it is rarely articulated or evaluated. In this course, students will consider alternative understandings of assignments of responsibility for health to individuals, the state, the family, communities, nonprofit and for-profit firms, and other entities. They will identify their occurrences in health policy debates, assess the cogency of their use in ethical arguments in health policy, and trace the policy consequences of their normative analyses. The course will also serve as an introduction to ethical perspectives on public health.

SHH215 History, Politics & Public Hlth:Theories of Disease Distribution
N. Krieger  —  Fall
This course focuses on social and scientific contexts, content, and implications of theories of disease distribution, past and present. It considers how these theories shape questions people ask about--and explanations and interventions they offer for--patterns of health, disease, and well-being in their societies. After examining the role of theory in the production of scientific knowledge, Part I reviews both text-based theories of disease distribution developed in ancient Greece, China, and India, and oral traditions reflecting diverse American Indian, Latin American, African, and medieval European explanations of disease distribution. Parts II and III then focus on theories employed in past and present epidemiologic research because of their influence on current efforts to understand and improve the public's health. Part II considers the rise of epidemiology as a distinct discipline in both Europe and the United States, from 1700 to 1950. Part III examines current theories and controversies, and employs selected case examples to illustrate their application to--and implications for understanding--current and changing population distributions of disease and social inequalities in health, especially in relation to class, race/ethnicity, gender and sexuality. Emphasizing relationships between epidemiologic theory and practice, theories and frameworks covered include: miasma, contagion, germ theory, biomedical model, lifestyle, social production of disease, population health, lifecourse, health and human rights, and ecosocial theory.