Darwin, Marx and Freud

Professor Olson  
Richard_Olson@HMC.edu  
Office: HMC, Parsons 1257  
Phone: x7-4476

Wednesdays, 2:45 - 5:30 PM
Classroom: LAC - Riggs

General Goals:

1. To understand the social and intellectual contexts  within which three of the persons most responsible for shaping modern understandings of the natural world, the social world, and the self developed their ideas.
2. To understand the major concepts and arguments developed by each of these thinkers.
3. To understand some of the major uses to which Darwinian, Marxist, and Freudian ideas have been put from the mid -nineteenth century to the present.

Assignments and Grading:

Written Responses To Readings (20%): By 10:00 AM before each class session, students should send a short (~ 200 word) response to the readings for the day. The response should do one of  four things:  (i) [default response] indicate one thing that you learned from the reading and state one question which the reading raised in your mind; (ii) reflect on some issue that you found particularly interesting, illuminating, or puzzling in the reading; (iii) disagree with some claim in the reading with the evidence and reasoning behind your disagreement; or (iv) relate the reading to something that has meaning for your life.

Grading will be on a two point system: zero points for no response or for one that does not reflect an honest engagement with the readings, one (1) point for a minimal response, and two (2) points for a thoughtful response.  If your average is> 1.5 points, you get an "A" for this section of the course grade (so strong responses to only 75% of the readings will net an A).  Between 1.49 and 1.25 gets a "B" grade, and between 1.24 and 1.00 gets a "C"  grade.  There will be no “D” grades for this portion of the grade.

Discussion Participation and Attendance (20%): Seminars depend for their success on the contributions of all members.  If you are not prepared or not present, you cannot enrich the experiences of others in the class. Grading on this portion will be based on the instructor’s impressions of the frequency and quality of your contributions to discussions.  More than two (2) un-excused absences will lead to a lowering of the participation grade; so if you are gone for some legitimate reason, please let me know.

Discussion Leading (20%): A portion of almost every class will be spent in discussing Common Readings.  For each of these discussions, two or more students will have a special responsibility to help in leading the discussion, so each student will play this role once during the semester.  Although this would seem self-evident, failure to fulfill the responsibilities of a discussion leader for the session assigned will result in zero credit for this portion of the grade.

Additional Perspectives Presentations and Reviews (10%): For most sessions I will ask one or two students to report on extra readings that will extend or deepen our understanding of the topic for the day.  Students should plan about a 10 minute presentation with an extra 5 minutes for questions.  Within one week of the presentation, students should turn in a short (3-5 pp.) written review of the book(s) or article(s) which they read to prepare their presentation.  Depending on the size of the class, this means that each student will be responsible once or twice for an additional perspective.  Again, although seemingly self-evident, failure to fulfill responsibilities relating to the presentation for the session assigned will result in zero credit for this portion of the grade.

Final Essay and Presentation (30%): Each student will write a Research Paper on some topic which is related to the course objectives and which interests her/him.  Undergraduates should aim for about 10 pages, graduate students for ~ 20 pages. The final three sessions of the course will be devoted to student presentations based on the research papers.¹

Policy on Work Submitted Late: Except for work that impacts the rest of the class (see last sentence in paragraphs "Discussion Leading" and "Additional Perspectives Presentations and Reviews" above), work will be accepted late as long as it is completed by the last day of classes.  HOWEVER, there will be a penalty of 1/3 of a grade for every 24 hours or part thereof after the due date that the work is submitted unless the Associate Dean for Student Affairs verifies that there is a legitimate reason for extending the deadline.

Recommended Books for Purchase:
The following books have been ordered through Huntley Bookstore.  Major portions of each will be used during the semester:

•  Phillip Appleman, ed., Darwin, 3rd edition;
•  Eugene Kamenka, ed., The Portable Marx;
•  Peter Gay, ed., The Freud Reader;
•  Samuel Butler, Erewhon;
•  Emile Zola, Germinal; ²
•  Ernst Haeckel, The Riddle of The Universe;
•  Herbert Marcuse, Eros and Civilization.

In addition there may be some common readings on the Web or distributed in class, and I will ask that students purchase several draft chapters from R. Olson, Science and Scientism in 19th Century European Culture from the department office for the cost of copying.

Common Readings will probably average about 200 pp. per week, with some weeks less and some substantially more.  When the readings are longer, they are almost always from easily read works of fiction.  I am assuming that students will need to spend 7-8 hours/week doing the Common Readings and reflecting on them.

Special Reading Assignment:  The most important common reading for the two weeks following the Fall break will be Emile Zola’s greatest novel, Germinal (1885), a commentary on late nineteenth-century European society which included reflections on where Marxism seemed to be going and which incorporated important new psychological theories, especially regarding crowd  behavior.  It is a long novel, so if you have a chance you should start to read it over the summer, as much for pleasure as for its significance for the course.

¹  _{For planning purposes, every student should assume that they may be scheduled for their class presentation as early as November 29.  Because of HMC Humanities & Social Sciences advising, there will be no meeting on November 22.  That will be made up after November 29 as a third day for student presentations.}

²  _{Special Reading Assignment:  The most important common reading for the two weeks following the Fall Break will be Emile Zola’s greatest novel, Germinal (1885), a commentary on late nineteenth-century European society which included reflections on where Marxism seemed to be going and which incorporated important new psychological theories, especially regarding crowd  behavior.  It is a long novel, so if you have a chance you should start to read it over the summer, as much for pleasure as for its significance for the course.}

Important Dates:

• Review of Additional Reading:  One week after oral report in class
• Oral Presentations:   November 29, December 6 and TBA
• Final Paper:    Friday, December 8, 5:00PM

THERE WILL BE NO FINAL EXAMINATION.

Provisional Schedule of Topics, Readings and Activities:

Meeting 1, August 30:
Aims and procedures for the course; introductions; An overview of European Society and Culture in the Nineteenth Century.

Common Readings:  None

Sources of Additional Perspectives:

On the History of the Social or Human Sciences:

• Roger Smith, The Norton History of the Human Sciences (New York: Norton, 1997);
• Bruce Mazlish, The Uncertain Sciences (New Haven: Yale University Press, 1998);
• Ted Porter and Dorothy Ross, The Cambridge History of Science: Volume 7, The Modern Social Sciences (Cambridge: Cambridge University Press, 2003);
• Martin Staum, Labeling People: French Scholars on Society, Race, and Empire: 1815-1848 (Montreal and  Kingston: McGill-Queen’s University Press, 2003);
• Richard Olson, The Emergence of the Social Sciences - 1642-1792 (New York: Twayne, 1993).

On 19th Century European  Society and Culture:

• Robert Gildea, Barricades and Borders: Europe 1800-1914 (Oxford: Oxford University Press, 1996)
• Eric Hobsbawm, The Age of Revolution: 1789- 1848 (1962);
• __________, The Age of Capital: 1848-1875 (1975);
• __________, The Age of Empire: 1975-1914 (1983);
• Felix Gilbert and Charles Breunig, The Age of Revolution and Reaction: 1789-1850 (New York, Norton, 1980).

Meeting 2, September 6:
The Roles of Science in Victorian Society: Why People Should Have Cared about Evolution; Evolutionary Theories Before Darwin.

Common Readings:

• Richard Olson, Science and Scientisms in 19th Century European Culture (draft), Chapters 6 and 7;
• Phillip Appleman, ed., Darwin, pp. 31-60, 87-94;
• A.S. Weber, ed., 19th Century Science: An Anthology, pp. 145-160 (distributed in class).

Sources of Additional Perspectives:

• J.D. Bernal, Science and Industry in the Nineteenth Century (London, 1953);
• Stephen Brush, The Temperature of History: Phases of Science and Culture in the Nineteenth Century (New York: Science History Publications, 1976);
• Susan Faye Cannon, Science in Culture: the Early Victorian Period (New York, 1978);
• Charles Coulston Gillispie, Genesis and Geology: The Impact of Scientific Discoveries Upon Religious Beliefs in the Decades Before Darwin (New York, 1959);
• Robert Kargon, Science In Victorian Manchester: Enterprise and Expertise (Baltimore, 1977);
  David Knight, The Age of Science (Oxford, 1986);
• Charles Lyell, Principles of Geology, edited and abridged by James Secord (Baltimore, 1998);
  Susan Sheets-Pyenson, “Popular Scientific Periodicals in Paris and London: The Emergence of  A Low Scientific Culture,” Annals of Science, 42 (1985):549-572;
• Richard Yeo, Defining Science: William Whewell, Natural Knowledge, and Public Debate in Early Victorian Britain (Cambridge, 1993);
• Peter Bowler, Evolution: The History of An Idea (Berkeley and Los Angeles,1989), esp. Chapters 1-5;
• Richard W. Burkhardt, The Spirit of System: Lamark and Evolutionary Biology (Cambridge, MA, 1995);
• Robert Chambers, Vestiges of the Natural History of Creation, ed., James Secord, (Chicago, 1994);
• Bentley Glass, et. Al., eds., Forerunners of Darwin: 1745-1859 (Baltimore, 1968);
• Robert Richards, Darwin and the Emergence of Evolutionary Theories of Mind and Behavior (Chicago, 1987), esp. Chapters 1-4;
• Jacques Roger, et. al., Buffon: A Life in Natural History (Ithaca, 1997);
• James Secord, Victorian Sensation: the Extraordinary Publication, Reception, and Secret Authorship of Vestiges of the Natural History of Creation (Chicago, 2001);
• Herbert Spencer, Social Statics: The Conditions Essential to Human Happiness Specified, and the First of Them Developed (New York, 1995, reprint of 1851 edn.);
• Keith Thomas, Before Darwin: Reconciling God and Nature (New Haven, 2005).

Meeting 3, September 13:
Darwin and Wallace through the Publication of The Descent of Man;

View, A&E Biography: Charles Darwin, Evolution’s Voice

Common Readings:

• Darwin, pp. 23-30, 95-254;
• Richard Olson, Science and Scientisms in 19th Century European Culture (draft), Ch. 8.

Sources of Additional Perspectives:

• Janet Browne, Charles Darwin: Voyaging (New York, 1995);
• Janet Browne and E.J. Browne, Charles Darwin: The Power of Place (New York, 2002);
• Jane Camarini and David Quammen, eds., The Alfred Russell Wallace Reader (Baltimore, 2001);
• Charles Darwin, The Voyage of the Beagle (Harvard Classics edn., vol. 29, New York, 1909);
  Adrian Desmond, The Politics of Evolution: Morphology, Medicine, and reform in  Radical London (Chicago, 1989);
• Adrian Desmond and James Moore, Darwin: The Life of a Tormented Evolutionist (New York, 1989);
• Peter Raby, Bright Paradise: Victorian Scientific Travelers (Princeton, 1996);
• Peter Raby, Alfred Russell Wallace: A Life (Princeton, 2002);
• Ross A. Slotten, The Heretic in Darwin’s Court: The Life of Alfred Russel Wallace (New York, 2004).

Meeting 4, September 20:
The Scientific and Religious Reception of Darwin’s Work; Darwinism and Gender; Darwinism and Race; Psychiatric Darwinism.

Common Readings:

• Darwin, pp. 255-304;
• Ernst Haeckel, The Riddle of The Universe, pp. 88-187;
• Richard Olson, Science and Religion, 1450-1900: From Copernicus to Darwin (Greenwood Press, 2004), Chapter 8 (bound at end of Olson reader).

Sources of Additional Perspectives:

• Peter Bowler, Evolution: The History of An Idea, revised edition (Berkeley, 1989), Chapters 6 and 7;
• Alvar Ellegaard, Darwin and the General Reader: The Reception of Darwin’s Theory of Evolution in the British Periodical Press, 1859-1872 (Chicago, 1990);
• Thomas F. Glick, ed., The Comparative Reception of Darwinism (Chicago, 1988);
• David Kohn, The Darwinian Heritage (Princeton, 1985);
• Ronald Numbers and John Stenhouse, Disseminating Darwinism: The Role of Place Race, and Gender (Cambridge, 1999);
• Cynthia Eagle Russett, Sexual Science: The Victorian Construction of Womanhood (Cambridge, MA, 1989);
• Elaine Showalter, The Female Malady: Women, Madness, and English Culture, 1830-1980 (New York, 1985).

Meeting 5, September 27:
Social Darwinisms and Other Theories of Social Evolution

Common Readings:

• Darwin, pp. 389-425, 501-507;
• Richard Olson, Science and Scientisms in 19th Century European Culture (draft), Chapter 9;
• Samuel Butler, Erewhon, especially Chs. 23-28, “The Book of the Machines,” “The Rights of Animals,” and “The Rights of Vegetables.”

Sources of Additional Perspectives:

• Selections from Richard Olson, ed., Science as Metaphor pp.133-158;
• Walter Bagehot, Physics and Politics: Or Thoughts on the Application of the principles of “Natural Selection” and “Inheritance” to Political Society (Chicago, 1999 reprint of 1872 edn.);
• J.W. Burrow, Evolution and Society: A Study in Victorian Social Theory (Cambridge, 1970);
• Paul Crook, Darwinism, War, and History: The Debate over the Biology of War from the Origin of Species to the First World War (Cambridge,1994);
• Daniel Gasman, The Scientific Origins of National Socialism : Social Darwinism in Ernst Haeckel and the German Monist League (London, 1971);
• Howard Kaye, The Social Meaning of Modern Biology: From Social Darwinism to Sociobiology (New Brunswick, 1997);
• Alfred Kelly, The Descent of Darwin: The Popularization of Darwinism in Germany, 1860- 1914 (Chapel Hill, 1981);
• Daniel Kevles, In the Name of Eugenics: Genetics and the Uses of Human Heredity (Berkeley and Los Angeles, 1985);
• Nancy Leys Stepan, The Hour of Eugenics: Race, Gender, and Nation in Latin America (Ithaca, 1991);
• Aleander Vucinich, Darwin in Russian Thought (Berkeley and Los Angeles, 1988).

Meeting 6, October 4:
Background to Marx – Society, Politics, and the Sciences in Germany; The Rise of Materialisms.

Common Readings:

• Richard Olson, Science and Scientisms in 19th Century European Culture (draft), Chapters 4 and 5 (to beginning of Marxism section);
• Ernst Haeckel, The Riddle of the Universe, pp. 211-379 (Though many pages, the print is big and the pages small.  There will also be much review from Darwin readings, so it should go fast.)

Sources of Additional Perspectives:

• Ludwig Büchner, Force and Matter: or, Principles of the Natural Order of the Universe With a System of Morality Based Thereon, based on the 4th English edn.(New York, 1920);
• Ludwig Feuerbach, The Essence of Christianity, translated by Mary Ann Evans [aka George Eliot], (London, 1854);
• Frederick Gregory, Scientific Materialism in Nineteenth Century Germany (Dordrecht, 1988);
• ____________, Nature Lost?: Natural Science and the German Theological Traditions of the Nineteenth Century (Cambridge, MA, 1992);
• Theodore S. Hamerow, Restoration, Revolution, and Reaction: Economics and Politics in Germany, 1815-1871 (Princeton, 1966);
• Herman von Helmholtz, Science and Culture: Popular and Philosophical Essays, David Cahan, ed. (Chicago, 1995);
• William Henderson, The State and the Industrial Revolution in Prussia, 1750-1870 (Liverpool, 1958);
• Eugene Kamenka, The Philosophy of Ludwig Feuerbach (New York, 1969);
• Robert Richards, The Romantic Conception of Life: Science and Philosophy in the Age of Goethe (Chicago, 2002);
• Donald Rohr, The Origins of Social Liberalism in Germany (Chicago, 1963);
• Arleen Tuchman, Science, Medicine, and the State in Germany; The Case of Baden, 1815-1871 (New York, 1993);
• Walter W. Wetzels, “Aspects of Natural Science in German Romanticism,” Studies in Romanticism, 10 (1971): 44-59.

Meeting 7, October 11:
Socialisms Before Marx and Engels; Marx’s Life and Early Writings

Common Readings:

• Selection from Friedrich Engels,“Socialism, Utopian and Scientific, <http://www.marxists.org/archive/marx/works/1880/soc-utop/ch01.htm>
• Richard Olson, Science and Scientisms in 19th Century European Culture (draft), Chapters 2 and 5 (Marxism section).
• Eugene Kamenka, ed., The Portable Marx, pp. xi-xlv, 26-30, 33-37, 75-87, 96-124.

Sources of Additional Perspectives:

• Jonathan Beecher, Fourier: The Visionary and His World (Berkeley and Los Angeles, 1990);
• ____________ and Richard Bienvenu, eds., The Utopian Vision of Charles Fourier: Selected Texts on Work, Love, and Passionate Attraction (Boston, 1983);
• ____________, Victor Considerant and the Rise and Fall of French Romantic Socialism (Berkeley and Los Angeles, 2001);
• Margaret Cole, Robert Owen of New Lanark (London, 1953);
• Robert Garnett, Cooperation and the Owenite Socialist Communities in Britain, 1825-45 (Manchester, 1972);
• George Iggers, ed., The Doctrine of Saint-Simon: An Exposition (New York, 1972);
• Ghita Ionescu, ed., The Political Thought of Saint Simon (Oxford, 1976);
• Frank Manuel, The New World of Henri Saint Simon (Cambridge, MA, 1956);
• ____________, The Prophets of Paris (Cambridge, MA, 1962);
• Robert Owen, A New View of Society and Other Writings, G.D. H. Cole, ed., (London, 1927);
• Sidney Hook, et. al., eds., Towards the Understanding of Karl Marx: A Revolutionary Interpretation (Buffalo, 2002);
• Frank Manuel, A Requiem for Karl Marx (Cambridge, MA, 1995);
• Karl Marx, Early Writings (London, 1975);
• David McLellan, Karl Marx, His Life and Thought (London, 1973);
• ____________, The Young Hegelians and Karl Marx (New York, 1993);
• Bertell Ollman, Alienation: Marx's Conception of Man in A Capitalist Society (Cambridge, 1976).

Meeting 8, October 18:
Marx as Political Activist and as Economist, the Communist Manifesto and Kapital.

Common Readings:
The Portable Marx, pp 131-162,  203-241, 432- 503.

View Video, “Karl Marx and Marxism”.

Sources of Additional Perspectives:

• Terrell Carver, “Marx and Marxism,” in Ted Porter and Dorothy Ross, eds., The Cambridge History of Science: Volume 7 (Cambridge, 2003), pp. 183-201;
• Hal Draper, Marx’s Theory of Revolution, 4 vols., (New York, 1977);
• John E. King, Marxist Economics (Aldershot, 1990);
• Ernest Mandel, An Introduction to Marxist Economic Theory (New York, 1979);
• R. Price, The Revolutions of 1848 (Atlantic Highlands, 1990);
• David Smith and Phil Evans, Marx’s Kapital for Beginners (New York, 1982).

Meeting 9, October 25:
Marxisms after Marx in Europe and America

View Video, “Red Flag”

Common Readings:

• V.I. Lenin, Ch 4, “The Primitiveness of the Economists and the Organization of the Revolutionaries,” from What is to Be Done (1901),
   <http://www.marxists.org/archive/lenin/works/1901/witbd/iv.htm#v05fl61h-440-GUESS>
• Emile Zola, Germinal, Parts I-IV.

Sources of Additional Perspectives:

• Kendall Bailes, Technology and Society Under Lenin and Stalin (Princeton, 1978);
• Edward Bellamy, Looking Backward: 2000-1887 (New York, 1960 from 1888 original);
• Loren Graham, Ghost of the Executed Engineer (Cambridge, MA, 1993);
• ____________, Science and the Soviet Social Order (Cambridge, MA, 1990);
• Duncan Hallas, Trotsky’s Marxism (London, 1984);
• Erick P. Hoffmann and Robbin Laird, Technocratic Socialism: The Soviet Union in the Advanced Industrial Era (Durham, NC, 1985);
• Peter Kropotkin, Memoirs of a Revolutionist (New York, 1971);
• David McLellan, Marxism after Marx (1980);
• ____________, The Essential Left: 5 Classic Texts on the Principles of Socialism: Marx, Engels, Lenin, Mao (London, 1986);
• William Morris, News from Nowhere: Or An Epoch of Rest, Being some Chapters from a Utopian Romance (London, 1970 from 1890 original);
• Michal Reiman, The Birth of Stalinism (Bloomington, 1987);
• H. Tudor and J.M Tudor, eds., Marxism and Social Democracy: The Revisionism Debate, 1896-1898 (Cambridge, 1988).

Meeting 10, November 1:
Europe at the Turn of the Century: Society and Culture; Psychology, Psychiatry, and Sexuality Before Freud
View Video, “La Belle Epoch”

Common Readings:

• Zola, Germinal, Parts V-VII;
• Richard Olson, Science and Scientisms in 19th Century European Culture (draft), Ch. 10;
• Jan Goldstein, “Bringing the Psyche into Scientific Focus,” in Porter and Ross, eds., The Cambridge History of Science: Volume 7 (Cambridge, 2003), pp. 131-153 (on reserve/in course reader).

Sources of Additional Perspectives:

• H. Stuart Hughes, Consciousness and Society: The Reconstruction of European Social Thought, 1890-1930 (New York, 1958);
• Max Nordau, Degeneration (New York, 1895);
• Robert Nye, Crime, Madness, and Politics in Modern France: The Medical Concept of National Decline (Princeton, 1984);
• Roy Porter and Mikulas Teich, eds., Fin-de-siécle and its Legacy (Cambridge, 1990);
• Carl Schorske, Fin-de-Siecle Vienna: Politics and Culture (New York, 1980).
• Sytephen Toulmin and Allan Janik, Wittgenstein’s Vienna (New York, 1973).
• Henri E. Ellemberger, The Discovery of the Unconscious: The History and Evolution of Dynamic Psychiatry (New York, 1978);
• Alan Gauld, A History of Hypnotism (Cambridge, 1990);
• Jan Goldstein, Console and Classify: The French Psychiatric Profession in the Nineteenth Century (New York, 1987);
• Rachel Maines, The Technology of Orgasm: “Hysteria”, the Vibrator, and Women’s Sexual Satisfaction (Baltimore, 1999);
• Richard Olson, The Emergence of the Social Sciences (New York, 1993), Chapters 4, 8, and 11;
• Daniel Pick, Faces of Degeneration: A European Disorder, c. 1848-1918 (Cambridge, 1989);
• Roy Porter and Lesley Hall, eds., The Facts of life: The Creation of Sexual Knowledge in Britain (New Haven, 1995);
• Nikolas Rose, The Psychological Complex: Psychology, Politics, and Society in England, 1869-1939 (London, 1985);
• Elaine Showalter, The Female Malady: Women, Madness, and English Culture, 1830-1980 (New York, 1985);
• Alison Winter, Mesmerized: The powers of Mind in Victorian Britain (Chicago, 2000);
• Robert M. Young, Mind, Brain, and Adaptation in the Nineteenth Century (Oxford, 1970).

Meeting 11, November 8:
Freud and the Development of Psychoanalytic Theory and Practice

View, “Biography - Sigmund Freud”

Common Readings:

• Peter Gay, ed., The Freud Reader, pp. 3-55, 129-142, 239-297, 301-306;
• Elizabeth Lunbeck, “Psychiatry,” in Porter and Ross, The Cambridge History of Science: Volume 7  (Cambridge, 2003), pp. 663-677 (on reserve/in course reader).

Sources of Additional Perspectives:

• R.E. Fancher, Psychoanalytic Psychology: The Development of Freud’s Thought (New York, 1973);
• Seymour Fisher and Roger Greenberg, The Scientific Credibility of Freud’s Theories and Therapy (New York, 1978);
• ____________, Freud Scientifically Reappraised: Testing the Theories and Therapy (New York, 1996).
• Sigmund Freud, The History of the Psychoanalytic Movement (New York, 1963);
• Peter Gay, Freud: A Life for our Time (New York and London, 1988);
• Ernest Jones, The Life and Work of Sigmund Freud, edited and abridged [from 3 volumes] by Lionel Trilling and Steven Marcus (Garden City, 1961);
• W.J. McGrath, Freud’s Discovery of Psychoanalysis: The Politics of Hysteria (London, 1986);
• Frank J. Sulloway, Freud: Biologist of the Mind, Beyond the Psychoanalytic Legend (Cambridge, MA, 2nd edn., 1992).

Meeting 12, November 15:
Freud as a Culture Critic;  Freud’s Multiple Legacies -- Psychoanalytic, Political, Cultural

Common Readings:

• The Freud Reader, pp.481-513, 722-772;
• Herbert Marcuse, Eros and Civilization. (all)

Sources of Additional Perspectives:

• Robert Bocock, Freud and Modern Society: an Outline and Analysis of Freud’s Sociology (New York, 1978);
• Sigmund Freud, The Future of an Illusion (Garden City, 1961);
• Jack Spector, The Aesthetics of Freud: A Study of Psychoanalysis and Art (New York, 1972);
• Edwin R. Wallace IV, Freud and Anthropology: A History and Reappraisal (New York,  1984);
• George C. Boeree, “Carl Jung,” <http://www.ship.edu/~cgboeree/jung.html>;
• Andrew Samuels, “Gender –A Certain Confusion,” <http://www.cgjungpage.org/articles/asgendr.html>;
• Douglas Kellner, “Herbert Marcuse,” <http://uta.edu/huma/illuminations/kell12.htm>;
• Mary Klages, “Jacques Lacan, <http://www.colorado.edu/English/courses/ENGL2012Klages/lacan.html>;
• Joan Alway, Critical Theory and Political Possibilities: Conceptions of Emancipatory Politics in The Works of Horkheimer, Adorno, Marcuse, and Habermas (Westport, CT, 1995);
• J.A.C. Brown, Freud and the Post-Freudians (New York, 1962, reissued, 1989);
• Joel Dor, Introduction to the Reading of Lacan (New York, 1998);
• C.G. Jung, Psychological Types (Princeton, 1976);
• ____________, Archetypes and the Collective Unconscious, 2nd edn. (Princeton, 1968);
• Thomas B. Kirsch, The Jungians: A Comparative and Historical Perspective (London, 2000);
• Jacques Lacan, Ecrits, A Selection, ed. Bruce Fink (New York, 2002);
• Elizabeth Lunbeck, The Psychiatric Persuasion: Knowledge, Gender, and Power in Modern America (Princeton, 1994);
• Andrew Samuels, Jung and the Post-Jungians (London, 1985).

NO CLASS ON NOVEMBER 22:
HMC HUMANITIES AND SOCIAL SCIENCES ADVISING DAYS
[be thankful for Thanksgiving weekend!]

Meetings 13, 14 and 15, November 29, December 6 and TBA:
Presentation of Student Papers [see footnote 1, page 2 above regarding timing of presentations]

Friday, December 8:
Written versions of final  papers due by 5:00 PM.  No undergraduate paper will be accepted after this date without a special circumstances excuse from the Associate Dean for Student Affairs.  (Submit by email attachment in Word, WordPerfect, or Rich Text Format by 5:00 PM.)