Human Consciousness: From Brain to Subjectivity (Honors Course)

CATALOG DESCRIPTION:

A lively, engaging introduction to a hot area of increasing popular interest which is currently a rapidly expanding domain of scientific inquiry and is ideal for students of biology, neuroscience, psychology, philosophy as well as literature and the arts. In this interdisciplinary course students are exposed to basic human brain anatomy, functions and neuroscience principles contributing to debates regarding the nature of perception and consciousness. An integration of biophysiological, neuroscientific, evolutionary, cognitive, and philosophical perspectives is explored in connection with the phenomenon of consciousness.

RATIONALE:

The course focuses on basic neuron and brain anatomy to equip students with a rudimentary understanding of neuroscience that is applicable to scientific and philosophical debates on consciousness. It helps students understand how theories on consciousness are informed by scientific evidence. The nature of mental content, and the neurobiological realization of consciousness is explored from multiple perspectives such as neurobiological, evolutionary, neuropsychological, and quantum mechanics. Students come to understand how our rich subjective experiences arise from objective neural activity and gain an insight into the biopsychological nature of the self, free will, artificial intelligence and the possibility of consciousness in animals.

LEARNING OUTCOMES:

As a result of taking this course, students should be able to:

1. Demonstrate an understanding of the neuron, basic brain anatomy and functions, and related methodology;

2. Evaluate a range of theories and perspectives on consciousness including neurobiological, evolutionary, neuropsychological, philosophical as well as socio-cultural standpoints;

3. Explore manifestations of consciousness as subjective experience, free will, and moral action through the lens of science, philosophy, and culture.

METHOD OF TEACHING AND LEARNING:

In congruence with the teaching and learning strategy of the college, the following tools are used:

• Active student-centered teaching approach in the presentation of course material to engage learners;
• Student presentations of learning material to encourage involvement in the learning process;
• Co-curricular activities both within and outside the campus to encourage students’ creative engagement with the material;
• Extensive instructor feedback on assignments and activities;
• Individualized assistance during office hours for further discussion of lecture material, additional reading, and assignments; 
• Additional print and audiovisual educational material posted on the Blackboard course template;
• Other relevant educational material placed on reserve in the library