Prof. Lisa Wolverton
325 McKenzie Hall
lwolvert@uoregon.edu
http://www.uoregon.edu/~lwolvert
Office hours:
Fridays 1-3 pm
WINTER 2013
Hist 199 Freshman Seminar
The Cultural History of Dogs
Dogs are such a common and
familiar part of life that we rarely stop to think about them. But there is
arguably no more telling and complex human-animal relationship than the one we
have with dogs. Dogs have been a part of human society for many thousands of
years. On every continent, they were the first animal to be
domesticated—that is, tamed and bred until genetically different from
their wild forebears. As workers and companions, they have shared human history
virtually from its origins. Not only have changes in history produced changes
in the way we treat dogs, the species itself has been modified by direct human
agency. They are both part of human history and they have a history of their
own.
This course
surveys the history of dogs in human society to the present day. It engages
questions of how humans have understood the very nature of dogs and the
differences between humans and animals. Why
do we keep dogs? What function do they serve for humans? How should we treat
them? And how do we use them to tell stories, to define ourselves and our
world?
For answers to these
questions, we will look not only to history but also to fields like philosophy
and ethics, biology and psychology, folklore and popular culture. We will
investigate how dogs have been portrayed in religious texts, fables,
literature, works of art, fictions, and film. We will explore how the treatment
of dogs sheds light on human societies—their economic institutions, class
structures, and sanitary and health practices. We will ask how scientists have
studied the ways dogs think and feel. And we will confront the ethical and
political dilemmas surrounding the treatment of dogs today. Historical methods and questions are
varied; so will ours be.
Course Structure and Requirements
This course is structured to hone studentsÕ analytical
skills in their reading and research as well as in their oral and written
expression. We will do this
through consistent engagement with a range of different materials, and a
variety of discussion modes and writing assignments. Class time will be spent primarily in discussion, sometimes
supplemented by the presentation of background material by the instructor. Often classes will include student
presentations, whether to jumpstart discussion, to summarize readings not read
by all students, or to disseminate individual research. We will sometimes use classtime to
analyze texts, images, or videos not assigned as homework.
Among the assignments, students will be expected to write
short answers to questions about the reading in order to facilitate discussion;
to do their own research on dogs in American literature oriented to children;
and to consider pressing issues about dogs in the news today, both for our last
class discussion and a short final paper.
The grade distribution is as follows:
1. Attendance
and active participation in discussion:
15%
2. Three
one-page discussion papers (Weeks 2, 4, 5, 6, 8—choose 3 of 5): 10% each
3. Short
analytical paper and presentation (Week 7): 25%
4. Short final
paper and presentation (Week 10 & Finals Week): 30%
Readings
Two books are available for purchase at the UO
bookstore: Temple Grandin and
Catherine Thompson, Animals in Translation; and Eric Knight, Lassie Come-Home. KeteÕs book is available in their entirety on-line (see
on-line syllabus). These
four books are also on reserve at Knight library. All other readings will be provided electronically through
Blackboard.
SCHEDULE
Week 1 Introduction
Jan. 7 Welcome to the course
Jonathan
Safran Foer, Eating Animals (New York:
Little, Brown & Co., 2009), pp. 21-9.
Jan. 9 The first dogs: from canis lupus to canis familiaris
Vilmos Cz‡nyi, If Dogs Could Talk, trans. Richard Quandt (New
York: 2000), pp. 7-44.
Week 2 Dogs in Premodern Cultures
Jan. 14 Dog
breeds of the ancient and medieval world
Douglas
Brewer, ÒDogs in Ancient Egypt,Ó in Dogs in Antiquity, ed. D. Brewer, T. Clark, and A.
Phillips (Warminster: 2001), pp.
28-48; Albertus Magnus, On Animals, trans. K. F. Kitchell & I. M. Reznick (1999), vol. 2,
pp. 1457-64.
Jan.16 Ancient fables and medieval
romances
The
Fables of Phaedrus,
trans. P.F. Widdows (1992), pp. 9, 24-5, 28, 30, 32, 63, 73, 105-6, 134;
Beroul, The Romance of Tristan, trans. Alan Fedrick (1970), p. 80-4
Week 3
Jan. 21 MARTIN LUTHER KING, JR.
HOLIDAY
Jan.
23 The Aristocratic
dog—Reflections in art
Start
Eric Knight, Lassie Come Home (1940), esp. pp. 1-43
Week 4 The Modern Dog
Jan.
28 Dogs in 20th-century
Literature—Introduction
Finish
Eric Knight, Lassie Come Home (1940)
Jan.
30 The bourgeois dog
Kathleen
Kete, Beast in the Boudoir (1994): 22-38
or 39-55 or 76-96.
Week 5
Feb. 4 Dogs with credentials (pedigrees, etc.)
Harriet
Ritvo, The Animal Estate: The
English and Other Creatures in the Victorian Age (1987), pp. 82-121.
Feb. 6 Dogs, rabies, and public health –
Topics due for
Week 7 Paper
Ritvo, Animal Estate, pp. 167-202; or Kete, Beast in the Boudoir, pp. 97-114; or Neil Pemberton and Michael Warboys, Mad
Dogs and Englishmen: Rabies in
Britain, 1930-2000 (New
York: Palgrave Macmillan, 2007), pp. 9-39
Week 6
Feb.
11 Dogs and the early humane
movement
Kete, Beast in the Boudoir, pp. 5-21; or Ritvo, Animal Estate, pp. 125-66; or Pemberton and Warboys, Mad Dogs, pp. 40-68.
Feb.
13 The Western dog abroad
Aaron
Skabelund, ÒImperialism, Civilization and Canine Cultures in Nineteenth-Century
Japan,Ó in Japanimals, ed. Gregory Pflugfelder and Brett Walker (2005), pp. 195-244.
Dogs in
ChildrenÕs Literature
Week 7 Children and Dogs: Presentation of research papers
Since
the nineteenth-century, dogs have figured in American cultural life largely in works
of art aimed at children. Dogs
were deemed useful to teach messages to children (about kindness or courage,
say), while at the same time children learned fundamental lessons about the
very nature of and prevailing attitudes toward dogs. For this assignment, each student must compare the literary
function of dogs in an older novel, Lassie Come-Home, with a more recent example of a
young adult novel (such as Because of Winn-Dixie, The Underneath) or another ÒclassicÓ (e.g., Old
Yeller). Papers should be 4-5 pages long, and
student must also be prepared to present their thesis and evidence to the rest
of the class in formal presentations.
Dogs and
Ethics
Week 8
Feb.
25 Descartes: Dogs donÕt feel
& Behaviorism: Dogs donÕt think
Gary Hatfield, ÒAnimals,Ó in A Companion to Descartes, ed. Janet Broughton and John
Carriero (Oxford, 2008), pp. 404-24.
video
of I. P. Pavlov: http://www.youtube.com/watch?v=hhqumfpxuzI
video
of B. F. Skinner: http://www.youtube.com/watch?v=I_ctJqjlrHA
Feb. 27 How we/they think
Temple
Grandin and Catherine Thompson, Animals in Translation, pp. 1-67, 241-83.
Week 9
Mar. 4 How we/they feel
Grandin and Thompson, Animals in Translation, pp. 68-130.
Mar. 6 New jobs for dogs
Week
10 Dog debates today
Today,
many ethical questions rage about dogs in our society: While dog-fighting has long been
outlawed as a sport, what to do with dogs confiscated from practicing it? Are the demands of the show-dog circuit
creating perversions of ÒclassicÓ dog breeds? Are the surgical procedures we perform no dogs (neutering,
debarking, ear-cropping) inhumane or necessary to their survival as part of
human society? What are the norms
of animal control and sheltering in our cities? What obligations do we owe retired military dogs? Should we care about the fate of strays
abroad? Do we spend too much on
toys and treats for our dogs?
For
this assignment, each student must research one ethical question as it pertains
to dogs today and present the issue to the class.
Final Exam
Week: Short, 5-page final paper
due
In
this paper, students will outline the ethical issue they presented in the last
week of class, and analyse it with specific reference to some of the readings in this
course.
Policies
1. Attendance is mandatory and active
participation is expected. All
classroom learning is a community endeavor, where the passive reception of
information imparted by the instructor is enriched and internalized by the
active engagement of students with the instructor and each other in
discussion. In larger classes, a
genuinely collaborative discursive environment can be difficult to
achieve. This is the great
advantage of the freshman seminar, and students are expected to take advantage
of it. Doing so requires, first,
that all students and their opinions be treated with respect. Second, for discussions to be fruitful
and a genuine conduit for learning requires that everyone contribute and come
prepared to do so. All students
must have completed the assigned readings on the syllabus before coming to
class.
2. Learning is impossible without a
fundamental commitment to ethics and integrity in our scholarship. Plagiarism and other forms of cheating
will not be tolerated. Students
should consult UO resources in order to understand fully the nature of
plagiarism and its penalties: here.
3. Writing assignments are due in class,
at the beginning of class, on the date noted on the syllabus. Written work may not be submitted by
email. Work turned in late will be
penalized; papers more than one week late will not be accepted. Students who
are ill or have exceptional circumstances potentially excusing absence from
class, failure to do the readings, or turn in written work on time should
contact the professor by email as soon as possible and should be prepared to
submit a doctorÕs note or other confirmation of their situation.
4. Succeeding in this course may sometimes
require consultation with the instructor and other resources outside formal
class time. Students are
encouraged to ask questions of any sort via email, or to drop into my office
during scheculed office hours. If
you would like to meet in person, but are not available during office hours,
email to make an appointment at another, mutual convenient time. Students are also encouraged to avail
themselves of the resources provided to all UO student by the Teaching and
Learning Center; for an overview of their services: http://tlc.uoregon.edu. Students with documented disabilities
should contact the Center for Accessibility Services. Remember, for research projects, there is no more valuable
resource than UO librarians.
Ignorance of the library, its search engines, or the resources available
beyond its walls is no excuse for inadequate research.