Role in the Curriculum
Cog266 was introduced as a required course into the curriculum as a result of our 2005 self-study. It was clear that our program would benefit from an infusion of biologically flavored content, particularly elements of neuroscience and a substantial treatment of evolution as it manifests in cognitive science.
- The course was explicitly designed to attract students interested in the brain to consider majoring or minoring in cognitive science.
- The greatest emphasis in the course is intended to be an evolutionary emphasis. That said, it is not intended the course focus to any great extent on genetics. Rather, the definition of evolution as a process involving replication, variation, and selection (Dennett) is to be taken as starting point for discussion. Beyond that, applications of this idea that relate to genetic algorithms, memetics, and models of creativity are explored.
- The course is not intended to be a baby neuroscience course. Bits of neuroscience are introduced as they pertain to development of the brain and the mind, and as they lay the foundation for conceiving of simple neural networking. Some time should be devoted to the basics of artifical neural networks and their basic applications.
- Merlin Donald's work on the origin of the modern mind (the three stages), and the evolution of consciousness, is reviewed. Basically, highlights from his two most important books.
- The role that the discovery and subsequent investigation of brain disorders has played in understanding the brain and the mind is considered.
- Brain chemistry is discussed, both naturally produced and artifically induced chemical phenomena, particularly as it pertains to living a productive, healthy life.