KNOW courses are offered by the faculty of the Institute on the Formation of Knowledge at both the graduate and the advanced undergraduate levels.
For graduate students, we offer a number of cross-listed seminars as well as an annual core sequence in topics in the formation of knowledge (KNOW 401, 402, 403). These seminars are team-taught by faculty from different departments or schools and are open to all graduate students regardless of field of study. Graduate students who enroll in two quarters of this sequence are eligible to apply for the Dissertation Research Fellowships.
For undergraduate students, we offer courses cross-listed in departments and schools across the University, as well as unique courses taught by the Institute's Postdoctoral Scholars. To browse courses, search by department, quarter, academic year, or type in a keyword that interests you. In addition, the Institute launched the Experimental Capstone (XCAP) in 2018-19, team-taught courses for fourth-year undergraduate students interested in building upon their UChicago educational experience by adding practice, impact, and influence as important dimensions of their undergraduate work.
"The IFK was not something I discovered until my fourth year in the College, and I still wish I had engaged with it sooner. The IFK granted me the opportunity to explore social-scientific questions on how new technology impacts what we know, how we know, and the limitations to access to knowledge. The course I took at the IFK gave me the freedom to explore these questions in more depth than has been allowed in other courses I have taken during my undergraduate experience. The courses of study provided by the IFK are unable to be found in any single other major, and brings together students from across disciplines and programs to engage in unique discussion."
-- Undergraduate student, History and Sociology double major, Fourth Year
"Explorations of Mars provided me the rare opportunity to engage with students of different majors and with Mars-related pieces published across a wide range of disciplines. In our seminars and assignments, Professor Bimm challenged us to think through complex societal questions whose answers benefitted from each student's unique perspective. We were also empowered to equally utilize critical thinking, creativity, and imagination as analytical tools and to steer the discussion towards our own emerging concerns. Overall, this class provided an intellectual environment I've encountered nowhere else at UChicago: one that valued each student's voice, that immersed us in contemporary space issues, and that thrived on the multidisciplinary approaches central to IFK's mission."
MENTORING: "I have brought undergraduate and graduate students into my research projects. They learn about sociological research methods and have the opportunity to contribute to ongoing studies that investigate the politics of biomedical knowledge production. In the College Summer Institute (2023) I trained three undergraduate students in sociological methods, and they contributed to data collection and analysis for two projects. All three of these students stayed on to work as Quad Scholars in the 23-24 year." Dr. Melanie Jeske, 2022-24 IFK Postdoctoral Researcher at the Rank of Instructor
Scientific Childhood
The first half of the twentieth century was a period of intensified focus and progressive thinking regarding the rights, development, and well-being of children as interests of utmost importance to all society. This focus was marked, inter alia, by concerted efforts to apply the methods of modern science to the investigation of childhood, efforts that in turn forever changed the way we understand, raise, and educate children. This seminar will revisit the lives of children who had served as subjects of observation and experiment from the 1880s to the 1950s, and whose childhood experiences (their emotions, thoughts, and games; their family lives and institutional realities) had shaped the central dogmas of developmental psychology, as well as our ideas about normality. The course takes a biographical approach to the history of science, but rather than focus on the careers of scientists and doctors, delves into the stories of their objects of study, from the Bostonian first graders who answered G. Stanley Hall’s pioneering survey to the 44 “juvenile thieves” who had informed John Bowlby’s influential attachment theory.
The Nuclear Age
This seminar examines the history of nuclear science, technology, and politics since World War II. The invention of atomic weapons transformed the international security landscape in the middle of the last century, yet most nuclear arms have never been deployed in conflict. This course encourages students to consider the roles of ideas, knowledge, culture, and secrecy in the development and deployment of technologies often considered as quintessentially material. It asks how nuclear science and technology both reflected and informed social landscapes, intersecting in crucial, often surprising ways with issues of gender, race, and class. What kinds of people in which places have had access to atomic knowledge, and to what ends? Who has benefitted, who has not? How have assumptions of social order or civilizational hierarchy alternately promoted and hindered the spread of nuclear know-how, technology, and ideas? Ranging across national contexts and through social layers that intersect with nuclear industries, we will consider the perspectives of victims / survivors, scientists, workers, environmentalists, miners, diplomats, and other people. We will examine how the tragedies of the Nuclear Age—including mass loss of human life, destructive uranium extraction, radioactive fallout, and industrial disasters—have been enacted and addressed, and we will situate these stories alongside discussion of proven or potential applications of nuclear knowledge and technologies for medicine, civilian power generation, international security, and even climate science. Students will encounter a multifaceted approach to the Nuclear Age, including how its promise and peril have been represented and contested, into the present time.
We Other Victorians
This course examines the construction of otherness, difference, and belonging in England during the long Nineteenth Century from a historical perspective. Each week students will study a different “other” by drawing on a variety of primary sources, including novels, autobiographies, government reports, legal documents, private correspondence, newspapers, and scientific publications. Special attention will be paid to how and why emerging social sciences such as anthropology, sociology, and psychology both contributed to and were themselves informed by, (1) broader discussions about cultural ethnicity, biological race, national identity, and modern society; as well as (2) changing conceptions of class, gender, race, religion, and illness. By working historically, students in this course will also develop a conceptual framework for studying otherness that transcends geographic and temporal boundaries. Final papers can consequently analyze others and otherness in any place at any time. (Students with linguistic competencies beyond English are strongly encouraged to use these skills!) Students will learn about the socio-political, cultural, legal, scientific, and ideological construction of otherness in Victorian Britain while also developing a conceptual framework for studying otherness that transcends geographic and temporal boundaries. This course relies almost entirely on primary sources and is designed to help students develop the skills needed to complete an original research project independently.
Technologies of the Body
From models and measures to imaging technologies and genomic sequencing, technologies have profoundly shaped how we know and understand human bodies, health, and disease. Drawing on foundational and contemporary science and technology studies scholarship, this class will interrogate technologies of the body: how they are made, the ways in which they have changed understandings of the human condition, their impact on individual and collective identities, and the interests and values built into their very design. Course readings will examine how technologies render bodies knowable and also construct them in particular ways. We will also focus on how technologies incorporate, and reinforce, ideas about human difference. Students will conduct an independent, quarter-long research project analyzing a biomedical technology of their choice. By the end of this course, students will be able to identify and explain the social, political and economic factors that shape the design and production of biomedical technologies, as well as the impact of these technologies on biomedicine and the social world more broadly. This course provides students with an opportunity to conduct a quarter-long research project, using a biomedical technology as a case study. Students will be introduced to foundational and cutting-edge scholarship in science and technology studies, and will use this scholarship to conduct their independent research.
Explorations of Mars
Mars is more than a physical object located millions of miles from Earth. Through centuries of knowledge-making people have made the “Red Planet” into a place that looms large in cultural and scientific imagination. Mars is now the primary target for human exploration and colonization in the Solar System. How did this happen? What does this mean? What do we know about Mars, and what’s at stake when we make knowledge about it? Combining perspectives from the social sciences and humanities, this course investigates how knowledge about Mars is created and communicated in not only science and technology fields but across public culture. A major focus will be learning how Mars has been embedded within diverse social and political projects here on Earth. Through reading-inspired group discussions and instructor-led experiential research projects, the course will move from the earliest visual observations of Mars to recent robotic missions on the planet’s surface. In doing so, this seminar will critically grapple with evolving human efforts to make Mars usable. No prior knowledge of Mars is required. This course fulfills the elective requirement for a new MAPSS concentration on the Formation of Knowledge
Abstraction
This seminar considers the abstract art that defined much of Western art in the course of the 20th century and into the 21st. Guided by two overarching questions — “Why Abstraction?” and “Beyond Abstraction?” — the class will explore different models for understanding non-figurative painting, sculpture, and other media such as textiles and television. These include the concept of utopia, phenomenology, decoration, the ready-made, appropriation, iconographies of form and materials, and reproductive media. Artists discussed include Hilma af Klint, Josef and Anni Albers, Mark Bradford, Lucio Fontana, Sam Gilliam, Eva Hesse, Donald Judd, Wassily Kandinsky, Yves Klein, El Lissitzky, Piet Mondrian, Blinky Palermo, Jackson Pollock, Gerhard Richter, Hans Richter, Aaron Siskind, Sophie Taeuber, among others. There will be regular visits to local collections. Students working on monochrome art will have the opportunity to contribute their research and writing to a fall 2022 Smart Museum exhibition’s web-based audio app and to a research symposium and possible publication.
Normal People: History of the Human Sciences
We often worry about what’s normal and what’s not. Is my IQ above average? What about my BMI? Should I be feeling this way? Is there a pill for that? People seem to have always been concerned with fitting in, but the way of describing the general run of practices and conditions as “normal” is a rather recent phenomenon; testament to the vast influence modern science have had on how we understand ourselves. Charting a wide-ranging history of the ways that human traits and behaviors came to be classified and measured, this research seminar will introduce students to the theories and techniques used to distinguish the normal from the pathological and the deviant for the past 200 years. We will read Cesare Lombroso on born criminals and Richard von Krafft-Ebing on sexual perversion; learn about psychological tests and developmental milestones; and consider the kinds of people these scientific and medical efforts brought into being. In addition to lecture and class discussions, the course includes close engagement with a diverse historical archive: scientific and medical treatises, clinical case studies, diagnostic tools, and patient narratives. Students will also explore how the University of Chicago contributed to the definition and establishment of normality through a project at the university’s archival collections.
Race, Gender, and the Production of Knowledge
To what extent does "what we know" have to do with who we are? This advanced undergraduate seminar explores the field of "social epistemology" with a special emphasis on gender and race. We will examine classical models of knowledge in contrast to contemporary models of epistemic interdependence, focusing on how the production of knowledge is impacted by group social structures and what social practices must be in place to ensure that voices of the marginalized are heard and believed. Looking at examples from literature and our ordinary lives, we will investigate how race and gender intersect with these issues, especially on the topics of testimony, White ignorance, and epistemic injustice. Finally we will explore the possibility of an ethical epistemic future, asking how we can redress wrongdoing and construct communities of epistemic resistance and epistemic justice.
Third-year and above philosophy or fundamentals majors.
Medical Knowledge in Early Modern Japan and China: History/Literature
This experimental seminar examines how medical knowledge is constituted and disseminated in texts, images, and performances in early modern Japan and China (roughly 1600-1850). This period saw an explosion in the number of doctors, print and visual materials, and a new centrality of medical, pharmacological, and bodily knowledge and practices. Looking beyond established national, cultural, and political boundaries, we will study how shared medical traditions converge and diverge over time and space. How did literary genre shape and constrain the forms medical knowledge took and vice-versa? Who has access to and who has control over technologies of health and sickness, including learned medicine, vernacular healing, and self-care? How was efficacy understood, contested, and proven in a medical and legal context? Primary sources to be read include medical and crime cases, forensic reports, plays, novels, biographies, imperial encyclopedias, almanacs for daily life, illustrated pharmacopeia, religious tracts, printed advertisements, and shops signs. Film and tv episodes will be screened to explore contemporary narratives of early modern medical knowledge in the very different political and media economies of post-war China and Japan.
XCAP: The Commune: The Making and Breaking of Intentional Communities
Any class is an intentional community of sorts: people gathered together with a sense of collective purpose. But often the hopes of students are not met by the content or the methods in the classroom. Can we do better by making the process more intentional—clarifying and developing a collective sense of purpose at the outset? We will start by forming a collective plan on topics to be explored—anything from iconic American communities and Russian communes to memoir studies and economics. Possible projects include creating an intentional community in an off-campus location, designing a communal space, rewriting manifestos, or creating a new communal charter. We can cover anything from economics, space, and gender to the problem of leadership and secular belief systems. We may also want to utilize alternative modes of learning, besides reading and discussing texts, such as roleplaying. A few students in the class have some experience in intentional communities, and we will welcome their input and suggestions. XCAP courses are designed to challenge students to build upon their UChicago educational experience by adding practice, impact, and influence as important dimensions for undergraduate education.