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
Introduction to Science Studies
This course provides an introduction to the interdisciplinary study of science, medicine, and technology. During the twentieth century, sociologists, historians, philosophers, and anthropologists raised original, interesting, and consequential questions about the sciences. Often their work drew on and responded to each other, and, taken together, their various approaches came to constitute a field, "science studies." The course furnishes an initial guide to this field. Students will not only encounter some of its principal concepts, approaches and findings, but will also get a chance to apply science-studies perspectives themselves by performing a fieldwork project. Among the topics we may examine are: the sociology of scientific knowledge and its applications; actor-network theories of science; constructivism and the history of science; and efforts to apply science studies approaches beyond the sciences themselves.
Diasporic Narratives & Memories
Of the many emigrant communities in Chicago, Belarusians are the only group that does not yet have its own museum. Our course takes this lack as an opportunity to provide training for students to create a grassroots community-driven initiative that empirically develops a conceptual foundation for a new type of multi-ethnic museum of emigration, one informed by the experiences of community members themselves and their relationship to the artifacts that define their identities and memories. This course allows students to actively participate in a museum creation project which takes as its point of departure not a nation-state narrative, but the everyday life of a multi-ethnic community with the goal of informing research, policy, and public discourse about emigration. We center our course around the material heritage of Belarussia and its dispersal in emigration. We analyze how a diasporic museum's main role is to collect, protect and curate the material legacy of the Belarussian community to ensure its future stability. The course participants collaborate with the Chicago Studies Program, the NGO Belarusians in Chicago, and the Chicago History Museum to study the role of artifacts in museums. The students conduct the field work about multi-ethnic Belarusian emigration to include experiences of Belarusian Jews, Belarusian Russians, Belarusian Lithuanians, Belarusian Tatars, and other groups from Belarus.
Budhhism and Science: A Critical Introduction
"Buddhism is the only religion able to cope with modern scientific needs." This quotation, often erroneously attributed to Albert Einstein, prompts the question: Why are such statements about Buddhism so easily taken nowadays as credible and plausible? Currently, it seems no other religion is held as compatible with science as Buddhism: From the recent 'mindfulness' craze in psychology and medicine, to the 'Emptiness' of quantum physics, Buddhism is uniquely hailed as a 'rational religion' whose insights anticipated modern science by millennia. Some even suggest it is not a 'religion' at all, but rather a sort of 'mind-science.' This course functions as both an introduction to Buddhism and a critical survey of its modern scientific reception. As we explore Buddhism's relationship to contemporary scientific theories in psychology and physics, we will be guided by questions such as: What methodological principles distinguish the practices of religion and science? What are the different ways they can be brought into relation? Why is Buddhism, in particular, singled out as uniquely scientific? What modern historical factors, like colonialism and secularization, contribute to this contemporary meme? Why does it matter whether Buddhism is compatible with science or not? What, exactly, is at stake in this relationship? And for whom? No prior study of Buddhism or the philosophy of science is expected.
Liberalism And Empire
The evolution of liberal thought coincided and intersected with the rise of European empires, and those empires have been shaped by liberal preoccupations, including ideas of tutelage in self-government, exporting the rule of law, and the normativity of European modernity. Some of the questions this course will address include: how was liberalism, an apparently universalistic and egalitarian theory, used to legitimate conquest and imperial domination? Is liberalism inherently imperialist? Are certain liberal ideas and doctrines (progress, development, liberty) particularly compatible with empire? What does, or what might, a critique of liberal imperialism look like? Readings will include historical works by authors such as Locke, Mill, Tocqueville, and Hobson, as well as contemporary works of political theory and the history of political thought (by authors such as James Tully, Michael Ignatieff, David Kennedy, and Uday Mehta).
Christianity And Slavery in America, 1619-1865
This seminar will examine the relationship between Christian thought and the practice of slavery as they evolved historically, especially in the context of European enslavement of peoples of African descent in the colonies of British North America and in the antebellum South. Emphasis will be placed on the ways in which Christianity functioned as an ideological justification of the institution of slavery and an amelioration of practices deemed abusive within slave societies. The following questions will be addressed in some form: Why did some Christians oppose slavery at a specific time and in a particular historical context? In other words, why did slavery become a moral problem for an influential though minority segment of the United States by the early 19th century? What was the process by which and why did white evangelical Christians, especially in the South, become the most prominent defenders of slavery as it was increasingly confined to the South? What were some of the consequences of debates about slavery in regard to efforts to engage broader social reform? What role did race play in the historical development of slavery? How did people of African descent shape and practice Christianity in British North America and the Southern States of the United States? Although our focus is on what became the United States of America, we also linger on discussions about the broader international dimensions of slavery and slavery's importance in the development of the Americas.
Time After Physics
This course provides a historical survey of the philosophy of time. We begin with the problems of change, being and becoming as formulated in Ancient Greece by Parmenides and Zeno, and Aristotle's attempted resolution in the Physics by providing the first formal theory of time. The course then follows theories of time through developments in physics and philosophy up to the present day. Along the way we will take in Descartes' theory of continuous creation, Newton's Absolute Time, Leibniz's and Mach's relational theories, Russell's relational theory, Broad's growing block, Whitehead's epochal theory, McTaggart's A, B and C theories, Prior's tense logic, Belnap's branching time, Einstein's relativity theory and theories of quantum gravity. (B) (II)
Italian Renaissance: Petrarch, Machiavelli, And The Wars Of Popes And Kings
Florence, Rome, and the Italian city-states in the age of plagues and cathedrals, Petrarch and Machiavelli, Medici and Borgia (1250-1600), with a focus on literature, philosophy, primary sources, the revival of antiquity, and the papacy's entanglement with pan-European politics. We will examine humanism, patronage, politics, corruption, assassination, feuds, art, music, magic, censorship, education, science, heresy, and the roots of the Reformation. Writing assignments focus on higher level writing skills, with a creative writing component linked to our in-class role-played reenactment of a Renaissance papal election (LARP). First-year students and non-History majors welcome.
Invisible Landscapes
This course is an exploration of anthropogenic landscapes, past and present, that for various reasons have been “invisible”—sometimes to long-term inhabitants, sometimes to newly arrived colonizers, sometimes to academics and other researchers, sometimes to legislators, and/or sometimes to tourists and other public audiences. Examples include, among others, ancient cities and road networks revealed beneath forest canopies in Central America and Southeast Asia; sophisticated geo-biological manipulations in the Amazon; immense hydrological systems across the semi-arid deserts of Arabia; legacies of colonization, extraction, and dispossession in the Americas; extensive underground environments; co-constructed human-animal infrastructures, and landscapes of waste, toxicity, and ruins. The class is broadly comparative, drawing on diverse case studies to address two central questions: 1) Can we think about, document, visualize, and analyze “invisible” landscapes without forcing them to conform to historically and culturally specific notions of monumentality, materiality and temporality, nature and culture, etc.? and 2) What methods (or combinations of methods) employed by archaeologists, anthropologists, historians, architects, ecologists, and other researchers can shed light on “invisible” landscapes and the people (and other beings) who inhabit(ed) them?
Race, Religion, and the Formation of the Latinx Identity (Winter 2023)
In this class, we will focus on the conditions of possibility, development, and problems surrounding the formation of the Latinx identity. We will pay special attention to how such an identity is expressed through and informed by religious experience, and to how religious experience is theoretically articulated in Latinx theology and religious thought. To pursue this task, we will devote the first part of the class to the examination of the conditions of possibility of latinidad by focusing on the formation of the Latinx self. What makes Latines, Latines? Is this a forcefully assigned identity or one that can be claimed and embraced with pride? Is there such a thing as a unified Latinx self or shall we favor approaches that stress hybridity or multiplicity? In the second part of the class, we will shift from self-formation to community-formation by examining the experience of mestizaje (racial mixing) and its theoretical articulation in Latinx theology. Is this concept useful to describe the Latinx experience or does it romanticize the violence of European colonialism? Lastly, we will return to the formation of Latinx identity considering the ambiguities of religious ethnic identity through the examples of tensions between Catholic and Evangelical Latinos, and those emerging from the experiences of Latinos converting to non-Christian religions. No prerequisites.
#Blessed: The Prosperity Gospel, The Bible, and Economic Ethics (Winter 2023)
Is wealth a sign of divine favor? What would Jesus do when it comes to money? How does the Bible inform contemporary views of charity, economic ethics, and material possessions? This class examines the multiple messages about material wealth contained within biblical literature and the diverse ways these passages have been interpreted. After a survey of shifting approaches to economic ethics among Christians over the centuries, students will turn to the phenomenon of the "Prosperity Gospel" within the modern period. The class will query the ways the Bible has been harnessed to an economic vision tied to capitalism and ostentatious displays of personal wealth. Previous knowledge of the Bible and the historical periods covered is not expected.