FFC 100A Section 25: Neuroscience and Literature: A Cognitive Approach to Reading Fiction
Professor
Richard Ruppel, Fall
2023
Office: 07 Smith Hall
Meetings: Tuesday & Thursday, 1-2:15
PM, Doti 004
Office Hours: TBA, via Zoom or
in-person
Phone: (714) 997-6754 (office)
Updated November 28, 2023
Weekly Syllabus
Assignments
Units
Canvas
Useful Links
EVENTS & ANNOUNCEMENTS
Climate
Change & Extreme Weather in California:
Is this the new normal? Monday,
September 18th, 6-7:30pm, in Argyros Forum, 209C.
International
Day of Peace Celebration.
Thursday, September 21, 11:30 AM - 12:15 PM Wallace All Faiths
Chapel. The speaker, Khiara M. Bridges,
is a professor of law at UC Berkeley School of Law, and the title of her talk
is "Reproductive Justice and Peace."
A BBQ lunch will be served outside following the talk.
Fixed: The Science/Fiction of Human
Enhancement: Tuesday (Oct. 10) at 11:30 a.m., there will be a virtual
discussion about the film, Fixed: The
Science/Fiction of Human Enhancement, a documentary which follows five people with
disabilities as they become pioneers of human enhancement
technologies. Click on this
link to read the flyer and to see the Zoom link.
Biden,
Trump, & the 2024 Campaign: A Conversation with Douglas Brinkley. Thursday,
October 12, 7pm. Beckman Hall, 404.
Academic Advising: Here’s the
link to the information about academic advising for first year
students. I recommend that all of you consult with Academic Advising
once a year.
To help you register for your Interterm and
Spring classes, our Academic Advising center will offer MAP sessions that will
run October 16 – November 8. Both in-person and virtual options are
available, and all sessions accommodate no more than 15 students to allow space
for individual questions. You can learn more about these and RSVP at the Academic Advising events website.
I’ll
add events through the semester, but if you know of other announcements or
events that might appear here, send them along to me.
Course
Description & Objectives: Literature has always
been centrally concerned with character—Odysseus: clever, loyal, very stubborn;
Don Quixote: chivalrous, honorable, slightly addled; Hamlet: noble, bitter,
deeply conflicted; the Satan of Paradise Lost: proud, rebellious,
grandly wicked; Elizabeth Bennet in Pride and Prejudice: bright, witty,
affectionate; Mrs. Dalloway: so changeable, so psychologically rich, she can
barely be contained within her novel.
As readers, we know the characters in stories and novels better than we know
our friends and family, better, sometimes, than we know ourselves. A cognitive approach to literature attempts
to account for this and other miracles of reading. This semester, we’ll look at
short stories from a cognitive perspective, informed by our readings in Oliver
Sacks’s case studies and in articles concerned with neuroscience and
literature, to explore discoveries in neuroscience that shed light on how
writers write and readers read.
This
course involves significant reading and writing, both informal (on our
discussion board) and more formal (reflection essays). It will be
important for you to stay on top of the course assignments.
Here’s
the description of FFC courses that appears in the Catalog:
This course
engages students in interdisciplinary, university-level critical inquiry and
reflection. The FFC course focuses more on critical engagement, exploration,
and communication related to complex issues than on mastering a body of
material. The section topics vary, and students select a topic according to
their academic and personal interests. Some sections of this course may allow
students with more than 30 credits earned to enroll. Must be taken for a letter
grade.
Course Learning
Outcomes:
·
We
will explore and begin to understand identity, narrative, memory, and other
concepts from both a literary and a neuroscientific perspective.
·
We
will hone our ability to think, read, and write critically about
literature.
FFC Program Learning
Outcome: Students
critically analyze and communicate complex issues and ideas.
To think critically about a subject or issue you
must be objective. This means you need to be aware of your own attitudes
and ideas about the subject or issue and avoid simply imposing those attitudes
and ideas when you read our neuroscience articles and short stories.
In our class, you will examine your attitudes
and understanding about consciousness, the unconscious, identity, the way we
construct coherence, mental illness, trauma, memory, and other cognitive
activities we all tend to take for granted. The attitudes and
understandings you take into this course may well be changed by our readings,
discussions, and your own reflections.
Thinking critically requires research,
discussion, analysis, and evaluation before you form a judgment, and your
judgment should remain open to change when you encounter new information or
data.
Texts
& Supplies:
Oliver Sacks. The Man
who Mistook his Wife for a Hat. (This is a complete online copy,
but you should still buy the book.)
All other readings will be online
and in the “Modules” and “Files” sections of our Canvas pages.
Course Requirements:
Attendance: Please make every effort to attend each
class. Let me know if you are unable to attend. If you miss more than three classes, your
grade will suffer, and if you miss six or more, you will not pass.
Communication:
Please be courteous and constructive in our classes. I receive a large number of emails, so when emailing, please identify
the course (FFC), your last name, and the subject in the subject line. I
will respond promptly to your emails; please respond promptly to mine.
Reflective Essays: We will discuss criteria
for the reflective essays well before they are due. (There is a
description of how to write a reflection and a sample reflection, on memory, in
our Canvas “Files” section. Click here
for another detailed definition of a reflective essay, with advice about how to
approach it.) Generally, you will be asked to reflect on the ways clinical, neurological studies inform our understanding of
literature. These reflections should be submitted as hard copies on the day
they are due and directly to my email address: ruppel@chapman.edu. Send the paper itself as an MSWord file or, if necessary, as text, not as a pdf. And do not send me a link to a Google doc.
Late
reflections will receive reduced grades, and I will not accept papers submitted
more than a week late unless you provide a convincing explanation. To pass this course, you
must complete these two reflections. If you are
having difficulty completing a reflection or a Canvas discussion post, let me
know.
I will accept a revision of one of your reflections, but you must
schedule a conference with me to discuss that revision before you submit
it. I will average the grade of the original paper and the revision.
I will both
grade and mark essays earning a grade of C- or higher. I will not put
a grade on a reflection that earns a grade lower than C-. If I
return an essay to you that does not include a grade, you will need to schedule
a meeting with me so we can go over the essay together and work out a revision
strategy. I may ask you to schedule a
consultation with the Writing
Center before our meeting.
Presentations: Each of you will make two presentations with
three or four partners. For the first, you will present on some aspect related
to neuroscience. (Examples are listed in
the Presentations section of the Modules area of Canvas.) For the second, you and your partners will
select a short story for us to read and then you will lead a discussion.
Canvas Discussion Posts: I will assign Canvas Discussion responses for
many of the assigned readings. These responses will be due before we discuss
the readings.
Minutes: Because some of you may miss classes this
semester, I’m adding one more graded assignment. All of you will take class notes – minutes –
twice this semester. You will work with
a partner. Each of you will take the
notes for one week of classes. Then you
will collate your notes and send the collated notes to me. I’ll check them over briefly for accuracy and
then post them in the Modules section of Canvas.
Grades:
2 Reflections: 10% for the first, 15% for the second
Information literacy
project: 5% (complete by September 20)
Minutes: 5%
Presentations: 10% for the first, 15% for the second.
Participation*: 20%
Final: 20%
*This is primarily your grade on the Canvas Discussion Board
posts. Here are my criteria for evaluating your posts:
Grade
Scale:
A 92 to 100%
A- 90 to < 92%
B+ < 90% to
88%
B
< 88%
to 82%
B- < 82% to
80%
C+ < 80% to
78%
C < 78% to 72%
C- < 72% to 70%
D+ < 70% to
68%
D < 68% to 63%
D- < 63% to 60%
F < 60% to 0%
I will post
grades in Canvas, which will calculate your overall grade for the class. The
official grades are those I calculate myself, and these are nearly always the
same as those Canvas creates. If there
is a discrepancy between the grade you see in Canvas and the grade I have in my
gradebook, however, the gradebook grade is the one that’s correct. I am always
happy to discuss assignment grades.
Chapman
University Academic Integrity Policy:
Chapman University is a community of scholars that emphasizes the
mutual responsibility of all members to seek knowledge honestly and in good
faith. Students are responsible for doing their own work, and academic
dishonesty of any kind will be subject to sanction by the instructor and
referral to the university's Academic Integrity Committee, which may impose
additional sanctions up to and including dismissal. (See the
"Undergraduate Catalog" for the full policy.) Though I am not requiring you to submit your
reflections via Turnitin, I am an expert at finding sources, online and
otherwise, so I will notice if you make unacknowledged use of someone else’s
work. And if I have doubts, I will
submit your work to Turnitin myself. So
please save both of us from trauma and write your Canvas Discussion posts and
reflections yourself.
ChatGPT and other Large Language Model (LLM) chatbots:
1.
Typing a prompt into an
LLM chatbot, copying the response, and then submitting that response for an
assignment is an obvious form of academic misconduct. Don’t do it.
2.
Chatbots are sometimes
inaccurate. When I asked for a biography
of Richard Ruppel, a Chapman English professor, I found that I was born in
Fairview (false), had been an expert on the Holocaust (mostly false), had
graduated from Yale and Harvard (false), and was now dead (demonstrably, I hope,
false). People in the field describe
these errors as “hallucinations,” but they are presented with supreme
self-confidence. Hallucinations are not uncommon.
3.
If I suspect that you
have pasted in a response produced by an LLM, I will
check the various services that can detect this. If those services confirm my suspicion, I
will call you in for a conference.
4.
Chatbots can be
inaccurate, but they do offer clear, useful information which users should
check. These are early times, but
through this semester (and through your academic career) we will all discover
ways to help you use them to enhance your learning.
The following discussion of the use of LLMs in
academic settings was developed by Dr. Nora Rivera, a professor in Chapman’s
English department:
|
Acceptable Uses of LLMs |
Not
Acceptable Uses of LLMs |
|
·
To improve your work ·
To brainstorm ·
To explore potential counterarguments ·
To fine-tune research questions ·
To draft an outline to organize your thoughts ·
To check grammar and style ·
To check format ·
To translate words and phrases |
·
To replace your work ·
To cheat on the writing & research
process ·
To obtain answers to assessments ·
To generate a full draft of your work ·
To generate large chunks of text with
little or no input from you as an author |
·
Students must cite AI
technologies when appropriate (e.g., when using images generated by AI
technologies, when referencing an answer provided by AI technologies, et
cetera)
·
Copying works entirely
generated by AI technologies and submitting them as original content is
considered an academic integrity
violation
·
Always revise your work
before submitting it. You are responsible for any inaccurate, biased,
offensive, or otherwise unethical content you submit regardless of whether it
originally comes from you or an AI model.
In-Class
use of laptops, tablets, and phones:
You
may use a laptop to take class notes only when you are one of the week’s
note-takers. Otherwise, laptops and
tablets must remain closed, and you may not consult your phone during
class. If you have a reason to use one
of these devices during class, you must receive my permission to do so
beforehand. If I see you consulting your
phone during class, I will mark you absent.
Chapman's
Students with Disabilities Policy:
In
compliance with ADA guidelines, students who have any condition, either
permanent or temporary, that might affect their ability to perform in this
class are encouraged to inform the instructor at the beginning of the term. The
University, through the Disability
Services Office, will work with the appropriate faculty member who is asked to
provide the accommodations for a student in determining what accommodations are
suitable based on the documentation and the individual student needs. The
granting of any accommodation will not be retroactive and cannot jeopardize the
academic standards or integrity of the course.
Please contact me if you have ANY concerns about completing any of the
requirements of this course. I want you to feel challenged, not
overwhelmed.
Chapman
University is committed to ensuring equality and valuing
diversity. Students and professors are reminded to show respect at
all times as outlined in Chapman’s Harassment and Discrimination Policy. Any violations
of this policy should be discussed with the professor, the Dean of Students
and/or otherwise reported in accordance with this policy.
Week 1 – August 29-31:
Introductions, Illness, & Identity
Week 2 – September 5-7: Illness & Identity
Week 3 – September 12-14:
Illness & Identity.
Week 4 –
September 19-21: Illness & Identity. (Information Literacy library
visit, module due September 20.) Meet in
the library, room 305, Thursday.
Week 5 –
September 26-28: Illness & Identity
Week 6 – October 3-5: Memory CUE visit Thursday.
Week 7 –
October 10-12: Memory. [3-5 page reflection on “Illness” and/or “Identity” due October
10].
Week 8 –
October 17-19: Memory. Begin first
presentations on some concept related to neuroscience. Groups 1-3.
Week 9 – October 24-26: Groups 4-6.
Week 10 – October 31-November
2: Perceptions.
Week 11 –
November 7-9: Perceptions.
Week 12 – November 14-16:
Perceptions. [3-5 page reflection
on memory and/or perception due Nov 18]
THANKSGIVING BREAK
Week 13 – November 28-30:
Groups 1-3 present their short stories Thursday.
Week 14 – December 5-7:
Groups 4-6 present on their stories on Tuesday.
Week 15 – Final: Tuesday, December
12. 8-10:30.
*This syllabus may change, but I will give you plenty of notice,
and I will keep the syllabus updated on the Web.
For Tuesday, August
29: Course introduction. We’ll introduce ourselves and go over this
Web page and our Canvas pages.
For Thursday,
August 31: Read through our syllabus and bring questions
and comments to class.
For Tuesday,
September 5:
Read “The Disembodied Lady” (43-54) in our text, The
Man who Mistook his Wife for a Hat. (If you
don’t have the text yet, you can click on the book title and look for “The
Disembodied Lady.”) For a good
introduction to Oliver Sacks, watch this
Ted talk.
And read Charlotte Perkins Gilman’s “The Yellow Wallpaper”
and respond to the first Discussion Question in Canvas by 10am, Sept. 7.
For Thursday,
September 7: Read “Witty Ticcy
Ray” (The
hyperlink takes you to the original version in The London Review of Books.
It’s on 92-101 of The Man Who
Mistook His Wife for a Hat). Watch
this You Tube on Tourette
Syndrome: Described by young people.
For Tuesday, September 12: Read “The Lost Mariner” (23-42) and “A Matter of
Identity” (108-15).
For Thursday, September 14: Read Vladimir Nabokov’s “Symbols and Signs.”
By 10 am Thursday, respond to the Canvas Discussion Board prompt, where
I ask you to comment on the way the son’s mental illness is represented and
treated in the story.
For Tuesday, September 19: Read “The Strange Case of Dr. Jekyll & Mr.
Hyde.” Finish the
Information Literacy module by sometime September 20th.
For Thursday, September
21: Meet in the library, room 305, for the culminating Information Literacy session.
For Tuesday, September
26: Continued discussion of “The Strange Case of Dr. Jekyll & Mr.
Hyde.” Description and discussion about the
first reflection, due Oct. 5.
For Thursday, September
28: Read “The Abyss: Music and Amnesia,” by Oliver Sacks. (I’ve also loaded a copy into the Canvas
Modules section.) This is an introduction to Clive Wearing, who lost his
ability to retain any short-term memories.
Clear your topics for your first reflection with me.
For Tuesday, October 3: NO CLASS.
Instead, watch Memory Hackers, a cool PBS Nova
production on memory.
For Thursday, October 5: Read “First Love,” by Vladimir Nabokov. It’s in the Modules section of Canvas.
For Tuesday, October 10: First reflection due – email a copy to me.
Please email a text copy, not a pdf, and please don’t send a Google docs
link. Read “Funes the
Memorious,” by Jorge Luis Borges (also available in the Modules section of
Canvas).
For Thursday, October 12:
Continued discussion of “First Love” and “Funes the Memorious.”
Discussion of the neuroscientific understanding of memory. Preparation for presentations beginning next
week.
For Tuesday, October 17:
Respond to the question about memory in the Discussion section of Canvas
by 10am October 17. Read “The Man Who
Mistook His Wife for a Hat,” 8-22. Prepare for student presentations.
For Thursday, October 19:
Prepare for student presentations and read “Altered States:
Self-Experiments in Chemistry” (Oliver Sacks’s experiences with mind-altering drugs, in The
New Yorker, August 27, 2012).
For Tuesday, October 24:
Student presentations.
For Thursday, October 26:
Final student presentations. Discussion of “Altered States:
Self-Experiments in Chemistry” (Oliver Sacks’s experiences with mind-altering drugs, in The
New Yorker, August 27, 2012) and “The Man Who Mistook His Wife for a
Hat,” 8-22.
For Tuesday, October 31:
Begin reading “The Turn of the
Screw,” and feel free to dress appropriately for the day.
For Thursday, November 2:
Continued discussion of “The Turn of the Screw.”
For Tuesday, November 7:
Respond to the Discussion question about “The Turn of the Screw.”
For Thursday, November
9: Finish discussing “The Turn of the
Screw.” Determine topics for your second
reflection. (Clear your topic by November 14.) Begin planning the second
presentation, on a short story chosen by your group. Read “Reminiscence,” in The Man Who
Mistook His Wife for a Hat.
For Tuesday, November
14: Have your reflection topic cleared by
today. Meet with your group to discuss
your second presentation.
For Thursday, November
16: Bring a hard copy of your reflection to class
to workshop. This may be a draft, but
the more complete the draft, the better.
(Remember that this is due Friday by midnight.)
For Tuesday, November
28: Meet in your groups to prepare your
presentations.
For Thursday, November
30: Groups 1-3 present their stories. For Group
1: “The
Fall of the House of Usher.” Group
2: “A
Dill Pickle.” Group 3: “The Tell-Tale Heart.”
For Tuesday, December 5:
Groups 4-6 present their stories.
For Group 4: “Diary
of a Lunatic.” Tolstoy. Group 5: “The
Short Happy Life of Francis Macomber.” Hemingway. Group 6: “Memoirs
of a Madman.” Gogol.
For Thursday, December 7:
Course wrap-up and final description.
For Tuesday, December 12:
Final Exam, 8-10:30am.
Readings
Oliver
Sacks
Illness & Identity: “The Disembodied Lady,” “The Man who
Fell out of Bed,” “Witty Ticcy Ray,” “Cupid’s
Disease,” “A Matter of Identity,” “Yes, Father-Sister,” “The Possessed,”
“Murder,” “The Visions of Hildegard,” “Rebecca,” “A Walking Grove,” “The
Twins,” “The Autist Artist,” “A Bolt
from the Blue” (in The New Yorker,
July 23, 2007). A near-death experience leads a physician to an obsession with
music and a new life. Discussion
of schizophrenia, beginning with his brother Michael.
Memory: “The Lost
Mariner,” “Reminiscence,” “A Passage to India,” “The Abyss: Music
and Amnesia” (in The New Yorker,
September 24, 2007)
Perceptions: “The
Man who Mistook his Wife for a Hat,” “Hands,” “On the Level,” “Eyes Right!”
“The President’s Speech,” “The Dog Beneath the Skin.” “Altered
States: Self-Experiments in Chemistry” (Sacks’s experiences with
mind-altering drugs, in The New Yorker,
August 27, 2012). “Face Blind: Why
are some of us terrible at recognizing faces?” Another piece by Sacks in The New Yorker about his own experience
with prosopagnosia.
Short
Stories:
Illness: Charlotte Perkins Gilman, “The Yellow
Wallpaper”; Perkins Gilman’s letter, “Why
I Wrote “The Yellow Wallpaper.” Nabokov, “Symbols
and Signs.” (There is a brief film
of Symbols and Signs, but it’s no longer available on You Tube)
Identity: Robert Louis Stevenson, “The Strange Case
of Dr. Jekyll & Mr. Hyde.” The
entire 1920 silent film.
1931 film
segment. 1941 film trailer. A Wikipedia
article that lists the story’s many adaptations.
Memory: Rudyard Kipling, “The Finest Story in the
World”; Vladimir Nabokov, “First Love,” (Still
Life with gilt Beer Tankard a
painting including details that remind me of Nabokov’s extraordinary memory for
detail, Willem Claesz 1634); Jorge Luis
Borges, “Funes
the Memorious.” H.G. Wells, “The Door in
the Wall” [audio
recording]; Washington Irving, “Rip
Van Winkle”
Acquired
Savant Syndrome: This
occurs in “Funes the
Memorious.” Here’s a video
describing the phenomenon. [This
video looks authoritative, but it needs to be substantiated. The speaker
is Clemens Steinek, pursuing his PhD in Biology at Ludwig-Maximilians
University in Munich.]
Perceptions: Henry James, “The Turn of the Screw.” [Scene from the 1999 BBC television adaptation, with Colin Firth
and Jodhi May. The
Innocents, the entire 1961 adaptation of
the story with Deborah Kerr as the governess – a much-admired film.] Conrad
Aiken, “Silent
Snow, Secret Snow.”
Articles:
Illness:
·
“Literature &
the History of Neuroscience,” Mary Harrington (On “The Yellow
Wallpaper.”)
·
A
History of Hysteria, from McGill University’s Office of for Science and
Society.
·
"Sacred
Dangers: Nabokov's Distorted Reflection in "Signs and Symbols," by
David Field, from Studies in Short
Fiction (June, 1988): 285-293. (In the Canvas Module section.)
·
Anne
Stiles on “The
Rest Cure: 1873-1925.”
·
From
the NY Times, October 15, 2015. “The
Chains of Mental Illness in West Africa.”
A description of the treatment of mental illness in parts of Africa.
·
NPR
article concerned with the city of Geel, in Belgium, where people with
schizophrenia are taken in by the town’s residents.
Identity:
“The
Neuroscience of Immortality: Mileposts on a Long, Uncharted Road.” Amy Harmon.
New York Times, 9/12/2015. “Will
You Ever be able to Upload your Brain?” Kenneth Miller. New
York Times, 10/10/2015.
On Consciousness
·
Anil Seth, “How
Does Your Brain Construct Your Conscious Reality?” (17 minute TED).
·
“Why We
Need to Study Consciousness,” Kenneth Shinozuka. In Scientific
American.
On Perception
·
“The Neuroscience of
Perception,” Anil Seth. (5 minutes,
discusses the connection between the way the brain processes perception and
storytelling.)
On Illnesses
·
Tourette Syndrome: Described by young people. From ‘Imi, a video about a young man with
Tourette Syndrome who sings on The Voice. Hichki (trailer), a film about a young woman with
Tourette Syndrome who wants to be a teacher.
Based on a true story. (With thanks to Prena.)
·
Interviews with people
suffering from schizophrenia. Reducing the stigma of
schizophrenia.
·
A Ted
Talk by Rosie King on what it’s like to be autistic. Another by Temple
Grandin.
·
The
Beach family, on an invisible disability.
On the Neuro-System
·
The
limbic system via the Khan Academy. (Including a mnemonic involving a
hippopotamus).
·
A YouTube video describing neuroanatomy (12 minutes) by “Anatomy
Zone.” Part 2 (8½ minutes). Another YouTube from MIT showing the parts of an
actual brain.
·
The
parietal and occipital lobes. In “The Man Who Mistook
His Wife for a Hat,” Dr. P’s strange agnosia (inability to interpret and
process sensations) was caused by progressive damage to his occipital lobe.
·
Cross-section
of the brain
showing the basal ganglia, thalamus, hippocampus, amygdala, and
hypothalamus.
·
Midbrain.
·
Neurotransmitters:
Dopamine.
·
Temporal lobe functions.
Art & Neuroscience
·
Alva Noë, “How
Art Reveals the Limits of Neuroscience.” Chronicle
of Higher Education, Sept. 8, 2015.
Memory
·
Feats of memory – Highly Superior Autobiographical Memory: Jake. More on Jake. Sixty Minutes More from James McGaugh
on HSAM. Story
on Jake Hausler from 2019, when he was a high school sophomore.
·
Deficits of memory: Video of a man (and his family) suffering
from retrograde
amnesia. Brief lecture on H. M., the most famous
example of a man suffering from the condition. Brief description of the career
of Brenda
Milner, at 103, the person most responsible for creating the field of
neuropsychology and an expert on memory.
Alan Alda’s story about EP, another famous person
suffering from retrograde amnesia. Documentary on Clive Wearing. The
Man with the Seven Second Memory. Clive Wearing. More on Clive Wearing.
·
A useful “Where Are Memories Stored?” video on memory, focusing on the famous
patient, HM.
·
A very brief video
from Johns Hopkins that explains how scientists can turn brain functions into
numbers to help them diagnose and treat diseases of the brain.
·
The
case of James Leininger, who appears to have remembered an earlier life as James
Huston, a WWII pilot.
·
“Borges & Memory: Encounters with the
Human Brain,” Rodrigo Quian Quiroga. Also related to
“Funes the Memorious.”
·
Acquired savant syndrome: “When
Brain Damage Unlocks the Genius Within,” and in Scientific
American, an article on how a person might “Instantly
Blossom into a Savant.” “Brains
are different in people with highly superior autobiographical memory,” Science Daily, July 30, 2012. Sciencerely,
How a
Baseball Injury Made A Genius
(Savant Syndrome)
·
“How the Brain Works: the
Brain’s Memory,” by Jonathon Leonard.
·
“Your Brain and You:
Learning and Memory.”
·
Janet Malcolm, “Six
Glimpses of the Past: On Photography & Memory.” In The
New Yorker.
Oliver Sacks
·
Ted
Talk on hallucinations – a
nice introduction to Oliver Sacks.
·
PBS Newshour 1989 profile of Oliver Sacks.
·
Eulogies
for Oliver Sacks: July 9,
1933-August 30, 2015: Washington Post;
New York Times;
The Guardian;
The Los Angeles Times
·
Peter
Brook, The Man Who. A play based on The Man Who Mistook his Wife for a Hat. Performed by Duke
University students.
·
Vincent
Canby theatre
review of The Man Who. March 15, 1995, New York Times.
“The Yellow
Wallpaper”
·
“Why
I Wrote ‘The Yellow Wallpaper,’” by Charlotte Perkins Gilman.
·
A brief discussion of the story from a medical point of view: “Literature &
the History of Neuroscience,” Mary Harrington.
·
Anne Stiles on “The Rest Cure: 1873-1925.”
·
Film of “The Yellow
Wallpaper” via IMBd. Approximately 20 minutes.
·
“How Doth the
Little Busy Bee,” by Isaac Watts. A
poem alluded to in the story.
Just for Fun
·
Pilobolus Dance Company video.
