MAPS: New University Course

["M. Bryan" <cpnutmeg@xxxxxxxxx>]

Hello,

Last summer, I sent out a request to the MAPS list, asking for ideas and
suggestions for what list-members thought might make an interesting
psychedelics-related university course.  Thank-you to everyone who was
wonderful enough to reply and encourage me.  After a lot of work and
obscene quantities of coffee, I finished my proposal to the UBC (Vancouver)
powers-that-be, and my course was one of the six Student-Directed Seminars
chosen to run.  After a bit of politicing (mainly concerning the course's
title), and a lot more work, I am pleased to say that the course is up and
running (we started at the beginning of January).  The idea behind the SDS
program is that 4th year BA students who think that UBC is lacking in a
particular area they feel passionate about may propose, organize and run a
for-credit course for 3rd/4th year students, so long as it strives to be
more learner-centered than the usual teacher-at-the-podium style of class.
So far so good...i'm using a discussion group format, which seems to be
most conducive to engaging everyone in some rather unusual (at least for
UBC) discussions and debates...

Anyway, I thought that some of you might be interested in seeing what
materialized out of your suggestions, so the outline is included below,
plus the marking scheme the class agreed on.

Thanks especially to Tom Roberts, Ken Tupper, Rick Doblin, and the folks at
Alchemind...

Mark Bryan.
--------------------------

Psychedelic Perspectives (3 credits)
PHIL 486-003
No Prerequisites (other than 3rd or 4th year standing)
Tuesday & Thursday 4-5.30pm
Coordinator: Mark Bryan
Contact: cpnutmeg@xxxxxxxxx


Intro: General Description of course and goals

Both archaeological and physiological evidence suggests that the
intentional altering of consciousness by chemical means is far older than
written history (for example, the human brain has receptors that react only
to THC, found solely in cannabis, and there is evidence of mushroom cults
at Catal Huyuk, a Neolithic site in central Anatolia).  The Greek Elusinian
Mysteries, mentioned by Cicero, involved the imbibing of a psychedelic
brew, probably not too dissimilar from the Soma of the Rig Veda or the
Haoma of the pre-Zoroastrian Iranians.  When we go to sleep (usually a
voluntary act), endogenous dimethyl tryptamine (DMT) - one of the most
potent psychedelics, also used in the South American shamanic ayahuasca
brews - is released into the brain by the pineal gland, and is now
considered to be the cause of our shift from waking consciousness to that
of the dream state, wherein the rules and boundaries encountered in normal
day-to-day physical reality do not necessarily continue to operate.  To
fall asleep and dream is to make use of a drug that has been legally
scheduled as being of the most dangerous kind (along with heroin and
cocaine), with no potential medical uses, before any significant research
was carried out (Dr. Rick Strassman is one of the few to have been allowed
to explore this chemical in the last few years).  Considering our current
views on evolutionary theory and adaptive strategies to be at least
reasonably accurate, it seems doubtful that our bodies would produce a
'dangerous' consciousness-altering chemical - otherwise found only in
certain toads and plants - for no reason at all.  Not only during waking
hours is it natural for (some) humans to wish to alter their cognitive
frameworks, whether by such methods as meditation, psychedelics, excessive
dancing, isolation tanks (such as that in the REST lab at UBC), fasting, or
sweat lodges, but during sleep, the body naturally does so.

In North America, we enjoy the belief that we are free individuals, that we
can act pretty much as we wish, so long as we avoid breaking the law.  But
what is it to be free?  Assuming (perhaps dangerously, but nevertheless)
that we are not causally determined beings, we have the ability and
responsibility to exercise choice in any situation we are confronted with.
Choice, in order to be valid, must come from within, and necessarily
involves one's reasoning.  The concept of liberty, upon which the rights to
religious freedom and freedom of speech are based, requires that the agent
be free to operate his or her brain in whatever manner desired.  The study
of cognitive liberty (i.e. of issues pertaining to mental freedom) involves
an investigation into whether or not we actually are allowed to think, and
thus act, as we wish.  The outlawing of psychedelic drugs, not only from
public consumption, but also from psychotherapists, and researchers present
the interested student of cognitive liberty with evidence suggesting that
we are not the free people we like to think we are.  The simple fact that
the Native American Church uses peyotyl sacramentally, or that Siberian
shamen enter ecstatic trances via Amanita mushrooms in order to reach
culturally important insights, shows that there are realms of human
(mental) experience that our culture has deemed off limits that are
directly related to how we conceive of the universe around us.  In other
words, we are free to choose any religion, so long as it is socially
sanctioned: ergo, freedom of religion is not available to us.  Without the
ability to have certain experiences, one cannot speak of the things
contained within such experiences: ergo, freedom of speech is limited, too.

The angle of approach for this course will therefore be from the
philosophical direction of cognitive liberty.  As the course is to be a
general introduction to the issues surrounding psychoactives, the intention
is to cover a wide range of psychedelic-related topics, beginning the
course  by examining the subject of cognitive liberty (i.e. do we have the
right to autonomy over our own consciousnesses, and if not, which
restrictions are and are not acceptable?  Are the contents and actions of
our minds private, public, or a mixture of both?).  It is well recognized
that we are highly influenced by our environments, including advertising
and propaganda, and that total personal total personal control over what
enters one's mind is nearly, if not totally, impossible; that given, we
must ask how much control over our minds we are prepared to relinquish.  We
will then cover a wide range of psychedelic-related topics, including such
areas as: possible dangers, religion, anthropology, psychology,
psychedelics as educational tools, and the war on drugs - relating
everything to cognitive liberty.  The question to ask at all times is 'What
are be being protected from - allegedly dangerous substances, or our minds
- and is this protection legitimate?'

After looking at a fairly broad spectrum of topics over the semester, the
course will be concluded by revisiting the cognitive liberty aspect
(although it will maintain a presence throughout), seeing where what was
learnt over the semester has led our thoughts with respect to it.

Important Considerations (aka. Warning!)

As a member of this class, you are free to discuss your thoughts on any of
the topics we are contending with (respecting, of course, your classmates).
However, it is vital that you understand that the classroom setting does
not mean you have 'privileged' communication.  What this means is that you
must recognize that what ever you are saying is being communicated in the
context of a public forum, and that your expressions are thus not private
or confidential, as would be with a lawyer or clergy member:  if one wishes
to discuss elements of a psychedelic experience had either by oneself or an
acquaintance, it may be prudential to protect your / their identity by
changing names.

A Word From the Wise:  Dr. Tom Robert's "Psychedelic Warning Label."
"From my own experiences and through readings, I have become increasingly
respectful of the power of LSD and other psychedelic drugs. Like any
powerful thing, they can be destructive or constructive depending on how
skillfully they are used. Among other things, they can concentrate your
attention on the most vulnerable, most unpleasant parts of your mind.
Therefore, psychedelic drugs should be explored only under the guidance of
a qualified therapist, one who has extensive psychedelic training. If you
need assistance, most mental health professionals, as they are currently
mistrained concerning psychedelics, may be of little help; some could even
worsen your state. Furthermore, street dosages are of unknown strength and
questionable purity. Until the time you can explore your mind using
psychedelics drugs of known strength and purity under qualified guidance,
within the law, I urge you to limit yourself to studying the literature and
working within professional and other organizations for the resumption of
legal, scientific, religious, or academic research."

Grading & Assignments

In terms of evaluation, students should choose a book (or a selection of
articles) of their own to read on top of the required readings - see the
suggested readings list for ideas (separate handout), and look in the UBC
library.  Part of the idea behind SDS is to make classes more of a group
experience, with shared learning, so we can broaden our knowledge by having
individuals or groups do projects / presentations on either a book or
relevant topic of their choice.  Involving a variety of extra sources, will
expand the information-base available for discussion, will enable
participants to tie readings in to their personal or academic foci, and
will promote the concept of self-determined freedom of thought and
education.  Instead of taking up valuable class time with presentations, an
option would be to see if we can do our presentations in a public setting
on campus at the end of the semester, where other students, faculty or
members of the public can come along and learn something too.  These would
be evaluated on relevance, depth of information, and original thought, as
well as any other criteria deemed relevant by the class.  There will
probably be two essays set, also with a wide degree of freedom of topic
choice.  Importantly, all views are acceptable, whether for or against
cognitive liberty or psychedelics, so long as they are argued effectively:
the goal of this course is not to convince students to think in a
particular direction, but rather to think carefully and critically.  Essays
and presentations will be peer-evaluated, by a system to be determine in
the first classes.  As participation in discussion groups is critical to
the course, a percentage of the final grade will reflect the amount of
effort each of us puts in.  The course will be graded on the usual
percentage scale used by UBC, enabling students to be able to use the
course towards their GPA.

The classes themselves will be based around discussion groups; depending
upon the knowledge base of the participants, the number of seminars will be
determined early on.  Depending on what the students want, we could either
have: class discussions; smaller group discussions led by different
students, with an opportunity for all to do so over the semester; or a
combination of the two, where we have small groups, and then discuss the
main points as a class.  As the class is to be a seminar, most of the time
will be spent on exploring assigned readings or topics brought up by
students (and sharing papers plus discussing peer grading), and, should we
have a video or guest speaker, engaging in discourse with or about them.
When available, guest speakers will be invited - should you have any
suggestions, please let the class know, and if deemed relevant, we will try
to fit them in.

Core Texts

Cheryl Pellerin "Trips: How Hallucinogens Work in Your Brain".  1998.  USA:
Seven Stories Press.

Thomas B. Roberts "Psychoactive Sacramentals".  2001.  USA: Council on
Spiritual Practices.

John Stuart Mill "On Liberty" (available free online or in most good
second-hand bookstores)

+ various handouts

Suggested Outline / Schedule (to be amended via student input during first
week)

WEEK 1 (Jan 7-11)	What is Cognitive Liberty?
This week will be an introduction to the course, during which we shall
determine the actual structure of the course by group input.  Topic-wise,
we shall be dealing primarily with conceptions of liberty.
	Readings
Richard Glen Boire, Esq. "On Cognitive Liberty" (Handout)
Thomas B. Roberts "Academic and Religious Freedom in the Study of the Mind"
(handout)
John Stuart Mill "On Liberty", Chapters I and II


WEEK 2 (Jan 14-18)	Psychoactive substances and their relation to
cognitive liberty
A continuation of our look at liberty issues, bringing the relevance of
psychoactives into the topic - why psychoactives and not other drugs?
	Readings
John Stuart Mill "On Liberty", Chapters III and IV
Cheryl Pellerin "Trips: How Hallucinogens Work in Your Brain" Part I
internet:  visit <www.alchemind.org>

WEEK 3 (Jan 21-25)	Religious uses of psychedelics as sacraments
 (i.e. the Native American Church's use of peyotyl).  Are such experiences
genuine religious experiences?  If so, what does this mean?  If not, are
they potentially of any use?
	Readings
John Stuart Mill "On Liberty", Chapter V
Thomas B. Roberts [all in "Psychoactive Sacramentals"]
	"If I Could Change Your Mind", Rev. Mike Young 1-8;
	"Do Drugs Have Religious Import?  A 35 Year Retrospect", Huston
Smith 11-16;
	"LSD as a Spiritual Aid", Albert Hofmann 121-3;
	"An Entheogen Idea-Map - Future Explorations", Thomas B. Roberts
233-43.

WEEK 4 (Jan 28-Feb 1)  Getting to know you
Examination of specific drugs, their effects, how they work, potential
benefits and dangers.
	Readings
Cheryl Pellerin "Trips: How Hallucinogens Work in Your Brain" Part II
Thomas B. Roberts [both in "Psychoactive Sacramentals"]:
	"Unitive Consciousness and Pahnke's Good Friday Experiment", Paula
Jo Hruby
	59-66;
	"Strychnine and Other Enduring Myths: Expert and User Folklore
Surrounding
	LSD", David Presti and Jerome Beck 125-135.
internet: visit <www.erowid.org>

WEEK 5 (Feb 4-8) Psychoactives in (distant) history and non-Western cultures
Anthropological perspectives, examining aboriginal uses of plant-based
psychedelics.
	Readings
(to be determined)

WEEK 6 (Feb 11-15) 	Psychedelic drug cultures
Psychedelic drug culture and cultural movements (past and present),
including their icons (such as Leary, McKenna, Shulgin), the role of the
internet, the rave scene (and the shifts in preferred substances that have
occurred with the commercialization of the scene in the last eight years or
so).  Harm reduction, current strategies, good and bad.
	Readings
internet: visit <www.deoxy.org>, <www.dancesafe.org>
Tara McCall "This is Not a Rave: In the Shadow of a Subculture" (excerpts,
as handouts).

SPRING BREAK (Feb 18-22)
	Readings
Cheryl Pellerin "Trips: How Hallucinogens Work in Your Brain" Part III

WEEK 7 (Feb 25-Mar 1) Scientific research around the world

	Readings
Thomas B. Roberts [both in "Psychoactive Sacramentals"]:
	"The Potential of Entheogens as Catalysts of Spiritual
Development", Stanislav
	Grof 27-45;
	"The New Psychotherapy: MDMA and the Shadow", Ann Shulgin 197-204.
[TRP magazine Spring 1999: Interview with Dr. Rick Strassman]
[essay #1 due Feb. 28th]

WEEK 8 (Mar 4-8) Psychotherapeutic uses and potentials
The potential use of psychedelics as educational tools, as therapeutic
agents, as self-reprogramming catalysts.
---possible guest lecture: Ken Tupper, from SFU.
	Readings
Grof , Stanislav. "LSD Psychotherapy" (on reserve) 17-42.
Lilly, John C.  "Programming and Metaprogramming in the Human Biocomputer"
	Introduction + Chapter 1 (reserve)

WEEK 9 (Mar 11-15) The War on Drugs, past, present, and future, Part I
Including the history, economics and politics behind it.  Although
controversial in some circles, this topic is highly relevant, as it not
only determines how all of the other possible topics are currently
approached by governments, researchers, and the public, but also the degree
to which we can consider ourselves cognitively free.
	Readings
Ott, Jonathan.  "Pharmacotheon: Entheogenic Drugs, Their Plant Sources and
History", 	Proemium, p19-77 (reserve room)

WEEK 10 (Mar 18-22) The War on Drugs, past, present, and future, Part II
A continuation of last week, focusing more specifically on how ideologies
operate and perpetuate.
	Reading
Althusser, Louis. "Ideology and Ideological State Apparatuses", excerpt,
p158-183.
	From "Lenin and Philosophy and Other Essays". (reserve)

WEEK 11 (Mar 25-28, No school on 29th, GF)  Cognitive liberty: reflections
Where has our exploration taken us?  Is cognitive liberty a worthy cause?
Does the status of psychoactive substances really have import on this
issue?  Can cognitive liberty ever be realized?
	Readings
Leary, Timothy.  "The Fifth Freedom", Chapter 3 in "The Politics of
Ecstasy" (reserve)

WEEK 12 (Apr 2-4, NS on 1st, Easter, NS on 5th)  Cognitive liberty:
reflections (cont)
General wrap-up.
	Readings - none.
----------------------------------------Marking Scheme for PHIL 486-003
Cognitive Liberty: Psychedelic Perspectives
As decided by class members during first week.
Spring Semester, 2002

There will be two options available to class participants:

Option A:

20% - Participation.
80% - 1 Essay, to be completed by the last class, for the presentations at
the end of the semester.  This paper must be 17-20 pages, and be presented
(either in brief or as a whole) during the presentations.

Option B:

20% - Participation.
30% - 1 Essay (due Feb. 28th)  5-7 pages.
50% - Presentation to be done during the last week of class (unless class
reaches a consensus on a preferable time).  This is intended to reflect the
participant's interests and enable them to show what they have learnt over
the semester.  The presentation can either be (a) another essay (to be
submitted by the last class)  of length 12-15 pages or (b) a presentation
of the participant's choosing (anything that is sufficiently relevant to
the class, in whatever format desired, thus allowing for creative
interpretation).
--------------------------------------------------------------------------------
nb. I would appreciate it if you could approach me with your essay topics
and presentation topics ahead of time, so that I can either help by
suggesting ideas, or discuss whether the topic is relevant to the class.
'Relevant' means that the topic directly refers to and engages in the
cognitive liberty concepts that we will discuss over the course of the
semester (critiques of the idea are, of course, just as acceptable as work
upholding the concept), and relates this issue to some aspect of the case
study of psychedelics we are going to be studying.  There is great scope
for interpretation here, which is why I'd appreciate at least some
consultation before you start.
--------------------------------------------------------------------------------
Marking will be done on a peer-marking basis.  This means that we will all
read the other class member's papers and discuss the merits and problems
with each, and arrive at a grade for each paper by consensus.  Everyone
will have an opportunity to defend their paper, so that they might clear up
any misunderstandings (we have a wide range of scholastic backgrounds, and
some of us may not, for example, be totally clear about certain terms or
ideas that are, in the composer's discipline, common knowledge) before
grades are worked out.
--------------------------------------------------------------------------------

All of the undersigned are in agreement with this marking / assignment scheme:

--------------------



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