PHI 100 03 Introduction to Philosophy
|
||||
|
SCSU Summer Session A 2013 May 20, 2013 –June 20, 2013.
The Rubric for the assessment of CT Key Element #4 (D. Synthesis) involves the following main points: 1. A central claim is clearly communicated.
The course will also address Key Element 1 (A. Logical Argumentation), particularly through (2.) the identification of the components of an argument (premises/evidence and thesis/conclusion) and through (4.) discussion of inductive and especially analogical reasoning. Embedded Competency Requirement: Our course will meet the LEP embedded competency requirement by addressing the competency of "Information Literacy." Information Literacy will be addressed in several ways. The inclusion of an array of research sources (books, witness literature, films, and websites) will model a comprehensive research strategy, support the critical evaluation of different kinds of sources, and support the incorporation of different sources into class discussions and written assignments. Area of Knowledge Requirement: Our course will meet the Area of Knowledge Requirement by addressing "Global Awareness" as follows:
Global Awareness: Key Elements
Area or Phenomenon Outside the United States – This course will look both at geographic areas [(Europe –Central and Southern), and Africa outside the United States as well as a phenomenon of international significance, namely the Holocaust and the Genocides that have occurred in Bosnia, and Rwanda. The primary value to be discussed is that of "Human Diversity." Through the study of genocide in at least four different instances the students will be introduced to the different cultures of the targeted groups. Further, the readings, films, discussions and assignments will consider the extent to which the ethnic or cultural identity of the targeted group is constructed and distorted by the perpetrators of the genocide. The course will discuss the value of "Civic Engagement." The importance of a well-informed citizenry will be highlighted by the extent to which ultranationalist politicians were able to manipulate populations by propagating myths of victimization in order to provoke fear and hatred. In other words, the uninformed populace is more likely to be duped by such propaganda. The consequences of not being an informed citizen will be brought into graphic relief. The course will address the importance and the potential of individuals to confront such political propaganda. The course will also consider the importance of International Humanitarian Law and International Criminal Tribunals in responding to the Holocaust and genocide. The course will discuss the value of "Ethical Judgment" by considering the ethical decision (character) made by those who resisted the Holocaust and genocide or who rescued the victims. Our course will unfold in three phases. PHASE TWO: In the second phase of the course we will focus on the war and genocide in Bosnia 1992-1995. We will read selections from Elizabeth Neuffer's The Key to My Neighbor's House: Seeking Justice in Bosnia and Rwanda. We will view a feature film, "Welcome to Sarajevo," as well as a documentary "The Geography of Genocide in Bosnia: Redeeming the Earth" (US, 2011, 50 min.) We will also read Kant's Foundations of the Metaphysics of Morals (Sections One and Two.). PHASE THREE: In the third and final phase, we will focus on the genocide in Rwanda. We will read selections from Philip Gourevitch's We Wish to Inform You That Tomorrow We Will be Killed With Our Families: Stories from Rwanda. We will also view the feature film "Hotel Rwanda." We will read selections from Emmanuel Levinas' Ethics and Infinity (Chps. 7 and 8). Note: In addition to the above resources, I have developed a website to support your learning in the class. The website is entitled "Ethical Responses to Genocide" and the url is http://home.southernct.edu/~pettigrewd1/index.html. You will find a variety of bibliographic and web-based resources as well as images at the website on designated pages. All course information, including the syllabus, the written assignments, reading guides and other documents are posted on the website. Click on the above url and then click on my name located on the right of the screen. You will be directed to a page where you can click on information about our course.
Specific Dates for Discussions of the Required Readings in Philosophy and the Required Readings in the Witness Literation (Given the focus of our course, it is highly probably that reference will be to these texts made in the class discussions both before and after the dates listed below. However, the dates below will give you a reasonable idea about when you need to have read the assigned material and also when you need to have the assigned material in class). Required Readings: Required Readings: Grades will be based on 1.) Written assignments, and on 2.) Punctuality and Attendance. Each assignment will be of equal value in the calculation of the final grade. 1.) Written Assignments. Our class will involve three written assignments (one assignment corresponding to each of the three phases). The assignments will be approximately 4 pages in length, typed, and double-spaced with standard scholarly reference to the text (unless written in class, in which case, the hand-written version should still be double-spaced). You will receive detailed information about each assignment. Our written assignments will be attentive to the Rubric for the assessment of CT Key Element #4 (D. Synthesis, with particular attention to the thesis or claim, the premises of the argument, the provision of evidence/examples from the relevant text or source, the transitions between sections, and the conclusion. Each assignment will be of equal value in the final calculation of your grade. If not completed in class, assignments must be completed by the announced due date. Any written assignment submitted past the stated deadline will receive a full grade deduction. Two calendar days after the due date, the assignment will no longer be accepted. For example, if due on a Monday, the last day it would be accepted would be a Wednesday. The first written assignment will be due June 3 at 10:15 a.m. The Second written assignment will be due June 17 at 10:15 a. m. The final written assignment will be an in-class essay completed in class on the last day of class, June 20. This final assignment will be completed in-class and cannot be submitted late under any circumstances. If you miss that class you will fail the in-class assignment. Additional assignments may be assigned to support student learning. Students must cite their sources in their written assignments: extracting direct quotes or making indirect reference to a source both require references with page numbers. Quotes and indirect references for the written assignments must come from the assigned readings and films. No quotes or references from the internet will be permitted for written assignments unless specified in the assignment. Nota bene: Plagiarism is prohibited (see Student Handbook for discussion of "Prohibited Conduct"). Plagiarism will result in a grade of "F" for the paper. If you have any questions about these requirements or restrictions do not hesitate to ask questions in class or during office hours. 2) Readings in the Witness Literature The following reading selections detailed below from the "witness literature" are required of each student: Fry's Surrender on Demand, Neuffer's The Key to My Neighbor's House: Seeking Justice in Bosnia and Rwanda, and Gourevitch's We Wish to Inform You That Tomorrow We Will be Killed With Our Families: Stories from Rwanda. You are always required to have the assigned readings ***with you in class***. We will undertake a close, detailed (line-by-line) reading and analysis of selected passages in class. This will be the work that is at the core of the educational experience of the class. Many of these passages that we will discuss and interpret will be essential in your written assignments. The readings will be provided to you in photocopied form. Often during class we will search for and identify the passages that are central to our reading, our learning, and our written assignments. First Phase: Required Readings: Weds.-Thurs. May 22-23, 2013. Second Phase: Required Readings: Tues.-Weds. June 4-5, 2013. Chapter 1, Blood Ties to Blood Feuds;
Third Phase: Required Readings: Thurs.-Mon. June 13-17, 2013. Chapter 4;
Attendance and Punctuality are Required. The learning culture of the class involves class dialogues and interactions that are indispensable to our engagement of the readings and the ideas they entail. One cannot miss the classes, for example, and then write a meaningful paper about the material. If you are more than 10 minutes late for any class, you will receive an L (Late). If you receive four L's your grade will be reduced by a full letter grade. (Eight L's will reduce your grade by two full letter grades.) If you are absent you will receive an "Abs" (Absent) designation. If you receive three "Abs" your grade will be reduced by a full letter grade. (Five "Abs" will reduce your grade by two full letter grades.) If you miss Six classes you would fail the class. If you leave class early (before the end of class) you will be marked absent. You can lose points for being late, and for being absent. If you miss the last day of class you will receive a grade of F for the final assignment, which is an in-class assignment. Since you are required to attend class, according to the pedagogical design of the syllabus established by the Professor, and for the sake of confidentiality, no medical excuses are necessary or relevant or will be considered. The use of cell phones is not permitted in the classroom. The use of laptop computers is not permitted in the classroom except in special circumstances.. The learning culture of the class involves class dialogues that are indispensable to our engagement of the readings and the ideas they entail. Such an inquiry-based approach requires your constant attention. Any electronic devices or forms of behavior that would distract you or other students from our inquiries are unacceptable. Note: I believe in providing reasonable accommodations for students with documented disabilities on an individualized and flexible basis. If you are a student with a documented disability, the University's Disability Resource Center (DRC) determines appropriate accommodations through consultation with the student. Before you may receive accommodations in this class, you will need to make an appointment with the Disability Resource Center, located in EN C-105A. Speak with me right away about your approved accommodations or other concerns, such as medical emergencies or arrangements in case the building must be evacuated. My office location and hours are listed at the top of the syllabus. Further Discussion of Learning Goals: Philosophy Department Learning Outcomes 1. Careful, close textual reading of primary sources.
Additional Learning Goal/Outcome Critical Thinking: Drawing Analogies between the Holocaust as well as genocide in Bosnia and Rwanda. Through our readings, films, discussions and written assignments, we will draw analogies between the Holocaust as well as the genocides in Bosnia and Rwanda. For example, we can consider the extent to which, in each case, political leaders manipulated dehumanizing stereotypes for political gain. Further, we can consider the extent to which the dehumanization of the victim led to a devaluation that led in turn to catastrophic violence against the victim. We will use the analogies as an aid to understanding the individual cases. By identifying a significant similarity between the Holocaust and the genocide in Bosnia, for example, we can speculate about strategies for preventing such dehumanizing rhetoric by political leaders. In other words, by recognizing an operative model in different cases we may find a basis for addressing the problem of genocide. |
|||
