California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: May 1, 2008
Spring 2008 CRMJ/SOCA 353 Criminal Justice/Social Justice
Spring 2008 CRMJ 353 Boxes
You will be held accountable for purposes of grading for the readings and exercises listed here. There will be no "testing." That means that you will not have to live in anxious anticipation of what we will ask and how much you will have to know. Instead, we will provide weekly discussion questions, lectures, essays, and concepts we feel that you should know as a result of having taken this course. You will assure us of that learning and receive your grade for the questions and concepts about which you choose to write and talk with us. In addition you will find detailed explanations and examples on our grading policies in the first week's reading.
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Week 16: Week of May 4, 2008
- Criminal Justice/Social Justice in Theory, Policy, Practice
- The Teaching/Learning Model Revisited
- Cornel West. Democracy Matters. -- entire book.
- Paul Loeb. The Impossible Will Take a Little While. -- entire book.
- Martha Minow. Between Vengeance and Forgiveness. -- entire book.
- Documentary: "---" (to be shown in class)
Lecture related links:
- Try making an origami earth.
- Actively participate in the Community Building discussion group.
- Paul Loeb's website
- W.I. Thomas "Definition of the Situation
- National Criminal Justice Reference Service. Administered by the Office of Justice Programs, U.S. Department of Justice.
Concepts to be covered:
- illocutionary discourse
- the interrelationship between "theory, policy, practice"
- hope v. optimism
- the relationship between criminal justice and social justice
- the Other
Note: You will need to incorporate this week's readings and the documentary, "-----" into your answers.
- Other than your own visual projects, which ones were the most interesting? Why.
- What are the three most important things that you learned in this course? Why.
- What advice would you give to students new to this teaching/learning model? Why.
- What ideas and suggestions do you have to improve on this teaching/learning model? Why.
Self-Assessment Questions for each Visual Project:
- List the names of the individuals in your group. What did you do exactly for this visual project? (If in a group, explain the division of labor and your individual contribution to this visual project).
- Briefly explain how your visual project relates to "criminal justice/social justice" (i.e., the readings, the documentaries). What did you learn?
- Assess how the 6Cs apply to your visual project, with special attention on competence and creativity. What is your visual project self-assessment (provide a letter grade) ___ ? Why.
Suggested Creative Measures:
Note: Start thinking about ideas for your creative measures. Must relate to "criminal justice/social justice." Must be approved before starting your creative measure. Cannot be something that you are doing or have done for another course. Research cannot be 100% online (i.e., google, askjeeves). Must conduct library research using scholarly works, (not the popular press -- Time Magazine, Newsweek, Sports Illustrated). No term papers! Allow time to dialogue and present your creative measure in class. Email me your idea.
- Make A Box a Week or some other visual presentation focusing on this week's topic.
- Select a current event and examine the left/right perspectives and other news source links on the Dear Habermas site (located in the middle of the front page). How do the different perspectives present this current event? Why.
- James Hilton. Lost Horizon.
- George Orwell. 1984.
- Aldous Huxley. Brave New World.
- Margaret Haddix. Among the Hidden. series, especially her latest, Among the Enemy .
- Martha Minow. Breaking Cycles of Hatred: Memory, Law and Repair.
- Desmond Tutu. No Future Without Forgiveness.
- MoveOn.org. Move On's 50 Ways to Love Your Country.
- Instructions for making a box. Or, make an explosion box. .