California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: January 19, 2006
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 1 and Week 2: Week of January 15, 2006 and Week of January 22, 2006
Optional Dear Habermas Workshop - Wednesday, January 25th, 12 noon to 1 p.m. in the microcomputing classroom (D1 level in the library).
Introduction to the Teaching/Learning Model
On Punishment and Imprisonment
- Class and Internet Discussions
- Those Infamous Grades and Letters of Recommendation
- "The Case Against Gold Stars" by Alfie Kohn.
- Cooperative Learning
- Hassine. Life Without Parole. -- foreword, preface, Chapters 1-9.
- Haas and Alpert. Dilemmas of Corrections. Chapter 1-5.
- Join the Yahoo Discussion Group with CSUDH students.
- W.I. Thomas "Definition of the Situation
Lecture related links:
Concepts to be covered:
- illocutionary discourse
- the aesthetics of answerability
- monologic non-answerability
- taxonomy of learning
- the 6Cs
- the external and internal motivations of learning
- dog letters
- academic accountability
Note: In order to answer these discussion questions, you will need to read the five links noted above the Hassine reading assignment for this week.
- What are the connections between the "6Cs" and the concepts of "illocutionary discourse" and "the aesthetics of answerability"? Why might these concepts be helpful throughout this course on Corrections? What controversial and/or sensitive topics do you anticipate in this course? Why.
- How are grades and grading handled in this course? How do you get an "A" in "Corrections"? Relate "dog letters" to this course. Compare and contrast how this course differs from others that you have taken. Why.
- What is punishment? How does punishment relate to "academic accountability" and this teaching/learning approach? Why.(Be sure to relate your answer to the beginning of both Hassine and the H&A texts).
- What questions or concerns do you have as you begin this course?
Suggested Creative Measures:
Note: All creative measures must be approved by the instructor before you begin. Email the instructor with your idea. Creative measures cannot be something that you are doing or have done for another course. No term papers. Start thinking about ideas for your creative measures. Must relate to "corrections." 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). Email me your ideas. Allow time to dialogue and present your creative measures.
- Alfie Kohn. Beyond Discipline: From Compliance to Community.
- Alfie Kohn. Unconditional Parenting.
- John Irwin. The Warehouse Prison.