California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: August 26, 2009
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: Week of August 30, 2009
No Class (Labor Day) - Monday, September 7th
Optional Dear Habermas Workshop - Wednesday, September 9th @ 12 noon in the microcomputing classroom (D1 level in the library).
Topic:Introduction to the Teaching/Learning Approach
- Class and Internet Discussions
- Those Infamous Grades and Letters of Recommendation
- "The Case Against Gold Stars" by Alfie Kohn.
- Cooperative Learning
- Richard Delgado & Jean Stefancic. The Derrick Bell Reader . -- Introduction and Prologue.
- Gordon Fellman. Rambo and the Dalai Lama. -- Foreword and Acknowledgment.
- Samuel Walker and others. The Color of Justice. -- Foreword and Preface.
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
- the interrelationship between "race, crime, law"
Note: In order to answer these discussion questions, you will need to read the five links noted above the Fellman reading assignment for this week.
- What are the connections between the "6Cs," illocutionary discourse and the aesthetics of answerability? How do these concepts relate to "race, crime, law"?
- How are grades and grading handled in this course? How do you get a "C" in this course? How do you get an "A" in this course? How does a "dog letter" relate to grades and grading? Why.
- If you are new to this teaching/learning model, what questions do you have? If you are a returning student to this teaching/learning model, what advice would you give to a new student? Why.
- What is the relationship between "race, crime, law"? In your opinion, what should the relationship be? Why.
- Compare and contrast the beginning of all three required textbooks for this course. What are some differences between the three books, and what are some similarities? Why.
Suggestions for Visual Projects:
Note: Start thinking about ideas for your visual projects. Must relate to "race, crime, law." 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). You are expected to turn in a bibliography with each visual project. No term papers! Allow time to dialogue and present your visual project progress. Email me your ideas ASAP.
- Select a current event relating to "race, crime, law" and research the issue and arguments.
- What is race? What are some of the multiple perspectives and competing views on this topic?
- Desmond Tutu. No Future Without Forgiveness.