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Citizenship In A Globalized World (UNXD 405)Father Matthew Carnes, SJProfessor of GovernmentCourse DescriptionThis course examines our increasingly interconnected – yet stubbornly fragmented and unequal – world, and asks how we might conscientiously choose to live and act in it. Drawing on the fields of comparative political and economic development, we will explore the cross-national patterns of behavior by states and private actors that are shaping outcomes in education, growth, social inclusion, and political participation. We will complement this empirical study with normative perspectives drawn from the fields of philosophy, social and cultural analysis, and theology, ultimately pushing each of ourselves to decide on concrete ways our convictions can shape our choices about how to live as aware and responsible citizens in the world as it exists today.Readings:?Readings will be composed of two texts each week, one drawn from the empirical study of comparative political and economic development, and another drawn from the normative theory or analysis. Emphasis will be placed on linking the material to Georgetown’s history, values, and student experience (both academic and extra-curricular).??Assessment:?Students will be expected to:complete each week’s reading prior to each class session and to come prepared to actively discuss itwrite a one-paragraph response prior to each session, taking a position about (a) how they interpret the empirical material presented that week and (b) how they imagine they might live in response to that realitywrite a final paper – up to 10 pages – in which they articulate how their Georgetown education, and especially this class, has prepared them to make concrete choices or commitments about how they will live in the world as they understand it at this timeMeeting 1 – What Is Citizenship?Our first conversation will take up the question:?What does it mean to be a citizen??What does it mean to belong -- to a country like the United States, to the human race as articulated by the United Nations and in Brazil (one of the most extensive constitutions in the world), and to the Georgetown community as articulated by various offices on campus? What rights and responsibilities does this include??Please read the following short documents and ask yourself: how have I experienced these rights, responsibilities, and ways of belonging during my lifetime? How do they shape the way I think of myself and others?United States Constitution:?Preamble and Amendments?(Links to an external site.)?1-10, 13, 14, 15, 16, 19, 24, 26?United Nations?Universal Declaration of Human RightsConstitution of Brazil,?Articles 5-12?(pages 7-17).Georgetown University statementsMission Statement?(Links to an external site.), Georgetown UniversityMission Statements of?Georgetown College?(Links to an external site.),?SFS?(Links to an external site.),?NHS?(Links to an external site.), and?MSB?(Links to an external site.)“Introduction” and “Honor Pledge”?(Links to an external site.)?from the Honor Code“Mission Statement,” “Ethos Statement,” and “Statement of Purpose” from?Georgetown University Code of Student ConductMeeting 2 — Living In An Unequal WorldThis week we reflect on one of the fundamental characteristics of all human societies: the distribution of resources. In our time, levels of economic inequality have reached some of their highest recorded values, and this has provoked considerable reflection. As you reflect read and reflect this week, please consider the following questions:What exactly is inequality? How important (or not) is it? Are there other issues or measures we should be more concerned with?Is equality a realistic or desirable goal? If not, what level of equality or inequality should we aim for?How have you experienced inequality and issues of distribution of resources in your own life? How have you experienced them here at Georgetown?What goals for income or career have you set for yourself, and how does this suggest that you will fit into the global and national distribution of income and wealth in the future?We'll use these readings and materials as the foundation of our discussion:Wealth Inequality in America?Wealth Inequality in America?(Links to an external site.)Global Wealth Inequality?Global Wealth Inequality - (See description for 2017 updates) What you never knew you never knew?(Links to an external site.)Carnes 2014,?Review of Piketty,?Capital in the 21st Century, America.?And if you want to read further on these topics...Published yesterday: Saez and Zucman 2019, "Alexandria Ocasio-Cortez’s Tax Hike Idea Is Not About Soaking the Rich: It’s about curtailing inequality and saving democracy?(Links to an external site.),"?New York Times.Freeland 2012,?Plutocrats,?Chapter 1?(chapter 2 is also interesting)Kim 2017, "Doesn't everyone deserve a chance at a good life?(Links to an external site.)?" TEDtalk(optional) Piketty 2014,?Capital in the 21st Century,?IntroductionMeeting 3 — Reflecting on Race and Reconciliation This week we take up the topic of race, primarily in the United States and with a special focus on Georgetown's connection to the legacy of slavery. There is far more literature on this than we can adequately cover here, but I hope the readings and videos assembled provide you with lots to think about. A few questions to consider and perhaps write about on the Discussion Board:How does the legacy of slavery have an impact today? How should we think about the impact of race today?What responsibility do we have today to address the historic legacy of slavery and racial discrimination??What responsibility do we have to address racial discrimination today??Do you think that reparations should be considered? What would be appropriate?What do you think about Georgetown's grappling with these issues? What has it done well, and what has it done poorly? What more does it need to do?What do you think of the Jesuits' grappling with these issues? What have the Jesuits done well, what have they done poorly, and what more do they need to do?Do you feel yourself implicated in these conversations -- as a Georgetown student, a US citizen, or in some other way?Readings and Videos:Kesicki, SJ 2017, ?Homily & Apology?(Links to an external site.)?from Liturgy of Remembrance, Contrition, and HopeGeorgetown 2015,?Report of the Working Group on Slavery, Memory, and ReconciliationYou may want to concentrate on the recommendations section, pages 35-44.Landrieu 2017,?Truth: Remarks on the Removal of Confederate Monuments in New Orleans??(Links to an external site.)?And a new article -- both critical and constructive -- published this week on Georgetown's ongoing efforts:Parry 2019, "A New Path to Atonement,?(Links to an external site.)"?Chronicle of Higher Education.And if you want to read or think further on these topics:Gordon-Reed 2018, "America’s Original Sin,"?Foreign AffairsCoates 2014, "The Case for Reparations"Theicker Khadaroo 2018, "Jesuits, slave defendants consider how Georgetown can make amends?(Links to an external site.),"?Christian Science Monitor.?You may wish to?watch more of the Liturgy?(Links to an external site.)?of Remembrance, Contrition, and Hope on the Slavery Website (full video is at the bottom of the page)The?Planet Money?produced two podcasts on the issue of reparations and Georgetown's relationship to descendants of the 272 children, women, and men sold in 1838. You can listen to?Part 1?(Links to an external site.)?and?Part 2?(Links to an external site.).Meeting 4 —?Gender, Sexual Identity, Relationships, and Family This week we take up a series of topics that are likely to affect nearly everyone's intimate lives in some ways: the changing understandings of, and behaviors around, gender, sexual identity, relationships, and family. I recognize that these are sensitive topics, so I have chosen articles (all of which are short -- trust me!) that document patterns of behavior, rather than advance normative arguments (although, I admit, some of the authors do slip in their own views). As you read them, I would invite you to also reflect on other things you have read, seen, or thought about during your years at Georgetown on these topics. You might wish to write your response on one or more of the following questions:What do you think about the changing patterns of marriage and child-rearing that are described below? How do you see marriage and/or child-rearing fitting into your own life?How do evolving understandings of gender and sexual identity affect your life and choices? How do they fit into questions of public policy, community building, or family?How has awareness about sexual harassment and assault impacted the way you think and act? What steps do you think need to be taken -- internationally, locally, and perhaps at Georgetown?How do the topics this week intersect with the topics we've taken up in other course, such as race, economic class, or belonging?Here are the articles..."Marriage in the West: For Richer,"?The Economist, 2017."The State of Marriage: An Ever-Looser Knot,"?The Economist, 2017."Getting Used to Gay Unions: Adam and Steve,"?The Economist,?2017."Why Would be Parents Should Choose to Get Married,"?The Economist, 2017.Stone 2018, "American Fertility Is Falling Short of What Women Want?(Links to an external site.),"?New York?Times."This Year Has Seen an Explosion of Rage about Sexual Harassment,"?The Economist, 2017.Meeting 5 — Education, Information, and Technology What is the purpose of education, and how does it fit into the labor market, careers, and the larger social context? These readings are meant to open up questions about education in general, your college education, and your specific experience here at Georgetown. They also invite reflection the world of work and technology that you will engage in the years ahead. Please feel free to respond to any or all of them in your blog posts addressing.?What are you looking for in your college education? Have you achieved it?How central has the pursuit of a career been to your education?How do you view the future -- of technology, of work -- and how well prepared do you feel for it?How hopeful are you about the future?Here are the main readings:David Brooks 2018, "A Generation Emerging from the Wreckage?(Links to an external site.)."The Economist?2018, "All Must Have Degrees."Watch this two minute video on education and the gender wage gap, produced by Georgetown's Center for Education and the Workforce.Link?(Links to an external site.)Also, please read these two super-short articles about what might make Jesuit universities different. What do you think? Do we succeed at being different, and do we do it in the ways I suggest?Carnes 2011, "Frontier Universities,"?Conversations on Jesuit?Higher Education.Carnes 2014, "The High Calling of Bothered Excellence?(Links to an external site.),"?The Hoya.?And finally, in case you'd like to read more:?[Highly recommended - short!] Porter 2019, "Tech is Splitting the US Work Force in Two?(Links to an external site.),"?New York Times.[Highly recommended - longer] Meaney 2019 (a recent Georgetown grad), "The Future of Social Mobility? MOOCs and Hegemonic Design Bias," Working Paper.McAfee and Brynjolfsson 2016, "Human Work in a Robotic Future,"?Foreign Affairs.The Economist?2017, "Career Planning: Pathway Dependency."Meeting 6 — Religion and the Jesuit Perspective This week we look at how religion, faith, and spirituality might affect the ways we lead our lives, the political and economic choices we make, and the long-term path of our society and planet.?How has Georgetown's Catholic identity and its embrace of inter-religious dialogue shaped your experience here? How has it shaped the way you think about political, social, economic, or other issues?What is your perception of your generation's approach to religion and spirituality? (You'll see below that your generation tends to be less affiliated to churches than earlier generations.) How might recent trends affect your practice of religion or spirituality after Georgetown?Does a religious worldview make a difference in politics, economics, and social life? How do you see it as most helpful, neutral, or most harmful?How would you describe the Jesuit worldview? Are there elements of it you want to hold onto? How might it make a difference in your life?And here are the readings...Georgetown University, Office of Mission and MinistryOur Mission & Identity, Grounded in our Jesuit Heritage?(Links to an external site.)The Spirit of Georgetown?(Links to an external site.)Bullard 2016 - "The World's Newest Major Religion: No Religion?(Links to an external site.)," National Geographic.Carnes 2017 - "Toward an Economy of Reconciliation,"?Promotio JustitiaeJesuit Task Force 2016?-?Justice in the Global EconomyPlease read pages 7-11. All the rest is optional.Meeting 7 —?Final Celebratory Dinner and Final Reflection DueToday your final paper is due. It does not require any research, but should draw on ideas and material we have read and discussed over the semester. You should articulate how your Georgetown education, both inside and outside the classroom, and in and out of this class, has prepared you to make concrete choices and commitments about how you will live in the world (and our local and national communities) at this time.What are the key principles or ideas that orient you??What realities do you find most pressing and important in shaping your decisions?Are there commitments you feel drawn to now, with regard with where or how to live, what education or career to pursue, what what kind of person to be? Why?Looking forward ten or twenty years, what aspects of your Georgetown education do you hope will still be echoing in your mind and heart?Also, here is one final reading that might inspire and encourage you as you write and think about the future.Carnes 2017, "What We Carry With Us?(Links to an external site.),"?The Hoya.Course Policies IllnessIn the event of illness, please be pro-active about communicating with Fr Carnes. As a general rule, remember that the most important thing you can do is get better quickly. In the event of flu-like symptoms, please stay home, get lots of rest, eat some chicken soup, and get the medical attention you feel is necessary. The University generally requests that you stay home a full 24 hours after your fever subsides. During this time, be sure to communicate with Fr Carnes in case any accommodations are needed.?Instructional Continuity (during inclement weather and other unscheduled campus closures)In the event of campus closures due to inclement weather or other circumstances, students should expect that course-related activities will still occur according to our normal class time and schedule. Fr Carnes will communicate via email whether this will involve an internet-based discussion or some other activity. Students should monitor their Georgetown email account and Canvas for full information.?Academic IntegrityAs a Jesuit, Catholic university, committed to the education of the whole person, Georgetown expects all members of the academic community, students and faculty, to strive for excellence in scholarship and in character. ?The University spells out the specific minimum standards for academic integrity in its?honor code?(Links to an external site.), as well as the procedures to be followed if academic dishonesty is suspected. All work for the course should be your own, and care should be given to responsibly citing all ideas and evidence drawn from other sources.?Absences and Academic AccommodationsWe will make every effort to accommodate students with conditions recognized and documented by Georgetown’s Academic Resource Center (ARC). Students requesting this accommodation should bring their ARC documentation to Fr Carnes as early as possible in the semester.?Given the special nature of this course, with only 8 meetings and its emphasis on active participation, absences should only occur for extraordinary reasons. Please consult with Fr Carnes immediately if circumstances requiring an absence arise. Two absences or more are likely to result in loss of credit for the class.?On Support for Survivors of Sexual Misconduct at GeorgetownAs a Jesuit priest and faculty member, I am committed to supporting survivors of sexual misconduct, including relationship violence, sexual harassment and sexual assault. As a professor, university policy requires me to report any disclosures about sexual misconduct to the Title IX Coordinator, whose role is to coordinate the University’s response to sexual misconduct. Given our academic context in this course, my presumption will be, unless told otherwise, that you are aware of this requirement for me to report the disclosure.Nevertheless, as a Catholic priest, the law provides full confidentiality for conversations I have in my religious role. If you wish to exercise this confidentiality in conversations with me, please tell me that you are coming to speak to me as a priest.Georgetown also has a number of fully confidential professional resources who can provide support and assistance to survivors of sexual assault and other forms of sexual misconduct. I have worked closely with them and can personally recommend them extremely highly. These resources include:Jen Schweer, MA, LPC,?Associate Director of Health Education Services for Sexual Assault Response and Prevention,?(202) 687-0323,?jls242@georgetown.eduErica Shirley, Trauma Specialist,?Counseling and Psychiatric Services (CAPS),?(202) 687-6985,?els54@georgetown.eduMore information about campus resources and reporting sexual misconduct can be found at??(Links to an external site.).?(Links to an external site.)?Cura Personalis: Staying Well at GeorgetownThis course, like many courses at Georgetown, is demanding?(but calibrated to only require one-unit of work). It also examines difficult, and in some cases controversial and troubling, topics. My hope is to shape the course so that we can do these things in a sensitive, respectful, and deeply fascinating way – one that will challenge and push you to make the most of this incredible experience at Georgetown.????????I recognize, though, that Georgetown can be a stressful place, and this course can at times contribute to that stress. Please come talk to me if/when you feel stressed, confused, or just not sure. Although I cannot remove course requirements, I can help you think through strategies to face them, and I can guide you to other on-campus resources. You are never alone: we are a learning community in this class, and I will stand by you to make sure you can do your best work.????????I will be giving special emphasis to this issue of?cura personalis?throughout the semester. Please feel free to give me feedback on this healthy-living, whole-person content – at any time and by whatever means, whether signed or anonymous – so that I can make this the most vibrant, healthy, respectful, and engaging course possible for you. ................
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