History 207 - Indiana State University



Indiana State University

General Honors 101

Imagine Social Justice

Creating a Civic Life-Philosophy

With apologies to Socrates, it might be phrased thus:

the uncommitted life is not worth living.

Walter Kaufman

Dr. Ralph Leck

Stalker Hall 007

Office Hours: T/Th 3:30 pm-5 pm

Ralph.Leck@indstate.edu

I. Course Description

GH 101, Introduction to Social Justice, explores the nature and goals of social justice movements through an analysis of commercial cultures and social privilege. U.S. institutions will be examined in the larger historical context of commercial globalization after 1500 CE. Students will master several approaches to social justice. Key concepts include globalization, social privilege, environmental justice, economic equality, Liberation Theology, and Engaged Buddhism.   

II. Critical Sociology

The purpose of this course is not the mere memorization of dates and facts. Its main value is in teaching students to read and think using critical sociology and alternative philosophies of justice. In the context of this course, critical sociology refers to three areas of academic concern: (1) an investigation of the contemporary gap between dominant ideals (such as social equality and the theology of compassion) and social realities, (2) a focus on the causes of social inequality and social hierarchy, and (3) an analysis of U.S. policies within the larger context of neo-liberal globalization. Another aspect of critical sociology is reflective and personal. Students will be asked to reflect upon their values and their socialization by U.S. culture. This course is an exercise in asking difficult questions inspired by canonical philosophies of justice. The ultimate goal of the course is for students to develop their own conception of social justice and global citizenship.

III. Learning Objectives

1. Students will learn several perspectives and philosophies of social justice. These include: (1) a world history perspective, (2) a sociology perspective, (3) environmental justice, (4) political philosophy, (5) Marxist perspectives, (6) Liberation Theology, and (7) Engaged Buddhism.  

2. Students will understand the global context within which struggles for social justice take place;

3. Students will compare the values that are the foundation of global capitalism to the values required for social justice;

4. Students will use a sociological lens to interpret (a) class, racial, ecological, theological, and gender hierarchies and (b) policy debates about equality, freedom and equal opportunity;

5. Students will understand the ways that media and acculturation shape their consciousness of the world;

6. Students will reflect upon secular and theological traditions of social justice and their own role in creating justice and perpetuating injustice.

IV. Required Reading

Brown, Robert. 1993. Liberation Theology. Westminster Press.

Johnson, Allan. 2006. Privilege, Power, and Difference. McGraw-Hill.

Labacqz, Karen. 1986. Six Theories of Justice. Augsburg Press.

Rawls, John. 2003. Justice as Fairness: A Restatement. Belknap Press.

Robbins, Richard. 2011. Global Problems and the Culture of Capitalism. Pearson.

Note: (B) Additional Readings are located on Blackboard.

Requirements & Grading

1. Participation (10%) Mandatory

2. Reader Response Essays (30%) See weekly requirements

3. Two Integrative Essays (30%) 31 Jan & 21 Feb

4. Group Presentation (5%) Week Sixteen

5. Final Exam/Paper (25%) 2 May, 3 pm

I. Participation: 10%

Attendance, with assigned readings in hand, is mandatory. Students will receive credit for attendance and additional points for in-class oral participation. Participation in discussions is required. Absences, early departures, and attendance without the assigned readings will negatively impact your grade. Credit for participation will be given to students who complete the weekly readings and make intelligent oral contributions.

II. Reader Response Quizzes: 30%

Reader response essays will be written in-class and typically on Thursdays. These essays will respond to questions about the weekly assigned readings. The questions can be found below in the “SCHEDULE OF LECTURES & DISCUSSIONS” section of this syllabus. While writing the in-class essay, students may use hand-written notes but may not use their books/readings. Students will write 6 in-class essays. Five will count toward your grade. There are no make-up quizzes.

III. First Integrative Essay: 15% (3-5 pages, 12 font)

The integrative essay questions and their due dates can be found in the “SCHEDULE OF LECTURES & DISCUSSIONS” section of this syllabus. The essays will be written using the course readings. You must prepare a draft for peer review. The draft will count toward the grade. It and the peer reviews must be submitted with your final paper. Your essay will integrate lecture materials, relevant readings, and discussion perspectives. Essays should reflect a passion for communication and constitute compelling intellectual work. Your authorial voice should be clearly distinguished from the perspective of the authors and texts about which you are writing.

IV. Second Integrative Essay: 15% (3-5 pages)

V. Group Presentation/Discussion: 5%

The guidelines and grading criteria for the group presentations/discussions are provided below.

VI. Final Exam Essay: 25%

The final exam will be comprised of a take-home essay. Students will turn in the essay during the regularly scheduled final exam. There are no make-up exams for students who have not made arrangements with me prior to the final exam.

Essay Grading Scale

A (Outstanding) level essays integrate course readings, lectures, and discussion themes and put forth an original, creative argument or thesis. “A” essays are extremely well organized and possess excellent thematic coherence. “A” work is free of grammatical and spelling errors and cites all sources properly.

B (Above Average) “B” level essays integrate course readings and materials and construct a well-reasoned argument or thesis. “B” essays are well organized and possess good thematic coherence. “B” work contains very few grammatical and spelling errors and cites sources properly.

C (Average) “C” level essays meet the course requirements and demonstrate a basic assimilation of course readings and course materials. “C” essays repeat a few ideas from the course but do not display full mastery of the material. Often “C” work suffers from poor organization. The essay may lack a thesis and/or clear topic sentences. Sources may not be cited properly. “C” work will have a few grammatical and spelling errors.

D (Below Average) “D” level essays reflect minimal mastery of key concepts, course readings, and course material. “D” essays lack structure and thematic coherence. Some sources may not be cited. This work generally has many (5 or more) grammatical and/or spelling errors.

F (Failing) “F” work (1) reflects little or no mastery of the materials and (2) generally possesses no thematic coherence. “F” work may contain a substantial amount of information that is irrelevant to the essay question. Plagiarized work will receive a failing grade.

Course Grading Scale

A = 93-100 A- = 90-92 B+ = 87-89 B = 83-86 B- = 80-82

C+ = 77-79 C = 73-76 C- = 70-72 D+ = 67-69 D = 60-66

F = 59 and below

Class Policies

1. All electronic devices must be turned off before entering class. If students use electronic devices during class, they will be asked to leave. To negotiate exceptions, please come to my office hours.

2. Late work will not be accepted. The only exception is bona fide emergencies. You will need documentation. Accepted late assignments will be marked down one letter grade for every class meeting that they are late.

3. No make-up exams for in-class essays will be given unless students have received permission from their teacher prior to an exam or quiz.

4. Plagiarized assignments will receive a failing grade for a first offense and a zero for the second offense.

5. No food, please. You may bring water.

6. Emails should be treated as formal communications and therefore must include (a) a subject line, (b) the instructor’s professional title, and (c) a salutation.

Guidelines for Class Conduct

1. Respect learning and the wisdom of social justice.

2. Practice courtesy and civility.

3. Sycamore Ps: punctual, professional, prepared.

4. Non-class related activities are forbidden in class.

5. Hands up…Please raise your hand when you wish to speak.

6. Be prepared to take notes at all times.

Class Discussions

Thursday classes will often include discussions of lecture themes and course readings. Students are required to (1) bring the assigned weekly readings to class on Thursdays and (2) complete the weekly readings before Thursday classes. Students will be penalized if they do not have the assigned readings in their possession.

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SCHEDULE OF LECTURES & DISCUSSIONS

Part I: Global & National Contexts

Week One: Introduction to Social Justice

8 Jan: 1. Reflections on Commitment and Education

2. Context and Philosophies

10 Jan: Socially Constructed Reality: Acculturation

Reading: Robbins, Ch 1; Johnson, Ch 2

In-Class Essay #1: What is meant by the social construction of reality? What would be the opposite of this? Compare and contrast Johnson and Robbins’ social constructions of reality.

Week Two: Social Inequalities & Capitalism

15 Jan: Capitalist Values & Principles

17 Jan: Capitalism, Equality, & Justice

Reading: Robbins, Ch 2; Johnson, Ch 3

In-Class Essay #2: What are the “anatomy of the working class” (Robbins) and “the matrix of capitalist domination” (Johnson)?

Week Three: The Nation-State: Manufacturing Consent

22 Jan: Nationalism, Obedience, & Injustice

24 Jan: Capitalism, Equality, & Justice

Reading: Robbins, Ch 3 (pp. 55-84); Ch 4 (pp. 99-117)

In-Class Essay #3: How do economic history and the history of the nation-state contribute to an understanding of social injustice?

Integrative Essay Assignment #1:

Using Robbins and Johnson’s texts, explain the historical and social sources of injustice, privilege, and social domination. (Consider the social construction of the consumer and the nation-state, gender and class, imperialism and the rise of the corporation, segmentation of the labor force, and the manufacturing of consent.)

Week Four: First Essay Assignment

29 Jan: Rough Draft Due for Peer Review

31 Jan: Justice & Free Will: The Necessity of Social De-Construction

First Paper Due

Week Five: Just Get Over it!

5 Feb: The Basis of Injustice: Feeling or Social Structures?

7 Feb: The Myth of Individualism: Playing Monopoly

Reading: Johnson, Ch 4 & Ch 6

Discussion Topic: Which groups are most likely to promote individualistic thinking? How does this type of thinking impede acceptance of responsibility for injustice?

Week Six: American Model of Consumption

12 Feb: White on Biblical and Scientific Models of Nature

14 Feb: The Environmental Sustainability of the American Model

Reading: Robbins, Ch 7; White, “Historical Roots of Our Ecological Crisis” (B)

Integrative Essay Assignment #2

1. How do science and Christianity contribute to environmental exploitation?

2. What are the human and environmental consequences of the American model of consumption (i.e. the sugar-beef complex)?

3. Which political group(s) most often supports and defends individualist thinking, capitalism, Christianity, and the American model of capitalist consumption? What are the consequences for social justice?

Week Seven: Second Essay Assignment

19 Feb: Rough Draft Due for Peer Review

21 Feb: Who supports Christianity, science, capitalism, & individualism?

Second Paper Due

Part II: Four Life-Philosophies of Social Justice

We are determined not to take as the aim of our life fame, profit, wealth or sensual pleasure, nor to accumulate wealth while millions are hungry and dying.

Thich Nhat Hanh, Interbeing: 14 Guidelines for Engaged Buddhism

Week Eight: Rawls’ Civic Philosophy

26 Feb: Justice as Fairness: Rights & Differences

28 Feb: Rawls, Capitalism, & Inequality

Midterm Grades Due

Reading: Lebacqz, Ch 2; Rawls, 1-26

Discussion Topic: What are Rawls’ fundamental ideas, and what are their implications?

Week Nine: Reading Rawls in a Capitalist Context

5 Mar: Cooperation vs. Competition

7 Mar: Social Interest vs. Self-Interest

Reading: Rawls, 26-61, 135-138, & 176-178

Discussion Topic: Are capitalist motivations and citizenship compatible?

Week Ten: Spring Break

11-15 March

Week Eleven: Socialisms & Equality as Social Justice

19 Mar: Political & Economic Liberalism

21 Mar: Political or Social/Economic Equality: Where do we start?

Reading: “Varieties of European Marxism,” (B); Buchanan, “Marx and Rawls,” (B)

In-Class Essay #4: Buchanan details ten Marxist criticisms of Rawls’ philosophy of justice. Explain in detail two Marxist criticisms of Rawls’ position and Buchanan’s response to these criticisms. Do you agree with Buchanan? Explain.

Week Twelve: Liberation Theology

26 Mar: Basic Ideas

28 Mar: Anti-Capitalist Jesus

Reading: Lebacqz, Ch 6; Brown, 1-34

Discussion Topic: How does the point of view of Lebacqz and Brown differ?

Week Thirteen: 1492 & the Sociological Theology

2 Apr: Tragic History: Dominant-Triumphant vs. Liberation Theology

4 Apr: Preferential Option for the Poor: Las Casas, Saint-Simon, and Miranda

Reading: Brown, Chs 2, 3, & 5

In-Class Essay #5: Reflect on idea of “Jesus as Liberator” and “Kairos time.” How do these concepts exemplify the difference between dominant and liberation theology?

Week Fourteen: Engaged Buddhism and Social Justice

9 Apr: Beyond Truth & Meditation: Compassion & Social Justice

11 Apr: White, Deep Ecology, and Engaged Buddhism

Reading: Hanh, “The Fourteen Mindfulness Trainings” (B); Loy, “Loving the World as Our Own Body” (B); Sivaraksa, “The Religion of Consumerism,” (B)

In-class Essay #6: Why, according to Hanh, is the rejection of eternal Truth (mindfulness trainings 1 and 2) central to the practice of compassionate, mindful living? How does this truth-justice nexus differ from most political theologies?

Week Fifteen: Themes of Citizen-Activism

16 Apr: Perpetual Growth & Social Capital

18Apr: Servants in the Pharaoh’s Court

Reading: Robbins, 334-343; Brown, 107-120; Johnson, 128-148

Week Sixteen: Group Presentations

23 Apr: Group Presentations/Discussions

25 Apr: Group Presentations/Discussions

Week Seventeen: Final Exam

2 May, 3 pm

Group Presentations & Final Exam

Creating a Life-Philosophy of Social Justice

Group Presentations/Discussions and the Final Exam require students to construct a Life-Philosophy of Social Justice using the materials of the course. Students will focus on three of the seven perspectives presented in class.

1. World History Perspective (Robbins & Brown)

2. Sociological Perspective (Johnson, Mantsios, Sklar)

3. Environmental Justice (Robbins, White, Loy)

4. Political Philosophy (Rawls)

5. Marxist Perspectives (Marx, Lenin, socialist feminism)

6. Liberation Theology (Brown & Miranda)

7. Engaged Buddhism (Hahn, Sivaraksa, Loy)  

Your life-philosophy of social justice will be a unique combination of three of these perspectives. Above all, your Final Paper must:

1) recapitulate and defend three perspectives of social justice; textual analysis and textual references must be the key feature of your essay;

2) specify, in each case, the social injustices that will be remedied by your philosophy of justice. Why is your life-philosophy best suited to offer an institutional and ideological alternative to social specific injustices?

I. Group Presentations/Discussions & Final Paper

Students will be assigned to a group, given a date of presentation, and will be encouraged to communicate with members of their group. The purpose of group work is to prepare for the final paper. When working in groups and preparing for the final paper, students should consider the following issues.

1. Organizational Pattern: introduction, conclusion, sequence of material in the body of the presentation, transitions, and overall coherence.

2. Language: Were the language choices imaginative, memorable, and compelling? Did the language choices enhance the effectiveness of the presentation?

3. Delivery: Is the speakers’ presentation polished and confident? Did their posture, gestures, eye contact, and vocal expressiveness enhance the presentation?

4. Supporting Material: How well and how thoroughly did the presentation address (a) the life-philosophies of the course and (2) historical and sociological analyses of social injustice presented in the course? Does the volume and sophistication of supporting evidence establish the authority and credibility of the speaker?

5. Central Message: Are the central messages compelling, precisely stated, appropriately repeated, and strongly supported?

II. Final Exam Essay

The Final Exam will consist of a Final Paper. In the Final Essay, students will compose their own life-philosophy of social justice. The essay will be 4-6 double-spaced pages and typed in 12-font.

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