Psychology 711: Cognitive and Affective Aspects of Behavior



Selected Topics in PsychologyCollective Memory: Morocco Study AbroadWinter 2020 (dates are tentative)PSY 482Course SyllabusNote: This course does not replace a part 4 capstone/senior seminar. You will still need to take 2 capstone/senior seminar courses.Instructor:Charles B. Stone, Ph.D.Email: chstone@jjay.cuny.eduTel: TBAOffice: Center for Cross Cultural Learning, Old Medina, RabatMy contact information: Please DO NOT share this with anyone who is not in the program under any circumstances other than emergency contact/family during an emergency.Office Hours:Daily after class or by appointmentBroad Overview:This class counts as three credits and provides the theoretical and substantive foundation for the study abroad in Morocco. Field work schedule and Journal Entries are provided separately.Course Material:All readings are posted on Blackboard. You are advised to bring readings electronically to Morocco for reference. In addition to journal articles, you are required to purchase the following book.Pieprzak, K. (2010). Imagined Museums: Art and Modernity in Postcolonial Morocco. University of Minnesota Press.Note: While the reading assigned is appropriate for the class, the program itself is very intense. To simplify your life, try to complete at least half your readings while in the U.S.Course Description: In recent years, a tremendous amount of interdisciplinary attention has been devoted to the examination of “social memory” or “collective memory.” In this course, we will explore the nature and dynamics of social or collective memory, from multiple disciplinary perspectives, in terms of how Morocco represents their collective past and how said representations serve identity and goal-driven purposes in the present for Moroccans. To this end we will address the following questions throughout the course: What is collective memory? What are the politics of collective memory? What is the relationship between truth and memory? Which memories are concealed and why? Does commemoration serve its intended purpose to increase awareness, understanding and justice? What are the cultural, social, political and aesthetic reasons for how and why historical events are manufactured and represented? How do museums, monuments and sites construct and tell a version of the past? What role do they play in ensuring justice for those harmed in the past? To address these questions, we will use Morocco as a case-study. Morocco’s diverse past (e.g. colonialism) and population, both in terms of race, religion and politics, provides an excellent example of how the past is (re-) constructed and used for particular purposes among contested groups. That is, we will examine, for example, how museums, architecture and monuments are used for particular purposes within Morocco to facilitate or inhibit a particular rendering of the past and how it shapes Moroccan identit-y/-ies. In doing so, we will touch upon the role of the monarchy, religion (e.g., Islam and Judaism), migration, rituals, Moroccan politics, film and European influences in shaping the way buildings/architecture, museums and monuments are designed/used and, in turn, shape the way Moroccans remember their collective past and identit-y/-ies. We will pay particular attention to the oral traditions throughout Morocco as well as the role of reconciliation as a result of the state violence post-colonial period (from 1946 to 1999) in shaping how Morocco remembers and comes to terms with its past.Course Objectives:Understand the social, political and cultural forces at issue in understanding how Moroccans remember and represent the past. Describe the interaction between personal memory and collective memory, using Morocco as a case study. Describe and critique the aesthetic and narrative properties of memorials, monuments and other representations of the past and their role, if any, in ensuring justice in Morocco. Acquire the tools to critically analyze contemporary, Moroccan representations of the past.Improve skills presenting scholarly work in oral and written form. Further Learning Objectives include:Become familiar with issues surrounding research and understanding of diverse populationsIncrease personal self-awareness as a cultural being in a diverse societyDevelop knowledge of how stereotypes, biases, and prejudices are shaped and impact societyIncrease valuing of diversity and understanding of the experiences of othersPolicies:One of the goals of the program is to develop a close group identity. Thus, outside participants should not be invited to use CCL facilities under any circumstances. Inviting non-participants who have no relationship to the winter abroad program and “sharing” program space/accommodation/activities in any way is grounds for dismissal. One missed class without an explanation is grounds for dismissal from the program.Consumption of illegal drugs is grounds for dismissal from the program.Missing any excursion or field trip unless as a result of serious illness is grounds for dismissal from the program.Grade Calculation:The course will be graded as follows for the on-campus portion:Class and Field Work Participation and Preparedness:20(any unexplained absence or habitual lateness will result in up to 10 points deduction) Eight Journal Entries (10 plus 10 for final): 90Weekly Discussion Question (4 x 5 %):20Group Presentation20Grand Total150 I will grade all journals on: (a) language, format and clarity and (b) evidence of thoughtfulness and critical thinking rather than simple summarization. A score of 3 and above are considered a pass for journals.There will be no extra credit assignments because of the intensity of this course.End of the semester letter grades will be as follows (based on total percentage of class points):97-100 = A+87-89 = B+77-79 = C+67-69 = D+93-96 = A83-86 = B73-76 = C60-66 = D90-92 = A-80-82 = B-70-72 = C-<60 = F Journal Due Dates:Journal #Due DateJournal 1Wednesday, Dec. 11th Journal 2TBDJournal 3Monday, January 6th Journal 4Tuesday, January 7th Journal 5Wednesday, January 8th Journal 6Thursday, January 9th Journal 7Friday, January 10th Journal 8Friday, January 17th Attendance, Class Preparation and Conduct while in Morocco: Because of the brevity of the program, all classes are mandatory. Missed classes will result in deducted points unless there is a clear emergency which could not be avoided. Students are required to come to class with copies of all assigned papers. Failure to do so will result in points deducted. Students are expected to have read papers thoroughly and are prepared to discuss the main points in class. While debate and discussion are encouraged, respect for fellow colleagues, guest lecturers, and the professor should be observed at all times. If a disrespectful encounter or dynamic occurs, I will intervene if necessary. Please note that class participation counts for 20% of the term grade. Therefore, chronic lateness, unexplained absence or clear continuous lack of preparedness or repeated misbehavior will lower your overall grade significantly. This is the best way to keep an A and the best way to lose it. On certain days, students will be asked to present various portions of readings with advanced notice.Excellent participation18-20Good Participation 16-18Some participation14-15Poor participation10-15General Conduct: Same as class participation, except it covers trips and field work. You are expected to conduct yourself in an appropriate manner, respecting the rights of your instructor and fellow students. Dress codes that are congruent with Moroccan expectations of modestly will be enforced for all trips and classes with guest lecturers or outside visitors.Written Assignments:All assignments must be typed, double-spaced and saved in word. Assignments must be submitted via email (chstone@jjay.cuny.edu). Late Assignments will generally not be considered unless there is a major, documented illness or emergency, in which case they may be handled on a case by case basis. Assignments are due at the beginning of class on the due date! An assignment not turned in at the start of class is considered late and results in the loss of a letter grade for the assignment. One letter grade will be lost for each subsequent day the assignment is late.Group Presentation:You will work with other students to present original data on how Moroccan families a) discuss the past among each other (e.g., intergenerational transmission within families) or b) remember, perceive and/or think about Moroccan collective memories and how it interacts with their identity as Moroccan and/or Amazigh. Your presentation should be 30 to 45 minutes and contain an introduction, methods, results, and conclusion. Please check in with me as you progress on this project. Timely work:All assignments are due in class on the specified date and unless otherwise noted, should be typed. No excuses other than documented illness. Late assignments will not be accepted.Grade Assignment:This is only a rough guide and will vary depending on class performance.Grievances:Should you have a complaint about the course or a classmate, please feel free to talk to me about it. If you disagree with a grade received, please see me immediately. Plagiarism: The Graduate Center of The City University of New York is committed to the highest standards of academic honesty. Acts of academic dishonesty include—but are not limited to—plagiarism, (in drafts, outlines, and examinations, as well as final papers), cheating, bribery, academic fraud, sabotage of research materials, the sale of academic papers, and the falsification of records. An individual who engages in these or related activities or who knowingly aids another who engages in them is acting in an academically dishonest manner and will be subject to disciplinary action in accordance with the bylaws and procedures of The Graduate Center and the Board of Trustees of The City University of New York. Each member of the academic community is expected to give full, fair, and formal credit to any and all sources that have contributed to the formulation of ideas, methods, interpretations, and findings. The absence of such formal credit is an affirmation representing that the work is fully the writer’s. The term “sources” includes, but is not limited to, published or unpublished materials, lectures and lecture notes, computer programs, mathematical and other symbolic formulations, course papers, examinations, theses, dissertations, and comments offered in class or informal discussions, and includes electronic media. The representation that such work of another person is the writer’s own is plagiarism.Care must be taken to document the source of any ideas or arguments. If the actual words of a source are used, they must appear within quotation marks with the page number. In cases that are unclear, the writer must take due care to avoid plagiarism. The source should be cited whenever: (a) a text is quoted verbatim(b) data gathered by another are presented in diagrams or tables(c) the results of a study done by another are used(d) the work or intellectual effort of another is paraphrased by the writerBecause the intent to deceive is not a necessary element in plagiarism, careful note taking and record keeping are essential in order to avoid unintentional plagiarism.For additional information, please consult “Avoiding and Detecting Plagiarism,” available in the Office of the Vice President for Student Affairs, the Provost’s Office, or at(From The Graduate Center Student Handbook 11-12, pp. 36-37)Special Needs:To request accommodations please contact the Office of the Vice President for Student Affairs (Room 7301 Graduate Center; (212) 817-7400). Information about accommodations can be found in the Graduate Center Student Handbook 05-06, pp. 51-52). Please contact this office as well as me prior to departure. *Full references are given at end of syllabusWeekly Course Outline & ReadingsClassTopicReadingAssignment DueClass 1 & 2Wednesday, Dec 11th (pre-departure)General introduction to collective memoryThe case of MoroccoClass 1:Halbwachs.Nora Class 2:NelsonSilversteinOne or both of these classes will be prior to departure in DecemberClass 3 and 4Monday, Jan 6thTuesday, Jan 7thMeanings, museums, monuments, memorialsClass 3:ZerubavelDossClass 4:YoungBoumGroups for presentation are formedClass 5 and 6Wednesday, Jan. 8th Thursday, Jan 9thComing to terms with a problematic pastClass 5:SteinClass 6:BelghaziQuestions for groups settled Class 7 and 8Friday, January 10th Friday, January 17th Oral TraditionSung PoetryReconstructionClass 7:RubinCiucciClass 8:WelzerMaddy-WeitzmanPresentations for groups are being finalizedClass 9 Saturday, January 18th Group PresentationsReferencesBelghazi, T., & Moudden, A. (2018). Visualizing the painful past: Reel reconciliation Institutions. Middle East Journal of Culture and Communication, 11, 229-247.Boum A. (2010) The plastic eye: The politics of Jewish representation in Moroccan museums, Ethnos, 75, 49-77.Ciucci, A. (2012). “The text must remain the same”: History, collective memory, and sung poetry in Morocco. Ethnomusicology, 56, 476-504.Doss, E. (2011). Remembering 9/11: Memorials and Cultural Memory. OAH Magazine of History, 25, 27 – 30.Halbwachs, M. (1980). Individual memory and collective memory. In The collective memory (pp. 22-49). New York: Harper & Row.Maddy-Weitzman, B. (2012). Abdelkrim: Whose hero is he? The politics of contested memory in today’s Morocco. Brown Journal of World Affairs, 18, 141-149Nelson, H.D. (1986). Morocco: A country study. Foreign Area Studies.Nora, P. (1989). Between memory and history: Les lieux de mémoire. Representations, (26), 7-24.Rubin, D. (1997). Memory in oral traditions. NY: Oxford University Press.Silverstein, P.A. (2012). A new Morocco? Amazigh Activism, Politcal Pluralism and Anti-Anti-Semitism. Brown Journal of World Affairs, 18, 129-140.Stein, D.J., Seedat, S., Kaminer, D., Moomal, H., Herman, A., Sonnega, J., Williams, D.W. (2008). The impact of the Truth and Reconciliation Commission on psychological distress and forgiveness in South Africa, Society for Psychiatry, and Psychiatric Epidemiology, 42, 462-468.Welzer, H. (2005). Grandpa wasn’t a Nazi: The Holocaust in German family remembrance. American Jewish Committee. Young, J. E. (2006). The stage of memory at Ground Zero. In O.B. Stier & J. S. Landres (Eds). Religion, violence, memory and place. Bloomington: Indiana University Press.Zerubavel, E. (1997). Social memories. In Social mindscapes: An invitation to cognitive sociology (pp. 81-99). Cambridge: Harvard University Press. ................
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