{"id":83,"date":"2012-05-12T16:32:58","date_gmt":"2012-05-12T20:32:58","guid":{"rendered":"http:\/\/blogs.butler.edu\/fys\/?page_id=83"},"modified":"2012-05-12T22:31:12","modified_gmt":"2012-05-13T02:31:12","slug":"courses-on-nature-and-place","status":"publish","type":"page","link":"http:\/\/blogs.butler.edu\/fys\/sample-syllabi\/courses-on-nature-and-place\/","title":{"rendered":"Courses on Nature and Place"},"content":{"rendered":"
\n

 <\/p>\n<\/div>\n

 <\/p>\n

Each of our books addresses these issues and questions.\u00a0 Each text offers an argument, indirectly or directly, for a particular social approach (or against an approach) to these issues.\u00a0 So as you read, keep these questions in mind and mark your next with the number of the issue\/question listed below:<\/p>\n

 <\/p>\n

1.\u00a0 What ought to be the main goal of an ideal society?\u00a0 <\/strong><\/p>\n

 <\/p>\n

When \u201cpersonal freedom\u201d is the main goal (as it is in our society), one person\u2019s expression of freedom may interfere with other people\u2019s basic freedoms, and all sorts of conflicts arise.\u00a0 On the other hand, if community stability is the goal, then personal liberty has to be limited.\u00a0 So what seems to be the main goal in a utopian vision?<\/p>\n

 <\/p>\n

2.\u00a0 Given the main goal of a society, what social strategies will ensure the achievement of that goal<\/strong>?<\/p>\n

 <\/p>\n

We have a constitution that rather vaguely spells out the social agreements that ensure that government will protect, not override, our freedoms.\u00a0 But we have to have laws to keep the peace among all these free citizens and we have public schooling to ensure equal opportunity and unity of values (whether it\u2019s working or not is debatable).<\/p>\n

 <\/p>\n

If the main goal is eliminating conflicts and preventing chaos, then more strict social (and even genetic) engineering may be called for.\u00a0 Strict censorship, authoritarianism, even totalitarianism may be called for.\u00a0 There may be restrictions on the family, particular approaches to sexuality\u2014who may have children, who may not, who may marry, who may not, etc.<\/p>\n

 <\/p>\n

3.\u00a0 Given the main goal and the main social strategies for achieving that goal, there will also be a set of values or principles or ideologies that are taught to the citizens (or conditioned into them) or that everyone accepts as truth.\u00a0 These values or principles or ideologies need to be accepted by the citizens so that the goals of the society are met and the strategies and structures in place make sense and seem perfectly natural to everyone.<\/strong><\/p>\n

 <\/p>\n

Our American values are based partly on the values of the French revolution\u2014brotherhood, liberty, and equality.\u00a0 We basically are conditioned to see ourselves as free agents who share a kinship with other Americans;\u00a0 as long as we are law abiding, we all deserve equal opportunity and equal protection under the law.\u00a0 However, another set of very strong values derive from our religious ancestors who came to America to practice the religions of their choice.\u00a0 These religious values can support our civic values (most religions believe in freedom of religion and equality in God\u2019s love) but they can also conflict with those values as when certain religions want to deny basic rights and freedoms to other citizens based on religious values or doctrines.<\/p>\n

 <\/p>\n

In other existing societies today, religious values may have more influence than civic values.\u00a0 Or values centered around community may be more powerful than values of personal freedom or equality.<\/p>\n

 <\/p>\n

4.\u00a0 The goals, the strategies, and the values all lead to specific outcomes or strategies for the following:<\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 the family unit (even to the point of eliminating the family), <\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 marriage, <\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 parenting\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 education<\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 economy<\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 labor and work<\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 sexual behavior<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Ideally, all of these sub-structures should serve the \u201csuper-structure\u201d of the society.\u00a0 For example, if you want an entirely free society, then restrictions on the number of children people can have doesn\u2019t make sense.\u00a0 If you want a unified society, then all children must be reared in the same way, under the same conditions.\u00a0 If you want a society free of genetic diseases, then you have to have some stipulations about who can and who cannot have children.<\/strong><\/p>\n

 <\/p>\n

Obviously, our emphasis on freedom means that we can have very few restrictions on the family, on marriages, and on childrearing, on what people choose to do for a living, etc.<\/p>\n

 <\/p>\n

But another country\u2019s emphasis on maintaining a singular religious ideology, for example, means a lot of restrictions on individual choice and freedom.<\/strong><\/p>\n

 <\/p>\n

 <\/p>\n

\u00a05.\u00a0 Naturally, in order to achieve one outcome means giving up other possible outcomes that may seem desirable.\u00a0 Problems arise or can arise from what has been banned but still desired<\/strong>.<\/p>\n

 <\/p>\n

 <\/p>\n

A free society is naturally going to change.\u00a0 What was considered \u201cimmoral\u201d in one period will no longer seem immoral in another.\u00a0 People who want to maintain traditions will find those traditions losing out to new \u201clifestyles.\u201d\u00a0 Freedom breeds conflict over definitions (because everyone is essentially free to define \u201chappiness\u201d and \u201cvalue\u201d in their own way.\u00a0 Having unlimited choices can also be unbearable and depressing.<\/p>\n

 <\/p>\n

A restricted society doesn\u2019t change much which means that some spirited citizens will want to escape or rebel.\u00a0 The population may be more vulnerable to outside influence because they have not been encouraged to think for themselves.<\/p>\n

 <\/p>\n

 <\/p>\n

6.\u00a0 The writers\u2019 arguments and purposes:<\/strong><\/p>\n

 <\/p>\n

In utopian or dystopian literature, the writer is making a claim, directly and\/or indirectly about how he or she thinks society ought to be organized.<\/p>\n

 <\/p>\n

And their claims are often based upon their definitions of key terms<\/strong> such as \u201chappiness, fairness, justice, peace, freedom, love\u201d etc.\u00a0 The definitions may be stated directly or the reader may have to tease them out of the text, but learning to identify how each book defines the same set of terms that seem always to apply to utopian or dystopian visions.<\/p>\n

 <\/p>\n

Inherent in any utopian vision is a critique of the writer\u2019s contemporary society, and the utopian vision is either a way to shock contemporary readers into questioning their own favored assumptions or it is a serious attempt to persuade readers to imagine a better way to live together or it is both.<\/p>\n

 <\/p>\n

Some writers critique the very idea of utopia or planned communities in which everyone shares the same vision and goals.\u00a0 Rigidity, narrowness, conformity result, they insist.<\/p>\n

 <\/p>\n

The discerning reader must identify and assess the writer\u2019s purpose and main claims as well as the supporting arguments as they are expressed through situations and characters\u2019 actions and statements.<\/p>\n

 <\/p>\n

WHEN YOU READ THE ASSIGNED TEXTS, PUT NUMBERS IN MARGINS NEXT TO PASSAGES THAT DESCRIBE THE GOALS, STRATEGIES, FUNDAMENTAL PRINCIPLES, SPECIFIC OUTCOMES, AND PROBLEMS OR POSSIBLE PROBLEMS.<\/p>\n

 <\/p>\n

Essentially, we will be discussing these and other issues with each text.<\/p>\n

 <\/p>\n

 <\/p>\n

Syllabus Agreement<\/strong><\/p>\n

 <\/p>\n

 <\/p>\n

I,__________________________, have read this syllabus.<\/p>\n

 <\/p>\n

I understand and accept the requirements and policies expressed therein.<\/p>\n

 <\/p>\n

 <\/p>\n

Name (print) ___________________________________\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Date:______________<\/p>\n

 <\/p>\n

Signature:_____________________________________<\/p>\n

 <\/p>\n

 <\/p>\n

———————————————————————————————-<\/p>\n

 <\/p>\n

Release of Student Work<\/strong><\/p>\n

 <\/p>\n

 <\/p>\n

I, _______________________________, allow my written work or oral performance to be shared with other Butler faculty for pedagogical purposes.<\/p>\n

 <\/p>\n

I prefer my identity to be:<\/p>\n

 <\/p>\n

___protected<\/p>\n

 <\/p>\n

___shared<\/p>\n

 <\/p>\n

 <\/p>\n

I, _____________________________, allow my written work or oral performance to be included in a scholarly publication.<\/p>\n

 <\/p>\n

I prefer my identify to be:<\/p>\n

 <\/p>\n

____protected<\/p>\n

 <\/p>\n

____shared<\/p>\n

 <\/p>\n

Signature:____________________________________\u00a0\u00a0 Date:______________<\/p>\n

 <\/p>\n

Print name:__________________________________________<\/p>\n

 <\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Agreement about audio or videotaping<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

___I agree to allow myself to be audiotaped or videotaped as I participate in class or give presentations.<\/p>\n

 <\/p>\n

 <\/p>\n

___I agree to allow videotapes of myself to be used in faculty pedagogy workshops.<\/p>\n

 <\/p>\n

___I prefer my identity to be protected by having my face blocked in an edited version of the videotape.<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

Name (print)____________________________________<\/p>\n

 <\/p>\n

Signature:_______________________________________\u00a0\u00a0 Date:_______________<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

Student Survey<\/p>\n

 <\/p>\n

Instructions:<\/strong>\u00a0 Please complete this survey, print it off, and turn in, folded in half, to your professor on the first day of class.\u00a0 Please do not write your name on this survey.<\/span><\/p>\n

 <\/p>\n

1.\u00a0 Check what best applies to your reading experience:<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

___I am a voracious reader.\u00a0 I can read several books a month outside of school.<\/p>\n

 <\/p>\n

___I read, without being assigned to, on a daily basis\u2014the newspaper, a magazine, a novel.<\/p>\n

 <\/p>\n

___I enjoy a thriller\/mystery\/science fiction (popular) book every now and then but I do not enjoy assigned school reading.<\/p>\n

 <\/p>\n

___I find it hard to finish the books I was assigned to read in English classes.<\/p>\n

 <\/p>\n

___I\u00a0 hardly ever read the newspaper or a magazine article or a book on my own.<\/p>\n

 <\/p>\n

___I struggle with reading anything.<\/p>\n

 <\/p>\n

 <\/p>\n

Other (if no statements adequately describe your experience):<\/p>\n

 <\/p>\n

 <\/p>\n

2.\u00a0 In my senior English class<\/strong>:<\/p>\n

 <\/p>\n

How many books were you assigned to read? ______<\/p>\n

 <\/p>\n

Of these, how many were<\/p>\n

 <\/p>\n

Novels (works of fiction): _____<\/p>\n

 <\/p>\n

Nonfiction: ________<\/p>\n

 <\/p>\n

Other (please list): ___________________________<\/p>\n

 <\/p>\n

How many of the assigned books did you read all the way through?______<\/p>\n

 <\/p>\n

Was it clear to you that your teacher expected you to read each book?_____<\/p>\n

 <\/p>\n

Was it clear to you that most of your friends read each book?______<\/p>\n

 <\/p>\n

How many of the assigned books did you enjoy reading?_______<\/p>\n

 <\/p>\n

Please list one book title that you enjoyed: _________<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

\u00a0<\/em><\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n


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    Each of our books addresses these issues and questions.\u00a0 Each text offers an argument, indirectly or directly, for a particular social approach (or against an approach) to these issues.\u00a0 So as you read, keep these questions in mind … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":1509,"featured_media":0,"parent":66,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-83","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/pages\/83","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/users\/1509"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/comments?post=83"}],"version-history":[{"count":17,"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/pages\/83\/revisions"}],"predecessor-version":[{"id":144,"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/pages\/83\/revisions\/144"}],"up":[{"embeddable":true,"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/pages\/66"}],"wp:attachment":[{"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/media?parent=83"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}