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JOHN ABBOTT COLLEGE Department of Humanities, Philosophy, and Religion Course Outline Humanities: Ethics and Esthetics; Values and the Arts What is “Humanities”?
What is “Art”? A. GENERAL INFORMATION General Education: Humanities; Set Three: Adapted To Specific Programs
B. INTRODUCTION: INSTRUCTOR'S PERSPECTIVE Often we hear of the "nature versus nurture" debate, the debate over whether the study of our genetic structure or of our conditioning has the greatest merit in explaining our behavior. This may be an apt debate for the sciences and the social sciences. Yet if we are to concern ourselves with the truly human, with the deeply personal, we must inquire about our imagination, and about our freedom. Imagination that reaches out into the future and calls us forward. Imagination that realizes that things can be other than they are. Freedom that responds with an authentic responsibility and courageously creates something out of nothing. ROLE IN GENERAL EDUCATION "Humanities, as part of the core curriculum, is intended to promote personal and social development and to give students a foundation that will help them understand their roles in contemporary society as members of the labour force, citizens, and individuals. The three sets of objectives and standards in Humanities propose common frameworks for understanding the experiences, ideas, and values of humankind and their diversity. The student is aimed at developing critical thinking, reinforcing the ancillary skills involved in careful reading, organized writing, and well-developed oral presentations, and, where appropriate, improving media and computer literacy. Once students have mastered the three-stage process of analysis, synthesis and evaluation, they will be able to reflect in an informed manner and to communicate what they have learned in an organized and coherent fashion." (MEQ - General Education) C. COURSE OBJECTIVES To apply a critical thought process to ethical issues relevant to the field of study. Elements: 1. To situate significant ethical issues in appropriate worldviews and fields of knowledge. 2. To explain the major ideas, values, and social implications of ethical issues. 3. To organize the ethical questions and their implications into coherent patterns. 4. To debate the ethical issues. Standards: 1.1 Accurate recognition of the basic elements of ethical issues. This emphasizes and develops the student's ability to discern significance and to identify the primary components of an issue. 1.2 Appropriate use of relevant terminology. Appropriate to the issue, the college level, and the field of study. The relevant vocabulary will be drawn from class work and required reading definitions. 1.3 Adequate identification of the main linkages with worldviews and fields of knowledge. To be adequate these linkages should demonstrate transference from earlier Humanities courses. As such they situate the issues in their proper context without literally linking them with their earlier courses. 2.1 Adequate description of the salient components of the issues. An adequate description will be thorough although not necessarily exhaustive. 3.1 Coherent organization of the ethical questions and their implications. Students should demonstrate that coherence is not limited to only one interpretation of these issues. They should also demonstrate awareness of the relationship between the organization of the elements of a question and the answers one obtains. 3.2 Appropriate expression, including a significant individual written component, of an analysis of the context, importance, and implications of the issue. 4.1 Adequate development of substantiated argumentation including context and diverse points of view. The argumentation will be developed and substantiated within the framework presented by the instructor. It will demonstrate an awareness of the limits and strengths of at least two points of view on the issue examined. 4.2 Clear articulation of an individual point of view. The articulation of a personal point of view should not be done at the expense of the careful development of argumentation including a thorough explanation of diverse opinions. D. COURSE CONTENT - The values questions and problems as well as the given responses, options, solutions, and/or suggestions expressed or implied by the readings. - The fundamental concepts, and theories necessary to a rational and articulate consideration of values issues. - The understanding of the elements of a worldview as well as their impact on specific values questions. - The understanding of, and positions on such issues as truth, fact, opinion, proof, and similar issues related to knowledge as they apply to the resolution of values questions. - The content of the readings from the required text, as well as the discussions and seminar presentations during the classroom sessions. Schedule: Class#1: AUG-26 Ethics and Esthetics; Values and the Arts. Presentation of the course outline and schedule. The logic of the competencies and the assignments. Group and reading assignments for the seminar presentations. Class#2: AUG-28 Questions concerning the course outline and schedule. Preliminary discussion: Freedom and Responsibility, Politics and Democracy. Class#3: SEP-02 Preliminary discussion: Ethical principles, moral responsibility, and creative liberty. Class#4: SEP-04 Reading assignment due: From The Subversive Imagination: Artists, Society, and Social Responsibility. Introduction: "Presenting the Problem," by Carol Becker. Page xi. Identifying the moral issues and the author's positions. Class#5: SEP-09 Writing assignment due: Introduction: "Presenting the Problem," by Carol Becker. Page xi. Roundtable: discussion of the students' evaluations of the author's position. Class#6: SEP-11 Reading assignment due: Chapter 1. "The Prehistory of Art: Cultural Practices and Athenian Democracy," by Page duBois. Page 1. Identifying the moral issues and the author's positions. Class#7: SEP-16 Writing assignment due: Chapter 1. "The Prehistory of Art: Cultural Practices and Athenian Democracy," by Page duBois. Page 1. Workshop: discussion of the students' evaluations of the author's position and workgroup report. Class#8: SEP-18 Reading assignment due: Chapter 2. "A Plea for Irresponsibility," by Ewa Kuryluk. Page 13. Identifying the moral issues and the author's positions. Class#9: SEP-23 Writing assignment due: Chapter 2. "A Plea for Irresponsibility," by Ewa Kuryluk. Page 13. Workshop: discussion of the students' evaluations of the author's position and workgroup report. Class#10: SEP-25 Reading assignment due: Chapter 3. "Dead Doll Prophecy," by Kathy Acker. Page 20. Identifying the moral issues and the author's positions. Class#11: SEP-30 Writing assignment due: Chapter 3. "Dead Doll Prophecy," by Kathy Acker. Page 20. Workshop: discussion of the students' evaluations of the author's position and workgroup report. Class #12: OCT-02 Reading assignment due: Chapter 4. "The Heuristic Power of Art," by Elizam Escobar. Page 35. Identifying the moral issues and the author's positions. Class #13: OCT-07 Writing assignment due: Chapter 4. "The Heuristic Power of Art," by Elizam Escobar. Page 35. Workshop: discussion of the students' evaluations of the author's position and workgroup report. Class #14: OCT-09 Reading assignment due: Chapter 5. "Place, Position, Power, Politics," by Martha Rosler. Page 55. Identifying the moral issues and the author's positions. Class #15: OCT-16 Writing assignment due: Chapter 5. "Place, Position, Power, Politics," by Martha Rosler. Page 55. Workshop: discussion of the students' evaluations of the author's position and workgroup report. Class #16: OCT-21 First session of seminar preparation. Organizing the team strategy; the reading and the background research. Class #17: OCT-23 Second session of seminar preparation. Identifying the moral issue/s, the author's position/s, and the students' evaluations. Class # 18: OCT-28 Third session of seminar preparation. Planning the seminar presentation. Class # 19: OCT-30 Student seminar presentations: Chapter 6. "The Velvet Revolution and Iron Necessity," by Eva Hauser. Page 77. Class#20: NOV-04 Student seminar presentations: Chapter 7. "El Diario de Miranda/Miranda's Diary," by Coco Fusco. Page 95. Class #21: NOV-06 Student seminar presentations: Chapter 8. "Herbert Marcuse and the Subversive Potential of Art," by Carol Becker. Page 113. Class #22: NOV-11 Student seminar presentations: Chapter 9. "East and West - The Twain Do Meet: A Tale of More than Two Worlds," by Felipe Ehrenberg. Page 130. Class #23: NOV-13 Student seminar presentations: Chapter 10. "Defining South African Literature for a New Nation," Njabulo S. Ndebele. Page 148. Class #24: NOV-18 Student seminar presentations: Chapter 11. "The Politics of Black Masculinity and the Ghetto in Black Film," by Michael Eric Dyson. Page 154. Class #25: NOV-20 Student seminar presentations: Chapter 12. "Adjusting to the World According to Salman Rushdie," by Ahmad Sadri. Page 168. Class #26: NOV-25 Student seminar presentations: Chapter 13. "Benetton's 'World Without Borders': Buying Social Change," by Henry A. Giroux. Page 187. Class #27: NOV-27 Student seminar presentations: Chapter 14. "The Free Art Agreement/El Tratado de Libre Cultura," by Guillermo Gómez-Peña. Page 208. Class #28: DEC-02 Student seminar presentations: Chapter 15. "Dissed and Disconnected: Notes on Present Ills and Future Dreams," by B. Ruby Rich. Page 223. Class #29: DEC-04 Assignment due Final Paper, "Chapter 16" Class #30: DEC-09 - Verification of Mark Recorder. - Final grade. - Teacher Evaluation E. REQUIRED TEXTS The Subversive Imagination: Artists, Society, and Social Responsibility, edited by Carol Becker. New York, NY, Routledge,1994. List price: $ 37.95 CAD F. BIBLIOGRAPHY No specific resources are recommended. G. TEACHING METHODS This course will make use of roundtables, lectures, workshops, seminars, discussions, and presentations, all in a basically informal atmosphere. H. DEPARTMENTAL ATTENDANCE POLICY Since attendance is an integral part of understanding and obtaining competencies in Humanities, Philosophy, and Religion courses, students who miss more than 20% of class time can fail unless there are legitimate reasons. However, motivated absences are not a substitute for formative assignments or assessment activities that have been missed. All such work must be made up in order to complete the objectives of the course and to participate in the appropriate assessments. I. EVALUATION PLAN Assignments and Assessment Activities. ALL ASSIGNMENTS ARE DUE AT THE START OF CLASS ON THE DAY UPON WHICH THEY ARE DUE. A STUDENT WHO DOES NOT MEET THE DEADLINE FOR AN ASSIGNMENT MAY SUBMIT THE ASSIGNMENT FOR CONSIDERATION PROVIDED IT IS ACCOMPANIED BY A COVER LETTER CONTAINING (A) COMPLETE ID INFORMATION (B) AN EXPLANATION OF THE REASON FOR BEING UNABLE TO MEET THE DEADLINE AND (C) A FORMAL REQUEST THAT THE ASSIGNMENT BE CONSIDERED FOR "MAKE UP" CREDIT. Assignment format: The assignments may be hand written, if legible, 8 1/2" x 11" paper, one side only, stapled upper left, double spaced. Do not use a cover page but make sure that the first page includes an ID section containing: a) student's name b) course title and section, c) instructor's name, d) assignment title, e) original due date. If the above format is not followed professionally the assignment will not be accepted for assessment. Refer to "C. COURSE OBJECTIVES" above, for further details on the requirements of the assignments. ASSIGNMENTS PRELIMINARY WRITING ASSIGNMENTS Value: each are worth 5% of the total grade. They will (A) identify and describe a basic ethical question being raised by the author of the text, (B) present the author's position on the problem, and (C) present the student's evaluation of the author's position. Each one should be AT LEAST 100 words.) SEP-09: Class#5; Introduction: "Presenting the Problem," by Carol Becker. Page xi. SEP-16: Class#7; Chapter 1. "The Prehistory of Art: Cultural Practices and Athenian Democracy," by Page duBois. Page 1. SEP-23: Class#9; Chapter 2. "A Plea for Irresponsibility," by Ewa Kuryluk. Page 13. SEP-30: Class#11; Chapter 3. "Dead Doll Prophecy," by Kathy Acker. Page 20. OCT-07: Class #13; Chapter 4. "The Heuristic Power of Art," by Elizam Escobar. Page 35. OCT-16: Class #15; Chapter 5. "Place, Position, Power, Politics," by Martha Rosler. Page 55. MID-TERM PAPER Value 25% of the total grade. Due date: Class#16: OCT-21 This essay is intended as an instrument for the summative evaluation of the students achievement of the goals for the first half of this course. THEME: "Artists and their Sense of Responsibility to Society" The essay will compare and contrast the positions two of the authors in the text selected from among those contained in the Introduction and chapters 1(one) through 5(five) of the text "The Subversive Imagination." These two authors will be compared and contrasted from the perspective of their relative positions on some issue concerning the personal and social responsibility of the artist. The issue must be clearly identified along with the positions taken by each of the authors on the issue. The essay will be at least 500 words in length. SEMINAR PRESENTATION Value 25% of the total grade. Due date: as assigned. The seminar will involve the preparation and presentation of a personal critique of the questions raised and the positions taken by the author of the assigned reading as well as participation in a general discussion of the issues raised. The presentation will be limited to 7 minutes (approximately). It will also entail a period of 7 minutes for responses to questions for clarification and critical analysis. The written plan and text of the presentation should be a minimum of 500 words. This plan will be handed in after the seminar is completed as an aid to the assessment of the seminar. No grade will be given until this plan has been submitted. FINAL PAPER Value 25% of the total grade. Due date: Class#29: DEC-04. This essay is intended as an instrument for the summative evaluation of the students achievement of the goals of the course. Theme: "Chapter 16" The student is to imagine that they have been requested to write their own chapter to be included in Carol Becker's book as "Chapter 16". It will be a personal essay identifying issues of significance to the student related to values and the arts. The essay must present the issues of concern to the student clearly and completely, as well as elaborating on the position the student holds on these issues which will include their background, how the issue is related to their actual experience, and backup, providing the evidence and justification for their position. The essay will be at least 1000 words in length. J. COURSE COSTS Approximately $40.00, excluding miscellaneous school supplies. K. COLLEGE POLICY ON CHEATING AND PLAGIARISM The College's policy on cheating and plagiarism, as set forth in the Institutional Policy on the Evaluation of Student Achievement (IPESA), will be strictly adhered to. Refer to CEGEP John Abbott College of General and Professional Education, POLICY NO. 7, Institutional Policy on the Evaluation of Student Achievement, (IPESA), Chapter 22. Cheating & Plagiarism. This Policy was adopted for the first time by Resolution Number 283-07 on October 30, 2001. This document is available online at: http://www.johnabbott.qc.ca/webpages/departments/human_resources/IPESA_P7.pdf | ||||||||||||||||||||||||||||||||||||
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