Soc. 395-04: Knowingness

Soc. 395-04: Knowingness
A Justice Site

Knowingness Preparations Fall 2003
Mirror Sites:
CSUDH - Habermas - UWP - Archives

California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: June 23, 2003
Latest Update: August 12, 2003
jeannecurran@habermas.org
takata@uwp.edu

Soc. 395-04: Sociology of Knowingness
Class and Internet Discussions
You will be held accountable for purposes of grading for the readings and exercises listed here. There will be no "testing." That means that you will not have to live in anxious anticipation of what we will ask and how much you will have to know. Instead, we will provide weekly discussion questions, lectures, essays, and concepts we feel that you should know as a result of having taken this course. You will assure us of that learning and receive your grade for the questions and concepts about which you choose to write and talk with us. In addition you will find detailed explanations and examples on our grading policies in the first week's reading.
* * * * *
Week 1: Week of August 25, 2003
Topic: Adademic Assessment of Learning: The Technical Term for Grading Policy
Week 2: Week of September 1, 2003
Topic: The Structure of the Organization
Week 3: Week of September 8, 2003
Topic: The Structure of the Organization
Week 4: Week of September 15, 2003
Topic: The Structure of the Organization
Week 5: Week of September 22, 2003
Topic: The Structure of the Organization
Week 6: Week of September 29, 2003
Topic: The Structure of the Organization
Week 7: Week of October 6, 2003
Topic: The Structure of the Organization
Week 8: Week of October 13, 2003
Topic: The Structure of the Organization
Week 9: Week of October 20, 2003
Topic: Illocutionary Discourse
Week10: Week of October 27, 2003
Topic: Illocutionary Discourse
Week 11: Week of November 3, 2003
Topic: Illocutionary Discourse
Week12: Week of November 10, 2003
Topic: Illocutionary Discourse
Week13: Week ofNovember 17, 2003
Topic: Illocutionary Discourse
Week 14: Week of November 24, 2003
Topic: Social Class - Land Resources:
Week 15: Week of December 1, 2003
Topic: Criminology - Restorative Justice
Final Exam scheduled for Wednesday, December 10, 2{30 - 4:30 p.m. in our regular classroom, NSM B252. In accordance with our philosophy of learning there will be no final exam, but grades will have to go in by Tuesday, December 16..
Topic: Grades are required by the college. The following readings will explain our grading policy. These readings will substitute for textual readings this first week.
Prepartory Readings:

Academic Assessment in Credited Course Learning What Susan calls the 5 C's, or qualities we look for in grading. Please don't ask how much is enough, when it's good enough for an A, and such. No one can tell you when a term paper is long enough, when it is an A, or any such nonsense. You're not working for a grade. You're working to learn. And this file will give you extremely concrete details on how to do that. And you don't usually know if you got an A on a term paper until you get it back. We think our system gives you much more detailed and accurate feedback. Use it.
Maintatining Consistency in Academic Accountability An explanation of consistency as "discipline," and how to maintain it as a measure of your learning.
Discovering Your Identity in Learning This essay covers a very specific example of how we measure our learning, particularly when that learning is latent. Like you recognize a word, but you can't remember what it means. And we tell you how to record that with us as learning.
Authentication of Knowledge as Interdependent Forms to Guide Us Through Interactive Measures. Particularly at the latent stage of learning, it's hard to tell someone what you've learned. We focus on that with a vocabulary learning example in Discovering Your Identity in Learning. In this file we try to offer numerous examples that will help you identify learning in the latent stage. Link created June 29, 1999. Updated July 28, 2003.
Measuring Learning without The Learner A brief essay on how we do this to children, and we misperceive so dreadfully their creative learning. To share with your kids and friends.
More Advanced Theoretical Background for our Grading Policy:
The Aesthetics of Answerability
Why jeanne says don't just answer the questions. Important that you see how our work is answerable and how that relates to aesthetics and how that relates to the creative merging of self and Other, both as individuals and as members of the academic system. Authority assumes the right to answer in one direction only.

Lecture: Time Management for Study in a World Without Discretionary Time
Concepts to be covered:

aesthetics of answerability: The Aesthetics of Answerability and Time Management for Study in a World Without Discretionary Time
climate of learning: the community of respect and good faith listening for each other's ideas that extends beyond the classroom onto the site. Needs the Pullias citation.
competency: Academic Assessment in Credited Course Learning
consistency: Academic Assessment in Credited Course Learning
creativity: Academic Assessment in Credited Course Learning
cooperation: Academic Assessment in Credited Course Learning
communication: Academic Assessment in Credited Course Learning

Discussion Questions:

What role does the aesthetics of answerability play in the grading policy for this course?
Consider that monologic non-answerability would leave you without an interdependent role in the measurement of your grade. That objectifies you.
Do the five C's offer you an opportunity to count efforts towards your learning that have not been counted before? Ho do you feel about that?
How do you feel about being told that you have to be creative to get an A? How different from that is any traditional grading system?
Why is computer literacy essential for effective work in this course? How do you acquire that literacy?

* * * * * Texts:
Participatory Video: Images that Transform and Empower Shirley A. White. Cornell University, Ithaca. Sage Publications. 2003. ISBN: 0761997636.
The Citizen Artist: 20 Years of Art in the Public Arena: An Anthology from High Performance Magazine 1978-1998 (Thinking Publicly.) By Linda Frye Burnham (Editor), Steven Durland (Editor) (Paperback - February 1998). We nay have some difficulty getting this book. I have tried to arrange for that case. jeanne
Fiduciary Trust Lots more to go with this for a unit.
On Becoming a Person
John Barresi. See particularly, the section, "Narrative Creation of Persons."
Link added July 14, 1999
Moblogs and the Immediacy of Knowing . . . Backup Preparatory Readings for Week 01: Alterity: Mesopotamia

Art, Alterity, and Mesopotamia
Art of the First Cities: The Third Millennium B.C. from the Mediterranean to the Indus
Preparatory Readings for Week 02: "How Shall I Live?"

Jonathan Lear and Socrates
Preparatory Readings for Week 03: Scientific Testing and Knowingness:

Protests Against Genetically Modified Food Discussion questions included.
Preparatory Readings for Week 04: The Social Construction of Race in the Narrative Identity of Learning:

Behind the Mask and Beneath the Story: Enabling Student Teachers to Uncover the Socially Constructed Nature of "Normal" Practice by Virginia Lea, Sonoma State University; Tom Griggs, University of Northern Colorado. Backup. Preparatory Readings for Week 05: Oops! We Forgot Tradition:
Re-enchanting Modernity: Imagining tradition as a psycho-social concept By Dave Green. Journal of Psycho-Social Studies Vol 2 (2) No 3, 2003.
* * * * *
The Citizen Artist: 20 Years of Art in the Public Arena: An Anthology from High Performance Magazine 1978-1998 (Thinking Publicly.) by Linda Frye Burnham (Editor), Steven Durland (Editor) (Paperback - February 1998). We nay have some difficulty getting this book. I have tried to arrange for that case. jeanne
Week X: Preparatory Readings for Week of October ?, 2003:
Phenomenology-sociology and Identity:

Advances in Phenomenological-sociological Identity Theory this illustrates the way in which a missing emphasis in theory can ignore an entire aspect of investigation. Here, we have an excess of

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