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Fall 2005 Application Lectures

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California State University, Dominguez Hills
University of Wisconsin, Parkside
Created: September 19, 2005
Latest Update: February 1, 2006
E-Mail Icon jeannecurran@habermas.org
takata@uwp.edu

Index of Topics on Site Index of Application Lectures
in Chronological Order, Fall 2005

Indexes:

  • Fall 2004 Lectures in Chronological Order
  • Winter Break 2005 Lectures in Chronological Order
  • Spring 2005 Lectures in Chronological Order

  • Index of jeanne's blogs: My World and Welcome to It Spring 2005, in chronological order. This is where you'll find my lectures, offering theory and conceptual links, on sociology of religion.

  • Spring 2005 Lectures in Chronological Order
  • Winter Break 2005 Lectures in Chronological Order
  • Fall 2004 Lectures in Chronological Order

    Fall 2005 Lectures

  • Lecture 15: Preliminary Report on Design and Evaluation of Commuity Service in Dear Habermas Classes Disscussion Questions Not Up Yet.

  • Lecture 14: Systemic Analysis of No Bid Contracts Dominant discourse accepts that repairs are being made, thus reifying the concept of reconstruction as a collective good. We need to explore more deeply how that reconstruction fits into our governance, our values, our ethics. Special emphasis on Bechtel, Bolivia, and Human Rights to Rainwater. Backup article.

  • Lecture 13:A Web of Faith, Law and Science in Evolution Suit Evolution, Intelligent Design, Creationism and the Separation of Church and State. Backup.

  • Lecture 12: About Those Who Simply Do Not Care for Others No discussion questions up yet.

  • Lecture 11: Ipse Dixit: Just Because He Says So - Didn't We Get into Trouble with That One on Iraq?? No discussion questions up yet.

  • Lecture 10: Under Din of Abortion Debate, an Experience Shared Quietly Different Perspectives on Victims, Forgiveness, and What Happens to the Child. No concepts or discussion up yet.

  • Lecture 9: Have We Really Changed Our Philosophy Towards Poverty? Some concepts and discussion questions up.

  • Lecture 8: The Language We Flaunt: The Social Significance of Academic Jargon Discussion questions included.

  • Lecture 7. Analyzing Leadership and Management in Hurricane Katrina Some excellent maps on New York Times site. No discussion qustions yet.
  • Backup of Breakdowns Marked Path From Hurricane to Anarchy from the New York Times. Sunday, September 11, 2005.

  • Lecture 6: Sticks and Stones: Labelling Matters Discussion questions included.

    See also Ethnic Groups and Labelling No discussiion questions yet.

  • Lecture 5: Structural Violence and the Act of Omission Just started.
  • Bush's Hurricane Response a Disaster by Michael Hiltzik, L.A. times, September 5, 2005, Business Section, p.1. "Nearly five years ago, the Bush administration rode into office bearing its cynicism about government high, like a banner." Backup

    Here is an issue of governance. How do we manage reasonable governance discourse over this issue of the role of government in major disasters, of which I should have thought terrorism would be one?

  • Lecture 4: Friendship in Today's World: And Who Shall Stand Beside Me?
    Discussion questions added Saturday, September 10, 2005.
  • Lecture 3: Loving Orientation or Bleeding Heart? No discussion questions yet.
  • Lecture 2: The Guelph World of Doing Something No discussion questions yet.
  • Lecture 1: Pain and the Mind First Week's lecture for all classes.

    Some Fundamental Theory on Love and Forgiveness

    Present Social Issues on Appointments of Federal Judges

    The following articles may help to clarify the confirmation process. They were transferred here from the Spring 2005 lectures.

    Issues of Right and Wrong and Religious Morality on Pornography, Sexuality and Belief

      The following articles may help to clarify some of the issues we will face in Love 1A. They were transferred here from the Spring 2005 lectures.

    • Reaction Formations, a Continuing Saga Details here (from a conservative Christian magazine); an excerpt: Leiter Reports. Speculates on why born again Christians continue to frequent porn sites on the Internet. I'll post more on this soon. But I need you to be aware of these issues. jeanne
    • Porn Again Article on which Reaction Formations (supra is based. Backup
    • Backup of A statement from the student (who asked Scalia if he sodomized his wife) Facing sexuality. What does it mean to remove privacy significance from acts engaged in by both heterosexuals and homosexuals? How will you know the crime has been committed? How far may the law go in entering the privacy of our bedrooms? Backup
    • I wasn't a Christian Post of May 6, 2005 on Crooked Timber by Ted Barlow. On the moral right of torturing someone different, in this case, a homosexual. I think we'll want to consider this extensively in Love 1A next Fall. jeanne Backup
    • Group Details Air Force Academy Religious Bias "A report warns of costly litigation if intolerance at the campus is allowed to continue. It describes required prayers and proselytizing." by David Kelly, Los Angeles Times, April 29, 2005. At p. A16. Backup.
    • The Blue Angels? The U.S. Air Force Academy is targeted by secularists. by Hugh Hewitt. May 5, 2005. In the Weekly Standard, a right perspective news source. Backup.

    Beginning to Look at How Issues of Difference Fit Morally into Education

  • Social Conscience, Junior Division Backup of New York Times article Backup that illustrates deep differences in how the rich and the others are prepared by their education for later life. See "Justice as Fairness, Deep Down: My World and Welcome to It on May 9, 2005
  • 'Great Crime' at Abu Ghraib Enrages and Inspires an Artist by Juan Ferero in the New York Times, at p. A 8, May 8, 2005. Backup. The artist is Fernando Botero, one of the most famous of Latin American contemporary artists.

    Sri Lankan Maids Pay Dearly for Perilous Jobs Overseas NY Times, May 9, 2005, At p. A1. Backup.

  • Rethinking Liberal Education: Choice, Discovery and Judgment. Paper in Progress on site of Harry Brighouse.
    "Although it predominates in the discipline of political philosophy, egalitarian liberalism has been neglected by educationists. In this paper I want to address a particular objection to John Rawls’s version of egalitarian liberalism that has great currency in theoretical educational circles: that liberalism presupposes a conception of the self that is radically disassociated from its historical and social situation. According to this objection, the liberal focus on personal autonomy is misleading, because it is based on a false view of what selves consist in. This objection is important for educationists: if true, it either casts doubt on liberalism as a normative theory or casts doubt on its usefulness for guiding pedagogy and policy, since educators (and designers of education policy) have to be attentive to the actual situations of the children they teach. In particular, if the objection holds, educators are wrong to promote, or facilitate, the children’s autonomy: instead they should be [sic] guide children to learn about their embedded selves, and the place of those selves in their social situations.

    I shall argue that the objection fails. But I shall also argue that the alternative view of the self posed by theorists moved by this objection is deeply unsatisfactory, because it can give no account of moral responsibility, and because it supports a certain kind of moral complacency. I shall then try to articulate some of the pedagogical and policy implications of understanding the liberal view of the self in the right way."

    This brief and perhaps tentative introduction situates the concerns of the paper with respect to Rawl's theory of justice. It further delineates the concerns as between the collective and the individual. We will be addressing those very same issues in Love 1A this Fall. I suggest that you look at Prof. Brighouse's ideas. jeanne



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