What are the details of our daily existence? What systems dominate our lives? What meanings can we make of our situation?

This social studies/humanities course will steal from various disciplines - including anthropology, critical theory, cultural studies, economics, futurology, history, philosophy, political science, psychology, and sociology - to help us make sense of our situation.

A major goal of the course will be to focus your attention on your own life. Together we will investigate major systems that create and rule our lives including capitalism, school, family, popular culture, and the US government. And we will figure out how to interpret our lives, and these systems, and the collision of our lives and these systems.

We will detour into the future and the past but our journey will be primarily contemporary.

Tuesday, June 8, 2010

Final Exam

The Final Exam in Social Studies will begin 12:50pm Wednesday June 9. It will be a 50 question multiple choice exam drawn from my version of "cultural literacy in the social studies".

Please examine the source facts (around 209), hyperlinked for your benefit by M. Bateson, that will be translated into the 50 questions.

The exam is mandatory. If you are otherwise passing the class;
passing the exam will add a few points to your semester grade.
failing the exam will not affect your grade.

If you are otherwise failing the course;
passing the exam will lift your semester/quarter grade to a 65.
failing the exam will result in a 55 for the semester/quarter.

Tuesday, June 1, 2010

XC - Quarter 4 - Babies

As a follow up to our parenting mini-unit - please watch Babies, playing now at a theater near you. In 3-5 paragraphs total answer 2 of the following questions:

1. Did one culture, shown in the film, have a better way of parenting than the others?
2. How did each family prepare the child to take its "place" in their society? Did communication, cuddling, supervision, discipline line up to "mold" the kid for that society? Or do you think that a kid from one society would have been able to transfer successfully/easily at age 1 to one of the others?
3. What looked universal - common to all humans - from the film - at least as edited? Why is this universality significant?
4. Your own question.

Due Friday, June 4, 11pm, equivalent of 1 assignment.

Monday, May 24, 2010

YOU THE MAN - XC - 4th Quarter

For extra credit please address two or three of the following questions in a page or more of analysis (all combined). Try to be specific, precise, and sharp - don't fall into movie-critic mode.

1.
What did the performance suggest might be the underlying dynamics that lead to domestic violence? What are some dynamics that might support/allow domestic violence, as shown in the performance?

2.
According to a World Health Organization study rates of domestic violence vary widely in different countries.

Is the personal story related in the performance something you can translate to a political approach? If so, please write a strategy - in a series of 3-10 steps - to change our culture so that domestic violence becomes extremely rare. If not, please explain why not, and discuss the value of the play apart from sparking social change.

3.
Address another aspect of the performance and/or discussion that you'd like to explore or analyze.

4. Was this experience of watching the performance and discussing it afterwards valuable enough to be repeated next year? Why or why not?

Due Friday, May 28, 5pm.

Wednesday, May 19, 2010

HW 58 - Parenting 102

Part 3: Interviews
Please include some quotes and perspectives from guest speakers, from perspectives presented in class (including of course the perspectives of other students), and from your own interviews with your parent/guardian and/or the parent/guardian of your parent/guardian. Again - we're not looking for "The View" type gossip or self-exposure - but for thoughtful insights and figuring stuff out.

Please write two paragraphs summarizing and analyzing these sources.

Part 4:
Please write two paragraphs evaluating and synthesizing your insights from this mini-unit on parenting, as an ultra short but powerful paper on parenting, that stands alone from the other paragraphs. Your focus should be on insights you've thought of that are helpful for you in making sense of your own experience of being parented and/or insights that you think might be helpful for you as a parent.


Due Monday the 24th of May 8:30am.

Sunday, May 16, 2010

HW 57 - Parenting 101

Part 1: Your initial thoughts
  • How should kids be parented?
  • What should be the social arrangements? An extended family, nuclear family, a village, corporate day care?
  • What should be the guiding principles? Love? Obedience? Loving obedience? Humor? Empowerment? Subordination? Time outs? Separate cribs or co-sleeping? Breast feeding or bottle? Child-centered or parent-centered? etc.
  • What were the best parts of how you were parented (since the worst parts don't really belong in a public class blog)?
  • How do you think you'd parent if you're put in that position?
  • Do you think babies should be treated more like adults or like puppies?
  • Do you think parenting will "come naturally" or do you think you'll have to research multiple perspectives and come up with a (possibly evolving) model in collaboration with other family members? Did your family read books about how to parent you or do informal research such as talking to other family members?

Write 2-3 paragraphs about your thoughts in response to a few of the questions above.

Part 2: First research
other stuff you find

Check out the links above and write another two paragraphs responding to two or more of the texts.

Due Wednesday, May 19th 8:30am.


Thursday, May 13, 2010

HW 56 - Interviews & Survey Question

Informal Research Continued -

1. Please type up 3-6 questions for interviews with other folks to illuminate your chosen research question.

2. Do the interviews (at least 3) and record the results on your blog.

3. Please add an additional paragraph analyzing the responses in terms of your own research question.

4. Write a very careful and precise SINGLE survey question that can be added to the second collective student survey.

Due Monday May 17, 8:30am.

Sunday, May 9, 2010

5/10/10 in 101

Hope everyone enjoyed the funny weather this weekend.

HW 54 -
Pt 1: Take this Myers-Briggs test (or a similar one) and analyze the usefulness of the results in 1-2 paragraphs. If you enjoy the process consider taking this "Big Five" test too.

It'd be interesting if you posted your results but don't feel that you need to. Please write down the categorization the test(s) offers on a piece of paper (or phone) you will have in class on Tuesday.

Pt 2: Please add an additional paragraph addressing insights on interpersonal relationships related to this test. Ideally this would address your evaluation of the reliability and usefulness of the test - as demonstrated in experiments in class and your own guesses about another's Myers-Briggs score. You should also consider the implications of people having measurably different personalities in terms of our relationships - whether "appreciate difference" or "maximize compatibility" are the conclusions you draw.

Due Tuesday, May 11, 2010 at 9pm.

My results can be found here for both tests. Please check someone else's that you know fairly well - that will help you evaluate the reliability of the test(s).

HW 55 -
Pt 1: Please post your independent research question/topic.

Your research should be based in one of the four domains of relationships we plotted in class - family, friends, frequent interactions, and mediated relations. You should further focus the question to enable you to do a precise, sharp, and interesting independent research paper. For instance - "why do people divorce?" is not that good, "what are the primary causes of divorce?" is somewhat better, and "is marriage counseling an effective remedy, in most cases, for the primary causes of divorce, and if so, how?" is quite a bit better. Your question should be clearly answerable using social sciences evidence and intelligent analysis - not serve as merely a launching pad for spacy speculation.

Pt 2: Next please visit your old triangle partners' blogs (or two other students who will reciprocate) and offer them feedback on the sharpness and clarity of their independent research questions. If they have a question that you consider vague or overwhelmingly broad please suggest an alternate formulation in their comment section (copy and paste to your own blog).

Pt 3: Post your possibly revised question and conduct internet research, creating an annotated bibliography of 4 or more credible and possibly helpful sources online. The annotated bibliography should cite the sources in MLA format and offer a paragraph that combines very succinct summary and very succinct evaluation of usability of the source.

Due Wednesday, May 12, 8pm.


PS - For more information and examples you can see other students' questions collected here.

Sunday, May 2, 2010

HW 53 - Survey Analysis

Part 1:
This survey was made using questions contributed anonymously by you and your classmates. All answers are anonymous. You don't have to answer anything, but it would be helpful if you would take the survey. It includes almost a hundred questions (sorry - there were a lot of great questions that I had to sort through) so you will need to budget time. Use your time in 101 for this only if you're already done with HW 52 and you don't mind risking a little privacy (it'd be better to do it where no one can look over your shoulder).

Part 2:
Please create and share insights on the process of taking the survey. How did it feel to take it? Were there any questions that made you stop and think? Without necessarily listing those questions - what were some of the commonalities between the questions that made you think or feel deeply? If you decided not to take it, what was that like? If you don't want to talk about why you didn't take it, do an alternate assignment - such as research divorce rates among families, "face time" with parent(s)/guardian(s), etc.

Part 3:
When the results are posted (Wednesday at 8:30am) please analyze the results. (Hint: Password is the correctly spelled uncapitalized last name of the mostly bald guy who used to stand at the door when you came back from lunch). What were some of the particularly interesting scores? Do you notice any patterns? Were there any big surprises? Do you feel like you are similar to most of the students who answered the survey? What do you think accounts for the differences?

Part 4:
Please compare our informal and quick survey results to the report of the results of a professionally done teen survey such as this one or this one, or a reputable report you find yourself. What was a similarity? A difference? What does the experience of comparing show you about researching complex issues?

All four parts due Sunday May 9 by 8:30am.

Friday, April 30, 2010

HW 52 - Initial Theories of Human Relationships

Your assignment, a ridiculously impossible one, includes sketching out your best insights and theories into why and how humans do what we do - in all forms of relationships.

Not just your theories of human motivation (what we're trying to do and why) but also your theories of love, your family theories, your theories of friendship, power, social structures, roles, nations, ethnicities, genders, and every other aspect of humanity. Please also extend your thoughts in the direction of ethics, of how we should live, of the meaning and value of human life, how we should act with other people.

You can pose questions too - not just simple lists of simple questions - but questions that you think could offer insight if complexly worked with. Elaborate what the question asks and states and assumes.

Look, on the one hand this assignment could define "overwhelming". But on the other hand, we all act in the human world, we all deal with each other every day. So you've already had to evolve these theories in order to navigate your world. This assignment merely asks you to write down some of those theories that you already live by.

5-12 paragraphs due Monday, May 3 @ 9pm.

Sunday, April 25, 2010

101 Today

Assignments 49 and 50 should already be completed. If they are not, they should be your first priority.

Assignment 51 should be your second priority, as it is due Tuesday.

Please complete this survey when you've finished the above assignments.

If your progress report lists your grade as a 55 you will be eligible to take the 3rd quarter final in class today. It will begin 15 minutes into class and you will have 10 minutes to complete it.

Try not to waste your time in 101. Good luck!

Sunday, April 18, 2010

HW 49, 50, 51 & Notes on Finishing School Unit

As we finish this school unit I hope for the following experiences for you -

1. HW - 49 - A 4-6 paragraph analysis of your section's class savior/teacher film. This will be due Friday, April 23 at 9pm. Please address:
a. your personal contribution
b. your analysis of the message and tone of your section's film
c. contrast the film with the savior/teacher films we watched clips of
d. theorize (explore thoughtfully and powerfully) the connection between salvation and education/schooling in our culture

If your section didn't successfully complete a film you could choose to use this film to compare/contrast.

2. HW - 50 - Your response to a set of readings and final interviews on schooling. Please read the following and write a one paragraph summary and a one paragraph response to each separate text or author (depending on your skills read all or some of the texts - making sure you read at least one from each author):
Gatto - Against School, 6 Lessons, Teacher of the Year Acceptance Speech
Freire - Second Chapter of Pedagogy of the Oppressed (Critique of Banking Model) - strong readers should read the whole chapter and weaker readers or the time-crunched should read the first 14 paragraphs - up to and including the paragraph about "the humanist, revolutionary educator".
SOF Educator - Interview done inside or outside of class - Fanning, Manley, Copeland, Ms. D, and Andy, etc.

This will be due Monday, April 26 at 8:30am - it will include the above text responses and the results of an educator interview.

To clarify - you will publish on Monday a paragraph of summary and a paragraph of analysis of at least one text or interview from Freire, Gatto, Delpit, and an SOF educator (Ms. D, Fanning, Andy, Cope, Manley, etc). This means you will write at least 8 paragraphs total for this assignment.

3. HW - 51 - A 3-5 page paper, drawing on your independent research, interviews, class materials, etc on a particular topic of interest to you related to schooling. This will be due Tuesday, April 27 at 9pm.

If you don't yet have a topic please consider the following - linked to what we've studied this unit:
1. School as salvation - what can schools realistically do to address the systematic problems of inequality, anti-intellectualism, and meaninglessness in our society? (Savior Teacher Films, Obama speech, Sizer, Freire, Hirsch, Delpit, interviews, own thoughts)

2. School as domination - How do schools train us to be sheep, to be dull, to be dumb, to be absurd? Is it possible/preferable to escape, to transform, or to understand the institution? (Dead Poets Society, Freire, Sizer, Delpit, interviews, own thoughts)

The quarter quiz will be offered (a bit late) Monday, April 26. All questions will relate to school unit material found or linked to from two blogs - mine and Andy L's.

Thursday, April 8, 2010

HW 48 - Treatment for Savior/Teacher Movie

Please write a 3-20 paragraph treatment for your section's film involving a savior/teacher.

What is a treatment for a film? A treatment is a simple telling of the story of a film in present tense - with each scene presented clearly but without dialogue or camera angles (which will be added later in a script version of the treatment).

For instance the treatment for Avatar might include;

INTERIOR - 8pm
Jake Sully, a former Marine who lost the use of his legs while helping the US suppress a revolution in South America, speaks to two white-coated scientists. They put him in a MRI type machine that scans him on a molecular level. They tell him he is a perfect match for his dead twin brother and offer him the opportunity to replace his brother on a trip to another planet. Jake is somewhat overwhelmed by his feelings of grief for his brother and the abruptness of the voyage to another world, but feels he has little to lose. His decision is emphatic when the scientists inform him that his salary will suffice to buy treatments necessary to end his paraplegia.

Other advice on how to write a treatment can be found here.

Feel free to combine your ideas with others - from their blogs or class discussion. I'm excited to read the stories you want to tell about school, using the genre of the savior/teacher as a framework to share your insights and messages.

Due Tuesday, April 13 at 8:30am.

Extra Credit Opportunity - "The Class"

"The Class" (aka "Entre les Murs") doesn't follow the tropes of a super-teacher film. That's just one of the great things about it. For this extra credit opportunity please watch the film and answer 1 or more of the questions below in a 3-6 paragraph essay. For the purposes of this essay, a paragraph should have 4-5 sentences, the first one usually a transition from the last one and an introduction to the new topic.

We will watch the film together on Monday April 12 from 3:20-5:30pm - snacks possibly provided. But you can also watch it by yourself or with friends off Netflix (play instantly) or other digital distribution channel - such as Blockbuster Video or whatever.

Questions:
1. The film highlights contradictory agendas from the major stakeholders - students, teachers, administrators, parent. These contradictions seem to render the experience painful and maybe even destructive to many of the participants. Now that you have seen the contradictions, and maybe even have some empathy for the perspectives of the various stakeholders, propose a pragmatic or idealistic course of action for how a student (or a teacher) in such a situation should act - to maximize benefit, to sidestep catastrophe, to integrate the various perspectives.

2. Do you hold the teacher responsible for the damage done to Souleymane? Are the 14-15 year olds morally responsible for their own choices? Is the teacher morally responsible for finding solutions to the institutional car wreck that he's steering his class through? Or would it be better to see this as a systematic issue rather than an individual moral issue? If the former, how should the system be altered? If the latter, how should individuals be trained to make more effective moral and pragmatic choices?

3. Compare and contrast the school in the film with your experience of SOF. What are crucial similarities and differences? What should SOF change in light of the insights you've gained from this movie?

Due Thursday at 1:30pm for the equivalent of 2 assignments. May be completed after Thursday but before April 21 for inclusion in next quarter's grades.

Sunday, March 21, 2010

HW 47 - Class film preparation 1

Please compose a colorful list of 5-10 ideas that should be considered for inclusion in your section's version of the "Savior/Teacher" film.

You could address plot, character, theme, tone, cinematography, dialogue, key images, tropes, references, or our collective process of making the film. Indicate which of the ideas are most important to you by putting an asterix by the one or few which you think are most compelling.

Due the morning we return from Spring Break.

HW 46 - Research and Writing

For this HW, due the morning we return from Spring Break, please;
1. Finish reading your novel, book, or article(s) of more than 40+ pages which relate to your chosen topic.
2. Write a short one-paragraph summary of the text. Describe, in a few short sentences, the main arguments or action of the text.
3. Write a short one-paragraph summary of how the text relates to your topic.
4. Write an additional paragraph or two analyzing and interpreting the text, in relation to your topic.

If you still haven't found a text, or have switched topics, please find a text that relates to your topic. Don't forget ERIC - the most comprehensive source. If your primary text is less than 40 pages please supplement it with additional sources until you get to roughly that page count.

For steps 3 & 4 - a summary includes description - "Chocolate War's depicts the majority's fear of the minority's cruelty which strongly relates to my topic of interpersonal dynamics in schools." You re-state an aspect of the text succinctly and accurately - virtually any intelligent reader would agree with your restatement.

An analysis or interpretation includes your original or interesting connections and opinions, "Chocolate War demonstrates that the individual can not ultimately resist the force of the institution - and since we're all individuals in institutions, that's an important insight, especially for my topic of how individual students should orient themselves to schools." Analysis or interpretation can provide more creative or daring claims of what a text suggests than summary.

For more discussion of the very important difference between summary and interpretation please click here - you can simultaneously press "CONTRL", "OPTION", "APPLE", and "8" to reverse the colors.

Sunday, March 14, 2010

HW 45 - More Big Thoughts on Schools

In watching the Super-Educator films we've seen a collision between what I've called "transcendent" and "immanent" educational paradigms. The transcendent mode is about verticality, about the future, about the content - by teaching important knowledge and skills students will be able to "rise above" their present circumstances to future success in the dominant culture. The immanent mode is about spirals, about the now, about the students - by using the classroom as a site for students to learn to make sense of their own situations - the teacher enables the students to experience meaningful and crucial intellectual understanding of their own lives, emotional validation, and personal growth.

In some ways this same collision played out in the 80s and 90s in the US - between E.D. Hirsch & Ted Sizer.

Sizer was a founder and a leading thinker of the Coalition of Essential Schools - which SOF has always been a part of - and focused especially on the student's development of Habits of Mind. Hirsch was widely known for insisting on the crucial role of a thoughtful and coherent core content - so that students would learn the knowledge that would provide building blocks for their understanding.

Often the theories of the two were considered in opposition to each other.

Please examine some of the following texts. Create a one paragraph summary of the main argument of each of the two thinkers. Using quotes from the text make arguments of your own that address (in a paragraph or two each) one or more of the following angles:

1. Do these theories contradict each other? Intellectually, emotionally, practically? In what ways do they? Could they be adapted to work together?

2. Which of the two theories do you find more resonant in your own experience? Has your education at one of Sizer's schools (he not only inspired SOF, he also came and visited) taught you to use your mind well, to be intellectually alert, to be able to think about important aspects of your life and society? Have you had any teachers that seemed inspired, now that you know about it, by Hirsch? For instance, would you say that the chemistry class's focus on molarity and ions and the periodic table of elements create an emphasis on knowledge?

3. What additional points does reading these theorists make you think of, about your own education and philosophy?

If you feel like you care about this and you are a strong reader, please make use of most or all of the texts. If you feel less interested or find it hard to make it through the texts, please read at least the texts in blue. Due Friday, March 18, 8:30am.

Wikipedia makes a good entry point for Hirsch & the recent NYT obituary works for Sizer.

For a very short and easy comparison of the two thinkers - you can click here.

For a longer article that examines the debate over "school choice" in terms of the two thinkers, sympathetic to Hirsch, click here.

For a longish article by Hirsch, on the central role of background knowledge in reading comprehension, click here.

For a medium sized speech by Sizer, from around the time SOF was formed, click here.

For a conversation with him, click here.

A right-wing essay in favor of Hirsch.

Feel free to consult Dr. Google on your own, as well.

Due Friday, March 18, 8:30am.

Monday, March 8, 2010

HW 44 - Big Expectations for School

In class we've discussed the tendency for institutions to become the battlefield for cultural wars. School, in particular, serves as a focus of these struggles as one of the few institutions that involves virtually all members of society as public citizens - as we the people - rather than as individuals, as consumers, as solitary internet clickers.

Other institutions (marriage, media, transportation) are experienced privately - the public institutions (Congress, courts) tend to involve minimal participation by most members of society. School combines massness and publicness and therefore serves as a battleground for most every public controversy in society.

The functions, purposes, and benefits that people claim for schools also highlights the key role of schools as a public institution. People say that if schools did X, every kid in the US would have a better future, less racism, less poverty, more creativity, more Google-type businesses, be skinnier, love poetry, better gender training, etc etc.


President Obama has spoken often of the importance of education. Please consider his speech, at the beginning of the school year this year, and note the benefits Obama claims will result from school success. Note how Obama offers a vision of school (our biggest public institution) as essentially a stage for each individual actor to achieve success.
Consider this argument about the benefits of a liberal arts education - what benefits are claimed? Or this Thomas Friedman column - which at the bottom argues that schools provide crucial support for decent and prosperous societies. The Friedman article, in part, speaks from a long tradition of efforts to capture schools - essentially democratic public institutions for citizens - as tools for indoctrinating and training youth for capitalism. Others have always focused on the benefits of intellectual and social awakening that schools can enable.

Please respond in a 2-4 paragraphs to at least 3 of the above sources. Criticize or celebrate the arguments made in those texts in terms of your own perspectives (tentative or solid) of "What school is primarily for." Address the issue of what schools can plausibly accomplish and limits to the change that schools can make. What should be the top priorities of schools, who should get to decide that, and what can we reasonably expect from schools?

Please post by Friday, March 12, by 8:30am.


Thursday, March 4, 2010

HW 43 - Journaling About School

While lying in bed before sleep with the lights low - earliest memories, strongest images, primary and secondary feelings, etc. Bring in notebook or typed version on Friday for "Cultural Code" exercise.

Monday, March 1, 2010

HW 42 - More Research and More Thinking

Part A:
Please add another three to four relevant sources to the research from 41. Add them directly to HW 41's post by editing that post. At least two of the new sources should be added to the annotated bibliography section - giving you at least five of those two-paragraph-each entries. Remember - the sharper you identify your major interest/question the better your research will be.

Part B:
First write, in 1-3 sentences, as sharply as you can, the question/accusation/insight that forms the heart of your exploration. Then write 2-4 paragraphs about the significance of your topic/interest/question. Please consider one or more of the following questions and also any other significance that you can address:
A. Why does it matter to you personally given the experiences you've had in your life - in terms of your feelings, hopes, memories, daily life?
B. How does your topic matter existentially - in terms of the meaning of your life, of knowing who you are, of whether you live well before you die?
C. How does this question matter functionally - in terms of what society requires, how institutions interact, international capitalism?

Part B can be labeled HW 42 - Significance and is due Wednesday at 9pm. The additional entries in 41 are due at the same time.

Sunday, February 21, 2010

HW 41 - Initial Internet Research on Schooling

Maybe you've locked in on one very specific topic or angle during your interviews or maybe you're still exploring among several general perspectives. This assignment is intended to cause you to enhance your understanding of one or more aspects of school that you find particularly bizarre, wonderful, awful, +/or crucial.

Identify five or more internet sites related to your topic(s). Please make an annotated bibliography of 3 or more sources - each should include correct MLA citation, a very brief summary of most important points (2-4 sentences) and a very brief analysis of the utility of the source for particular topics or arguments (3-5 sentences).

Any sites you identified that you don't write up as annotated bibliography entries can be tabulated in an "Additional Works Consulted" list.

For those of you interested in education as tool of oppression/empowerment - here's the entry I started on Wikipedia.

Use the following as a model for each of the 3 or more entries in your annotated bibliography -

Andy's Model:
Viren, Tom et al. "How To Be Cool." http://www.wikihow.com/Be-Cool. WikiHow, n.d. Web. 2 December 2009.
This article, compiled and edited by many authors, attempts to provide advice of how to become cool. It contains a list of suggestions, additional tips, and warnings. Many of these tips will be familiar - "Be yourself" and "Be confident" - and others less so "Find a way to love learning."

This short guide deserves reading for its helpful simplification - in the introduction it reduces coolness to being confident, unique, and on friendly terms with everyone. The copious suggestions, tips, and warnings also reflect a variety of the dominant perspectives about coolness - which seems to primarily be understood as being admired and liked by the masses as an authentic and friendly and socially-adept human being.

Your goals with this annotated bibliography include tightening your focus on an aspect of school, understanding that aspect, and identifying resources worth coming back to (or not worth coming back to) for yourself and your triangle partners when presenting your research synopsis and writing your end of the unit papers.

Due Wednesday, February 24 at 9pm.

Friday, February 12, 2010

HW 40 - School Interviews x 5 & Synthesis

Part A - Please interview five diverse people (self, family, friends, acquaintances, etc) about a particular aspect of school.

Some aspects that we came up with in various sections include:
  • Making school better
  • The experience of being a student
  • School as a sorting machine
  • School as machine for conquering and puppeteering a population
  • Pedagogic techniques - grading, testing, etc.
  • The motivations of school - for the student, parent, teacher, system
  • The functions of school - both actual and claimed/rhetorical
  • The historical development and transformations of US schools

Please make your interview questions high quality - they should evoke real thinking, non-predictable responses, and insight.

After transcribing notes from each of the interviews, please turn to Part B.

Part B:
Please synthesize insights from your interviews (that you figured out or that someone said) to write a paragraph or two about a particular aspect of school that you find important and interesting.

Parts A & B should be posted on your blog Sunday the 21st of February by 9pm.


Monday, February 8, 2010

HW 39 - First School Assignment

Please complete parts A & B by Tuesday, February 9, 9pm.

Part A:
Please write 3 each of the most interesting, fascinating, powerful questions, ideas, and experiences you've encountered about school. So please make three lists of three items each.

Part B:
Please explore one aspect or moment of school in a 2-4 paragraphs. Show us what's strange or great or awful about it. Talk about how you feel about it - how do you think it came to be - what consequences it produces.

Friday, January 29, 2010

HW 38 - Art Project Cool

Due Sunday, February 7, at 9pm -

Please post on your blog a video/image/textual version of an art project that integrates insight into cool. I encourage you to consider uploading a video you've made about cool at school. See here for inspiration.

Together with the digital representation of the art project please address, in a few paragraphs, the following questions.
1. What insights about cool does the art integrate? What do you hope people will realize or question from their encounter with your art?
2. Describe the process of making the project - how'd you do each step? If it was a group project, what did you contribute?
3. Does making art seem cool to you? Why or why not?

Monday, January 25, 2010

Another Update

Ok - finished the grading for the semester. I have to drop the obligatory martyred teacher pose and confess that I deeply enjoyed reading most of the papers and also some of the triangle partner helps.

It probably helped that this marked my discovery of Pandora radio but the main factors were the quality of insight and writing and openness that many of you brought to your papers. I started planning our next book ...

Three quick spelling suggestions and a cursing reminder:
1. Definitely not defiantly (although makes interesting clinking noise in some sentences)
2. Rite (as in ritual) not right - when it relates to passage or initiation
3: Loose like jeans. Lose a game. Losing - what the Jets did Sunday.
Swear Words Reminder: Your blogs contribute to the insight of a worldwide audience. Please avoid unnecessary and unhelpful drama by finding socially accepted substitutes.

The list of kind souls who made my grading load lighter, who will be rewarded with a chance to shine on the exam on Wednesday at 9am - promptly. If you're pretty sure you failed but don't find yourself on this list, email me by 9pm Tuesday, in case I made a mistake.

Ultimate chance for semester credit:
  1. Brendan B
  2. Remy C
  3. Paul P
  4. Richard S
  5. Paola Y
  6. Andrew C
  7. Lauren C
  8. Chelsea G
  9. Beatrice H
  10. Sam K
  11. Cindy L
  12. Amanda M
  13. Jace C
  14. Ean M
  15. Suoinnorra R
  16. Russell R
  17. Kareem T
  18. Abe T
  19. Katherine V
  20. Kevin W
  21. Juliette B
  22. Jessica C
  23. Yasmin J
  24. Anias J
  25. Granit
  26. Elias N
  27. Jin O
  28. Victor S

To improve quarter 2 grade (currently below 65) and thereby semester grade by 5 points:
  1. Aja H
  2. Gavin M
  3. Dinorah Y
  4. Jenise L
  5. Sam R
  6. Ellen S
  7. Stephanie A
  8. Chris R
Tips for the exam - absorb the blogs of Yu-Xi, John L, and myself. Special attention to films & related essays, unit-ending essays (both units), art projects, stories, etc. And don't forget the orientation I offered earlier.

Wednesday, January 20, 2010

HW 37 - Cool Paper Done Draft

Please post your 1000+ word analysis of cool by Monday 8:30am.

Suggestions:
  • Use sections, short paragraphs, bold, and italic to add readibility
  • Use personal connections to make it more real and engaging
  • Proofread repeatedly
  • If you can't totally figure out a daring idea - name the idea and try to articulate what you can and also articulate what you think you're missing
  • Include questions
  • Benefit and quote from students - especially your triangle partners' blogs and suggestions
  • Analyze a particular angle - make a focus - don't just give a couple random thoughts about each of the 15 aspects of cool we've discovered
  • Address issues of authenticity and performance
  • Puzzle through paradoxes
  • Let yourself enjoy thinking and writing - even if its hard and frustrating and more work than texting "wat up" to your friends
  • Make a little works cited at the end, even if it isn't perfectly MLA style

Tuesday, January 19, 2010

HW 36 - Triangle Partner Help

For this assignment, due by Friday 8:30am, please help your triangle partners make progress on their cool papers.

Let's try a different format.

1. Please re-write each person's main-idea/big-insight/thesis so that it is vivider, clearer, sharper. If you don't think your version is an improvement try again. If its still not, offer it anyway, with an apology.
2. Then write a paragraph for the person's main idea - some evidence, a story, a strong connection, some implications, etc. Write it really well, so that the triangle partner could just quote the whole thing, or a small part, in her paper.
3. Offer a short list - of 2-5 items that the triangle partner should consider for her next draft - specific spelling and grammar issues can be only one item. Other items could include particular questions to address, problems with the argument, evidence to include, etc.

As usual leave the comments on the triangle partners' blogs, and copy and paste to your own (HW 36). As usual if your partner lets you down, encourage them to step up. If you're still left in the lurch, abandon him/her and find new temporary partners.

I think this will be more fun, and more blue-skinned, than our usual way.

Thursday, January 14, 2010

Cool Example Paper - Rough Draft - 1070+ words

What Cool Is & Isn't
Cool - a red-lined velvet boxy prison that we gladly sentence ourselves to - and flamboyantly throw out the key. Cool is not the ineffable mystery - the je ne sais quoi - that people claim. Its not just our consumer choices. Cool is a synthesis of an interior heroic narrative and exterior social approval. Our worldview - our received cultural maps contain sections - the "hero's journey" and "how should we live" and "getting along well with others"- that dictate our approach to cool. These cultural maps are usually provided to us based on our position in society - gender, race, class, nationality, etc - through core cultural institutions - family, school, media.

Thus - our aspirations, preferences, and self-understanding are very often the product of a crude enactment of a particular demographic. The white young man growing up in the farmer family in western Kansas will (simplified and generalized) watch Fox with his parents and wear a baseball cap and vote Republican and admire George Bush and listen to country music and collect rifles. Obama will not be cool to him. A particular 'cool' sensibility is not primarily the unique gift of a self-expressing creative spirit - it is a consequence of demographics and associated life experiences, values, and marketing.

Goffman (1959) phrased the unfreedom of cool in another way. He theorized that the 'scenes' we participate gloop together into one or more 'characters' which form the core of our 'self'. We aspire to successful and 'natural' performance of these roles - and collect props and bits of costumes and preferences to sustain the character. Falling down jeans were valued by urban youth 2002-2010 not because of creative desires to share boxer designs - but because the falling down jeans served as an effective costume bit for the cartoony character that the urban youth had learned to enact and thus to see himself as - oppositional, preening, conformist, and crude. We're all close captioned (Fugazi).

Why Cool?
Why do we lock ourselves in these well-decorated prisons? I believe we can identify two primary reasons (an 'inner' and 'outer') - the inner compulsion to imprison ourselves is an attempt to escape a sense of meaningless floundering confusion. The outer compulsion is the need to present an attractive consistent 'face' to the demanding performances of the world.

We all know (to some extent) that we're going to die (though we deploy various shields against this knowledge). What are we going to do until then? What can offer our life a narrative thread - a sense of literary cohesion?

And we're surrounded by others in complex social arrangements that demand from us that who we were yesterday should be strongly related to who we will be tomorrow. After all, for everyone else, we're bit players in THEIR drama - and imagine how Rihanna would react if a back-up dancer seized the mic? People like us to play a predictable person - a character - a dependable role player. In fact - they require it - there's lots of penalties for people who can't or won't do that.

So Now What?
The percentage of gringo lefty public school teachers who have been vegetarian and listen to Radiohead and believe that the meaning of life has something to do with deeper understanding and voted for Obama is probably pretty high. Thrift store clothing and uncombed hair typify my subculture as well (and some role distance). Though tattoos have become common among my subculture my family brought me up fundamentally Apollonian and the lack of tattoos goes along with the lack of drug use and having already been done with college by the time body alteration started getting common. I've been shaped into a cartoony character in many ways - by my social position and consequent roles and the scenes I play in.

(An important point to consider - as Foucault pointed out later in his career - is that these social pressures don't just limit us, they also construct us - they produce us - if it weren't for family/school/media I wouldn't be a free and natural organic soul able to dance as I want to - I'd be dead or non-human. Cut the strings and the puppet doesn't dance free!)

So how should I integrate the understanding of myself as performer - as character? Should I experiment with other characters - start wearing falling down jeans and collect some rifles and buy a TV to watch Fox? Maybe that wouldn't be too bad an idea - why do people go overseas to be exchange students when they could experience different positionality and associated cultural cues around the block?

Of course the truth is that I don't want to watch Fox, I can't stand the idea of having to hold my pants up with my hand, it'd be illegal (and I'm glad about that) to start a rifle collection in NYC.
I want to navigate my life by my cultural map - including my sense of cool - my hero's journey, my sense of what is worth appreciation and admiration. The new segments of my map that I gain will come as a result of me using my existing map to find them. I think learning German is cool - and so is philosophy - so now I'm reading Schopenhauer and he might alter my map - but it will be an organic/evolutionary development (a stream of consciousness rather than the interruption of a seizure, an epiphany, a cult).

Does it devalue my life to realize that I'm also one of the ones that Shakespeare was describing? "But a walking shadow, a poor player
That struts and frets his hour upon the stage
And then is heard no more: it is a tale
Told by an idiot, full of sound and fury,
Signifying nothing."

But isn't this realization - that we're performing according to particular cultural scripts - the only chance we have to choose another performance, to be aware of the meaning of our actions, to see our own contradictions, to glimpse our own absurdity? Isn't self-awareness the goal of philosophy (from the ancient Greeks' to the Matrix - "know thyself")? Doesn't this insight help us live a little lighter - a little humorously, taking ourselves a little less desperately seriously?

Despite the benefits the realization of our performedness - our shapedness - our absurdity can make it hard (or rather reveal that it's hard) to figure out what matters, what we should do, who we should become.

Wednesday, January 13, 2010

HW 35 - Cool Paper Rough Draft

By Tuesday 9am please post a rough draft of a 2-4 page (1000+ words) analysis of cool. I strongly encourage you to pick a sharp and interesting angle/thesis/primary-target and also to cannibalize your own and others' best thoughts to build the paper.

Please see the outline assignment for more suggestions and information.

Punctuality is important, if you finish this draft by the due date it will enable your triangle partners to provide suggestions and feedback well before the final draft due date.


Semester Exam Information

The semester final exam provides an opportunity to earn a 65, and avoid credit recovery, to folks who can demonstrate mastery of course material despite failure to produce adequate work. It will be offered Wednesday the 27th at 9am in room 605.  

On Tuesday night, at the latest, a list of people who've earned the chance to take the exam will be posted on this blog.

To earn the 65 you need to achieve a 65% or higher on the multiple choice exam.

It will include material from the whole semester - drawn largely from the following three blogs:

My theory is that we've learned a lot, and that much of our learning has been shared online and with each other. I don't think my thoughts are the only ones that matter. So to demonstrate mastery of the content, you need to be able to show that you understand and can apply the concepts and information from the course from my blog and two outstanding student blogs.

Sample questions:
Which of the following can be considered a prehistoric representation of reality?
a. photographs
b. block printed novel
c. language
d. telescope

Ryan, the protagonist of John's cool story, successfully inspires the physics class to;
a. learn
b. do their own experiments
c. dance
d. defy the teacher

The take home relevance of Merchants of Cool, according to YuXi, is that;
a. kids are stupid
b. kids aren't stupid
c. corporations are evil
d. corporations aren't evil

I invite you to submit questions (must include the multiple choice options) for possible inclusion in the exam.  So far, no one has done this, which strikes me as particularly strange since it would significantly improve your chances of passing.

Hair Resources

Hair and tattoos provide examples of the physical embodiment of positional images of cool. In other words they physically signify the specific "who" of the heroic personal narrative and also claim a certain audience for attention, approval, and connection (and another audience for defiance, controversy, etc.).

Hair chapter from the Body Social. Password protected with the four letter name of the unit.
NYT article about 4 year old suspended for long hair

Sunday, January 10, 2010

HW 34 - The Cool Pose and Various Approaches to Life Rooted in Class, Race, Gender, Age, etc.

What's cool, as has been (too) often pointed out, varies from person to person and from culture to culture (the kind of first thought as last thought that thuds like a frog dropped from a tall building or a first thought that sparks other thoughts like a bushfire in Australia).

For instance the Central American kid who lives in East LA and joins a gang rather than the few afterschool opportunities - or a Black kid who lives in a housing project and buys Prada shoes rather than saving for college - or the Asian girl who spends hours reading manga and tattoo magazines instead of feminist books - or a white rich kid who decides to join a fraternity rather than a social justice club at college - or the immigrant boy who gets crossed up between wanting to make his parents proud and wanting to be cool at school and finally decides to become a doctor after all.

Are there patterns to our understanding of what's cool? Do some of us get cooler cools than others? Could coolness be a contributor of racial or class or gender marginalization? Does coolness compensate in some cases for worse job opportunities, earlier death, and higher suffering? Is coolness a consolation prize that marginalized peoples pilfer from the Cultural Carnival after they lose the ring toss for the better prizes?

How does our position in our culture determine what will look achievable and cool (heroic and attention-worthy) on our given cultural maps? How does our sense of cool further mineralize our current position in society?

To get at these questions please read the following pieces -
A poem by Gwendolyn Brooks (be sure to listen to the audio), an African-American poet
An op-ed piece by Orlando Patterson, a Harvard sociologist of African heritage
A brief summary of "Learning To Labor" by Paul Willis (also of African origin, according to contemporary scientific theories, but not in the way people usually mean, English white guy)

How does our enactment of cool for the audience of our immediate social circles (ala Goffman) lead us to our major life choices, limit our options, and imprison our bodies (ala Foucault's gaze)? Is coolness an important factor of the sometimes startling choices made by people in disadvantaged situations? Should we blame the people who make the choices or should we change the choices offered to them (or both or neither)? What paths is coolness leading us down, and should we get our maps out again, and maybe even try to make new maps?

Please write a 3-6 pararaph analysis of this phenomenon drawing on the texts above and your own observations and experience. Due Wednesday January 13 8:30am.

Saturday, January 9, 2010

HW 33 - Cool Paper Outline

We've got 3 more days of Phase 3 of the Cool Unit - where you're being taught new information, concepts, and skills. After that we'll move to Phase 4 - where you attempt to integrate what you've learned into powerful and relevant insights and understanding. To help you prepare for the transition, please make up an outline of a cool paper. The most important parts:
a. a thesis or central idea
b. a collection of sharp insights and major points
c. a collection of evidence from previous assignments, class notes, and other research

The outline should be posted by 8:30am Monday, January 11. The rough draft of the paper should be posted by 8:30am Monday, January 18.

Your goal eventually will be to write a paper that explores one or more angles of coolness - it doesn't have to be, and shouldn't be, comprehensive. It should be colorful, lively, include your own insights and observations, as well as the most powerful insights you've collected from your brainstorming, interviews, stories, research, class sessions, readings, film clips, and guest speakers (Matt Fried and John Fanning).The paper willl end up ~2-4 pages in length.

For the outline you need to choose a thesis/central-idea to start with. You can change it later. I encourage you to identify your own angle/thesis. The following suggestions could be used, or could serve as orientation and inspiration.

1. If we realized X we would play the cool game a lot differently. We'd do more of Y and less of Z.

2. Coolness - as a heroic internal narrative and the successful command of attention and social significance - is a basic human need. We need to be cool - what are the best ways for us to do that, individually and collectively?

3. As Goffman (and maybe Shakespeare) argued, our sense of self is but a shadow of our character. And that character is merely an attempt to meaningful integrate our performances in the scenes we've been cast in. So, really to be cool, in the best sense, would be to become a director (or scriptwriter) rather than just an actor in the drama of our lives - as shown in the short stories we wrote. Otherwise we'd have to remember that a black sheep is still a sheep! Unfortunately, most characters' experience in institutions, families, and peer groups disables this power of transformation.

4. Coolness is a social disease whose etiology consists of consumerist attempt to adorn a basically meaningless/unfulfilling life. The cool epidemic can be ameliorated with proper public health measures such as banning advertising to children and schools systematically helping students form positive and powerful identities as distinct and admirable 'heros' rather than allowing them to remain as interchangeable seat-warmers who need to pierce themselves to seem interesting, as in the present situation. That requirement that schools help students become heroic would also mean greater interaction with the community, a focus on helping students develop unique areas of study, and support for experimentation and discovery.

5. Coolness is a tragic trap that appears to solve problems of meaning and significance but only worsens them, as demonstrated by Tolstoy and my own experience.

6. If we could become more aware of death and aging - by systematic visits to senior centers, hospitals, hospices, and funerals - by discussion and philosophy and theology - we could free ourselves from the triviality of the cool pose.

7. We're stuck in a culture of celebrity worship, status obsession, and pervasive mediocrity and meaninglessness. Frankly, a truly heroic life and abundant attention from others won't be available to 98% of people - since almost all of us are trapped in meaningless jobs in a meaningless rat race watching meaningless TV shows. Facebook friends, unique tattoos, new apps on your iPhone, clothes from a hip store with semi-nude workers, vacations to exotic places, and a big screen TV provide some relief from what would otherwise be a grey hopeless misery.

8. Different perspectives on cool reveal the different life chances available to sectors of our society. People aren't dumb - generally we'll take the coolest option we're offered.

Sunday, January 3, 2010

HW 32 - Tattoos & The Presentation of the Self

Almost all of us want to be liked, admired, influential, attractive (external cool) and to feel significant and even heroic (internal cool).

We have developed many methods, as explored in HW 31, to mask, manipulate, costume, adorn, and aggrandize the self. These methods allow us to influence how we view ourselves and how others view us, which Goffman observed as core to human interaction, and to deal with our hollowing sense of meaninglessness.

Tattoos were previously associated, in the U.S., only with often-violent subcultures (sailors, soldiers, and gang-members), but hoppped and skipped into many other subcultures before finally jumping into the mainstream in the last 5 years - as seen in blogs by Sarah, Matthew, Brandon and on Miley Cyrus' skin, and in the gossip press.

Tattooing seems to me a potentially revealing aspect of "cool" for the following reasons;
1. Its 'hot' now.
2. Good example of cool paradox #2 - stand out while fitting in - edgy but common (tattoos in general are trendy, but yours is unique and the story behind it is meaningful and dramatizes some aspect of WHO YOU ARE that you will share with anyone who stands still or, better yet, you could mysteriously refuse to share something that you make others look at!).
3. "Self-expression" as "self-presentation" (inner to outer).
4. A powerful instance of the mind/body dichotomy in our culture - on one level the tattoo represents the inscribing of the inner on top of the outer (outer skin as mere sign space for the inner personality/narrative-self). But from another perspective it indicates the primacy of the body - the physical becomes the site of the "real" and "permanent" self. Interestingly, the process is the piercing of the outside layer from the outside to engrave an image from the inner mind (usually received from the outer world) that will shine through the outer layer. The discord between these two levels - outer-inner - provides some of the power of the act.
5. Death and, more broadly, impermanence shadow our sense of self. The tattoo might be seen as an attempt to claim permanence - it might not be a coincidence that one of the archetypal tattoos has been an anchor! I associate this desire for bold acts with lasting consequences with the immortality projects of the hero's quest.
6. Tattoos have, in various cultures, been associated with rites of passage, with performing particular roles, with claiming certain ranks, proclaiming particular self-concepts. These seem to be human needs! Shakespeare's quotes (Macbeth, As You Like It) come to mind. And how do these archetypal images get translated into the modern hero's journey? Tramp stamp on the 18th birthday! Some Norteamericanos choose tattoos from one or more 'exotic' cultures - does this demonstrate a perception of a lack of magical meaning in our culture?

A tattoo can be seen as a fairly durable signifier - a decoration or artistic alteration of the body. Some traditions hold that tattoos separate us from G-d - who made our bodies holy and wouldn't want for us to make them wholly or partly inked-holey. I think of the decision to tattoo oneself as related to the tagger's decision to spray-paint a tree or a wall - which reminds me of dogs peeing on fire-hydrants. And as the dog's best efforts are diluted by rain, the tattoo fades and shifts and wrinkles and eventually decomposes with the rest of us, which seems sort of reassuring, ultimately, to me.

Should we resist this trend - this puncturing of the flesh for self-expression in others eyes? What does tattooing signify to you? Is it heroic/artistic/bold-self-expression? Does a tattoo signify to you a brave individual challenging vanilla conformity or a sheep pushing forward for branding to pledge permanent allegiance to her particular flock? Why do so many people make so many different stories to explain basically the same action? Does NOT getting a tattoo also now become an attempt to become special? What do you think of the gendering of tattoos - the male tricep tatto and the female ankle tattoo? What does this perforating trend reveal about larger stippled processes of "cool" - of our desire to seem heroically special - an important actor in a meaningful drama?

Please write 3-6 paragraphs exploring tattooing as an instance of cool. You can use the questions directly above for inspiration, or make your own. You should examine several of the hyperlinks above. For maximum credit, as usual, please edit for flavor and sharpness as well as spelling, punctuation, and grammar. Include your own experience, the insights and experience of others you know, images, and outside research!

If you absolutely have no interest in tattoos, pick another external bodily modification - plastic surgery, hair extensions, piercings, make-up, lifts, high heels, body-building, etc.

Due Thursday January 7 at 9am.