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Course Criteria
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3.00 Credits
Today, the term "education reform" may bring to mind standardized tests and No Child Left Behind. Many believe that our schools must become more rigorous, with stricter rules and definable goals. "Reform," however, used to be defined differently. John Dewey, Maria Montessori, and Paulo-Freire, for example, struggled to make schools freer and more humane. They hoped not to make the classroom less challenging, but more child-centered. Some disciples of such reformers, discouraged by schools' resistance to change, eventually turned to homeschooling--pulling kids out of school and educating them with real-life learning experiences. In this seminar, we will explore progressive educational theory and connect it with contemporary alternative schools and homeschooling. Visits to nearby Montessori and Waldorf schools and discussions with homeschoolers will make real-life connections to seminar reading and classwork. Challenging assumptions about how well our schools work and raising questions such as, "How do we learn?" and "What is good teaching?" will provoke thought, conversation, and interesting writing. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
Students explore the social fabric of Athens at its height--the various social and economic institutions that shaped households and the city--state in the fifth and fourth centuries BCE. Primary source material will include courtroom speeches, two comedies of Aristophanes, and Aristotle's Ethics. Topics: lust, love, marriage, prostitution, slavery, elite drinking parties, street life, hubristic violence, competition, feuding murder, the legal system, diverse concepts of virtue, and how ordinary people were expected to treat one another in good times and bad. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
The purpose of this course is to explore how individuals become creative. What are the most important qualities, emotional and cognitive, that are related to creativity? Is there a creative personality? What is the difference between artistic and scientific creativity? How does creativity relate to mental illness? How can we foster creativity in people? The course will study creativity in children and adults and will include research studies as well as descriptions of creativity from creative individuals. We will also discuss how different cultures view and effect creativity and the ethical issues involved. This course is a seminar and will use a discussion format. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
Aphorisms like "boys will be boys" simultaneously suggest that boyhood is a social problem to be solved and a privileged position. This course will explore what it means to be a boy in different historical contexts. In some texts, boys are understood as incorrigible miscreants. In others, they are the repositories of their families' hopes and dreams. What is at stake in the way boys are treated differently from girls or from men? We will consider the relationship between boyhood and manhood not only in contemporary culture but also in texts ranging from ancient Rome to 19th century. Through memoirs, advice books, psychological explorations, and contemporary film, this class will examine both conceptions of boyhood and their place in the production of masculinity. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
"Democracy?" poses democracy as a question, in two forms. First, what do we mean by democracy? Second, where should democracy be practiced? Although conventional understandings link democracy to political systems and issues of governance, the course will consider democracy in other institutions and locations. Course questions include: What is democracy? Why do we value democracy? Does democracy in the state require democracy in the economy? What would that look like? What are the potential conflicts between economic and political democracy with full citizen involvement? Is direct democracy democratic? Does democracy in the state require democracy in the family? In universities? In the workplace? In prisons? Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
Community Policing is becoming increasingly popular around the globe, as well as in the U.S., where it is only found in a few cities. The objective of this course is to expand the student's knowledge and understanding of the police systems in Japan and Sweden, since these nations are leaders in the successful introduction of community policing in their societies. It is instructive to go beyond one's political boundary in order to draw on different experiences in other countries. While it may not be possible to "adopt" some ideas from another country's police system, we might be able to benefit from "adapting" them to our own community needs. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
This class will take students places most people have never been. We'll come face-to-face with the homeless, explore the realities of prison life, and meet people who struggle to survive in the wealthiest country in the world. We'll also meet people who have demonstrated both the vision and commitment to be change agents making a difference in the world. The interdisciplinary course will examine the shadow-line between self-interest, greed, and the common good in a capitalist society. We will look at the needs and (sometimes competing) values in democracy. We will examine ethical systems and discuss the role that leaders, managers, and ordinary citizens play as moral agents in promoting integrity and social responsibility for a just society. From interactions with real people, readings, and class discussion, the course challenges assumptions and explores core values to stretch your intellectual, ethical, and social muscles. Life is a contact sport that asks you to engage, to participate in making your talents and presence felt, not merely sit on the sidelines watching. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
The course will explore topics in science, technology and culture across time as they relate to the social construction of birth. Students and faculty will critically examine the seminar topics through an interdisciplinary approach. The learners will develop their own understanding of how science and technology related to birth have and continue to change. What happens when newer technologies supersede the old? What happens when older ideas are revived? Students will be introduced to the influence of culture and technology. Methods of oral and written communication will be enhanced via assignments. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
This course will explore the many different kinds of ethnic communities to which we belong. Why have local ethnic groups formed arts and cultural organizations, sports clubs, charities, and other groups which highlight their difference? How have these local groups operated within larger, national ethnic groups and how have they helped us negotiate our identities as citizens, members of religious communities, and/or members of other nations? To what extent have these groups been successful in encouraging future generations to identify with the ethnic group? Our starting point and focus will be an examination of theories of civil society, ethnic identity formation, and nationalism. We will then turn to an examination of the ethnic communities in the Greater Cleveland area. This study of our own local context will then be followed by a consideration of ethnic organizations in other parts of the world. As we consider how ethnic communities have developed and changed throughout history, we will also examine our connections to these communities and, it is hoped, gain a better appreciation for the diversity which surrounds us. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
Audiences clearly contribute something to the movie-going experience besides the price of admission--but what? This class examines different conceptualizations of the role of the film viewer, from abstract theories of the spectator to investigations into the historical reception of particular films to studies of the concrete and material circumstances of film exhibition. In particular, we'll be interested in how these three ways of conceiving of the act of movie-going relate to one another. With an emphasis on Hollywood cinema, we'll consider a film as a text with a context that includes the circumstances of the film's production, cultural factors weighing on both the film's production and consumption, and the mental activities of viewers. Do viewers merely "come after" the meaning-making activity that gives a film its form and significance? Are we mere passive receivers of the director's and screenwriter's messages? This course argues no, and places the viewer at the center of a dynamic process in which films only "come alive" when someone watches them. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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