LECTURE,
UNST
121G: Forbidden Knowledge (Fall 2005)
Last
Updated: 10/21/2005 2:00 PM
Quick Jump
to (links are ready when
they are blue):
Important
Notes and Comments About This Schedule:
Ø
This schedule is subject
to change
as a result of many situations that may affect our learning environment,
including but not limited to student input, professor and mentor feedback,
inclement weather, illness, group dynamics, etc. Please consider this a fluid and tentative
schedule. Schedule information will be
posted in two-week increments. Stay abreast of e-mail notifications of
change and the online version of the syllabus at http://www.marthabianco.com/Courses/FK/121sylschedule_f2005.htm.
Ø
There
are six modules of readings, exercises, and lectures for this
term. The current schedule is up to date through the end of
Module II: October 20, 2005.
The schedule will be updated continuously until it is complete. Note that modules are color coded. For example, Module I: Sept. 27 to Oct. 11 is pink. All assignments are highlighted yellow. Most, if not all, assignments (though not all
readings) are listed, so that you have a sense of when they will be. An assignment will not be hot until it is
ready. You will always be informed of
updates to this schedule.
Ø
Abbreviations
used:
1.
[T] signifies a reading from one of the textbooks required for this class
2.
VOD signifies a video on demand, which you access online using Windows Media Player
(covered in
3.
(Op) signifies an optional reading, video, or exercise. Optional materials are always listed last.
All
other readings and materials are online.
The URL is provided; you may read the document(s) online or print out any
section(s) you desire. This process is
meant to save you costs of book purchasing and photocopying, as well as to give
you some level of discretion in what you choose to read and when.
Ø
All
readings and assignments are required unless they are preceded by (Op), which indicates an optional assignment
or reading. This being said, it is understood that
students’ time constraints and different study and reading styles may
make it seemingly impossible or at least very difficult to stay abreast of
all of the readings all of the time.
Part of being a college student is learning how to read large
quantities of difficult and often seemingly boring material. The challenge may be even greater for
students for whom English is a second language or who have learning
disabilities. Reading college-level
material efficiently, effectively, and critically is a skill we hope you will
begin to acquire as a freshman. If you
ever need additional assistance in this area, please contact the professor,
mentor, or IASC liaison for helpful hints (contact info at top of policies
syllabus). See also Landsberger, Joe. “Reading Difficult Materials”
and “How To Read an Essay.” Study Guide
and Strategies. 2005. <http://www.studygs.net/texred1.htm>
and <http://www.studygs.net/reading_essays.htm>
(both of these are early assignments, as well).
Should you ever have difficulty keeping up, follow the advice
above. Skim rather than skip material and contact me for help!
Ø
I advise that you skim materials before the class presentation and then reread them after the presentation, for a more thorough
understanding.
Ø
Many
of the online resources are interactive experiences rather than just a plain reading. Unless a link takes you to what is obviously
an article or chapter to read (and print out if desired), you should explore
through the site, down through various links, checking out sections that are of
interest and/or provide you with the most information.
Ø
Note
about films: We will
also view films and documentaries in class or in mentor session. These films are shown to provide additional
perspective and information to complement class material. Prior to the viewing of most of these
films, students will receive an e-mail indicating the rating and exactly what
elements of the film are responsible for the rating. Students who need to be excused from watching
certain films on religious grounds should contact me early in the
term. You should let me know in advance
if you might have concerns about certain types of film or certain elements in
film. I reserve the right to show a
film in class or in mentor session without advance notice.
MODULE
I
DATES |
MAIN CLASS TOPICS: SUBSTANTIVE |
MAIN CLASS TOPICS: GOAL SKILLS |
|
||
|
I to Oct. 11 |
· What Can We Know? · Deconstructing the Learning Process · Revolutionizing Education ·
Student-Centered
Learning · What Is Forbidden Knowledge? · The Dissemination of Knowledge · Schools in Society (CBL Project) ·
Education
“Reform” |
· Identifying Your Learning Style · Introduction to Community-Based Learning (CBL) ·
Introduction to
Presentation Skills (RAID) · The Language of Measurement · Expressive Writing · Campus & Community Resources ·
IASC
Presentation by Mark Isham (Th, Oct. 6,
10:15-10:45) |
· Introduction to the PSU Computing Environment · How to Read Critically, Study, and Take Notes · Accessing Class Internet Materials, Including
Annenberg Videos · Preparing Class Materials (folders, data storage
media, etc.) · E-Mail Attachments; Access from Home · University Studies, · Getting the Most Out of Your Word Processor · Sharing Your Inventories & Campus Resources
Knowledge · Guest Presentations re: Student Groups ( · T, Oct. 11:
mentor sessions with Sharon Elteto, (Lib
170) |
||
|
Films and/or film segments we may see during this period: The Films of Charles
and Ray Eames:
Powers of Ten (NR) and The Matrix (R). |
|||||
|
DUE: |
|
||||
|
I Substantive Material-1a T 10/4/05 |
q
VOD “Greek Thought.” The Western Tradition. Annenberg/CBP. WGBH q
Kreis, Steven.
“Plato: The Allegory of the Cave.” The History Guide: Lectures on
Modern European Intellectual History. 2000. <http://www.historyguide.org/intellect/allegory.html>. q
Partridge,
John. Plato’s Cave and The Matrix. 3 Mar. 2003. <http://whatisthematrix.warnerbros.com/rl_cmp/new_phil_partridge.html>.
|
||||
|
I Goal Skills Material-1b T 10/4/05 |
q
University
Studies Program Map and Goals, at <http://www.pdx.edu/unst/program_map.html>
and <http://www.pdx.edu/unst/goals.html>. Note: print out
the .doc or .pdf versions of the five rubrics (critical thinking; writing;
quantitative literacy; diversity; ethics).
You will be guided and evaluated according to these rubrics. q
[T] Hodges. “Planning and Drafting
Essays.” Ch. 32a-b, p. 404-426. q
“Reading
Difficult Materials.”<http://www.studygs.net/texred1.htm>
and “How To Read an Essay.” <http://www.studygs.net/reading_essays.htm>. q
“Learning
as an Adult.”<http://www.studygs.net/adulted.htm>. (Note: ignore the sections on self-assessments; we will
be doing those separately.) q
“Effective
Habits for Effective Study.” <http://www.studygs.net/attmot4.htm>. q
“Active
Listening.” <http://www.studygs.net/listening.htm>. q
“Time
Management.” <http://www.studygs.net/timman.htm> (Note: the time management exercise on this page is for a
later assignment; no need to do now). q
“Avoiding
Procrastination.” <http://www.studygs.net/attmot3.htm>. q
“Thinking
Like a Genius.” <http://www.studygs.net/genius.htm>. q
“Preparing
for (American) Classroom Learning.” <http://www.studygs.net/classrm.htm>. q
“Guided
Notes” A System of Learning with Lecture.” <http://www.studygs.net/guidednotes.htm>. q
“Making
Your Voice Heard: Classroom Discussions & Participation.” <http://www.studygs.net/intstudy.htm>. |
||||
|
Th 9/29/05 |
q
Take-Home
Exam (Word format) or (pdf format); Who Am I? Questionnaire (Word format) or
(pdf format); RAID |
Due in Class |
|||
|
Th 9/29/05 |
q
Purchase
three pocket folders and digital storage device and take to mentor session; Obtain
PSU e-mail account and join class listserv q
RAID (practice) |
Due in |
|||
|
T 10/4/05 |
q
Short-Write
No. 1: autobiography RETURN TO TOP OF SCHEDULE |
Due in Class |
|||
|
I Substantive Material-2a |
q
Heaney, Tom.
“Freirean Literacy in q
Any three of the following (I suggest you include the
Montessori reading if you are interested in including a Montessori school in
your CBL project): ·
Burke, B.
“bell hooks on Education.” The
Encyclopedia of Informal Education. 2004. <http://www.infed.org/thinkers/hooks.htm>. ·
Bauer,
Michelle. “Implementing a Liberatory Feminist
Pedagogy: ·
Dewey, John.
“My Pedagogic Creed.” The
School Journal. 1897. <http://www.infed.org/archives/e-texts/e-dew-pc.htm>. ·
Freire,
Paulo. Chapter 2. Pedagogy of the
Oppressed. ·
Montessori,
Maria. “Inaugural Address Delivered on the Occasion of the Opening of
One of the ‘Children’s Houses.’” The Montessori Method. Trans. Anne E. George. · Smith, Mark K. “Martin Buber on Education.” The Encyclopedia of Informal Education. 2000. <http://www.infed.org/thinkers/et-buber.htm>. |
||||
|
I Goal Skills Material-2b |
q
[T] Hodges. “Spelling, the Spell Checker, and Hyphenation.” q
[T] Hodges. “Using Email Effectively.” q
[T] Utts, “Measurements, Mistakes, and
Misunderstandings.” |
||||
|
Th 10/6/05 |
q
Self-Assessment Inventories (Nos. 2, 3, and 4) – Share your
findings about yourself with others during mentor session |
Due in |
|||
|
Th 10/6/05 |
q
Summary of Findings from Review of Campus and Community Resources
(Be prepared to
share your findings in class and mentor) q
NO RAID THIS
WEEK |
Due in |
|||
|
Sa 10/8/05 |
q
Short-Write
No. 2: Coming to Terms with Your Word Processor |
E-Mail Attachment |
|||
|
I Substantive Material-3a T 10/11/05 |
q
Smith, Mark
K. “Communities of
Practice.” The Encyclopedia of Informal Education. 2003. <http://www.infed.org/biblio/communities_of_practice.htm>. q
VOD “In Schools We Trust.” The
Merrow Report. Annenberg/CBP. Learning Matters,
Inc. 1990-2003. <http://www.scctv.net/annenberg/Merrow_Report_03.asx>. q
Gardner,
Howard. A Multiplicity of Intelligences: In Tribute to Professor Luigi Vignolo. 1998/2004. <http://www.howardgardner.com/Papers/documents/T-101
A Multiplicity REVISED.pdf>. q
[T] Shattuck, 1, p. 1-9; and App. I: “Six Types of
Forbidden Knowledge,” p. 327-337. (An adaptation of this appendix can
also be found at Schwartz, Richard, Abr. and Ed. “App. I: Six Categories of Forbidden
Knowledge,” by Roger Shattuck, Forbidden Knowledge. Harvest
Books, 1997. <http://www.escapefromwatchtower.com/shattuckknowledge.html>.) q
(Op) SCHOOL: The Story of American Public Education. 2001. <http://www.pbs.org/kcet/publicschool/roots_in_history/index.html>. q
VOD (Op) “Different Kinds of Smart: Multiple Intelligences.” The
Learning Classroom: Theory Into Practice.
Annenberg/CPB. |
||||
|
I Goal Skills Material-3b T 10/11/05 |
q
[T] Utts, 2, p. 15-32. q
“Research on the Internet.”<http://www.studygs.net/research.htm>. q “Evaluating Website Content.” <http://www.studygs.net/evaluate.htm>. |
||||
|
T 10/11/05 |
q
Finding and
Evaluating Sources: Guest Lecture by
Library Liaison, Sharon Elteto (go to Lib 170 for
Tuesday mentor sessions) |
|
|||
MODULE II
DATES |
MAIN CLASS TOPICS: SUBSTANTIVE |
MAIN CLASS TOPICS: GOAL SKILLS |
|
|||
|
Oct. 13- Oct. 20 |
· The Pursuit of Knowledge, Sacred and Profane · Prometheus & Pandora · Psyche & Cupid · Schools in Society (CBL Project –
cont’d) · Montaigne, Pascal, and Francis Bacon · Galileo and Milton in the Garden of Eden |
· The Language of Measurement (cont’d) · Overview of Data Gathering Methods · Overview of Sampling Procedures · Using and Understanding MLA Style |
· Sharing Your Knowledge of Campus & Community
Resources · MLA Question & Answer · Finding and Evaluating Sources; Proxy Access to
Library · Using Sources and Taking Notes Responsibly · Effective Writing: Coming to Terms with Your Writing
Handbook · Creating, Manipulating, and Inserting Tables in a
Word document · Sharing Your Educational History |
|||
|
Films and/or film segments we may see during this period: 2001:
A Space Odyssey (G) |
||||||
|
DUE: |
|
|
||||
|
II Substantive Material-1a Th 10/13/05 |
q
[T] Shattuck, 13-47. q
(Op)
Stewart, Michael. “Prometheus.” Greek Mythology: From the
Iliad to the Fall of the Last Tyrant. 5 June
2005. <http://www.messagenet.com/myths/bios/prometheus.html>. q
VOD (Op) “Greek Thought.” The Western Tradition.
Annenberg/CBP. WGBH q
VOD (Op) “Absolutism and the Social Contract.” The
Western Tradition. Annenberg/CPB. WGBH q
VOD (Op) “Distant Voices: Myth, Symbolism, and Allusion in
Poetry.” Literary Visions. Annenberg/CBP. Intelecom
and |
|
||||
|
II Goal Skills Material-1b Th 10/13/05 |
q
[T] Hodges. “ q
VOD “Reading as Writer.” English Composition: Writing for
an Audience. Annenberg/CPB. Berkow & Berkow, 2001. <http://www.scctv.net/annenberg/English_Composition_04.asx>.
q
VOD “Reading as Thinker.” English Composition: Writing
for an Audience. Annenberg/CPB. Berkow & Berkow, 2001. <http://www.scctv.net/annenberg/English_Composition_18.asx>. q
VOD “What Is Statistics?” Against All Odds: Inside
Statistics. Annenberg/CPB. Consortium for Mathematics and Its Applications and Chedd-Angier, 1989. <http://www.scctv.net/annenberg/Against_All_Odds_01.asx>. |
|
||||
|
Th 10/13/05 |
q RAID |
Due in Class |
|
|||
|
II Substantive Material-2a T 10/18/05 |
q
[T] Shattuck, p. 49-76 (begin; finish by 10/20) q
Schank, Roger. “Introduction.”
Engines for Education. Audio
introduction to web site. N.d. <http://www.engines4ed.org/hyperbook/misc/roger-intro.au>. Note: this is a short
audio clip, so you may need headphones, depending on where you listen to it. q
Schank, Roger. Engines for Education. <http://www.engines4ed.org/hyperbook/nodes/curious-outline.html>. This is an early type of hypertext book. This link takes you to the outline –
basically a table of contents. Click
on “Classroom Learning,” or go directly to it at <http://www.engines4ed.org/hyperbook/nodes/NODE-44-pg.html>.
Each page is very
short. Click on the “Next Story” arrow to proceed through
the book. Read through “Top
Ten Mistakes in Education,” at <http://www.engines4ed.org/hyperbook/nodes/NODE-283-pg.html>. q
Gotto, John Taylor.
“Prologue.” The Underground
History of American Education. The Odysseus Group, 2003. <http://www.johntaylorgatto.com/underground/prologue.htm>. Read all 8 pages in the Prologue. q
VOD (Op) “Suggested Meanings: Symbolism and Allegory in
Short Fiction.” Literary Visions. Annenberg/CBP. Intelecom and |
|
||||
|
II Goal Skills Material-2b T 10/18/05 |
q
[T] q
VOD “Narrative Writing.” English Composition: Writing for
an Audience. Annenberg/CPB. Berkow & Berkow, 2001. <http://www.scctv.net/annenberg/English_Composition_05.asx>. q
VOD “Finding Something To Say.” English
Composition: Writing for an Audience. Annenberg/CPB. Berkow
& Berkow, 2001. <http://www.scctv.net/annenberg/English_Composition_02.asx>.
q
VOD “Quotes and Citations.” English Composition: Writing
for an Audience. Annenberg/CPB. Berkow & Berkow, 2001. <http://www.scctv.net/annenberg/English_Composition_20.asx>.
q
[T] Hodges, front and back covers and p. 584-600. |
|
||||
|
T 10/18/05 |
q Short-Write No. 3: Annotated Bibliography: Finding & Evaluating Sources RETURN TO TOP OF SCHEDULE |
Due in Class |
|
|||
|
II Substantive Material-3a Th 10/20/05 |
q
[T] Shattuck, p. 49-76 (cont’d) q
[T] Shattuck, App. III, p. 343-346 q
Schank, Roger. Engines for Education. Read the
section from “Lists and Designing Curricula,” or go directly to
it at <http://www.engines4ed.org/hyperbook/nodes/NODE-90-pg.html>. As before, each page is very short. Click on the “Next Story” arrow to proceed through the book. Read through “Dangers of Literacy
Lists,” at <http://www.engines4ed.org/hyperbook/nodes/NODE-111-pg.html>. q
Gotto, John Taylor.
“American Education History Tour.” The Underground History of American Education. The Odysseus
Group, 2003. <http://www.johntaylorgatto.com/historytour/history1.htm>. Read all 10 pages of the History. |
|
||||
|
II Goal Skills Material-3b Th 10/20/05 |
q
[T] Utts, p. 57-73. q
VOD “Blocking and Sampling.” Against All Odds: Inside Statistics. Anneberg/CPB.
Consortium for Mathematics and Its Applications and Chedd-Angier,
1989. <http://www.scctv.net/annenberg/Against_All_Odds_13.asx>. q
VOD “Samples and Surveys.” Against All Odds: Inside Statistics. Anneberg/CPB.
Consortium for Mathematics and Its Applications and Chedd-Angier,
1989. <http://www.scctv.net/annenberg/Against_All_Odds_14.asx>. |
|
||||
|
Th 10/20/05 |
Due in Class |
|
||||
MODULE III
DATES |
MAIN
CLASS TOPICS: SUBSTANTIVE |
MAIN
CLASS TOPICS: GOAL SKILLS |
|
||
|
III Oct. 25- Nov. 3 |
·
Classical Myths of Creation:
John Milton & Adam and Eve ·
Modern Myths of Creation and the Fall: Faust & Frankenstein |
·
Overview of data-gathering methods ·
Triangulation of methodologies ·
Observational research ·
Mastering MLA citation style |
·
Review of UNST goals ·
Introduction to web design |
||
|
Films and/or film segments we may
see during this period: Einstein’s
Big Idea(G); Mary Shelley’s
Frankenstein (R), The Social Life
of Small Urban Spaces (G), Bedazzled
(1967) (NR) |
|||||
|
DUE: |
|
||||
|
III Substantive Material-1a T 10/25/05 |
q
[T] q Kubrick 2001: The Space Odyssey Explained. A New Media Giants Production. N.d. <http://www.kubrick2001.com>. |
||||
|
III Goal Skills Material-1b T 10/25/05 |
q
VOD “Samples and Surveys.” Against All Odds: Inside Statistics. Anneberg/CPB. Consortium for Mathematics and Its
Applications and Chedd-Angier, 1989. <http://www.scctv.net/annenberg/Against_All_Odds_14.asx>. q
[T] |
||||
|
T 10/25/05 |
q
SW No. 4: Your Educational History (Planning, Drafting, and Revising the Essay) q
Begin
preparing One-on-One Portfolio (due during One-on-One meeting in Dr. Bianco's office, week of Oct. 31) q
Sign up for
One-on-One Meetings (sign-up sheet will be passed around in class) |
Due in Class |
|||
|
DUE: |
|
||||
|
III Substantive Material-2a Th 10/27/05 |
q
Op Raffa, Guy. Danteworlds. q
Op The World of Dante.
Ed. Deborah Parker. 2000. <http://www3.iath.virginia.edu/dante/>. Includes a zoomable,
“interactive” Map of Hell. q
Op Klawitter, George. The Iconography of “ q
Op Blake’s 1808 |
||||
|
III Goal Skills Material-2b Th 10/27/05 |
q
[T] |
||||
|
Th 10/27/05 |
Due in Class |
||||
|
III Substantive Material-3a T 11/1/05 |
q
[T]
q Bushi, Ruth. “‘The Author Is Become a Creator-God (Herder)’: The Deification of Creativity in Relation to Frankenstein.” 2002. Mary Shelley and Frankenstein. Ed. Kim W. Britton. 1996-2003. <http://www.kimwoodbridge.com/maryshel/bushi.shtml>. q National Library of Medicine. “Frankenstein: The Modern Prometheus.” Frankenstein: Penetrating the Secrets of Nature. National Institutes of Health, 1997-1998. <http://www.nlm.nih.gov/hmd/frankenstein/frank_modern_1.html>. |
||||
|
III Goal Skills Material-3b T 11/1/05 |
q Goal Skills Materials included in Short Write No. 5. |
||||
|
M-F |
q
One-on-One Portfolio Meetings (sign up in class the previous week; have
portfolio ready for your appointment) |
Dr. Bianco’s office |
|||
|
III Material-4a Th 11/3/05 |
q
[T]
q Mooney, Chris. “The Monster That Wouldn’t Die.” The American Prospect Online, 7 Aug. 2005. <http://www.prospect.org/web/page.ww?section=root&name=ViewWeb&articleId=10078>. q Bakken Library and Museum. “The Bakken’s Multimedia Frankenstein Show.” Frankenstein: Mary Shelley’s Dream. 2004. <http://www.thebakken.org/Frankenstein/show.htm>. (Requires QuickTime.) q
Op Hodges Holt, q
Op Hodges Holt, |
||||
|
III Goal Skills Material-4b Th 11/3/05 |
q Goal Skills Materials including in Short Write No. 5 |
||||
|
Th 11/3/05 |
q NO RAID RETURN TO TOP OF SCHEDULE |
Due in Class |
|||