Ethical Responses to Genocide
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***Syllabus*** SCSU Spring 2024 Professor Pettigrew, Office EN D215B, x26778 PHI 270 02W 12:25 PM - 1:40 pm TR Engleman Hall B210 Our course will read and discuss selected contributions in the philosophy of education. Our readings will focus on Plato's "Allegory of the Cave," Ivan Illich's, Deschooling Society, John Dewey's, Experience and Education, and Paulo Freire's, Pedagogy of the Oppressed. Please note: Our course is a "W" class that will involve a minimum of three written assignments (two assignments will be 4-6 pages in length and one will be 6-8 pages in length), with guidelines for meeting with me to discuss a draft in advance of the submission of your assignment, as well as for meeting with me after you receive a grade, in preparation for a revision of the paper. In addition to the three written assignments, our class will conclude with group presentations that address the transformative potential of selected readings from Holocaust and Genocide literature. II. Weekly Schedule Week One: An Introduction to the Syllabus; Discussion of our classroom experiences from K-12 to University; Raising questions about traditional education. Week Two: Required Reading: Plato's "Allegory of the Cave" Week Three: Required Reading: Ivan Illich, Deschooling Society Week Four: Required Reading: Ivan Illich, Deschooling Society Week Five: Required Reading: John Dewey, Experience and Education Week Six: Required Readings: John Dewey, Experience and Education; Week Seven: Required Readings: John Dewey, Experience and Education; Week Eight: Required Reading: Paulo Freire, Pedagogy of the Oppressed; Week Nine: Required Reading: Paulo Freire, Pedagogy of the Oppressed; Week Ten: Required Reading: Paulo Freire, Pedagogy of the Oppressed; Week Eleven: Preparation for Group Presentations on the transformative nature of Holocaust education. Week Twelve: Preparation for Group Presentations on the transformative nature of Holocaust education Week Thirteen: Preparation for Group Presentations on the transformative nature of Holocaust education Week Fourteen: Preparation for Group Presentations on the transformative nature of Holocaust education III. Final Exam: Students will present group presentations during our final exam. In-Class Group Presentations General Guidelines for Group Presentations IV. Required Readings: Plato "The Allegory of the Cave" (provided in photo copy form) V. Written Assignments and Grades Grades will be based on a series of written assignments (argumentative essays) (4-6 pages and 6-8 pages). Assignments will be assessed on the basis of a detailed outline. Students will work on assignments that help them acquire and process the content of the course. In this process of “writing to learn” students will also become habituated to developing written arguments that include introductions, transitions, and cogent reference to the required text in the process of completing the paper. Your professor may assign additional assignments if he deems such assignments necessary to support the pedagogical goals of the course. For example, scaffolding activities will be assigned or conducted in class, as part of which students will identify selected passages from the relevant texts to use in the assignments. Each essay will have an equal value in the calculation of the final grade. A further note about our written assignments. A "W" course encourages a process of ongoing writing activity and revisions. First, you are strongly encouraged to bring a first draft of any of the assignments to my office hours for review. You are required to bring first drafts of at least one of the assignments to my office hours for review. We will discuss a strategy for improving the essay before the date of submission. Second, the written assignments of the course are designed so that each successive written assignment will build upon the previous assignment. That is to say that each of our four-part argumentative essays will take a similar form, including an introduction, two sections addressing the content of the argument and a conclusion. In addition, each essay will include a topic sentence in the introduction and will include excerpts from the required readings. Third, when your written assignment is returned to you with a grade and with my extensive comments, you will be strongly encouraged to revise the paper. You are required to revise at least one paper over the course of the semester. However, revising a paper for a better grade is not the only or the best reason for re-writing a paper. You need to make your best effort to accomplish the written assignment the first time that you write the assignment. If you are interested in revising a particular assignment in my class after you receive the grade there are several necessary steps. First, you need to discuss the paper with me during my office hours immediately after I return the paper to you. We will set specific educational objectives for your revision. Third, the paper would need to be re-written and re-submitted within one week on a date that we specify. Under no circumstances can you revise any paper or papers without going through the above process. Generally the grade on such rewritten or revised assignments will improve by half a letter grade (for example, a paper with a grade of C+ would generally improve to a B-). Revising such a paper does not refer primarily to correcting spelling, grammar, contractions, colloquial expressions, or references. Although all of those would need to be corrected, revising a paper for a better grade will involve substantial restructuring and rewriting, objectives to be identified and clarified during our meeting. Again, students are encouraged to bring first drafts of any of the papers to me for my review during office hours. If you submit a paper late you will not be permitted to revise the paper. VI. Additional information about written assignments. Students will work on assignments that help them acquire and process the content of the course. In this process of “writing to learn” the students will also become habituated to developing written arguments. Students will learn to be sure that their papers in include introductions, transitions, cogent reference to the required text in the process of completing the paper and a sequential argument. Further, written assignments will reinforce Key Element #4 Learning Outcome for the LEP CT, namely, "Student will be able to write a well-reasoned and well-supported argumentative essay that draws upon reliable evidence.” The Rubric for the assessment of CT Key Element #4 (D. Synthesis) involves the following main points: Plagiarism: Students must cite their sources in the written assignments: extracting direct quotes or making indirect reference to a source both require references with page numbers. Quotes and indirect references for the written assignments must come from the assigned readings and films. No quotes or references from the internet will be permitted for written assignments during the semester (except as required and specified by the Professor). Plagiarism is prohibited (see Student Handbook for discussion of "Prohibited Conduct"). Plagiarism will result in a grade of "F" for the paper and may result in grade of "F" for the course. If you have any questions about these requirements or restrictions do not hesitate to ask questions in class or during office hours. Cell phones: The learning culture of the class involves class dialogues that are indispensable to our engagement of the readings and the ideas they entail. Such an inquiry-based approach requires your constant attention. Any electronic devices or forms of behavior that would distract you or other students from our inquiries are counterproductive to our learning objectives and to your success. However if your book/source is on your cellphone you can certainly use your phone. Also, if there is some reason you need your phone you can certainly leave the class to do so. Laptop computers: The learning culture of the class involves class dialogues that are indispensable to our engagement of the readings and the ideas they entail. Such an inquiry-based approach requires your constant attention. Any electronic devices or forms of behavior that would distract you or other students from our inquiries are counterproductive to our learning objectives and to your success.. However, if you need to use your laptop to take notes or if your book/source is on your computer you can certainly use your laptop. IX. Additional Information about Philosophy Department Educational Objectives 1) Careful, close textual reading of primary sources. In addition to covering these objectives, this course will also reemphasize at least three Tier 1 competencies: Critical Thinking, Written Communication, and Information Literacy. Required Statement on W Courses Writing-Intensive Courses, often called W-Courses and designated by a W in the course listing, are
courses that require students to apply writing in their understanding of the course content. As such, W-
courses require students to write and revise their written work regularly with at least 50% of their grade in
the course linked to the quality and content of their written submissions. The instructor of the W-course
will outline and teach specific writing goals and provide individualized feedback on how students can
improve their writing skills. Students should anticipate growth in both content knowledge and writing
ability. Title IX / Sexual Misconduct: Southern Connecticut State University is highly committed to providing you with an educational experience that is academically and socially enriching. In line with this mission, we enforce Title IX of the Education Amendment of 1972 which prohibits acts of sexual misconduct (sexual harassment, sexual assault, dating violence, domestic violence, sexual exploitation and stalking) at educational institutions. To report sexual misconduct students should contact Paula Rice, Title IX Coordinator, Office of Diversity and Equity, at (203) 392-5491and/or the Office of Student Conduct and Civic Responsibility, at (203) 392-7220, and/or University Police at (203) 392-5375 or 911for emergencies. Further information including your Title IX rights and reporting procedures visit the Title IX website at www.southernct.edu/sexual-misconduct and/or the Support and Resource Team (S.A.R.T.) website at https://inside.southernct.edu/vpas/sart. For 24/7 Advocacy, please contact the University's Victim Advocate at (203) 687-1252. The Violence Prevention, Victim Advocacy and Support (VPAS) Center, located in Schwartz Hall, room 100, is available for assistance or any questions regarding support and advocacy. Mental Health & Wellbeing: Your physical and mental health are critical to your learning and success. Southern has a comprehensive range of supports available to enhance your holistic wellbeing, including the Wellbeing Center, the Food Pantry, Counseling Services, Health Services, Recreation and Fitness, Alcohol and Drug Services and Recovery Services, and Violence Prevention, Victim Advocacy and Support (VPAS). For more information, please visit southernct.edu/wellbeing or call 203-392-7330. Disability Accommodation: Southern Connecticut State University provides reasonable accommodations in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, for students with documented disabilities on an individualized basis. If you are a student with a documented disability, the University’s Center for Academic Success and Accessibility Services (CASAS) can work with you to determine appropriate accommodations. Before you receive accommodations in this class, you will need to make an appointment with CASAS, located on the 3rd Floor of Buley Library. To discuss your approved accommodations with me or other concerns, such as medical emergencies or arrangements in case the building must be evacuated, please make an appointment to meet as soon as possible. https://inside.southernct.edu/faculty-development/syllabus-statements/casas Policy on Reporting Non-Attendance or Non-Participation: In order to ensure compliance with the
United States Department of Education (US DoE) financial aid reporting requirements, Southern
Connecticut State University monitors attendance and reports all students who stop attending or
participating in on-ground classes or stop participating in online classes to the US DoE. This policy
pertains to undergraduate and graduate students.
Group 1: Students who never attended/participated Students who have never attended or participated in a
class by the end of the third week of the semester will be reported to the Registrar via the designated
electronic reporting portal. Pending further clarification, the student will be removed from the class roster
by the Registrar's office.
Group 2: Students who stopped attending/participating Students who have attended at least one class, but
subsequently stop attending/participating will receive a grade of FS. The faculty member will enter this
grade and include the last date of participation. The grade should be entered as soon as the instructor is
aware of the failure to attend/participate but at a minimum when submitting midterm and final grades.
The FS grade will appear as an F on student transcripts.
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Our agreement concerning a shared commitment to classroom decorum and student success. This agreement sets forth guidelines for our class that have been designed to support your academic achievement. The guidelines are provided for you because your Professor cares about your success in this class as well as in your other classes and other endeavors. In addition, these expectations indicate our shared concern for the learning environment of the class, on the one hand, as well as your respect for your fellow students and for your Professor, on the other hand. In this context, we can insure that together we will foster an environment that is conducive to learning. Here are the guidelines: 1. The learning culture of the class involves class dialogues that are indispensable to our engagement of the readings and the ideas they entail. Such an inquiry-based approach requires your constant attention. Any electronic devices or forms of behavior that would distract you or other students from our inquiries are counterproductive to our learning objectives and to your success. In summary, the learning culture of our class involves class dialogues that are indispensable to our engagement of the readings and the ideas entailed therein. Our inquiry-based approach requires your constant attention and involvement. Any electronic devices or forms of behavior that would distract you or other students from our inquiries are not recommended. These then are our guidelines and also my expectations. I look forward to participating with you in a mutually supportive and productive learning environment, an environment that will help you be successful within the context of the learning objectives of our course as well as your other courses.
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