SYLLABUS FOR LIBERAL STUDIES I

SYLLABUS FOR LIBERAL STUDIES I

Term: &nb= sp; = &= nbsp; Fall 2009

Course Number:&nbs= p; OMN 435

Instructor: &= nbsp; &nb= sp; &= nbsp; Brian Lowry

<= /span>

Land Line: (219) 659-1822

Mobile Line: &= nbsp; (219) 682-8620

E-mail: &nb= sp; brian@shorelineconsult.com

<= span style=3D'font-size:10.0pt'>

Course Time: &= nbsp; Monday, 6:00 to 10:00 p.m. Merrillville Campus

<= span style=3D'font-size:10.0pt'>

<= b>Course Description: &nbs= p; Students will seek to understand the various disciplines of the liberal arts

(humanities, so= cial sciences, and natural sciences) through the

lens of Western Civilization from its inception until around 1500 by asking the question “What is man?”

<= span style=3D'font-size:10.0pt'>

<= b>Prerequisites: None

Textbooks: &n= bsp; A History of Knowledge, Past Present and Future, Charles Van= Doren

&nb= sp; = The Book of Genesis, Collegeville Bible Commentary Series

&nb= sp; = The Apology of Socrates, Plato (James Redfield translation)

= &nb= sp; How the Irish Saved Civiliza= tion, Thomas Cahill

&nb= sp; = Utopia, Thomas More

<= span style=3D'font-size:10.0pt'>

Statement of Plagi= arism:

If an instructor or o= ther Calumet College of St. Joseph personnel find that a student has plagiarized= or been involved in another form of academic dishonesty, the instructor or oth= er personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. = The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. =

Calumet College of St= . Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, Chicago Manual of Style or Turabian.). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety = of sources, including electronic media.

<= span style=3D'font-size:10.0pt'>

Withdrawal from Cl= asses Policy:

Please see the Degree Completion Program’s Student Handbook for withdrawal policy. All withdrawals are completed through the Degree Completion Academic Advisor’s office.<= /span>

<= span style=3D'font-size:10.0pt'>

Class Policy on Attendance:

It is a serious matte= r when a student misses even one session due to the accelerated format of the program. If the student misses more than one session, the student is required to withdraw from the module by contacting the Academic Advisor (21= 9) 473-4263 and their instructor.=

Class Policy For Assignments:<= /p>

Please speak with me regarding any potentially late assignment.

<= span style=3D'font-size:10.0pt'>

Course Objectives:=

Students in this cour= se will demonstrate:

· = Clear, reflective writing

· = An understanding of selected social and intellec= tual trends that have shaped Western civilization from its inception until 1500 = AD through quizzes and class discussions

· = An ability to objectively discuss selected compl= ex subjects which are examined and exemplified in selected written works

· = An acquaintance with the various methods of inqu= iry used by the disciplines of the liberal arts

Format for Written Assignments:<= /p>

Students will submit word-processed papers in a timely fashion using 12-point Times New Roman fo= nt with one inch margins.

<= b>Week 1

Review of Course Guidelines (general, seminar, papers, presentations)

Readings<= /st1:place>: History of Knowledge

&= nbsp; &nbs= p; Preface “Author to Reader”

= &nb= sp; Chapter 1 “The Wisdom of the Ancients

= &nb= sp; The Book of Genesis, Chapters 1 through 9

= &nb= sp;

NOTE: The translator= 217;s notes (which occupy the bottom half of most of these pages) is not required reading.

Submit Essay #1 (3-5 pages)—included as part of = this syllabus.

<= b>Week 2

Readings<= /st1:place>: History of Knowledge

&nb= sp; = Chapter 2 “The Greek Explosion”

= &nb= sp; Chapter 3 “What the Romans Knew”

= &nb= sp; Apology of Socrates, Plato

Submit Essay #2 (3-5 pages)

<= b>

<= b>Week 3

<= st1:City w:st=3D"on">Readings: History of Knowledge = ;

&= nbsp;

Chapter 4 “Light in the Dark Ages”

= &nb= sp; Chapter 5 “The Middle Ages: The Great Experiment”

= &nb= sp; How the Irish Saved Civilization, Cahill

<= b>Week 4

Readings<= /st1:place>: History

&= nbsp; &nbs= p; Chapter 6 “What was Re-born in the Renaissance?”

= &nb= sp; Chapter 7 “Europe Reaches Out̶= 1;

= &nb= sp; =

= &nb= sp; Utopia, More

Submit Essay #3 (3-5 pages)

<= b>

<= b>Week 5

Students present culminating projects to the class.

Assessment:

Essay 1 &n= bsp; 5 points

Essay 2 &n= bsp; 10 points

Essay 3 &n= bsp; 10 points

Three quizzes &n= bsp; 15 points (5 points each)

Four discussions 40 points= (10 points each)

Oral Presentation 10 points

Final Paper &nbs= p; 10 points

&nb= sp; = &nb= sp; = 100 points

&nb= sp; = &nb= sp;

Grading Scale:

A &n= bsp; 100-93 &nb= sp; &= nbsp; C &= nbsp; 76-73

A- &= nbsp; &nbs= p; 92-90 = C- &nbs= p; 72-70

B+ &= nbsp; 89-87 &nbs= p; &= nbsp; D+ 69-67

B &n= bsp; 86-83 &nbs= p; &= nbsp; D 66-63

B- &= nbsp; 82-80 &nbs= p; &= nbsp; D- 62-60 &nbs= p;

C+ &= nbsp; 79-77 &nbs= p; &= nbsp; F &= nbsp; 60-0

<= span style=3D'font-size:10.0pt'>

Class Participatio= n:

Obviously, class participation is crucial to success in the course. Students are expected to come to class prepared, having read the assigned material. If a student mis= ses a class, it is incumbent upon them to contact the instructor to discuss opt= ions for making up missed participation points.

<= span style=3D'font-size:10.0pt'>

The instructor res= erves the right to change this syllabus. If a student is absent from a class sess= ion, it is his or her responsibility to contact the instructor regarding assignments.<= /p>

<= b>

<= b>Guidelines for Class Discussion

When helping compile The Great Books of Western Civilization, Robert M. Hutchins and Mortimer Adler wrote extensively on the concept of the Great Conversation. Their basic premise is this: the great w= orks of Western civilization constitute a conversation that spans both time and place. It stretches over thousands of years and across numerous continents. Authors comment on one another’s ideas and ideals in critical and enlightening ways.

This discussion continues every time a student reads a= great work, reflects upon it, and comments intelligently on a given text. Not all= of the works we will read are considered among the greatest written works of mankind, but they all certainly provide food for both thought and discussio= n. Below are guidelines that will be used to determine a large part of your gr= ade for this course. They are indicators of if and how well you have read the assigned works. They set the ground rules that will allow us to enter into = that vast and wonderful discussion—The Great Conversation.

The following guidelines will be used to determine a student’s participation grade:<= /o:p>

· Evidence that you have read the assigned work.

· Evidence that you have attempted to grasp the author’s meaning= .

· Evidence that you have reflected upon and given thought to the work.=

· Evidence that you have listened to your classmates’ interpretations of the text.

· Demonstration of critical responses to these interpretations.

Liberal Studies I

Essay #1

Due the first night of class

“What is it that makes mankind unique?”=

This essay is due on the first night of the class. It = is not necessary to tie your response to this question to either Genesis or A History of Knowledge. It is necessary to view mankind (or humankin= d if we would like to be a bit more PC) as a whole. We are not looking at individual variances among people, we are looking at what sets the species apart from everything else.

If you tend to disagree with the sentiment that mankind actually is unique, please use the essay to explain and defend this position.

The essay, like all others assigned during this course= , is to be approximately three to five pages in length. It is to be word-processed, double-spaced, and in 12 point type.

A NOTE REGARDING ESSAYS

Traditionally, an essay has been understood as a compo= sition reflecting a personal point of view regarding a particular subject. It is an opinion paper. Understood in this way, an essay does not require extensive research into a subject matter for it to be recognized as complete. However= , an essay does not prohibit such research, either.

When grading your essays, I will look for more than the expression of mere and unsubstantiated opinions. Although everyone certainly has the right to express their opinions, it must be recognized that some opinions are more right than others. Some opinions are more important, more crucial, and more valid than others. This, of course, begs the question, ‘If everyone can have an opinion and is free to express theirs, how c= an we tell the good ones from the bad ones?’

We can tell in this way: Good opinions—like good essays—are supported by a marshalling of facts, a rigorous argument, = an acknowledgement of differing points of view, and a clear expression. Good opinions extend beyond merely personal feelings and prejudices and instead appeal to logic, a common body of knowledge, and a recognition of others= 217; ideas. Your papers will be graded in this spirit. Please feel free to expre= ss your ideas on a matter in your papers, but please make sure that you have thought-through them and can defend them if challenged.

Needless to say, grammar and punctuation play an impor= tant role in the clear expression of your ideas and will appropriately contribut= e to your grade on these essays.