JK09003Foundations I-Seminar (KBR)
| Numbering Code | G-LET36 6JK09 LE36 | Year/Term | 2022 ・ First semester | |
|---|---|---|---|---|
| Number of Credits | 2 | Course Type | special lecture | |
| Target Year | Target Student | |||
| Language | English | Day/Period | Wed.3 | |
| Instructor name | MCCARTNEY，Patrick Stanley Dannis (Part-time Lecturer) | |||
| Outline and Purpose of the Course | This course takes a transcultural approach to explore the Humanities and ways of understanding our worlds and our places in them. There are different ways to cultivate knowledge, be inspired, and transform ourselves, as well as understand what it means to be human. | |||
| Course Goals |
This introductory course covers key areas of the Humanities through a transcultural perspective. The course provides an understanding of what constitutes the Humanities and how a transcultural approach to the multi-dimensional flow of ideas and information adds value to our ability to understand and operate within the world. It enables students to consider why an education in the Humanities is important. It enables students to apply these newfound skills in critical thinking in the real world through an applied approach to problem identification and solving. |
|||
| Schedule and Contents |
Transcultural Studies is a way to learn about cultural exchange processes, transformations and interweavings between, in, or beyond Asia and Europe. The brief aim to consider flows of ideas and through a multimodal and multidimensional perspective that is transregional, which questions traditional ideas about cultures in ethnically contained, linguistically homogenous and territorially limited areas. The focus, then, is on exploring the dynamics from the local to the global and all the glocal stops along the way. Howe are we to understand difference and similarity in any meaningful way when the world is complex and dynamic, both now and what comes to us from the past. This course consists of 15 lectures (15 weeks x 1 class) Weekly Format Each week is focused on a particular theme, which contains a particular set of theory and methods readings. All essential class readings listed in the syllabus will be provided as pdf or epub files. Questions will be provided to guide preparation for active participation in the next class. The weekly course content is split between Theory and Methods. The focus is on facilitating exposure to various research-based issues, methods and software and how these can be applied to the real world for practicable outcomes across multiple disciplines. There are seven short assignments spread out across the semester, culminating in a final assessment piece. The total score for the course ranges between 0-100. The first six assignments count a total of 10 points each (=60). The final assessment is worth 20 points (60+20=80). Assignment 1 - 10 points Assignment 2 - 10 points Assignment 3 - 10 points Assignment 4 - 10 points Assignment 5 - 10 points Assignment 6 - 10 points Assignment 7 - 20 points Class Attendance = 10 points Class Participation = 10 points TOTAL = 100 points ------------ Week 1: Introduction Aims: This first class introduces the discipline of Transcultural Studies and provides an overview of the semester to come. Explain expectations for course assessment. Guiding Questions: What is culture? How can we study it? Why should we compare cultures? What is trans-cultural studies? Essential Readings: 1.1) Arthur, Paul Longley. "Introduction: Transcultural Studies in Australian Identity." In Migrant Nation: Australian Culture, Society and Identity, edited by Paul Longley Arthur, 1-19. London & New York: Anthem Press, 2018. 1.2) Michaels, Axel. "Cultural hybridity and transculturality." In Engaging Transculturality: Concepts, Key Terms, Case Studies, edited by Laila Abu-Er-Rub, Christiane Brosius, Sebastian Meurer, Diamantis Panagiotopoulos and Susan Richter, 3-14. London & New York: Routledge, 2019. 1.3) Gibbon, Guy. 2015. "Introduction." In Critically reading the theory and methods of archaeology, pp. 7-16. Lanham: Altamira Press. 1.4) Strauss, Sarah and Laura Mandelbaum, "Consuming Yoga, Conserving the Environment: Transcultural Discourses on Sustainable Living." In Yoga Traveling: Bodily Practice in Transcultural Perspective, edited by Beatrix Hauser, pp. 225-248. Cham, CH: Springer. First Assessment: Submit by end of Week 3 (10 of 100 points) 1.1) Read: Trochim, W., J.P. Donnelly, and K. Arora. 2015. “Chapter 1: Foundations of Research Methods.” In Research Methods: The Essential Knowledge Base, pp. 1-30. Cengage Learning: Sydney. 1.2) Download the Review Questions file, here. 1.3) Attempt the Review Questions (RQ1) on pp. 31-32. 1.4) Label your file: FAMILY NAME_Student Number_ASS1. 1.5) Save and upload the document to learning portal. 1.6) Create a free account with https://www.notion.so/ 1.7) Explore this software and familarise yourself with it as a place to organise information and workflow 1.8) Create the following sections: 1.8.1) Name 1.8.2) Proposed Title of Final Assessment: 1.8.3) General Idea: Add three to five key words that might relate to your topic. 1.8.4) Research Question(s): Add one to three relevant questions. 1.8.5) Methods: Add information about HOW, WHERE, WHAT, WHEN, and WHY you would do. ------------ Week 2: Philology: The forgotten origins of the modern humanities Aims: This second class situates the origins of the humanities in the study of, or love for, words. Philology is a method for unlocking the past through the study of ancient texts, manuscripts, and epigraphs (stone inscriptions). Is there nothing new under the sun? Can we learn anything from the dusty past? Guiding Questions: Why Humanities? Why not STEM? How might studying the Humanities transform us in ways that other ways of knowing and being might not facilitate? Why is it important to go to the primary source and not rely on the translations found in secondary sources? What can we learn about ourselves and society by looking into the past? Essential Readings: 2.1) Turner, J. 2014. “Prologue” and “Conventions.” In Philology: The forgotten origins of the modern humanities, pp. x-xxi. Princeton University Press: Princeton. 2.2) Herren, Madeleine. Transculturality, or, how to find Europe beyond Eurocentrism. In Engaging Transculturality: Concepts, Key Terms, Case Studies, edited by Laila Abu-Er-Rub, Christiane Brosius, Sebastian Meurer, Diamantis Panagiotopoulos and Susan Richter, 95-106. London & New York: Routledge, 2019. 2.3) Lavie, Smadar. 1993. "Chapter 7. ‘The One Who Writes U’: Political Allegory and the Experience of Occupation among the Mzeina Bedouin.” In Creative/Anthropology. Edited by S. Lavie, K. Narayan, and R. Rosaldo, pp. 153-183. Cornell University Press: New York. 2.4) Kikuchi, Yuko. 2004. "The Oriental-Occidental hybrid of philosophy and religion." In Japanese Modernisation and Mingei Theory: Cultural nationalism and Oriental Orientalism, pp. 4-8. London and New York: Routledge Curzon. Optional Exercises: 1. Explore this site on Music in Ancient Rome (with audio), listen to the introduction about this instrument from ancient Egypt and a few of the short songs https://www.futurelearn.com/courses/rome/0/steps/27642 2. Watch this short video on the history of The Indo-European Connection https://www.youtube.com/watch?v=SqK7XXvfiXs 3. Watch this very short story: The Sound of the Proto Indo-European Language (The King & the God) https://www.youtube.com/watch?v=S7kxmcz971E 4. Have a look at the information about this Basic-level Workshop on Manuscriptology and Palaeography, Amrita University https://www.amrita.edu/event/basic-level-workshop-manuscriptology-and-palaeography 5. Have a look at the different collections at the Chester Beatty Library. ----------- Week 3: Introduction to Epistemology: How do we know what we know? Aims: The intention is explore the idea of knowledge, what different cultures consider knowledge to be and how this might change or stay the same across time and space. Guiding Questions: Are we certain that we know to be 'True' is in fact so? Is truth relative? What does this even mean? Essential Readings: 3.1) Gibbon, Guy. 2015. "Chapter 4." In Critically reading the theory and methods of archaeology, pp. 35-45. Lanham: Altamira Press. 3.2) Aldana, F.L. "Introduction: A new humanism and self, identity, and ideas." In Why the humanities matter: A Commonsense Approach, ix-xiv and 1-19. University of Texas Press: Austin, 2008. 3.3) Hamminga, B. "Epistemology from the African Point of View." In Knowledge Cultures: Comparative Western and African Epistemology, edited by B. Hamminga, 57-84. New York: Rodopi, 2005. 3.4) Schiffer, M.B. 2013. “Varieties of Scientific Knowledge.” In The Archaeology of Science, pp. 25-42. Cham, Switzerland: Springer International. ---------- Week 4: Philosophically-thinking...the pursuit of knowledge, thinking critically, and knowing the self Aims: Philosophy refers to the love (or pursuit) of wisdom. Yet philosophy is often thought of having little application beyond gazing at one’s navel, and that sophistry is something people who like to argue or build castles in the sky do. Yet, problem solving requires thinking through issues. However, we really cannot achieve much without having in place sound ways to reason and discuss problems we intend to solve. Philosophy, then, sits at the heart of just about every decision and subsequent action we do or intend. The aim of this module is to introduce the fundamentals of critical and self-reflexive thinking, and to introduce basic research frameworks and methods that can help the student begin to reflect on the opportunities to counter division and build cohesion. Guiding Questions: Have you ever thought that the way you construct ideas is arbitrary and that other people and cultures throughout time have/had different ways of doing the same thing? How can we arrive at consensus? What is the point of science and the scientific method? Is it better to reduce error as much as possible or be 100 per cent correct? If we are certain that the way we as individuals and cultures construct knowledge and knowers and transmit this through generations, how can we work towards benefiting from, understanding, or tolerating differences of opinion? How do actual cultural differences and commonalities lead to division and conflict, or is it the construction of “self” and “other” that is at the root of our problems? How can we build cooperation, cohesion and unity? Essential Reading: 4.1) Strandberg, H. Introduction and Chapter 1: Know Thyself. Self-Knowledge and Self-Deception, 1-13. Palgrave Macmillan: New York, 2015. 4.2) Read: Trochim, W., J.P. Donnelly, and K. Arora. Chapter 1: Foundations of Research Methods. In Research Methods: The Essential Knowledge Base, 1-30. Cengage Learning: Sydney, 2015. 4.3) 2. Hai-Jew, S. 2020. “Preface.” In Enhancing Qualitative and Mixed Methods Research with Technology. Edited by S. Hai-Jew, pp. xxxiv-xlv. Hershey, PA: IGI Global. Second Assessment: Sketching Your Research Plan: Submit by XXXX/XX/XX (10 of 100 points) 1. Read J.M. Fernández-Balboa and B. Muros. 2006. “The Hegemonic Triumvirate: Ideologies, Discourses, and Habitus in Sport and Physical Education: Implications and Suggestions,” Quest, 58(2):197-221. https://drive.google.com/file/d/1PXyFROqNI77cEZ8oqy3mmPmJEH6LaLj1/view?usp=sharing 1.1 Read this Research Plan guide https://www.ifcc.org/media/410323/05_Research_Guide_IFCC.pdf. 2. Use them as a template to help identify and consider a potential topic for the Final Assessment aligned to the underlying theme of the course: Identity and Communication in Transcultural Studies. 3. Create a 2-3 page summary of the outline for the Final Assessment. 4. Label your file: FAMILYNAME_Student Number_ASS2. 6. Upload documents to learning portal. ------------ Week 5: Propaganda and Rhetoric Aims: To explore the communicative strategies from different times and places. Guiding Questions: Are there ethical ways to persuade people? If not, are noble lies tolerable? If so, to what extent? Essential Readings: 5.1) Marlin, R. Chapter 1: Why study propaganda? In Propaganda and the Ethics of Persuasion, 1-34. Broadview Press: Peterborough, Canada, 2013. 5.2) Grint, Keith. 2022. "Critical Essay: Wicked problems in the Age of Uncertainty." Human Relations: 1-15. 5.3) Scholz, Jan. "Modern Arabic rhetorical manuals: A transcultural phenomenon." In Engaging Transculturality: Concepts, Key Terms, Case Studies, edited by Laila Abu-Er-Rub, Christiane Brosius, Sebastian Meurer, Diamantis Panagiotopoulos and Susan Richter, 170-184. London & New York: Routledge, 2019. Third Assessment: Submit by XXXX/XX/XX (10 of 100 points) 1. Read: Trochim, W., J.P. Donnelly, and K. Arora. 2015. “Chapter 2: Ethics.” In Research Methods: The Essential Knowledge Base, pp. 33-53. Cengage Learning: Sydney. 2. Download the Review Questions file, here. 3. Attempt the Review Questions (RQ2) on pp. 51-52. 4. Use a pdf reader (like adobe or preview) to type each individual answer into the space on the pages. 5. Save and label your file: FAMILY NAME_Student Number_ASS3 6. Upload document to learning portal. ------------ Week 6: Post-post-modernity...is it an infinite regression? Aims: The Humanities are a direct result of the Enlightenment values that supposedly espouse free thought and rational enquiry. The ambition focused around replacing superstition and religious control. Yet, there is often little tying the enlightenment philosophers together, besides differences of opinion that results in confusion of what actually enlightenment ideas and modernist thinking is credited with achieving. In this module we explore in part ways in which the enlightenment values have come to us over the past few centuries and how they have evolved to create trans-cultural hybrids as well as fundamental issues with how we arrive at knowledge. Guiding Questions: What is the point of living? What is the point of anything? Why did the Enlightenment thinkers fail to cohesively answer these questions? Should we dispense with the ideals espoused, even if they are a confused assemblage of morality and virtue? How do we not descend into an infinite nihilistic regression? From where do we find meaning and purpose if not in art and literature? Without the Humanities to guide us, how would we find or create these treasures? Essential Readings: 6.1) Todorov, T. "Introductory note" and "Chapter 1: The project." In In Defense of the Enlightenment, 6-24. London: Atlantic Books, 2010. 6.2) Lukianoff, G. and J. Haidt. "Introduction: The search for wisdom." In The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure, 11-24. New York: Penguin Press, 2018. 6.3) Bernard, H.R. "Chapter 15: Introduction to Qualitative and Quantitative Analysis." In Research Methods in Anthropology: Qualitative and Quantitative Approaches, pp. 337-345. Altamira Press: Lanham, Maryland, 2011. Fourth Assessment: Text Analytics: Submit by XXXX/XX/XX (10 of 100 points) 1. Play around with copying and pasting random text from different books and websites from any source. 2. Make sure each sample of text is different to the rest in either subject, them, register, etc. 3. Take each sample text and add it to this word counting software. 4. Compare the Details and Key Word Densities of at least 5 different samples of text. 5. Take some screen shots. 6. Save them as one file. 7. Label it FAMILY NAME_Student Number_ASS4. 8. Upload to the learning portal. ------------ Week 7: Are you sure? Identifying Truth and how to reduce error Aims: Building on the principles from the previous module, we continue to explore the centrality of the Humanities in the pursuit of knowledge and how this can help us understand what it means to be human, while also nourishing the soul through the transformational effect of cultivating awareness and ways to understand and experience the world around us. Which of course all of these things are fundamental to just about every occupation and interpersonal experience we can potentially have. To this end, this week’s module demonstrates more conceptual frameworks and analytical tools necessary for rational, critical, and compassionate enquiry across a range of disciplines, which will help identify Truth and Falsehood. Guiding Questions: Are you 100 % certain that what you think you know to be true is in fact True? Are you sure? How to deal with competing truth claims such as attempts to brand the truth as “fake news”? Is it possible to share Truth? Essential Readings: 7.1) Potz, M. "Chapter 1: Introduction: Why We Need Political Science of Religion." In Political Science of Religion: Theorising the Political Role of Religion, 1-18. Cham, Switzerland: Springer Nature, 2010. 7.2) Heelas, Paul. Introduction. In Spiritualities of Life: New Age Romanticism and Consumptive Capitalism, 1-22. Oxford: Blackwell, 2008. 7.3) Bendegem, J.V.P. 2013. “Chapter 15: Argumentation and Pseudoscience: The Case for an Ethics of Argumentation.” In Philosophy of Pseudoscience: Reconsidering the Demarcation Problem. Edited by M. Pigliucci and M. Boudry, pp. 287-304. The University of Chicago Press: Chicago and London. 7.4) Strandberg, H. 2006. “Chapter 1: The Unfruitfulness of Rationalistic Discussion of Religious Belief.” The Possibility of Discussion: Relativism, Truth and Criticism of Religious Beliefs. Hampshire, UK: Ashgate. ------------ Week 8: Decolonizing and Re-Orienting through Neo-Colonialism: Part 1 Aims: Decolonization is a tricky ongoing project. It is as much about decolonizing minds and ways of thinking and being as it is about political situations. The intention of this module is to look at different ways in which the project of decolonization is taking place in various parts of the world to better understand comparative issues around the decolonization and neo-colonization of identity, space, and knowledge. Guiding Questions: How are narratives constructed using colonial tropes? How are post colonial identities constructed? What challenges do both colonial and postcolonial narratives present to identity-based intervention design and operation? Essential Readings: 8.1) Fox, J., C.S. Cashwell, and G. Picciotto. 2017. "The Opiate of the Masses: Measuring Spiritual Bypass and its relationship to Spirituality, Religion, Mindfulness, Psychological Distress, and Personality." Spirituality in Clinical Practice 4(4):274-287. 8.2) Bedasai, M. "Introduction" and "Chapter 1." In Without Vision the People Perish. Jah Kingdom: Rastafarians, Tanzania, and Pan-Africanism in the Age of Decolonization. North Carolina Press: Chapel Hill, 2017. 8.3) Verwimp, P and J. Boersema. 2013. “Chapter 9: Fieldwork in Gitarama Introduction, Setting and Methods.” In Peasants in Power: The Political Economy of Development and Genocide in Rwanda, pp. 195-212. Springer: Heidelberg. Fifth Assessment: Submit by XXXX/XX/XX (10 of 100 points) 1. Read: Trochim, W., J.P. Donnelly and K. Arora. 2015. “Chapter 5: Introduction to Measurement.” In Research Methods: The Essential Knowledge Base, pp. 111-145. Cengage Learning: Sydney. 2. Download the Review Questions file, here. 3. Attempt the Review Questions (RQ5) on pp. 142-143. 4. Use a pdf reader (like adobe or preview) to type each individual answer into the space on the pages. 5. Save and label your file: FAMILY NAME_Student Number_ASS5. 6. Upload document to learning portal. ------------- Week 9: Decolonizing and Re-Orienting through Neo-Colonialism: Part 2 Aims: Follows on from Week 8. Guiding Questions: Essential Readings: 9.1) Hashimoto, A. Chapter 3: Japanese Narratives of Decolonization and Repatriation from Manchuria. In The Cultural Trauma Of Decolonization: Colonial Returnees In The National Imagination, edited by R. Eyerman and G. Sciortino, 57-84. Springer Nature: Cham, Switzerland, 2020. 9.2) Andreeva, Anna. Economies of the sacred in premodern Japan. In Engaging Transculturality: Concepts, Key Terms, Case Studies, edited by Laila Abu-Er-Rub, Christiane Brosius, Sebastian Meurer, Diamantis Panagiotopoulos and Susan Richter, 228-246. London & New York: Routledge, 2019. 9.3) White, B. 2006. “Re-orient-ing the occident: How young Japanese travellers are using the East-West dichotomy to dismantle regional nationalisms.” In Dismantling the East-West Dichotomy: Essays in Honour of Jan van Bremen. Edited by J. Hendry and H.W. Wong, pp.125-132. Routledge: London. -------- Week 10: A look back at the construction of knowledge Aims: Labels have a way of sticking. The ways in which our forebears looked at the world impacts us today. This module looks at the disciplines of archaeology and anthropology for their roles in knowledge and belief. Guiding Questions: What are the consequences of framing the world in particular ways? Essential Readings: 10.1) Schiffer, M.B. 2013. "Exploration and Colonization." In The Archaeology of Science, 117-136. Cham, Switzerland: Springer International. 10.2) Turner, J. 2014. "Chapter 12: The Field Naturalists of Human Nature: Anthropology congeals into a discipline, 1840-1910." In Philology: The forgotten origins of the modern humanities, 328-356. Princeton University Press: Princeton. Sixth Assessment: Update on Final Assessment (10 of 100 points) 1) Provide a summary of progress on Final Assessment 2) Should include basic headings and a paragraph minimum outlining reasons and justifications for choice of topic. Refer back to first assessment. 3) Save and label your file: FAMILY NAME_Student Number_ASS6. 4) Upload document to learning portal. -------- Week 11: Are there different types of knowledge? Aims: The aim of this class is to consider how different types of knowledge might be constructed and valued, as well as their place in a transcultural world. Guiding Questions: What are disciplines good for? Why do we need them? Essential Readings: 1. Schiffer, M.B. 2013. “Varieties of Scientific Knowledge.” In The Archaeology of Science, pp. 25-42. Cham, Switzerland: Springer International. 2. McIntyre, L. 2019. “Chapter 9: The Case for the Social Sciences.” In The Scientific Attitude: Defending Science from Denial, Fraud, and Pseudoscience, pp. 299-321. Cambridge, MA: MIT Press. --------- Week 12: Pans and Pots Aims: Perception is forever in a state of flux. What we think about something or someone changes over time. Memories fade and merge while new information might come to light. In the middle of this, individual memories are absorbed by higher orders of the social. These can translocate across cultures and countries to create pan-ideologies. Guiding Questions: Where does the "east" start and the "west" stop? Essential Readings: 12.1) Aydin, C. "Introduction." In The Politics of Anti-Westernism in Asia: Visions of World Order in Pan-Islamic and Pan-Asian Thought, 1-11. New York: Columbia University Press, 2007. 12.2) Borup, J. 2015. "Easternization of the East? Zen and Spirituality as Distinct Cultural Narratives in Japan." Journal of Global Buddhism 16:70-93. 12.3) Morozowski, S.A. 2014. "Imagining an Archaeology of the Future: Capitalism and Colonialism Past and Present." Int J Histor Archaeol 18:340-360. 12.4) Weiberg-Salzmann, M. and U. Willems. "Chapter 1: Challenging the Political: Religious Actors and Religious Arguments in Liberal Democracies." In Religion and Biopolitics, 3-32. Cham, Switzerland: Springer Nature, 2020. ------- Week 13: Branding the nation: Using language and affect to entice consumption of culture Aim: Linked with knowledge is culture. Linked with culture is memory and emotion. This module aims to help the student understand how perceptions of macro-identity construction occur in relation to creating national brands by understanding how branding theory has evolved to include psychology, linguistics, and marketing towards establishing nations as consumable products. Guiding Questions: What are the unintended consequences of nations adopting grand narratives to brand themselves? Who or which groups are potentially left out of the narratives? What sort of reasons would countries or groups lean on grand narratives for legitimacy? Essential Readings: 12.1) Ermann, U. and K-J Hermanik (Eds.). 2017. “Introduction: Branding the nation, the place, the product.” In Branding the Nation, the Place, the Product. Edited by Ulrich Ermann, Klaus-Jürgen Hermanik, pp. 1-14. Routledge: New York. 12.2) Sandvig, Christian and Eszter Hargittai. How to Think about Digital Research. In Digital Research Confidential: The Secrets of Studying Behavior Online, edited by Christian Sandvig and Eszter Hargittai, 1-28. MIT Press: Cambridge, USA, 2015. 12.3) Yack, B. Chapter 2: "The Moral Psychology of Community." In Nationalism and the Moral Psychology of Community, 44-67. University of Chicago Press: Chicago, 2012. ---------- Week 14 TBA: Discussion Q/A of Final Assessment ---------- Week 15: Cultural Nationalisms and Race Relations Aims: People form groups that form communities, cultures, and countries. We are parochial and protective of our families and friends. With finite resources we conserve what we have and consider how to plan for the future. This has inevitable problems when communities and countries clash over resources. The stories we tell ourselves and others ...about ourselves and others plays a significant role in how we come to value ourselves and others. The aim of this module is to consider how we might just be able to get along, and how the Humanities might be able to help. Guiding Questions: Nationalism is not that bad? Are we really that different? Is it okay to be proud of one’s cultural heritage? Essential Readings: 15.1) Wang, Z. 2018. “Chapter 6: Researching Historical Memory.” In Memory Politics, Identity and Conflict: Historical Memory as a Variable, pp. 73-92. Palgrave Macmillan. 15.2) Antonsich, M., and M. Skey. 2016. "Affective Nationalism: Issues of Power, Agency and Method." Progress in Human Geography 41 (6):8-45. 15.3) Akerman, J.R. "Introduction." In Decolonizing the Map: Cartography from Colony to Nation, edited by J.R. Akerman, pp. 1-10. Chicago and London: University of Chicago Press, 2017. ------- Seventh/Final Assessment: Bring it in. (20 of 100 points) 7.1) Create a .pdf document of approximately 10-pages that has built upon the efforts beginning with the First Assessment. 12-pt font. Times New Roman. Double-spaced. 7.2) Label your file: FAMILY NAME_Student Number_ASS7. 7.3) Upload document to learning portal. |
|||
| Evaluation Methods and Policy |
Evaluation methods 1) Regular assignments (short reports: total = 7) 2) Class performance 3) Class attendance The evaluation method must comply with the grading and evaluation policy of the faculty or graduate school. If the evaluation method comprises several parts, state the percentage of each part. (Evaluation of class performance: participation, class tests, short reports, active involvement, etc.) Note: Credit cannot be given for attendance alone. * State the criteria that will be evaluated, the evaluation policy, etc. required for an appropriate evaluation in accordance with "11. Course objectives." (Also state any specific evaluation criteria and evaluation policies of the faculty or graduate school.) Note: Instructors must set the criteria for passing the course in accordance with the grading and evaluation policy of the relevant faculty or graduate school. * State any course requirements for grade evaluation in the syllabus. Grading system: raw score grade [0-100] The first six assignments are worth 10 points each (60). The final assignment is worth 20 points. Class performance is 10 points. Class attendance is 10 points. TOTAL = 100 points First Assessment: Submit by XXXX/XX/XX 1. Read: Trochim, W., J.P. Donnelly, and K. Arora. 2015. “Chapter 1: Foundations of Research Methods.” In Research Methods: The Essential Knowledge Base, pp. 1-30. Cengage Learning: Sydney. http://93.174.95.29/main/9D043F2226443EB6FACF5795A3D1E6F6 2. Download the Review Questions file, here. 3. Attempt the Review Questions (RQ1) on pp. 31-32. 4. Label your file: FAMILY NAME_Student Number_ASS1. 5. Save and upload the document to learning portal. -------- Second Assessment: Sketching a Research Plan: Submit by XXXX/XX/XX 1. Read Fernndez-Balboa’s (2006) article and this Research Plan guide https://www.ifcc.org/media/410323/05_Research_Guide_IFCC.pdf. 2. Use them as a template to help identify and consider a potential topic for the Final Assessment aligned to the underlying theme of the course: Identity and Communication in Transcultural Studies. 3. Create and sketch out in a 4-5 page summary which to start the Final Assessment ball rolling. 4. Download Mindmaster for Mindmapping and use this program to create a “mind map” or rough sketch of themes you might explore in your final term project. 5. 600-word (1-2 pages) minimum 6. Label your file: FAMILYNAME_Student Number_ASS2. 7. Upload documents to learning portal. -------- Third Assessment: Submit by XXXX/XX/XX 1. Read: Trochim, W., J.P. Donnelly, and K. Arora. 2015. “Chapter 2: Ethics.” In Research Methods: The Essential Knowledge Base, pp. 33-53. Cengage Learning: Sydney. 2. Download the Review Questions file, here. 3. Attempt the Review Questions (RQ2) on pp. 51-52. 4. Use a pdf reader (like adobe or preview) to type each individual answer into the space on the pages. 5. Save and label your file: FAMILY NAME_Student Number_ASS3 6. Upload document to learning portal. ---------- Fourth Assessment: Text Analytics: Submit by XXXX/XX/XX 1. Play around with copying and pasting random text from different books and websites from any source. 2. Make sure each sample of text is different to the rest in either subject, them, register, etc. 3. Take each sample text and add it to this word counting software. 4. Compare the Details and Key Word Densities of at least 5 different samples of text. 5. Take some screen shots. 6. Save them as one file. 7. Label it FAMILY NAME_Student Number_ASSESSMENT_4. 8. Upload to the learning portal. ------- Fifth Assessment: Submit by XXXX/XX/XX 1. Read: Trochim, W., J.P. Donnelly and K. Arora. 2015. “Chapter 5: Introduction to Measurement.” In Research Methods: The Essential Knowledge Base, pp. 111-145. Cengage Learning: Sydney. 2. Download the Review Questions file, here. 3. Attempt the Review Questions (RQ5) on pp. 142-143. 4. Use a pdf reader (like adobe or preview) to type each individual answer into the space on the pages. 5. Save and label your file: FAMILY NAME_Student Number_ASS5. 6. Upload document to learning portal. -------- |
|||
| Course Requirements |
1) Attendance and active participation in each class is compulsory and part of overall grade. 2) Failure to attend more than two (of 15) classes without legitimate reason (i.e. doctor's note) might lead to failing the course. 3) No extensions will be granted to submit assignments. |
|||
| Study outside of Class (preparation and review) |
Refer to the essential readings for each week. While it might seem like a lot of things to read, the intention is that instead of reading every page, rather you make the minimum effort to open each "essential reading" and skim over it. Acknowledge its existence. Read the introductory section, skim over the document by reading the first line of each paragraph. Read the conclusion. Attend to jotting down some summarizing notes about each paper and mention what you found confusing, bizarre, interesting or infuriating. Be prepared to use these comments to stimulate discussion in class. The readings could take about 15-20 minutes each. Out of class work might require minimum 2-3 hrs per week. |
|||
| Textbooks | Textbooks/References | Access to relevant readings will be made accessible to all enrolled students. Handouts will be given in class. | ||
| References, etc. |
Week 1: Essential Readings: 1.1) Arthur, Paul Longley. "Introduction: Transcultural Studies in Australian Identity." In Migrant Nation: Australian Culture, Society and Identity, edited by Paul Longley Arthur, 1-19. London & New York: Anthem Press, 2018. 1.2) Michaels, Axel. "Cultural hybridity and transculturality." In Engaging Transculturality: Concepts, Key Terms, Case Studies, edited by Laila Abu-Er-Rub, Christiane Brosius, Sebastian Meurer, Diamantis Panagiotopoulos and Susan Richter, 3-14. London & New York: Routledge, 2019. 1.3) Strauss, Sarah and Laura Mandelbaum, "Consuming Yoga, Conserving the Environment: Transcultural Discourses on Sustainable Living." In Yoga Traveling: Bodily Practice in Transcultural Perspective, edited by Beatrix Hauser, pp. 225–248. Cham, CH: Springer. ------------ Week 2: Philology: The forgotten origins of the modern humanities Essential Readings: 2.1) Turner, J. 2014. “Prologue” and “Conventions.” In Philology: The forgotten origins of the modern humanities, pp. x-xxi. Princeton University Press: Princeton. 2.2) Herren, Madeleine. Transculturality, or, how to find Europe beyond Eurocentrism. In Engaging Transculturality: Concepts, Key Terms, Case Studies, edited by Laila Abu-Er-Rub, Christiane Brosius, Sebastian Meurer, Diamantis Panagiotopoulos and Susan Richter, 95-106. London & New York: Routledge, 2019. 2.3) Lavie, Smadar. 1993. "Chapter 7. ‘The One Who Writes U’: Political Allegory and the Experience of Occupation among the Mzeina Bedouin.” In Creative/Anthropology. Edited by S. Lavie, K. Narayan, and R. Rosaldo, pp. 153-183. Cornell University Press: New York. 2.4) 2.4) Kikuchi, Yuko. 2004. "The Oriental-Occidental hybrid of philosophy and religion." In Japanese Modernisation and Mingei Theory: Cultural nationalism and Oriental Orientalism, pp. 4-8. London and New York: Routledge Curzon. Short Optional Exercises: 1. Explore this site on Music in Ancient Rome (with audio), listen to the introduction about this instrument from ancient Egypt and a few of the short songs https://www.futurelearn.com/courses/rome/0/steps/27642 2. Watch this short video on the history of The Indo-European Connection https://www.youtube.com/watch?v=SqK7XXvfiXs 3. Watch this very short story: The Sound of the Proto Indo-European Language (The King & the God) https://www.youtube.com/watch?v=S7kxmcz971E 4. Have a look at the information about this Basic-level Workshop on Manuscriptology and Palaeography, Amrita University https://www.amrita.edu/event/basic-level-workshop-manuscriptology-and-palaeography 5. Have a look at the different collections at the Chester Beatty Library https://chesterbeatty.ie/exhibitions/ ----------- Week 3: Introduction to Epistemology: How do we know what we know? Essential Readings: 3.1) Gibbon, Guy. 2015. "Chapter 4." In Critically reading the theory and methods of archaeology, pp. 35-45. Lanham: Altamira Press. 3.2) Aldana, F.L. "Introduction: A new humanism and self, identity, and ideas." In Why the humanities matter: A Commonsense Approach, ix-xiv and 1-19. University of Texas Press: Austin, 2008. 3.3) Hamminga, B. "Epistemology from the African Point of View." In Knowledge Cultures: Comparative Western and African Epistemology, edited by B. Hamminga, 57-84. New York: Rodopi, 2005. 3.4) Schiffer, M.B. 2013. “Varieties of Scientific Knowledge.” In The Archaeology of Science, pp. 25-42. Cham, Switzerland: Springer International. ---------- Week 4: Philosophically-thinking...the pursuit of knowledge, thinking critically, and knowing the self Essential Reading: 4.1) Strandberg, H. Introduction and Chapter 1: Know Thyself. Self-Knowledge and Self-Deception, 1-13. Palgrave Macmillan: New York, 2015. 4.2) Read: Trochim, W., J.P. Donnelly, and K. Arora. Chapter 1: Foundations of Research Methods. In Research Methods: The Essential Knowledge Base, 1-30. Cengage Learning: Sydney, 2015. 4.3) 2. Hai-Jew, S. 2020. “Preface.” In Enhancing Qualitative and Mixed Methods Research with Technology. Edited by S. Hai-Jew, pp. xxxiv-xlv. Hershey, PA: IGI Global. ------------ Week 5: Propaganda and Rhetoric Essential Readings: 5.1) Marlin, R. Chapter 1: Why study propaganda? In Propaganda and the Ethics of Persuasion, 1-34. Broadview Press: Peterborough, Canada, 2013. 5.2) Grint, Keith. 2022. "Critical Essay: Wicked problems in the Age of Uncertainty." Human Relations: 1-15. 5.3) Scholz, Jan. "Modern Arabic rhetorical manuals: A transcultural phenomenon." In Engaging Transculturality: Concepts, Key Terms, Case Studies, edited by Laila Abu-Er-Rub, Christiane Brosius, Sebastian Meurer, Diamantis Panagiotopoulos and Susan Richter, 170-184. London & New York: Routledge, 2019. ------------ Week 6: Post-post-modernity...is it an infinite regression? Essential Readings: 6.1) Todorov, T. "Introductory note" and "Chapter 1: The project." In In Defense of the Enlightenment, 6-24. London: Atlantic Books, 2010. 6.2) Lukianoff, G. and J. Haidt. "Introduction: The search for wisdom." In The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure, 11-24. New York: Penguin Press, 2018. 6.3) Bernard, H.R. "Chapter 15: Introduction to Qualitative and Quantitative Analysis." In Research Methods in Anthropology: Qualitative and Quantitative Approaches, pp. 337-345. Altamira Press: Lanham, Maryland, 2011. ------------ Week 7: Are you sure? Identifying Truth and how to reduce error Essential Readings: 7.1) Potz, M. "Chapter 1: Introduction: Why We Need Political Science of Religion." In Political Science of Religion: Theorising the Political Role of Religion, 1-18. Cham, Switzerland: Springer Nature, 2010. 7.2) Heelas, Paul. Introduction. In Spiritualities of Life: New Age Romanticism and Consumptive Capitalism, 1-22. Oxford: Blackwell, 2008. 7.3) Bendegem, J.V.P. 2013. “Chapter 15: Argumentation and Pseudoscience: The Case for an Ethics of Argumentation.” In Philosophy of Pseudoscience: Reconsidering the Demarcation Problem. Edited by M. Pigliucci and M. Boudry, pp. 287-304. The University of Chicago Press: Chicago and London. 7.4) Strandberg, H. 2006. “Chapter 1: The Unfruitfulness of Rationalistic Discussion of Religious Belief.” The Possibility of Discussion: Relativism, Truth and Criticism of Religious Beliefs. Hampshire, UK: Ashgate. ------------ Week 8: Decolonizing and Re-Orienting through Neo-Colonialism: Part 1 Essential Readings: 8.1) Fox, J., C.S. Cashwell, and G. Picciotto. 2017. "The Opiate of the Masses: Measuring Spiritual Bypass and its relationship to Spirituality, Religion, Mindfulness, Psychological Distress, and Personality." Spirituality in Clinical Practice 4(4):274-287. 8.2) Bedasai, M. "Introduction" and "Chapter 1." In Without Vision the People Perish. Jah Kingdom: Rastafarians, Tanzania, and Pan-Africanism in the Age of Decolonization. North Carolina Press: Chapel Hill, 2017. 8.3) Verwimp, P and J. Boersema. 2013. “Chapter 9: Fieldwork in Gitarama Introduction, Setting and Methods.” In Peasants in Power: The Political Economy of Development and Genocide in Rwanda, pp. 195-212. Springer: Heidelberg. ------------- Week 9: Decolonizing and Re-Orienting through Neo-Colonialism: Part 2 Essential Readings: 9.1) Hashimoto, A. Chapter 3: Japanese Narratives of Decolonization and Repatriation from Manchuria. In The Cultural Trauma Of Decolonization: Colonial Returnees In The National Imagination, edited by R. Eyerman and G. Sciortino, 57-84. Springer Nature: Cham, Switzerland, 2020. 9.2) Andreeva, Anna. Economies of the sacred in premodern Japan. In Engaging Transculturality: Concepts, Key Terms, Case Studies, edited by Laila Abu-Er-Rub, Christiane Brosius, Sebastian Meurer, Diamantis Panagiotopoulos and Susan Richter, 228-246. London & New York: Routledge, 2019. 9.3) White, B. 2006. “Re-orient-ing the occident: How young Japanese travellers are using the East-West dichotomy to dismantle regional nationalisms.” In Dismantling the East-West Dichotomy: Essays in Honour of Jan van Bremen. Edited by J. Hendry and H.W. Wong, pp.125-132. Routledge: London. -------- Week 10: A look back at the construction of knowledge Essential Readings: 10.1) Schiffer, M.B. 2013. "Exploration and Colonization." In The Archaeology of Science, 117–136. Cham, Switzerland: Springer International. 10.2) Turner, J. 2014. "Chapter 12: The Field Naturalists of Human Nature: Anthropology congeals into a discipline, 1840-1910." In Philology: The forgotten origins of the modern humanities, 328-356. Princeton University Press: Princeton. -------- Week 11: Are there different types of knowledge? Essential Readings: 1. Schiffer, M.B. 2013. “Varieties of Scientific Knowledge.” In The Archaeology of Science, pp. 25-42. Cham, Switzerland: Springer International. 2. McIntyre, L. 2019. “Chapter 9: The Case for the Social Sciences.” In The Scientific Attitude: Defending Science from Denial, Fraud, and Pseudoscience, pp. 299-321. Cambridge, MA: MIT Press. --------- Week 12: Pans and Pots Essential Readings: 12.1) Aydin, C. "Introduction." In The Politics of Anti-Westernism in Asia: Visions of World Order in Pan-Islamic and Pan-Asian Thought, 1-11. New York: Columbia University Press, 2007. 12.2) Borup, J. 2015. "Easternization of the East? Zen and Spirituality as Distinct Cultural Narratives in Japan." Journal of Global Buddhism 16:70-93. 12.3) Morozowski, S.A. 2014. "Imagining an Archaeology of the Future: Capitalism and Colonialism Past and Present." Int J Histor Archaeol 18:340-360. 12.4) Weiberg-Salzmann, M. and U. Willems. "Chapter 1: Challenging the Political: Religious Actors and Religious Arguments in Liberal Democracies." In Religion and Biopolitics, 3-32. Cham, Switzerland: Springer Nature, 2020. ------- Week 13: Branding the nation: Using language and affect to entice consumption of culture Essential Readings: 13.1) Ermann, U. and K-J Hermanik (Eds.). 2017. “Introduction: Branding the nation, the place, the product.” In Branding the Nation, the Place, the Product. Edited by Ulrich Ermann, Klaus-Jürgen Hermanik, pp. 1-14. Routledge: New York. 13.2) Sandvig, Christian and Eszter Hargittai. How to Think about Digital Research. In Digital Research Confidential: The Secrets of Studying Behavior Online, edited by Christian Sandvig and Eszter Hargittai, 1-28. MIT Press: Cambridge, USA, 2015. 13.3) Yack, B. Chapter 2: "The Moral Psychology of Community." In Nationalism and the Moral Psychology of Community, 44-67. University of Chicago Press: Chicago, 2012. ---------- Week 14 TBA: Discussion Q/A of Final Assessment ---------- Week 15: Cultural Nationalisms and Race Relations Essential Readings: 15.1) Wang, Z. 2018. “Chapter 6: Researching Historical Memory.” In Memory Politics, Identity and Conflict: Historical Memory as a Variable, pp. 73-92. Palgrave Macmillan. 15.2) Antonsich, M., and M. Skey. 2016. "Affective Nationalism: Issues of Power, Agency and Method." Progress in Human Geography 41 (6):8-45. 15.3) Akerman, J.R. "Introduction." In Decolonizing the Map: Cartography from Colony to Nation, edited by J.R. Akerman, pp. 1-10. Chicago and London: University of Chicago Press, 2017. |
|||
