FREEDOM AND COMMUNITY
Presidential Scholars Seminar
Spring Semester, 2007
Monday 3:15-5:00 pm
Honors Cottage
Instructor: Kent Sandstrom
Office: Baker Hall 356
Office Hours: T 10:30-12, W 1-2, or by appointment
Phone: 273-2769 or 2786 (main office)
Subject Matter and Goals:
This course is designed to address the following central questions:
1) What is the nature of human freedom? What does it mean to be free (socially, politically, psychologically, sexually, and spiritually) as a human being? What is the relationship between human freedom and destiny?
2) How have our notions of freedom developed and changed in the United States? How are they linked to formal legal and political rights, especially as articulated in documents such as the Declaration of Independence and the Bill of Rights? How is freedom most commonly understood and expressed in contemporary American society? How is it linked to prevailing notions of politics, individuality, and selfhood?
3) What is the relationship between freedom and social control? How is freedom shaped, enabled, and/or constrained by cultural beliefs, social structural factors (e.g., race, class, and gender), and major social institutions (e.g., the mass media, corporations, and the government)?
4) What is the relationship between freedom and our economic system? Does a Afree market" economy constrain or enhance freedom? What type of freedom exists for most Americans at their workplace, particularly for those who toil in low-wage workplaces? How does the structure of most workplaces affect the freedom of workers? How are new electronic technologies affecting the workplace and workers' freedom? What can workers do to better realize freedom and democracy in the workplace?
5) What is the relationship between freedom and community? What types of communities are emerging in Apostmodern" America and what impact do they have upon the freedoms of most citizens? What role do voluntary associations and nongovernmental organizations play in the construction of freedom and community in postmodern America? Are these associations and organizations vital for the enactment of Acitizenship" and the realization of a free and open Acivil society?" What changes are taking place in the Acivil society"of America? How will these changes influence or alter prevailing understandings of freedom and community?
6) What does it mean to be free as a sexual being? How is sexual freedom related to social control? What is sexual citizenship (i.e., what are people’s basic sexual and reproductive rights)? What social conditions are necessary for people to practice responsible and rewarding sexual citizenship? How is sexual freedom enhanced or constrained by one=s gender, race, ethnicity, or social class? How is it affected by one=s involvement in a community and in loving relationships?
7) Will freedom be conceived of differently in the future? Will freedom even be possible? If so, how will it be defined and experienced? Finally, will our personal freedoms be likely to expand or contract in the future, especially given the increase in surveillance technologies used in our society? What are the personal and societal implications of the trends toward greater surveillance?
In addition to addressing the above questions, another goal of this course is to give you an opportunity to directly grapple with issues of freedom, community, and control in the classroom. To this end, a semi-democracy will exist among us and we will try to share some of the power and decision-making that is traditionally given only to an instructor. The syllabus I have provided offers a prospective foundation for the course but changes in anything listed are possible. Any class member may initiate a change in the syllabus or course. However, proposed changes will need to be in accord with the following principles:
First, any proposal for change will need to be discussed and voted on by the entire class. To get an issue considered by the class, you must obtain the support of at least two of your classmates. If a majority of class members (over 50 percent) vote in favor, the change will take effect. Proposals for change can involve class topics, class breaks, due dates of papers, etc. The instructor will have these same rights with one exception. Given my predisposed position of power, I may NOT speak about the proposed change and I must vote secretly.
Second, if a class decision CLEARLY violates university policy, the instructor may have to modify the change. In such an event, a full explanation will be given to class members.
Third, votes involving the entire membership will occur only after a period of discussion by speakers
for and against a proposal.
Fourth, class members should feel free to contribute to class discussion and to challenge other's opinions. However, to give everyone a fair chance to present their opinions, we will work out a system through which all class members are given (1) a relatively equal opportunity to speak and (2) polite consideration when they speak.
Course Requirements:
There will be occasional quizzes in this course. The quizzes will cover material presented in class (i.e., lectures, guest lectures and videos) and in required readings. They will consist primarily of essay questions. In addition to these quizzes, there will be FOUR project papers assigned in this course. Details about these projects will be handed out and discussed as the semester progresses. Projects include:
A. A reflective essay delineating your definition and experience of freedom (or lack thereof).
B. An analysis of portrayals of freedom in the media and/or popular culture (e.g., in movies, music, magazines, advertisements, etc.) This analysis will need to draw upon readings and concepts covered in the course.
C. A review and analysis of the portray of freedom and community in Jonathan Kozol=s book entitled Amazing Grace or Barbara Ehrenreich’s book entitled Nickel and Dimed.
D. A final project (paper or exam) in which you reflect upon the relationship between freedom, community, and social control given what you=ve learned in the course.
Project papers will NOT be accepted after their due dates unless you have made prior arrangements with me.
In addition to the above project papers, you will be required to co-facilitate at least TWO class sessions. As a facilitator, you will need to (1) briefly summarize readings pertinent to one of the course topics; (2) write a set of reflective questions to be handed out to class members prior to the class; and (3) elicit and guide class discussion. I will assist you in developing questions and in facilitating the discussion as it unfolds.
I believe that sociology is best learned through reflective interaction and discussion. I will therefore try to involve you in some way during each class session. Since each session will be discussion-oriented in format, it will be very important for you to keep up with course readings and to attend class regularly. Your success in this course will depend upon your attendance at class meetings and your participation in class activities and discussions.
Grading Summary:
Your grade for the course will be based on the following:
1. Quizzes/Exams 50 points
2. Project A: 40 points
2. Project B: 60 points
3. Project C: 75 points
4. Project D: 75 points
5. Facilitation: 35 points
6. Participation*: 65 points
TOTAL = 400 points
*Class participation includes attendance, active involvement in class discussions, evidence of having read class materials, insightful and critical examination of course concepts and materials, and demonstrated ability to apply relevant concepts to topics considered.
Texts and Readings:
Michael Parenti, Inventing Reality. 2nd ed. (New York: St. Martin's Press, 1993).
Susan Bordo, Unbearable Weight: Feminism, Western Culture, and the Body. Berkeley, CA: U. of
California Press, 1993.
Jonathan Kozol, Amazing Grace. (New York: Crown, 1995)
The following readings are also required. They will be made available to you in class or via weblinks:
Rollo May, "The Dynamics of Freedom" Pp. 52-65 in Freedom and Destiny. (New York: W.W. Norton Press, 1983).
Frances Moore Lappe, "Freedom From and Freedom To" and "A Democratic Economy," pp. 21-26 and
211-226 in Rediscovering America's Values (New York: Balantine, 1989).
Edward Sampson, "Dialogic Ethics: On Freedom, Responsibility, and Justice." Pp. 165-175 in Celebrating
the Other: A Dialogic Account of Human Nature. (SF: Westview, 1993.)
John Locke, "The Extent and End of Civil Government." Pp. 3-10 in Markate Daly (ed.), Communitarianism: A
New Public Ethics (Belmont, CA: Wadsworth, 1994).
Peter Berger, "Sociological Perspective -- Man in Society." in Invitation to Sociology (New York:
Doubleday, 1963).
Ernest Becker, "The Nexus of Unfreedom: The Spell Cast by Persons" from The Denial of Death (New
York: Free Press, 1973).
Philip Meyer, "If Hitler Asked You to Electrocute a Stranger, Would You? Probably." Pp. 161-167
in James Henslin, Down to Earth Sociology. 8th ed. (New York: Free Press, 1996).
Kenneth Gergen, "The Dissolution of the Self," Pp. 290-295 in Spencer Cahill, ed. Inside Social Life. 3rd
ed. Los Angeles, CA: Roxbury Press, 2001.
Jodi O'Brien. "To Belong or Not to Belong? Paradoxes of Community," Pp. 70-101 in Prisms. (Thousand
Oaks, CA: Pine Forge Press, 1999)
Robert Putnam, "Bowling Alone: America's Declining Social Capital," Journal of Democracy 6: 65-78,
January 1995.
Frances Moore Lappe, "A Democratic Economy," pp. 211-226 in Rediscovering America's Values (New
York: Balantine, 1989).
Sara M. Evans and Harry Boyte, “Free Spaces,” pp. 182-202 in Free Spaces: The Sources of
Democratic Change. (New York: Harper and Row, 1986).
Jessica Fields, "Same Sex Marriage, Sodomy Laws, and the Sexual Lives of Young People," Sexuality
Research and Social Policy 1 (3): 11-23.
Benjamin Barber. “Introduction,” in Jihad vs. McWorld: Terrorism’s Challenge to Democracy. (New York:
Ballantine Books, 1995), pp. 3-20.
PROSPECTIVE COURSE SCHEDULE
Date Topic and Readings
1/8 Introduction to Course: What is Freedom?
Read: 1. Frances Moore Lappe (#1), "Freedom From and Freedom To"
2. Rollo May, "The Dynamics of Freedom"
3. Edward Sampson, "Dialogic Ethics: On Freedom, Responsibility, and
Justice."
1/15 MLK, Jr. Holiday - NO CLASS
1/22 Freedom in America: The Liberal Democratic Tradition
*** 1ST PAPER DUE ***
Read: 1. The Bill of Rights and the Declaration of Independence (Handouts)
2. John Locke, "On the Extent and End of Civil Government," in Daly, pp. 3-10.
3. Robert Bellah et. al., "The Pursuit of Happiness," pp. 20-26
1/29 Freedom and Social Control: Culture, Socialization, and Social Reproduction
Read: 1. Peter Berger, "Sociological Perspective -- Man in Society"
2. Susan Bordo, "The Body and the Reproduction of Femininity"
2/5 Freedom and Social Constraint: Power and Authority
Read: 1. Philip Meyer, "If Hitler Asked You to Electrocute a Stranger, Would
You? Probably?" in Henslin, pp. 161-167.
2. Ernest Becker, "The Nexus of Unfreedom: The Spell Cast by Persons"
3. Michael Parenti, "From Cronkite's Complaint to Orwell's Oversight"
2/12 Freedom, the Mass Media, and the Shaping of Consciousness
Read: 1. Michael Parenti, "Freedom of the Press Belongs to the Man Who Owns One,"
"Who Controls the News?" "Objectivity and Government Manipulation,"
"The Big Sell,"and "Liberal Media and Conservative Bias."
Collateral Reading: Stuart Ewen, "The Dream of Wholeness"
2/19 Freedom and Ideological Control
*** 2ND PAPER DUE ***
Read: 1. Michael Parenti, "Propaganda Themes," "Methods of Misrepresentation,"
and "Culture, Control, and Resistance."
2. Susan Bordo, "Hunger as Ideology"
2/26 The Struggle for Freedom and Self in American Culture
Read: 1. Kenneth Gergen, "The Dissolution of the Self"
2. Susan Bordo, "Reading the Slender Body" and "Anorexia Nervosa:
Psychopathology as the Crystallization of Culture"
3/5 Freedom and Community
Read: 1. O'Brien, "Paradoxes of Community."
2. Putnam, "Bowling Alone."
Collateral Readings: Etzioni, “Back to We” in The Spirit of Community and
Robert Nisbet, “The Problem of Community,” in Daly, pp. 130-153.
3/12 HAVE AN ENJOYABLE SPRING BREAK!!!
3/19 Freedom, Voluntary Associations, and Community
Read: 1. Alexis de Tocqueville, “Of the Use Which the Americans Make of Public
Associations in Civil Life.”
2. Lester Salamon, “What is the Nonprofit Sector and Why Do We Have It?”
in Salmon, pp. 3-11.
3. S. Evans & H. Boyte, “Free Spaces,” in Evans & Boyte, pp. 182-202.
3/26 Freedom, Economics, and Democracy
Read: 1. Frances M. Lappe, "A Democratic Economy" in Lappe, pp. 211-226.
Collateral reading: Richard Sennett, “Drift,” “Illegible,” and “The Work Ethic”
in The Corrosion of Character.
4/ 2 The Struggle for Freedom in Oppressed Communities
Read: 1. Jonathan Kozol, Chs. 1-4
4/9 The Struggle for Freedom in Oppressed Communities (Part II)
Read: 1. Jonathan Kozol, Chs. 5, 6 & Epilogue
*** 3RD PAPER DUE ***
4/16 Sexual Freedom and Sexual Citizenship
Read: 1. Susan Bordo, "Whose Body is This?" and "Are Mothers Persons?"
2. Jessica Fields, "Same Sex Marriage, Sodomy Laws..."
4/23 Freedom and Resistance in Postmodern Society
Read: 1. Susan Bordo, "Material Girl" and "Postmodern Subjects, Postmodern
Bodies, and Postmodern Resistance"
Collateral Reading: bell hooks, "Talking Back"
5/2 The Future of Freedom and Democracy (Final Exam session)
Read: 1. Benjamin Barber, “Introduction: Jihad vs. McWorld.”
***FINAL PAPER DUE***