Latin American Film and Culture

Tomás F. Crowder-Taraborrelli
HUM 290.03. 1108
Wednesdays and Fridays, 3:00-4:30 p.m. (90 minutes) Gan 303B
Office: Ikeda 321
Office hours: To be announced
LATIN AMERICAN FILM AND CULTURE
In this course we will explore the national cinemas and film industries of various countries in Latin America. We will analyze films both as artistic products (formal qualities, cinematic genres and stylistic influences) and as sociological documents. Films will also be analyzed in relation to the continental and transcontinental categories of “Latin American Cinema” and “Third Cinema.” Films have been selected not only for their historical significance, their influence in the cinema of the continent and world cinema, but also because of the formal innovations.
We will start the course by posing some basic questions: What is the importance of cinema in the representation of a national and/or continental culture? How do filmmakers represent national identity in their films and why do they represent them in a certain way? What do films tell us about social and economic hierarchies? What formal strategies do filmmakers use to engage the spectator?
After the Cuban Revolution, and partially as a result of the creation of the Cuban Film Institute (ICAIC), Latin American films received an injection of creativity. In the course we will establish what these aesthetic and social innovations were and attempt to track them in more contemporary films. An important part of this course will be to consider the role that documentary films have played in providing groundbreaking evidence that has both paved the way for democratic reforms in certain countries, and helped to change complicated amnesty laws that have blocked the prosecution of crimes against humanity, thus impacting the international legal community. The course will also serve as a forum to debate and conceptualize a new approach to the study of film based on a rupture in the ways Latin American nations have envisioned the past.
As you will notice during the semester, some of the films screened are of poor quality and some do not have subtitles in English. Some Latin American films are very hard to find and researchers often have to contact the filmmakers themselves to obtain copies. As we will discuss in class, this reflects the lack of resources of production companies to distribute their films in the rest of the world, therefore limiting the cultural offerings for spectators about Latin American cultural identity.
Assignments and grade breakdown
Five critical responses on film discussion forum–Angel (1 page)            30%
Presentation                                                     20%
Research Paper (10-12 pages)                                     30%
Attendance and participation                                     20%
You must come to class prepared for discussion. Read the text assigned before class, take copious notes and come to class with questions. Your participation not only will improve your overall grade but it is fundamental part of the course’s success. Please arrive on time to class so that I can begin the screening promptly. You may have trouble understanding the overall message of a film if you miss the opening scene.
Each student will have to lead one discussion seminar, introducing a text or a film and explain to the rest of the class its relevance to the history of Latin American film. If you are assigned a film, you must discuss three or more scenes that highlight central thematic, theoretical or formal issues. For the most part, we will watch films in class but you will also be required to attend two screenings outside class (date and time to be confirmed). These films are open to the public.
You will be expected to post screening reflections after viewing the films on the Angel discussion forums. To insure that everyone has the chance to read your comments, please post them before 9 p.m. on Mondays.
For the final assignment, students must write a 10-12 research, argumentative essay. I will be happy to discuss with you a prospectus for the essay and help you organize your bibliography and filmography.  Please type all written work using a standard 12-point font, double-space the text, leave a one-inch margin on all sides, and staple multiple pages. To avoid penalization, paper extensions must be approved before the essay is due. Late work is penalized 5 points (1/2 grade) per day. Please follow the MLA Style format for citations and general style formatting. You can find an online version of the MLA style manual at:
Go to this website and click on the link to the MLA Formatting and Style Guide (on the right hand side of the page).
Grading Guidelines
In grading, I will consider two central aspects of the student’s performance-participation in class discussion and writing. If you have any questions about the writing assignments, please make sure to ask during class time (other students might have similar questions).
Essays: This course fosters rigorous inquiry and critical thinking and promotes effective written argumentation.
A range: This paper is outstanding in form and content. The thesis is clear and insightful; it is original, or it expands in a new way on ideas presented in the course. The evidence presented in support of the argument is carefully chosen and deftly handled. The argument is not only unified and coherent, but also complex and nuanced.
B range: This paper’s thesis is clear; the argument is coherent and presents evidence in support of its points. The argument shows comprehension of the material and manifests critical thinking about the issues raised in the course. The paper is reasonably well written and proofread. The argument, while coherent, does not have the complexity, the insight, or the integrated structure of an A range paper.
C range: This paper has some but not all of the basic components of an argumentative essay (i.e., thesis, evidence, coherent structure): for example, it may offer a thesis of some kind, but it presents no evidence to support this thesis; or it may present an incoherent thesis; or it may simply repeat points made in class without an overall argument. Such a paper is usually poorly organized, written and proofread.
A paper lacking more than one of the basic components of an argumentative essay will earn a grade of  “D” or below.
Angel
Please make sure to check Angel before each class meeting to see if I have posted any notes about the course or assignments that haven’t been announced in class. I will ask students during the semester to write blogs posts to discuss articles, films or essay prompts.
Accommodation for Persons with a Disability
Student desiring accommodations on the basis of physical learning, or psychological disability for this class are to contact the Office of Student Services. Student Services is located in Student Affairs.
REQUIRED TEXTS:
Corrigan, Timothy. A Short Guide to Writing about Film. New York: Prentice Hall (7th edition). You can purchase this book online (new and used). http://www.powells.com/biblio/1-9780321096654-0
ATTENTION: Readings to be discussed in class are listed under the date that they will be discussed
WEEK 1: INTRODUCTION TO THE COURSE
Friday, Sept. 9:
Readings: Film Grammar Power Point (DVD, 7 mins.)
Screening: Close-reading and discussion of two opening scenes: Adrián Biniez, Gigante [Giant], Uruguay, (2009), Arcady Boytler, La mujer del puerto [The woman of the port] Mexico, (1933).
WEEK 2: THE GOLDEN AGE OF MEXICAN CINEMA
Wednesday, Sept. 14:
Readings: Rene Claire, “How Films Are Made.” 
 Timothy Corrigan.  A Short Guide to Writing about Film. Chapter 1, 2.
Screening: Emilio “El Indio” Fernández, María Candelaria (Xochimilco), Mexico, (1944) (sequence screened in class). First 50 minutes of Aventurera.
Discussion leader (R. Claire): ____________________________________________
Discussion leader (Corrigan): ____________________________________________
Friday, Sept. 16:
Readings: John King. “Cinema in Latin America.” 
 Ana M. López. “Women and Melodrama in the ‘Old’ Mexican Cinema”. 
Screening: Aventurera, Alberto Gout, Mexico (1950), (remaining 90 minutes).
Assignment: First critical response on discussion forum on Angel by  Monday 9 p.m.
Discussion leader (King): ___________________________________
WEEK 3: ITALIAN NEO-REALISM AND THE CRITIQUE OF MODERNITY
Wednesday, Sept. 21:
Readings: Cesare Zavattini. “Some Ideas On The Cinema.” 
 Andre Bazin, “De Sica: Metteur-En-Scene.” 
Screening: Vittorio De Sica, Ladri di biciclette, [The Bicycle Thief] Italy, (1948) (sequence screened in class) El [This Strange Passion], Luis Buñuel, Mexico, (1950). 92 min. First part 45 min.
Discussion leader (Zavattini) _____________________________________
Discussion leader (Bazin)_________________________________________
Friday, Sept. 23:
Readings:  Julianne Burton-Carvajal, “Regarding Rape: Fictions of Origin and Film Spectatorship.” 
Screening: El [This Strange Passion] Second Part
Discussion leader (Burton-Carvajal)________________________________
WEEK 4: FERNANDO BIRRI AND THE INSTITUTO DE CINEMATOGRAFIA DE LA UNIVERSIDAD DEL LITORIAL (SANTA FE, ARGENTINA)
Wednesday, Sept. 28:
Readings: John Hess, “Neo-Realism and New Latin American Cinema.” (Angel) Rocha, Glauber “An Esthetic of Hunger.” 
Screening: Fernando Birri, Tire Die [Throw me a dime], Argentina (1960) (sequence screened in class).
In Class Assignment: Analysis of a sequence from Tire Die.
SPECIAL OPEN SCREENING: Carancho, . 7 p.m. Location to be announced
Discussion leader (Hess) ____________________________________________
Discussion leader (Rocha)____________________________________________
Friday, Sept. 30:
Readings:  V.I. Pudovkin, “Film Technique.” 
 Timothy Corrigan. A Short Guide to Writing about Film. Chapters 3, 4.   Eisenstein, Sergei “From Film Form: The Cinematographic Principle and the Ideogram” (suggested reading).
Screening: Analysis of editing techniques in and in Fernando Meirelles and Katia Lund’s Cidade de Deus, [City of God], Brazil, (2002) (sequence screened in class).
Assignment: Second critical response on discussion forum on Angel by Monday 9 p.m.
Discussion leader (Pudovkin) _______________________________________________
Discussion leader (Corrigan)  ———————————————-
WEEK 5: THE CUBAN REVOLUTION
Wednesday, Oct. 5:
Readings: Paul Rotha, “Some Principles of Documentary.” 
 John Mraz “Santiago Alvarez: From Dramatic form to direct cinema.” 
 Travis Wilkerson, “Hasta la victoria siempre.” in Senses of Cinema (Link): http://archive.sensesofcinema.com/contents/cteq/01/17/hasta.html
Screening: Santiago Álvarez, Che Guevara, Hasta La Victoria Siempre, Cuba (1967) 19 minutes.
Discussion leader (Rotha) __________________________________________________
Discussion leader (Mraz, Wilkerson) ________________________________________
Friday, Oct. 7:
Readings:  Che Guevara, “Message to the Tricontinental” (Link):
Screening:  Una foto recorre el mundo, [A Photograph Travels the World] Pedro Chaskel, Cuba, Chile (1981)
Discussion leader (Guevara) _______________________________________________
WEEK 6: MODERNIDA Y IDENTIDAD POLITICA
Wednesday, Oct. 12:
Readings:  To be announced
Screening: Joaquim Pedro de Andrade, Brasilia, Contradicoes de uma Cidade Nova, Brazil (1967) 23 min. Memories of Underdevelopment, Tomás Gutiérrez Alea, Cuba (1968), 97 min. First Part.
Friday, Oct. 14:
Readings: To be announced
Screening: Memories of Underdevelopment, Tomás Gutiérrez Alea, Cuba (1968), 97 min. Second Part.
Assignment: Third critical response on discussion forum on Angel by Monday 9 p.m.
WEEK 7: THE NEW LATIN AMERICAN CINEMA MOVEMENT
Wednesday, Oct. 19:
Readings: Jorge Sanjinés and the Ukamau Group, “Problems of Form and Content in Revolutionary Cinema.” 
 Julio García Espinosa, “For an Imperfect Cinema.” 
Screening: Octavio Cortázar, Por la  primera vez [For The First Time], Cuba (1967)  Mario Handler, Me gustan los estudiantes [I Like Students], Uruguay (1968).
Discussion Leader (Sanjinés)_______________________________________________
Discussion leader (Espinosa)_______________________________________________
Friday, Oct. 21:
Readings:  Teshome H. Gabriel, “Third Cinema as Guardian of Popular Memory: Towards a Third Aesthetics.” Suggested reading!
Screening: Raymundo Gleyzer, La Tierra Quemada [The Burnt Land], Brazil and Argentina (1964) (12 min.)  Ernesto Ardito, Virna Molina,  Raymundo, Argentina (2003) (Sequence screened in class).
Assignment: Fourth critical response on discussion forum on Angel by  Monday 9 p.m.
WEEK 8: THIRD CINEMA- GRUPO CINE LIBERACION AND GRUPO CINE DE LA BASE
Wednesday, Oct. 26:
Readings: Solanas and Getino, “Towards a Third Cinema.”
“Some Notes on the Concept of a ‘Third Cinema.’” 
 Robert Stam, “The Hour of the Furnaces and the two avant-gardes.” Suggested reading!!!
Screening: Sequences from Fernando “Pino” Solanas and Octavio Getino, La hora de los hornos [The Hour of The Furnaces], Argentina (1969).
Discussion leader (Solanas and Getino) ______________________________________
Friday, Oct. 28:
Readings: Samira Makhmalbaf, “The Digital Revolution And The Future Cinema.” 
Screening: Alejandro Fernández Mouján, Solo se escucha el viento, [Only the wind can be heard], Argentina, 2007 (21 min.) Cine Insurgente, (shorts screened in class)
WEEK 9: MUSIC AND NATIONAL IDENTITY
Wednesday, Nov. 2:
Readings: Walter Benjamin, “The Work of Art in the Age of Mechanical Reproduction.” 
Screenings: Carlos Diegues, Bye Bye Brazil, Brazil (1980) (sequence screened in class), Nestor Frenkel, Buscando a Reynols [Searching For Reynols], Argentina (2004) (sequence screened in class).
Friday, Nov. 4:
Readings: Randal Johnson, “In the Belly of the Ogre: Cinema and State in Latin America.” 
Screenings: Santiago Alvarez, El Tigre salto y mato…pero…morira…morira!! Cuba (1973) (Also available in YouTube http://www.youtube.com/watch?v=BhUTNRJzgKA). Fernando Faro, Elis Regina: MPB Special, Brazil (1973) (sequence screened in class), Roberto Farias, Roberto Carlos: Em Ritmo de Aventura, Brazil (1971), Diego Capusotto, Peter Capusotto y Sus Videos (2006-2007)
WEEK 10: HUMAN RIGHTS VIOLATIONS AND INTERNATIONAL LAW
Wednesday, Nov. 9:
Readings: Joseph H. Kupfer, “Film Criticism and Virtue Theory.” 
Screening: Patricio Guzmán, La Batalla de Chile [The Battle of Chile], Chile (1978) y El caso Pinochet, [The Pinochet Case] Chile (2001) (sequence screened in class).
Discussion leader (Kupfer): _________________________________________________
Friday, Nov. 11:
Readings: Elizabeth Jelin, “Political Struggles for Memory” and “Trauma, Testimony, and ‘Truth.’” 
Screening: Silvio Caiozzi,  Fernando ha vuelto [Fernando is back] Chile (1998).
Discussion leader (Jelin)____________________________________________________
Assignment: Fifth critical response on discussion forum on Angel by Monday 9 p.m.
WEEK 11: DISSAPEARANCE, MEMORY AND REPARATION
Wednesday, Nov. 16:
Readings:  Robert A. Rosenstone, “History in Images, History in Words.” 
Screening:  El General, Dir. Natalia Almada, Mexico/USA, 2009, 83 minutes  [First Part: 40 min.]
Friday, Nov. 18:
Readings:  Rosenstone (cont.)
Screening: El General, Dir. Natalia Almada, Mexico/USA, 2009, 83 minutes [Second Part: 43 minutes]
WEEK 12: URBAN VIOLENCE
Wednesday, Nov. 23:
Readings: Kristi M. Wilson, “From Pensioner to Teenager: Everyday Violence in De Sica’s Umberto D and Gaviria’s Rodrigo D: No Future.” 
Screening: Victor Gaviria,  Rodrigo D, No Futuro [Rodrigo D: No Future], Colombia (1990)       (sequence screened in class) Jose Padilha, Onibus 174 [Bus 174], Brazil (2002) First Part
Discussion Leader (Wilson)__________________________________________________
Friday, Nov. 25:
THANKSGIVING
WEEK 13: LATIN AMERICAN CONTEMPORARY CINEMA
Wednesday, Nov. 30:
Screening: Onibus 174. Second Part
Assignment: Discuss prompts for final essay. Prepare outline for Wednesday. Bring a hard copy to class!
Friday, Dec. 2:
Overview of film terms and techniques. Review and critique essay outlines.
WEEK 14: SOCIAL GUILT, CONTEMPORARY CINEMA AND AUTEUR THEORY
Wednesday, Dec. 7:
Readings: Deborah Shaw. Contemporary Latin American Cinema: Breaking into the Global Market. 10-64.
SPECIAL OPEN SCREENING: Location to be announced.  Claudia Llosa, La teta asustada, Peru (2009).
Friday, Dec. 9:
Last day of class!!!
Final Exam
WEEK 15:

Assignment: Final essay is due! Date to be announced


Bibliography

Bazin, Andre. “De Sica: Metteur-En-Scene.” What is cinema?, edited by Bazin, André, Gray, Hugh, Andrew, Dudley, Renoir, Jean. University of California Press, 2005.

Benjamin, Walter. “The Work of Art in the Age of Mechanical Reproduction. CreateSpace Independent Publishing Platform, 2010.

Burton-Carvajal, Julianne. “Regarding Rape: Fictions of Origin and Film Spectatorship.” Mediating Two Worlds: Cinematic Encounters in the Americas, edited by Ana M. Lopez, and Manuel Alvarado. BFI Publishing, 1993.

Corrigan, Timothy. Short Guide to Writing about Film. Pearson, 2011.

Eisenstein, Sergei. “From Film Form: The Cinematographic Principle and the Ideogram.” Film Theory and Criticism. Oxford University Press, 1992.

Espinoza, Julio Garcia. “For an imperfect cinema.” Jump Cut: A Review to Contemporary Media, http://www.ejumpcut.org/archive/onlinessays/JC20folder/ImperfectCinema.html.

Gabriel, Teshome. “Third Cinema as Guardian of Popular Memory: Towards a Third Aesthetics.” Teshome Gabriel: Articles & Other Works, teshomegabriel.net/third-cinema-as-guardian-of-popular-memory.

Getino, Octavio. “Some Notes on the Concept of a ‘Third Cinema.’” New Latin American Cinema, edited by Michael T. Martin. Wayne State University Press, 1997, pp. 99-107.

Guevara, Che. “Message to the Tricontinental.” Che Guevara Internet Archive, http://www.marxists.org/archive/guevara/1967/04/16.htm.

Hess, John. “Neo-Realism and New Latin American Cinema.” Mediating Two Worlds: Cinematic Encounters in the Americas, edited by Ana M. Lopez, and Manuel Alvarado. BFI Publishing, 1993.

Jelin, Elizabeth, et al. State repression and the labors of memory. University of Minnesota, 2003

Johnson, Randal. “In the Belly of the Ogre: Cinema and State in Latin America.” Mediating Two Worlds: Cinematic Encounters in the Americas, edited by Ana M. Lopez, and Manuel Alvarado. BFI Publishing, 1993.

Joseph H. Kupfer, “Film Criticism and Virtue Theory.” Visions of Virtue in Popular Film. Westview Press, 1999.

King, John. Magical Reels: A History of Cinema in Latin America. Verso, 2000.

López, Ana M. “Women and Melodrama in the ‘Old’ Mexican Cinema.” Oxford Reading in Feminism: Feminism and film, edited by E. Ann Kaplan. Oxford University Press, 2000.

Makhmalbaf, Samira. “The Digital Revolution and The Future Cinema.” Haussite, 10 May 2000, http://www.haussite.net/haus.0/SCRIPT/txt2000/08/digi_rev.HTML.

Mraz, John. “Santiago Alvarez: From Dramatic form to direct cinema.” The Social Documentary in Latin America, edited by Julianne Burton. University of Pittsburg Press, 1990, pp. 131-149.

Rene, Clair (1972). How Films Are Made.” Film: An Anthology, edited by Daniel Talbot, California, 1972, pp. 225-233.

Robert Stam, “The Hour of the Furnaces and the two avant-gardes.” The social documentary in Latin America, edited by Julianne Burton. University of Pittsburg Press, 1990.

Rocha, Glauber. “An Esthetic of Hunger.” New Latin American Cinema, edited by Michael T. Martin. Wayne State University Press, 1997.

Rosenstone, Robert A. Visions of the past: the challenge of film to our idea of history. Harvard University Press, 1995.

Rotha, Paul. “Some Principles of Documentary.” A Paul Rotha Reader, edited by Duncan Petrie, and Robert Kruger. University of Exeter Press, 1999.

Pudovkin, V.I. “Film Technique and Film Acting.” CreateSpace Independent Publishing Platform, 2015.

Sanjinés, Jorge, and the Ukamau Group. “Problems of Form and Content in Revolutionary Cinema.” New Latin American cinema: Vol. 1: Theory, practices and transcontinental articulations, edited by Michael T. Martin. Wayne State University Press, 1997, pp. 62-70.

Shaw, Deborah. Contemporary Latin American Cinema: Breaking into the Global Market. Rowman & Littlefield Publishers, 2007.

Solanas, Fernando, and Octavio Getino. “Towards a Third Cinema.” Documentary is never neutral, documentaryisneverneutral.com/words/camasgun.html.

Wilkerson, Travis. “Home Cinémathèque Annotations on Film Hasta la Victoria Siempre.” Sense of Cinema, sensesofcinema.com/2001/cteq/hasta/.

Wilson, Kristi M. “From Pensioner to Teenager: Everyday Violence in De Sica’s Umberto D and Gaviria’s Rodrigo D: No Future.” Italian neorealism and global cinema, edited by Laura E. Ruberto and Kristi M. Wilson. Wayne State University Press, 2007.

Zavattini, Cesare. “Some Ideas On The Cinema.” Vittorio De Sica: Contemporary Perspectives, edited by Stephen Snyder, Howard Curle. University of Toronto Press, 2000.

Documenting International Mass Atrocities

Professor Tomás F. Crowder-Taraborrelli
Soka University of America
International Studies 390.02
Office hours: Ikeda 321- to be announced
Course meets: TR 13:00 to 14:30 Gan. 201
   
The Holocaust is unique in that it creates a circle of flames around itself, a limit which cannot be crossed because a certain absolute horror cannot be transmitted.
Claude Lanzmann
DOCUMENTING INTERNATIONAL MASS ATROCITIES: FROM THE ARMENIAN GENOCIDE TO RWANDA
INTRODUCTION
This interdisciplinary course will survey different types of approaches to documentation of international mass atrocity crimes and their effectiveness in supporting social change. One of our objectives will be to establish parallels between events in different areas of the world, strategies of oppression and systematic killing. The instructor assumes that students have certain knowledge of the different cases under consideration and have had the opportunity to reflect upon some of the causes that led to large scale, gross human rights violations. We will utilize a wide designation of the term documentation, often defined as being distinct from personal reflection or the “creative” composition of a fiction writer. We will also consider the writings and testimonies of witnesses, who are often the only ones that have access to crimes.
Critical examination of the readings will begin with a consideration of genre conventions- reveling the way an author builds textual credibility by relying upon or writing against previous texts or “common” forms of knowledge. We will attempt to answer questions such as:  How much brutality should documentarians present to their audiences? With what purpose and authority should a documentarian turn mass atrocities into spectacle?  
At the beginning of the semester, we will evaluate certain approaches to representation and as the semester progresses we will collaborate (both online and in the classroom) in the formulation of a document that gathers the most important conclusions we come to. The principal approach to the collaborative writing of this document is to evaluate readings in order to build knowledge about international atrocities across genres and disciplines. With this in mind, we will proceed by asking clarifying questions, evaluating documentary sources and considering alternative forms of narrative and representation. The final goal of the course is to be able to synthesize our findings, formulate a complex critique of different processes of documentation and envision collective responses.  Students will be encouraged to continue doing research on a particular historical event for the final essay and presentation. In the response forums, students will be graded on their evaluation of the readings and on their understanding of the complexity of causes that lead to international atrocities (cultural beliefs and practices, ethnic clashes, concepts of national identity, etc.). Please come to class with the readings completed and a short, but compelling, list of comments or questions that might trigger an interesting debate about issues central to the course.
STUDENT PROJECTS AND PRESENTATIONS
I propose that students research a particular methodology of documentation.  Research will begin after the first week when students choose a historical period/event to research and write their final paper on. At the end of the semester, students will have to write a 10-12 page paper developing their initial inquires by engaging with a few of the readings of the course. With this in mind, we will raise a few questions in the first class which we will attempt to answer throughout the semester. Inevitably, we will come up with new questions as we complete the readings, so as a group we will create a log of our initial findings on a blog on Angel.  To insure that everyone has the chance to read your comments, please post them before 9 pm one day prior to our class meeting. I will be happy to discuss with you a prospectus for the essay and help you organize your bibliography. 
Please type all written work using a standard 12-point font, double-space the text, leave one-inch margins on all sides, and staple multiple pages. To avoid penalization, paper extensions must be approved before the essay is due. Late work is penalized 5 points (1/2 grade) per day. Please follow the MLA Style format for citations and general style formatting. You can find an online version of the MLA style manual at:
Go to this website and click on the link to the MLA Formatting and Style Guide (on the right hand side of the page).
Assignments and grade breakdown
Five critical responses on discussion forum–Angel (1 page)                 30%
Presentation                                                     20%
Paper (10-12 pages)                                              30%
Attendance and participation                                     20%
Grading Guidelines
In grading, I will consider two central aspects of the student’s performance-participation in class discussion and writing. If you have any questions about the writing assignments, please make sure to ask during class time (other students might have similar questions).
Essays: This course fosters rigorous inquiry and critical thinking and promotes effective written argumentation.
A range: This paper is outstanding in form and content. The thesis is clear and insightful; it is original, or it expands in a new way on ideas presented in the course. The evidence presented in support of the argument is carefully chosen and deftly handled. The argument is not only unified and coherent, but also complex and nuanced.
B range: This paper’s thesis is clear; the argument is coherent and presents evidence in support of its points. The argument shows comprehension of the material and manifests critical thinking about the issues raised in the course. The paper is reasonably well written and proofread. The argument, while coherent, does not have the complexity, the insight, or the integrated structure of an A range paper.
C range: This paper has some but not all of the basic components of an argumentative essay (i.e., thesis, evidence, coherent structure): for example, it may offer a thesis of some kind, but it presents no evidence to support this thesis; or it may present an incoherent thesis; or it may simply repeat points made in class without an overall argument. Such a paper is usually poorly organized, written and proofread.
A paper lacking more than one of the basic components of an argumentative essay will earn a grade of  “D” or below.
Angel
Please make sure to check Angel before each class meeting to see if I have posted any notes about the course or assignments that haven’t been announced in class. I will ask students during the semester to write blogs posts to discuss articles, films or essay prompts.
Accommodation for Persons with a Disability
Student desiring accommodations on the basis of physical learning, or psychological disability for this class are to contact the Office of Student Services. Student Services is located in Student Affairs.
REQUIRED BOOKS AVAILABLE AT THE SOKA BOOKSTORE:
      Kafka, Franz. The Penal Colony.
      Amery, Jean. At The Mind’s Limits.
      Sebald, W.E.  The Natural History of Destruction.
      Partnoy, Alicia. The Little School: Tales of Disappearance and Survival in Argentina.
1st WEEK: MASS ATROCITIES, GENOCIDE AND EDUCATION (Feb. 11th)
Tuesday:
Evans, Gareth. “The Problem: The Recurring Nightmare of Mass Atrocities.” (In Evans pp 11-30 on Angel)
Thursday:
Charny, Israel W. “Worksheet for describing and categorizing a genocidal event.” (on Angel)
Haynes, Stephen R. “Holocaust Education at American Colleges and Universities: A Report on the Current Situation.” (on Angel)
2nd WEEK: ANTICIPATING MASS ATROCITIES, THE CRISIS OF MODERNITY (Feb. 16th)
Tuesday:
Kafka, Franz. “The Penal Colony.” (on Angel and in the Bookstore)
Thursday:
Adalian, Paul Rouben. “The Armenian Genocide.” (in Totten pp 53-90 on Angel)
3rd WEEK: THE ARMENIAN GENOCIDE (cont.) (Feb. 23rd)
Tuesday:
Power, Samantha. A Problem from Hell. (pp. 1-45 on Angel)
Thursday: 
Balakian, Peter. Black Dog Of Fate. (on Angel)
FIRST DISCUSSION FORUM: RESPONSES DUE BY SUNDAY AT 8 P.M.
4th Week: THE HOLOCAUST (March 2nd)
Tuesday:
Celan, Paul and Nelly Sachs: Selective Poems (on Angel).
Peterson, John. “’Some Gold Across the Water’: Paul Celan and Nelly Sachs.” (on Angel)
Shostakovich, Dmitri. Symphony No. 13 “Babi Yar” (recording on reserve in Ikeda Library)
Thursday:
Stier, Baruch Oren. “Different Trains: Holocaust artifacts and the Ideologies of Remembrance.” (On Angel)
Reich, Steve. “Different Trains” (recording on reserve in Ikeda Library)
Resnais, Alain. Night and Fog (DVD film on reserve in Ikeda Library)
5th WEEK: THE HOLOCAUST AND IT”S AFTERIMAGES (March 9th)
Tuesday:
Lanzmann, Claude. Shoah: An Oral History of the Holocaust. (On Angel)
Lanzmann, Claude. Shoah. (Sequences screened in class/on reserve in Ikeda Library)
Amery, Jean. At The Mind’s Limits: Contemplations By A Survivor On Auschwitz And Its Realities. (pp. 1-62 in the Bookstore)
Thursday:
Amery, Jean. At The Mind’s Limits: Contemplations By A Survivor On Auschwitz And Its Realities. (pp. 62-103 in the Bookstore)
SPRING BREAK March 15th to 19th
6th Week: AERIAL BOMBING AND THE QUESTION OF DISTANCING (March 23rd)
Tuesday:
Amery, Jean. At The Mind’s Limits: Contemplations By A Survivor On Auschwitz And Its Realities. (pp. 62-103 in the Bookstore)
Young,  James E. “On Rereading Holocaust Diaries and Memoirs.” (on Angel)
Thursday:
Sebald, W.G. The Natural History of Destruction.(in the Bookstore)
Morris, Errol. The Fog of War (sequences screened in class). Special seminar discussion with Professor Kristi Wilson
7th Week: THE NUREMBERG TRIALS (March 30th)
Tuesday:
Tusa and Tusa. The Nuremberg Trials (on Angel)
Stevens, George, dir. Concentration Camp. (Sequences screened in class)
Thursday:
Orgeron, Marsha. “Liberating Images?: Samuel Fuller’s Film of Falkenau Concentration Camp.” (on Angel)
Fueller, Sam, dir. Falkenau: The Impossible- Samuel Fuller bears witness (documentary film online)
Fueller, Sam. Shock Corridor. (Sequences screened in class)
SECOND DISCUSSION FORUM: RESPONSES DUE BEFORE SUNDAY AT 8 P.M.
8th WEEK: VIETNAM (April 6th)
Tuesday:   
O’Brien, Tim. The Things They Carried. “The things they carried” and “How to tell a true war story.” (On Angel)
Thursday:
Winter Soldier Collective. Winter Soldier (1972). (Sequences screened in class)
9th WEEK: THE CAMBODIAN GENOCIDE (April 13th)
Tuesday:
Kiernan, Ben. “The Cambodian Genocide-1975-1979.” (in Totten 339-373 on Angel)
Thursday:
Williams, Paul. “Witnessing Genocide: Vigilance and Remembrance at Tuol Sleng and Choeung Ek.” (on Angel)
10th WEEK: LATIN AMERICA AND THE CONDOR PLAN (April 20th)
Tuesday:
Alicia Partnoy. The Little School: Tales of Disappearance and Survival. pp 1-73 (Available at the bookstore)
Thursday:
Alicia Partnoy. The Little School: Tales of Disappearance and Survival. pp 73-136 (Available at the bookstore)
11th WEEK: LATIN AMERICA AND THE CONDOR PLAN CONTINUED (April 27th)
Tuesday:
Danner, Mark. The Massacre at El Mozote: A Parable of the Cold War. (on reserve in Ikeda library)
Thursday:
Gallagher, Hugh Gregory. “Holocaust: The Genocide of Disabled Peoples.” (in Totten, pp 205-271 on Angel)
Rees, Laurence. Auschwitz: Inside the Nazi state. (Sequence screened in class, on reserve in Ikeda library)
THIRD DISCUSSION FORUM: RESPONSES DUE BY SUNDAY AT 8 P.M.
12th WEEK: RWANDA AND THE GENOCIDE THAT COULD HAVE BEEN STOPPED (May 4th)
Tuesday:
Greg Barker, dir. The Ghosts of Rwanda (documentary film screened in class)
Pillay, Sukanya. “Video as Evidence” in Sam Gregory’s Video for Change: A Guide for Advocacy and Activism. (on Angel)
Thursday:
Gourevitch, Philip. “The Life After: Fifteen years after the genocide in Rwanda, the reconciliation defies expectations.” (on Angel)
13th  WEEK: WAR AND GENOCIDE IN FORMER YUGOSLAVIA (May 11th)
Tuesday:
Koff, Clea. The Bone Woman: A Forensic Anthropologist’s Search for Truth in the Mass Graves of Rwanda, Bosnia, Croatia, and Kosovo. pp. 1-79 (in the Bookstore)
Thursday:
Koff, Clea. The Bone Woman: A Forensic Anthropologist’s Search for Truth in the Mass Graves of Rwanda, Bosnia, Croatia, and Kosovo. pp. 79-157 (in the Bookstore)
War Photographer (sequence  screened in class)
Sontag, Susan. “Looking at war: Photography’s view of devastation and death.” (on Angel)
Wilkinson, Alec. “Picturing Auschwitz: What does a recently found photo album reveal.” (on Angel)
Special seminar discussion with Professor Ryan Caldwell
EXTRA READINGS
Claude, Richard Pierre and Burns H. Weston. Human Rights in the World Community: Issues and Action. Chapter Five. (on Angel, suggested reading).
Evans, Gareth. “Mobilizing Political Will.” (on Angel, pp 223-241)
Evans, Gareth. “After the Crisis: The Responsibility to Rebuild.” (on Angel, pp 148-174)
Swanson Goldberg, Elizabeth. Beyond Terror: Gender, Narrative, Human Rights. Introduction and Chapter 5. (on Angel)

Bibliography 


Amery, Jean. At The Mind’s Limits: Contemplations by a Survivor on Auschwitz and its Realities. Indiana University Press, 2009.

Balakian, Peter. Black Dog of Fate: A Memoir. Basic Books, 2009.

Charny, Israel W. Worksheet for Describing and Categorizing a Genocidal Event: A New Tool for Assembling More Objective Data and Classifying Events of Mass Killing. Social Sciences, 2016. 5(3), 31.

Claude, Richard Pierre and Burns H. Weston. Human Rights in the World Community: Issues and Action. University of Pennsylvania, 2006.

Evans, Gareth. “The Problem: The Recurring Nightmare of Mass Atrocities.” The Responsibility to Protect – Ending Mass Atrocity Crimes Once and for All. Washington DC: Brookings Institution Press, 2008. 11-30. Print.

Gregory, Sam, et al. Video for Change: A Guide For Advocacy and Activism. Pluto Press, 2010.

Gourevitch, Philip. “The Life After: Fifteen years after the genocide in Rwanda, the reconciliation defies expectations.” New Yorker, May 4, 2009. 36-49.

Haynes, Stephen R. “Holocaust Education at American Colleges and Universities: A Report on the

Current Situation.” Holocaust and Genocide Studies, (12)2, 1 October 1998. 282–307. Web.

Kafka, Franz. The Penal Colony. CreateSpace Independent Publishing Platform, 2014.

Lanzmann, Claude. Shoah: An Oral History of the Holocaust. New York, NY, U.S.A.: Knopf Publishing Group, 1985.

O’Brien, Tim. The Things They Carried. Mariner Books, 2009.

Orgeron, Marsha. “Liberating Images?: Samuel Fuller’s Film of Falkenau Concentration Camp. Film Quart, (60)2, Winter 2006. 38-47. Web.

Partnoy, Alicia. The Little School: Tales of Disappearance and Survival in Argentina. Cleis Press, 1998.

Power, Samantha. A Problem from Hell: America and the Age of Genocide. Brilliance Audio, 2012.

Sebald, W.E. The Natural History of Destruction. Notting Hill Editions, 2012.

Sontag, Susan. “Looking at war: Photography’s view of devastation and death.” New Yorker, December 9, 2002. Web.

Stier, Baruch Oren. “Different Trains: Holocaust artifacts and the Ideologies of Remembrance.” Holocaust and Genocide Studies, (19) 1, 1 March 2005. 81–106. Web.

Swanson Goldberg, Elizabeth. Beyond Terror: Gender, Narrative, Human Rights. Rutgers University Press, 2007.

Tusa and Tusa. The Nuremberg Trials. Skyhorse Publishing, 2010.

Totten, S., et al. Century of Genocide: Critical Essays and Eyewitness Accounts. Routledge, 2004.

Williams, Paul. “Witnessing Genocide: Vigilance and Remembrance at Tuol Sleng and Choeung Ek.” Holocaust and Genocide Studies, (18) 2, 1 January 2004. 234–254. Print.

Sustainability and Weatherization: Learning Cluster 2016

LEARNING CLUSTER 2016
 
Application for the Luis & Linda Nieves Learning Cluster Grant
 
LC Long Title:
Sustainable Housing and Weatherization in low-income housing in Buenos Aires, Argentina
LC Short Title:
Sustainability and Weatherization
Sponsoring Faculty:
Tomás F. Crowder -Taraborrelli,
Visiting Professor of Latin American Studies
 
Introduction
Once considered the Paris of Latin America due to its rich architectural history, Buenos Aires is now recognized for a dramatic surge of unregulated and unplanned suburban settlements. It is estimated that half a million families live in 864 slums in the metropolitan area. With an increasing population of economically disenfranchised citizens finding refuge in unregulated housing, Buenos Aires now faces the challenge of incorporating the illegal settlements into the city’s infrastructure to ensure their safety and livability.
Past Learning Cluster trips led by Professor Tomás Crowder-Taraborrelli have constructed environmentally sound dwellings in Buenos Aires, affording students the opportunity to apply sustainability research in a significant and contributive way.  To re-approach recent developments in Buenos Aires’ low-income housing crisis, 2016’s proposed Argentina Learning Cluster aims to complement the investigation of sustainable housing with specialized, hands-on weatherization training. This instruction would outfit students with the knowledge and skill set necessary to execute low-cost home improvements on site in Buenos Aires.      Participants of the Learning Cluster will collaborate directly with Dr. Nicolas Maggio, President of the Foro de Vivienda Social y Eficiencia Energética (FOVISEE)[1] and Weatherizers Without Borders (WWB)[2], to gain and implement their weatherization training.  Dr. Maggio will work in conjunction with the WWB to coordinate a four day trip to the city of Campana, where SUA and University of Buenos Aires (UBA) students will perform energy assessments and provide recommendations for participating low-income families. As Dr. Maggio explained in a 2014 weatherization interview, “the need for energy efficiency in existing housing becomes even more important for low-income families, as they end up paying more for energy and are subject to health and safety threats.”[3]
 
 
Timetable and Logistics
 
The Argentinian Weatherization Learning Cluster is inspired by three questions: first, what factors have contributed to making homes become unaffordable for most people in the world? Second, how can the Learning Cluster group diagnose the energy efficiency of unregulated homes and implement changes to improve their safety and economic viability? Third, how can sustainable practices explored in this Learning Cluster impact future generation?

The Argentinian Weatherization Learning Cluster will visit different neighborhoods in Buenos Aires to investigate the decisive historical, socioeconomic, and environmental factors that have shaped the urban identity of the city.  The Learning Cluster will compare traditionally wealthy neighborhoods like Barrio Norte, working class neighborhoods like La Boca, and transitioning neighborhoods like Palermo Soho and Puerto Madero, as well as the controversial Villa 31 slum. Students will also revisit the two dwellings built by previous Learning Clusters and meet with plastic artist Pablo Salvadó to participate in an intensive adobe construction workshop and discussion.[4]

[1] “The FOVISEE (Housing Forum, Sustainability and Energy)
is a foundation that works on the issues of housing, energy and poverty in order to promote energy efficiency. The Forum creates projects applied for energy efficiency in housing, produces opportunities for dialogue and exchange on these issues, and seeks to raise awareness in society about the importance of energy efficiency in housing in general and social housing in particular. “ http://www.fovisee.com/index.php?option=com_content&view=article&id=106&Itemid=111
[2] “WWB fights energy inefficiency and energy poverty, improving the health, safety comfort, and economy of families across the globe.” http://www.weatherizers.org/joomla/about-us
[3] http://www.zoominfo.com/p/Nicolas-Maggio/1755126040
[4] *For more information about the previous sustainable housing projects, please visit our Learning Cluster websites: http://learningcluster-argentina2013.blogspot.com/



 

The training is broken into three components:
1) Pre-training
2) Training
3) Field mentoring in Campana. 
The first component of training will occur in Buenos Aires and consist of three days of weatherization instruction, encompassing topics such as Energy Auditing and Retrofitting of dwellings. WWB will provide intensive classroom, hands-on field mentoring and online training to students, including Retrofit Installer Technician, HVAC Fundamentals and Energy Auditor.
 The second component of training will entail three days of classroom and field training with weatherization equipment and WWB mentors.
 The third component of training will apply weatherization knowledge to the geographic location of Campana. Students will gather information about health, safety issues within a home, quality of life, energy, and environmental impacts.
During the Learning Cluster, students will form teams according to their interests. These teams will be coordinated by Professor Crowder-Taraborrelli and Dr. Maggio and include:
* A design team (which will consider the structural styles of homes and buildings)
* A budget team (which will calculate costs for purchasing equipment and materials)
*An environmental and services team (which will assess the resources available in the area)
* A building team (which will coordinate the field work)
Over the course of the Learning Cluster, students will create a fifteen to twenty minute documentary film to be presented at the Learning Cluster Fair.  The short documentary will educate SUA students about the practical, structural, and societal effects of sustainable living, as well as demonstrating the positive effects of weatherization on low-income families in Buenos Aires. In the end, the goal is to shed light on the benefits of weatherization and its potential international significance regarding impoverished areas on a global scale.
 
Course Objectives
1. Gain a deeper understanding of the significance of sustainable living where environmentally stable housing and financial security is under threat.
2. Research the process and practice of sustainable construction and weatherization.
3. Critically analyze the contrasting architectural styles as well as the use of materials among affluent and impoverished communities.
4. Create meaningful relationships between the group and organizations in Argentina dedicated to building sustainable homes and weatherizing homes.
5. Facilitate discussions that encourage social change through community activism.
 
 
Learning Outcomes
 
Team building; experience hands on learning; production of a short- documentary film.
As the universal movement for sustainable living collects momentum, the students of this Learning Cluster will have a much more expansive and tangible understanding of what it takes to bring the theory of sustainable living into practice. By visiting and exploring wealthy and poor neighborhoods alike, students will gain knowledge of both the materials and resources that have been utilized, in a highly contrasting way, to create the city of Buenos Aires. Students will aspire to achieve the following learning outcomes in a variety of ways:
Develop students’ habits of independent inquiry and study: Prior to leaving for Argentina, all students will form research teams and present their findings to the rest of the class. The documentary aspect of the project in Argentina will provide another avenue for independent growth, as students will be able to develop their own questions. These questions will be asked in interviews to provide professional intel on sustainable living and the weatherization process. Above all, the film will organize visual material to complement the pedagogical objectives of the Learning Cluster.
Engender analytical and investigative skills in order to apply them to a specific problem or question: During the first days in Argentina, students will develop questions and expectations based both on their own research as well as research presented by their classmates. Once questions have been developed, research and firsthand experience will be combined in order to bridge the gap between theory and practice.
Enhance the ability to work collaboratively: Students will be working together to organize the trip, develop the documentary interviews, divide the subject matter, and create a cohesive final project.  They will also have to develop a steadfast work ethic to include all team members, both domestic and international, who will be collaborating and contributing to the success of the project.  The experience in its entirety will require students to depend on each other’s skills, including Spanish speaking abilities, different cultural understandings, and creative writing talents.
Foster a contributive ethic by working on issues that have a larger social significance or meaning: The creation of sustainable housing immediately benefits the community and environment. In addition, it provides people who cannot afford the standard industrialized corporate approach to building with a beneficial alternative. Furthermore, we will spread this knowledge of the feasibility of this type of sustainable living and weatherization through our documentary.
Prepare students for their roles as engaged global citizens:  Through personal encounters, new experiences, hands on creation, community collaboration, and inquiry into government regulations, critical evaluation of materials and resources, and an overall objective of contributing to the sustainability of humanity, this experience in Argentina will help deepen the understanding of what it means to be a global citizen.
Impact on SUA Community

Upon return, students from this Learning Cluster will attempt to impact the SUA community in an innovative manner that will shed light upon the environmental inquiries that are very much alive on-campus. Bringing awareness of our LC project to the SUA community will allow for a gradual shift in the way our generation perceives sustainable living in the United States, and especially, in Orange County. Understanding, for instance, the implications of renewable and solar energy will help SUA students realize that we each have the capacity to push the “eco-friendly–go green” movement even further. This will instill a sense of pride in our students to contribute to the global community on an exceedingly prudent and moral level.
SUA takes great pride in the Language and Culture Program. A majority of our LC class is studying the Spanish language. By traveling to Argentina to experience the culture and life in Latin America, we can share our discoveries and challenges in working in another language with fellow students back home. We envision that this LC’s travel component will empower others to better their language skills and cultural literacy by immersing themselves in a Latin American culture.
Finally, the meaning behind the word “Soka”—to create value—is also tied into our LC’s belief that through the creation of sustainable living spaces, we can create value on our own. A home is one of the most quintessential parts of being human. Humans need shelter, and creating a home can both accomplish that goal and represent part of the human identity within society. By collaborating together as a team to build sustainable living space through weatherization, we hope to re-define what value means within a home. A home cannot simply be a composition of nails, wood and paint–it needs to be a practical structure that will promote sustainable living options. Therefore, we believe that giving, instead of taking, is what matters most in this paradigm for sustainable dwellings. We feel that such a message will resonate with the SUA community. Can value be created within a home? Why is it important to give back? These are some of the working questions that define our Learning Cluster.
 
Significance of Fieldwork and Location
While abroad, this Learning Cluster will study the architectural history of Buenos Aires, and construct a true model of sustainable architecture. As sustainable architecture is still in its infancy, contributing to a fully self-sustaining housing project is a rare opportunity that can influence the current perception and future of sustainable eco-housing.

          Buenos Aires is the heart and spirit of Argentina, and the focus of this LC. Touring the city and buildings in Argentina is vital in this critical study to decipher the distinct differences between communities within the city. More developed areas of the city are already retrofitted with some of the weatherization methods that have yet to reach the more underprivileged nearby communities. Studying urban development in Buenos Aires, Argentina allows us to understand the potential role of sustainable housing in nearby communities.

      The opportunity given to the students to travel to Argentina will profoundly affect the way in which these students comprehend the rapidly growing slums at a time in which an unstable and unforgiving economy exists for all. They are found in rural areas and as well as in populous cities such as in Buenos Aires. According to July 2004 estimates, there are about 640 precarious neighborhoods in suburban Buenos Aires, comprising of 690,000 residents and 111,000 households. The population of the villas miseria in the city of Buenos Aires property doubled during the 1990s, reaching about 120,000 as of 2005, which is continuously growing today. Many of these houses were built with no regards to sustainability and do not meet modern weatherization standards. Today over half a million residents live in these slums. These statistics show how important it is to study the reasons behind not only how both slums, such as “neighborhoods of misery” and cities are built and where they are located, but also of laying the foundation for the reasons why they exist and how weatherization can improve the lives of their residents.
 
 
Lodging
 
In Buenos Aires, the students will be staying at a local hostel, Borges Design Hostel, located in Palermo Soho, Buenos Aires. Situated in the heart of the city, the Borges Hostel has modern interior within a classic 1920s-era building structure. Each room contains a bathroom, TV, patio, and kitchen for possible meal preparations. The Borges Design Hostel is close to transportation and is in one of the safest neighborhoods.

Contact e-mail address: info@bdhostel.com
Contact phone number: 54. 11. 4777. 8174
Official website:
www.bdhostel.com


Transportation

This LC is planning to leave the United States from Los Angeles International Airport (LAX) on Friday, January 15th and arrive at Ezeiza Airport in Buenos Aires on Saturday January 16th. The students will then take 4 taxis to the Borges Design Hostel. Due to the immense size of the city, during the stay in Buenos Aires, the students take public transportation colectivos (buses) and a private shuttle to complete the fieldwork in Campana.

Itinerary, course reading and activities

Dates: Monday, January 11th to February 3rd 2016

Week 1

Monday Jan. 11:
ON-CAMPUS
10AM- 12PM: Review syllabus with the class and course/objective overview. Form groups. Assign group and/or individual research based questions and topics for course.

Discuss readings: Rock, Chapters 8 and 9, Sernau Chapter 10 (Social Inequality), and Bird/Hernandez.

Screening: Garbage Warrior.
1PM-3PM: First day of online weatherization training

Tuesday Jan 12:
ON-CAMPUS
10AM-12PM: Overview of history of urban development in Buenos Aires, Argentina since the 1970’s.

Discuss Readings: Wilson, Part 1 and 3 and Carns. Overview of sustainable housing in/around Buenos Aires, Argentina

1PM-3PM: Second day of online weatherization training.

Wednesday Jan 13:
ON-CAMPUS
10AM-12PM: Screening: Las manos, el barro, la casa

http://vimeo.com/42583876 and Earthship-Britanny Groundhouse
http://www.youtube.com/watch?v=krWgtnJRAUg&feature=related. Discuss documentary and implications.
Discuss readings: Carns, Chapter 7 and Sanchez Chapter 1. Form teams.
1PM-3PM: Third day of online weatherization training.
Screening: Edwards Aliso Viejo This Changes Everything

Thursday Jan 14:
ON-CAMPUS
10AM-12PM: Discuss readings: Phillips, Chapter 14 and 16. Minke, Chapter 2 and 3, Fryer Chapters 4 and 5.
1PM-3PM: Fourth day of weatherization online training.
Friday Jan 15:
No Class

Saturday Jan 16:
No Class
Sunday Jan 17:
No Class
Week 2
Mon Jan 18:
Travel Day
Departing Soka at 9 a.m.

Flight departs LAX  at 1p.m.

Tues Jan 19:
ARRIVE IN BUENOS AIRES, ARGENTINA

HOSTEL
Arrival time: 10:40 a.m.
1PM: Meet at Tomas’ apartment:  Teams discuss reading according to their team topic and assignment while eating lunch.
Water, discuss reading: Ludwig, Chapter 7 and Dahlhausen. Schroder, Ogletree, Chapters 2, 3, 4, 5.
2PM-3PM: Meet with Nicolas Maggio from FOVISEE collaborating institution. Conduct short interview to better understand housing development and weatherization in Buenos Aires.
5PM: Dinner
7PM: Daily Reflection on Angel. Dinner with plastic artist Pablo Salvadó to discuss techniques of adobe construction.

Wednesday Jan 20:
CLASSROOM FOVISEE
7 AM: Breakfast
8AM-1 PM: Sociological perspective for the study of housing, energy and sustainability

City, housing, energy, sustainability in Buenos Aires. The social factor of energy efficiency in buildings. The case of low income housing. Research methodologies in housing, energy and sustainability
1 PM: Lunch
2 PM: Return to hostel.
5PM: Discuss reading: Hunter Chapter 4.
7PM: Dinner
8PM: Daily Reflection on Angel. Teams meet to discuss progress of earth building.

Thursday Jan 21:

CLASSROOM FOVISEE
7AM: Breakfast.
8AM-1 PM:
Explaining the broad gap between theory and practice. Weatherization in Buenos Aires.
1 PM: Lunch
2 PM: Return to hostel.
7PM: Dinner
8PM: Daily Reflection on Angel. Teams meet to discuss progress of earth building.

Friday January 22:
ON-SITE
8AM: Departure to Campana.

10AM: Arrive at location. Real homes Energy and Sustainability Auditing. Participation in real weatherization work. Filming and interviews with families. Measuring results of the performed retrofits.
1PM: Lunch
2PM: Return to city
7PM: Dinner
8PM: Daily Reflection on Angel.

Saturday January 23:

ON-SITE
8 AM: Departure to Campana
10AM: Arrive at location. Real homes Energy and Sustainability Auditing. Participation in real weatherization work. Filming and interviews with families. Measuring results of the performed retrofits.
1 PM: Lunch

2 PM: Return to city
5PM: Return to hostel
6PM: Dinner
8PM: Work on short documentary film about weatherization and sustainability.

Sunday January 24:

ON-SITE
8 AM: Departure to Campana
10AM: Arrive at location. Real homes Energy and Sustainability Auditing. Participation in real weatherization work. Filming and interviews with families. Measuring results of the performed retrofits.
1 PM: Lunch

2 PM: Return to city
5PM: Return to hostel
6PM: Dinner
8PM: Work on short documentary film about weatherization and sustainability..

Week 3

Monday January 25:
ON-SITE
8 AM: Departure to Campana

10AM: Arrive at location. Real homes Energy and Sustainability Auditing. Participation in real weatherization work. Filming and interviews with families. Measuring results of the performed retrofits.
1 PM: Lunch
2 PM: Return to city
5PM: Return to hostel
6PM: Dinner
8PM: Work on short documentary film about weatherization and sustainability.

Tuesday January 26:
ON-SITE
8 AM: Departure to Campana
10AM: Arrive at location. Real homes Energy and Sustainability Auditing. Participation in real weatherization work. Filming and interviews with families. Measuring results of the performed retrofits.
1 PM: Lunch
2 PM: Return to city
5PM: Return to hostel
6PM: Dinner
8PM: Work on short documentary film about weatherization and sustainability.
.

Wednesday January 27:
9:00 AM: Processing information and video from WWB-Soka experience. Preparation of presentations for the LC and Weatherizers Without Border’s Summit (in Pauling). 
Open day
Thursday January 28:
EN-ROUTE
Depart from hostel for airport at 6 p.m.
Departs EZE airport at 10 p.m.

Friday January 29:
Arrives at LAX at 11:10 a.m.
ON-CAMPUS
1P.M.-3 P.M.: Continue to edit and work on film material.

Week 4

Monday February 1:

ON-CAMPUS
10AM-12PM: Finalize any film editing needed.
1PM-3PM: Film finalizing continued.

Tuesday February 2:
ON-CAMPUS
10-12AM: Meet to discuss and launch our short film on YouTube.
1-3PM: Discuss our Learning Cluster Fair Presentation. (TBA)

Wednesday February 3:
10 AM-2 P.M. : Learning Cluster Fair

2:30-4:00 Presentation at Soka University of America in Pauling 216.

End of Winter Block


*We will be filming throughout our Learning Cluster. The objective is to create a short film documentary (15-20 min) about our group and individual studies on Urban Development, Architecture, Sustainable Housing and Weatherization in Buenos Aires, Argentina.
*Students will submit photo essays, personal essays, and possibly more material about their experiences with building, their time spent in the city, and the economic, social, and environmental issues they study.

Collaborating Institutions

FOVISEE
* below is a statement from the non-profit organization
The founders of FOVISEE are a group of professionals sharing a strong commitment towards the improvement of our society. For over 10 years we have worked on the design and implementation of programs on access to energy in low income communities.
The context which inspired us is one of a developing country, where large numbers of the population live under the line of poverty, where the social policies agenda targeted at these people does not include sustainability or energy efficiency topics. The Argentine state builds annually around 36,000 new social housing units, where construction is based on living space needs and reduced budget not including energy efficiency criteria, so it yearly adds thousands of homes that will waste energy for decades and lessen families’ comfort.
To make up for the lack of experience, we built and measured new energy efficient affordable housing model units, and designed, applied and measured rehabilitation models. Determined to influence public policies, we base our work on feasibility; and believe that the most definitive way of assessing it is actually carrying out applied field projects. During our experience we attempted to carry out several ideas with unsuccessful results, where the lessons were all the more valuable than with successful cases: it has helped us rule out ideas that were impracticable, too costly, complicated, or fragile; and also helped us work on ideas that were originally flawed, but could be improved.
FOVISEE does not charge for its services. Sponsorships and donations from businesses and individuals are the foundation’s financial sources. But above everything, the specificity of the Forum is to gather different institutions that contribute to the projects with human, technical and financial resources. The main partners from the beginning of the Forum are:
CIHE (Center of Research on Habitat and Energy), Architecture Faculty, University of Buenos Aires: Professional advising.
DRS-UTN (Social Responsibility Department, National Technological University): Human resources and logistics support.
INTI (National Institute of Industrial Technology): Institutional support and professional advising.
Edenor (largest electrical distributor of Argentina): Financial, logistical and human resources support.
TECHO
As mentioned in the itinerary, this Learning Cluster will meet with representatives of this non-profit organization to discuss the implications of sustainable housing for impoverished communities. Students will conduct a short interview to gain clarity on urban development policies in inner-city neighborhoods where most Techo volunteers work to improve the quality of life for members of each area. This organization maintains an exceptional standard that coincides with the objectives of the course.

* below is a statement from the non-profit organization

TECHO pursues three strategic objectives: (1) The promotion of community development in slums, through a process of community strengthening that promotes representative & validated leadership, drives the organization and participation of thousands of families living in slums to generate solutions of their own problems. (2) Fostering social awareness and action, with special emphasis on generating critical and determined volunteers working next to the families living in slums while involving different actors of society. (3) Political advocacy that promotes necessary structural changes to ensure that poverty does not continue reproducing, and that it begins to decrease rapidly.

Vision: A fair and poverty free society, where everyone has the opportunities needed to develop their capacities and fully exercise their rights

Mission: Work Tirelessly to overcome extreme poverty in slums, through training and joint action of families and youth volunteers. Furthermore, to promote community development, denouncing the situation in which the most excluded communities live. And lastly, to advocate for social policies with other actors in society.

Asociación Guardianes del Ambiente (A.Gu.A)
* below is a statement from the non-profit organization

The Asociación Guardianes del Ambiente (A.Gu.A) is a non-profit organization that has as a mission the development of the “sense of initiative” to create the tools to preserve environmental harmony through formal and informal education. A. Gu. A was founded by professors and students of the Instituto Pizzurno de Enseñanza Integral, Nivel ESB and Polimodal. It organizes international and national gatherings, lectures, workshops and and seminars to promote the sense of responsability towards the environment. A. Gu. A has became an space of training, exchange, and reflection between Educational Institutions and their students to foster the action of youth in the political decisions of sustainability in Argentina.

Person in charge: Gustavo Horacio Vera
Contact: caretakers@fullzero.com.ar / ipei@teletel.com.ar

Through this organization, we would be able to meet with students to establish dialogue about our projects and exchange ideas.

Learning Cluster Budget
January 15th to January 31st 2016

Health and Safety

*For the following reasons, Buenos Aires is considered to be a relatively safe place to stay.

1. Health

Buenos Aires has a temperate climate that ranges from subtropical in the north and sub polar down south. During the month of January, we will be experiencing an Argentine Summer, which turns out to be relatively hot with high moisture readings. The Center for Disease Control states that Malaria should not be a concern since Buenos Aires is an urban center. It does, however, recommend for travelers to have their vaccines up to date, which will be required of all students in the group.

2. The Popularity of the Destination

According to the World Travel & Tourism Council, Buenos Aires is the second most desirable city to visit. This suggests that Buenos Aires is as safe as any other major urban hub.

3. Safety Rules and Guidelines

The students will always be required to remain in groups of 2-3 people at all times. It is recommended that all members of the core group be informed when a small group separates. It is also important that a fluent Spanish speaker be assigned to each smaller group at all times. The students will be oriented on safe practices for a major city of this type but are also expected to exercise common sense.

 

Language

The official spoken language in Buenos Aires, Argentina is Spanish. The sponsoring faculty, Professor Tomas Crowder-Taraborrelli, is a native Argentine, fluent in both English and Spanish. Three of the students in this Learning Cluster group are native Spanish speakers, 2 other students are fluent and about 3 are capable of understanding and communicating back fairly well.


Accompanying Faculty

Tomás Crowder-Taraborrelli, Visiting Assistant Professor of Latin American Studies,
will be the accompanying faculty. He led two successful Learning Clusters to Brazil (2010), San Diego/Tijuana (2011), and Argentina (2012, 213, 214). All class meetings will be held in an apartment in Buenos Aires outfitted with AV equipment.


Bibliography

Bird, Stephen, and Diana Hernandez. “Policy Options for the Split Incentive: Increasing Energy Efficiency for Low-income Renters.” Elsevier 48.2012 (2012): 506-14. ScienceDirect. Web. 7 Oct. 2015.

Brown, Marilyn A., Linda G. Berry, Laurence F. Kinney, Thomas C. Wilson, and Dennis L. White. “Ten Case Studies of Effective Weatherization.” Prairie Schooner 10.3 (1936): 235-36. Oak Ridge National Laboratory, Nov. 1993. Web. 9 Oct. 2015.

Carns, Ted. Off on Our Own: Living Off-Grid in Comfortable Independence: One Couple’s “Learn as We Go” Journey to Self-Reliance. N.p.: St. Lynn’s, 2011. Print.

Dahlhausen, Matthew, Mohammad Heidarinejad, and Jelena Srebric. “Building Energy Retrofits under Capital Constraints and Greenhouse Gas Pricing Scenarios.” Elsevier 107.2015(2015): 407-16. ScienceDirect. Web. 7 Oct. 2015..

“Developing Weatherization Programs In Argentina.” Developing Weatherization Programs In Argentina. Clean Energy Solutions Center, n.d. Web. 10 Oct. 2015.

Fryer, Julie. The Complete Guide to Water Storage: How to Use Gray Water and Rainwater Systems, Rain Barrels, Tanks, and Other Water Storage Techniques for Household and Emergency Use (Back to Basics Conserving). N.p.: Atlantic, 2011. Print.

Gintis, Herbert, and Bo Gustafsson. Markets and Democracy Participation, Accountability, Efficiency. Ed. Samuel Bowels. N.p.: Cambrige U, n.d. Print.

Hong, Tianzhen, Mary Ann Piette, Yixing Chen, Sang Hoon Lee, Sarah C. Taylor- Lange, Rongpeng Zhang, Kaiyu Sun, and Phillip Price. “Commercial Building Energy Saver: An Energy Retrofit Analysis Toolkit.” Elsevier 159.2015 (2015): 298-309. ScienceDirect. Web. 8 Oct. 2015. .

Hunter, Kaki, and Donald Kiffmeyer. Earthbag Building: The Tools, Tricks and Techniques (Natural Building Series). N.p.: New Society, 2004. Print.

Low, Setha M. Theorizing the City: The New Urban Anthropology Reader. N.p.: Rutgers UP, 1999. Print.

Ludwig, Art. Water Storage: Tanks, Cisterns, Aquifers, and Ponds for Domestic Supply, Fire and Emergency Use–Includes How to Make Ferrocement Water Tanks. N.p.: Oasis Design, 2005. Print.

Minke, Gernot. Building with Earth: Design and Technology of a Sustainable Architecture. 2nd ed. N.p.: Birkhäuser Architecture, 2009. Print.

Morley, Rebecca, Angela Mickalide, and Karin A. Mack. Healthy & Safe Homes: Research, Practice, & Policy. Washington, DC: American Public Health Association, 2011. Print.

“National Retrospective Evaluation of the Weatherization Assistance Program.” Overview. N.p., n.d. Web. 10 Oct. 2015.

Noris, Federico, William W. Delp, Kimberly Vermeer, Gary Adamkiewicz, Brett C. Singer, and William J. Fisk. “Protocol for Maximizing Energy Savings and Indoor Environmental Quality Improvements When Retrofitting Apartments.” Elsevier 61.2013 (2013): 378-86. ScienceDirect. Web. 7 Oct. 2015.

Phillips, E. Barabara. City Lights: Urban-Suburban Life in the Global Society. N.p.: Oxford UP, 2009. Print.

Rock, David. Argentina, 1516-1987: From Spanish Colonization to Alfonsín. N.p.: University of California Press, 1987. Print.

Roy, Rob. Earth-Sheltered Houses: How to Build an Affordable Home. N.p.: New Society, 2006. Print.

Sanchez, Laura, and Alex Sanchez. Adobe Houses for Today: Flexible Plans for Your Adobe Home. N.p.: Sunstone, 2008. Print.

Schroder, Lisa, and Vince Ogletree. Adobe Homes for All Climates: Simple, Affordable, and Earthquake-Resistant Natural Building Techniques. N.p.: Chelsea Green, 2010. Print.

Scott, William, and Stephen Gough. Sustainable Development and Learning: Framing the Issues. London: RoutledgeFalmer, 2003. Print.

Sernau, Scott R. Social Inequality in a Global Age. Third ed. N.p.: Sage, 2010. Print.

Steubing, Jacob Wayne. “Measuring the Efficacy of Low-Income Residential Sustainability Interventions.” (2011): n. pag. Web. 9 Oct. 2015.

Walton, Kim C. “Renewable Energy for Low Income Clients: Benefits Beyond the Money.” Elsevier 57.826-833 (2014): 826-33. ScienceDirect. Web. 10 Oct. 2015.

“Weatherization Guide for Older & Historic Buildings – National Trust for Historic Preservation.” Preservationnation.org. National Trust for Historic Preservation, n.d. Web. 10 Oct. 2015.

“What Is Weatherization.” What Is Weatherization. Office of Energy Efficiency & Renewable Energy, 2 Feb. 2002. Web. 10 Oct. 2015.

White-Newsome, Jalonne L., Brisa N. Sanchez, Olivier Jolliet, Zhenzhen Zhang, Edith A. Parker, J. Timothy Dvonch, and Marie S. O’Neill. “Climate Change and Health: Indoor Heat Exposure in Vulnerable Populations.” Elsevier 112.2012 (2011): 20-27. ScienceDirect. Web. 10 Oct. 2015.

Wilson, Jason. Buenos Aires: A Cultural History. N.p.: Interlink, 1999. Print.

Latin American Literature

Tomás F. Crowder-Taraborrelli
Office, office hours: Maathai 414, Mondays and Fridays 3:00- 4:00 p.m.
Class Website 
LATIN AMERICAN LITERATURE
This course is a survey of twentieth-century Latin American literature. The fact that many of these readings are grouped under this category reveals that we have a need to organize knowledge in a way that is industrious and geopolitically convenient. Although it is undeniable that some of the authors featured in this course have found inspiration in each other’s writings and shared long conversations about national identity, cultural heritage, social reform and liberation, most of them carried on with their work in blissful remoteness.
To begin the study of Latin American literature is to enter a universe of literary innovation, cultural critique, philosophical ruminations, jealously, and the often eluding quest to establish a continental movement to amend the painful legacies of colonialism, racism and underdevelopment. Jorge Volpi, one of the writers included in the reading list for the course, recently wrote:
What do we, Latin Americans, share in exclusivity? More of the same: a language, catholic traditions, Roman law, a few customs of an uncertain indigenous or African origin, and the resentment, now turned into jokes, against Spain and the United States? Is that all? After two centuries of independence, is that all? Seriously?
The literary works I’ve selected for this course make great demands both on readers and scholars. They demand open-mindedness, passionate reflection and the luxury to continue exploring the historical allusions made in these narratives after the course is over. In the last decades, an analytical dialogue has deepened the study of literary texts with writings from multiple disciplines: sociology, psychology, history, philosophy, and art history just to name a few. Academics often refer to these often-interdisciplinary texts as “theory”. I have included several influential “theoretical” texts in our reading list in an attempt to show you the pleasures and pains of “applying” what could appear to be “esoteric” formulations to the interpretation of literature.
A main motivation in this course is to attempt to answer Volpi’s open-ended question (quoted above). I hope that during our classroom discussions will be the beginning of an educated response to his insolent query.
REQUIRED BOOKS
I recommend you purchase your books on Powell’s books website http://www.powells.com right after you read this syllabus! Please purchase the same editions I have listed. Keep in mind that you must attend class with your personal copy of the books not a digital version in your computer (when possible). If readings are posted on Brightspace, please bring a hard copy to class.
     
Aira, Cesar. How I Became a Nun. New York: New Directions, 2007 (optional).
Arlt, Roberto. Mad Toy. Transl. McKay Aynesworth. Durham: Duke University Press, 2002 [electronic version
available from Ikeda Library].
Bellatín, Mario. Beauty Salon. San Francisco: City Lights Books, 2009 (required text).
Bolaño, Roberto. Distant Star. New York: New Directions, 2004 (required text).
Carpentier, Alejo. The Kingdom of This World. New York: Farrar, Straus and Giroux, 2006 (required text).
Lemebel, Pedro. My Tender Matador: A Novel. New York: Groove Press, 2004 (required text).
Lispector, Clarice. The Hour of the Star. New York: New Directions Books, 1992 (Sixth       Printing) (required text).
Pacheco, Jose Emilio. Battles in the Desert & Other Stories. New York: New Directions, 1987 (required text).
Schwelbin, Samantha. Birds In The Mouth. Electric Literature, 2012 (kindle edition on Amazon, optional)
Zamba, Alejandro. Bonsai. First Melville House Printing: October, 2008 (required text).
LEARNING OBJECTIVES
• To understand some of the key literary figures and movements in Latin American literature
• Learn to read closely short-stories, poems, novels and literary criticism essays
• Gain knowledge about historical events that shaped the continent’s literary movements and the life of some of their key authors
• Analyze a literary text through the lens of philosophical or critical theory essays
• Write short academic essays about literature
COURSE REQUIREMENTS
• Journals (25%)
The purpose of the journals is to help generate ideas and to give the students an informal arena in which to state reactions to the works they read, to record initial explications of key passages, and most importantly, to help students think about the work in relation to other works discussed in the course. I will check the journals periodically.
• 2 Papers (25%)
Two 5-6-page essays with research (secondary sources) focusing on a poem, essay or work of fiction we have discussed in class.
• Class presentation (30%)
Presentations should cover literary criticism, or an article regarding an author, his or her work, or a particular aspect of the development of Latin American literature in the twentieth century- 10 minutes in length
• Class participation and attendance (20%)
• Unannounced quizzes may be given to insure the class is reading the assigned material 
WEEK 1:  February 9th and 11th
 Introduction to Latin American Literature and Literary Criticism
Tuesday: Introduction to the Course. Williams, Raymond. Marxism and Literature, “Culture”, “Literature”, “Creative Practice” (Brightspace).
Wednesday: Carlos Velázquez, La marrana negra de la literatura rosa. Translated by Jake Edelstein (Soka alumni).
WEEK 2: February 16th and 18th
Latin American surrealism and historicism
Tuesday: Miguel Angel Asturias, Legends of Guatemala. “Legend of La Tatuana” (on Brightspace).
Thursday: (cont.) Roberto Fernández Retamar, Calibán and Other Essays, “Calibán: Notes Toward a Discussion of Culture in Our America” (on Brightspace)
WEEK 3: February 23rd and 25th
Modernism
Tuesday: Roberto Arlt: Mad Toy, translated by Michelle Aynesworth (electronic copy available through the library) 1-85.
Thursday: Roberto Arlt: Mad Toy, translated by Michelle Aynesworth (electronic copy available through the library) 85-170.
WEEK 4: March 1st and 3rd
A Caribbean master
Tuesday: Alejo Carpentier. The Kingdom of This World. Part One (1-90)
Thursday: Alejo Carpentier. The Kingdom of This World. Part Two (91-180) .Terry Eagleton, “Political Criticism” (on Brightspace)
WEEK 5: March 8th and 10th
A paper revolution- the literary avant-garde
Tuesday: Jorge Luis Borges. Selected short stories (on Brightspace)
Thursday: Jorge Luis Borges. Selected short stories (cont.). Michelle Foucault. The Order of Things, “Preface” “Las Meninas” (on Brightspace)
WEEK 6: March 16th and 18th
SPRING BREAK!!
WEEK 7: March 22nd and 24th
Magical realism and the boom
Tuesday: Gabriel García Márquez, Strange Pilgrims, “Prologue”, “The Saint”, “Miss Forbe’s Summer of Happiness” (on Brightspace)
Thursday: Pablo Neruda, The Poetry of Pablo Neruda, “The Heights of Macchu Picchu” “America, I do not invoke your name in vain” “Canto General of Chile” (on Brightspace)
WEEK 8: March 29th and 31st
The fantastic
Tuesday: Todorov, The Fantastic, “Definition of the fantastic”, “The uncanny and the marvelous” (excerpt on Brightspace) Julio Cortázar, Selected short stories (on Brightspace): “House taken over,” “The distances,” “The Idol of the Cyclades” “Blow-up,” “Letter to a young girl in Paris.”
Thursday: Julio Cortázar, Selected short stories (on Brightspace).
WEEK 9: April 5th and 7th
Gender and sexuality
FIRST PAPER DUE ON THIS TUESDAY! (5 pages) Bring hard copy to class!
Tuesday: Rosario Ferré, The Youngest Doll, “The Youngest Doll” (on Brightspace).
Thursday: Clarice Lispector. The Hour of the Star.
FILM ON RESERVE TO BE VIEWED OVER THE WEEKEND: The Hour of the Star
WEEK 10: April 12th and 14th
Violence and sex
Tuesday: Alejandro Zambra, Bonsai. Reading marathon [location to be announced].
Thursday: Samantha Schwelbin. Birds in the Mouth (selection, kindle). Theodor W. Adorno, Prisms, “Cultural Criticsim and Society” (on Brightspace)
WEEK 11: April 19th and 21st
Love and death
Tuesday: Mario Bellatín. Beauty Salon.
Gaston Bachelard, The Poetics of Space, “The house, from cellar to garret. The significance of the hut” (on Brightspace)
Thursday:  Rodrigo Ray Rosa, Dust on her tongue, “Dust on her tongue”, “Privacy”, “The Burial” (on Brightspace)
Jorge Volpi, “Ars Poetica”, Mayra Montero “That man, Pollack” (on Brightspace)
WEEK 12: April 26th and 28th
Bolaño and literary, deadly, social clubs
Tuesday: Roberto Bolaño. Distant Star, part One.
Thursday: Roberto Bolaño, Distant Star, part Two.
WEEK 13: May 3rd and 5th
Short-stories
Tuesday: Pedro Lemebel. My Tender Matador. Part One
Thursday: Pedro Lemebel. My Tender Matador. Part Two.
WEEK 14: May 10th and 12th
Oral presentations if needed
SECOND PAPER IS DUE (6 pages, date to be announced!)

WEEK 15: FINALS WEEK! May 18th to May 24th

Bibliography 

Adorno, Theodor W. “Cultural Criticism and Society.” Prisms. MIT Press, 1981.

Asturias, Miguel Angel., and R. Kelly. Washbourne. “Legend of La Tatuana.” Legends of Guatemala = Leyendas de Guatemala. Latin American Literary Review Press, 2011.

Bachelard, Gaston, and M. Jolas. The poetics of space. Penguin Books, 2014.

Bellatin, Mario. Beauty Salon. City Lights Publisher, 2009.

Bolaño, Roberto. Distant star. Vintage, 2009.

Borges, Jorge Luis, and Pierre Macherey. Jorge Luis Borges. Freeland, 1978.

Carpentier, Alejo. The kingdom of this world. Macmillan, 2006. 1-180.

Lispector, Clarice. The Hour of the Star. New Directions, 1992.

Cortázar, Julio, and Paul Blackburn. Blow-up, and other stories. Pantheon Books, 2013.

Ferre, Rosario. The Youngest Doll. University of Nebraska Press, 1991.

Lemebel, Pedro. My tender matador. Grove Press, 2003.

Marquez, Gabriel Garcia. Strange Pilgrims. Vintage, 2006.

Neruda, Pablo, and Ilan Stavans. The poetry of Pablo Neruda. Farrar, Straus and Giroux, 2005.

Retamar, Roberto Fernández. Caliban and other essays. University of Minnesota Press, 2005. 1-170.

Rosa, Rodrigo Rey. Dust on her tongue. City Lights Books, 1992.

Schweblin, By: Samanta. “Birds in the Mouth.” PEN America, 18 Nov. 2011, pen.org/birds-in-the-mouth/.

Todorov, Tzvetan, and Richard Howard. The fantastic: a structural approach to a literary genre. Cornell Univ. Pr., 2007

Velázquez, Carlos. La marrana negra de la literatura rosa. Sexto Piso, 2013.

Williams, Raymond. Marxism and literature. Oxford University Press, 2009.

Zambra, Alejandro. Bonsai. Melville House, 2012.

Modes of Inquiry

SUA
T.C-T
Fall 2017
INQUIRY 100-03 (8055)
Office: Maathai 414. Office hours by appointment
Course meets Tuesdays and Thursdays 1:00 p.m. to 2:30 p.m. Gandhi 303B
Class Website
MODES Inquiry online

 
We must compel the “frozen circumstances to dance by singing to them their own melody”
Karl Marx, “Toward the Critique of Hegel’s Philosophy of Law”

This course examines the various ways of studying, knowing, and understanding information and experience.  Specifically, we will examine how knowledge is developed in different areas of study. 
Modes of Inquiry focuses on the AXIOMATIC (or formal deductive), PHILOSOPHICAL, HISTORICAL, OBSERVATIONAL (or empirical), IMAGINATIVE EXPRESSIVE, and INTERPRETIVE paradigms of discovery and understanding.  All parts of this course use modes of inquiry to explore selected topics and issues.
This course will help students approach the rest of the curriculum with a critical sense of the varying ways that knowledge and understanding are conceived and used by different disciplines.  When investigating problems and articulating insights, students will be able to choose among and combine different modes of inquiry.  Students will be able to understand the assumptions and limitations that underlie the various ways of inquiring used within disciplines, see that certain problems require using certain modes of inquiry, see that intellectual problems often require the use of many modes of inquiry, seeing the delineation and commonalities among the various modes of inquiry.
Course Objectives
Inquiry is the process of exploring questions.  Inquiry does not necessarily imply the finding of answers to those questions.  As we will discover, absolute answers, fact, or truth is elusive.  During the past two or three thousand years, humanity has developed a variety of different approaches to inquiry.  Some approaches are more suited to certain questions; some approaches are more suited to different questions.  These approaches have persisted and developed because they have been successful (to a greater or lesser extent) in fostering discovery and communication.  A person of broad education and intellectual breadth is distinguished by their ability to understand and use many different modes.
In this course, we will explore some important questions that humans have always asked. We will study SIX important modes or methods by which they have explored these questions.
1.    Axiomatic Inquiry:
This involves the method of argumentation, using inductive and deductive reasoning, logic, step by step reasoning and critical thinking. What counts as a good argument?  What is the format of an argument?
2.    Philosophic Inquiry:
This involves thinking about deep theoretical questions such as, What is reality? What is good? What is knowledge? What is reason? What are ethics?
3.    Observational/Scientific Inquiry:
This section deals with a presentation of some scientific paradigms and some critiques of science in general.  How do we come to understand the empirical world?  What is the substance of reality? What is the mechanism behind events? What can we observe? What can we measure?  Is objectivity possible?  What has been left out of the sciences?
4.    Historical Inquiry:
This section covers how we can look at history.  What happened in the past? How do we create the past?  What does the past have to do with how we view the world now?
5.    Interpretive/Social Scientific: 
This inquiry focuses on how it is that we view the world and “interpret” our experiences based on our perspectives in the social world.
6.    Imaginative Expressive:
This inquiry involves aesthetic contemplation of things such as art, beauty, and creativity, as well as new and contemporary paradigms for imagining the world.  Additionally, we will discuss what constitutes meaningfulness, and how to know what it looks like when it happens.
At the end of the course, you should have an understanding of the scope of human questioning, and the various ways in which people have tried to find answers to these questions.
LEARNING OUTCOMES
1.  To understand the assumptions that underlie the various modes of inquiry used within and across disciplines
2.  To understand that every mode of inquiry has its own strengths and limitations in the exploration of a given question or problem
3.  To be able to sustain a line of argument using one or more modes of inquiry
4.  To be able to articulate the commonalities and/or differences among various modes of inquiry
STUDENT  WORK
   Complete common readings and any additional readings assigned specifically to you. Take notes.  Come to class prepared to raise challenging questions about the readings. Question the interpretative authority of the authors and also of your classmates and professor.
   Attendance to films screening and participation after.
    Daily class reflections: You must buy a pack of flashcards and bring them with you to every class. At the end of each class period, I will give you 10 minutes to reflect on the reading/s and discussion. On your flashcards, please write down a few notes on the topic of discussion and/or transcribe one or two quotes from the readings (make sure you include first and last name of the author, title of the essay or book, and page number).
   Create and maintain a blog. On your blog, you will write comments about the readings, class discussions, screenings, small assignments or other pertinent materials. You will also be asked to compose a creative piece (short film, music composition, etc.). The blog should be a creative space to share your ideas with others. Feel free to upload videos, music, photographs and links.
   3 Short Papers
   Abstract and outline of your final presentation
   Final presentation of blog: Blogs should be formatted in such a way that allows for a presentation in the classroom or small auditorium. Prepare an annotated bibliography of 10 sources.Students must have at least one source from each mode of inquiry
   Final Paper
ABBREVIATIONS
CR    Common Readings- Every student needs to do the reading and prepare for
class discussion
ARS   Assigned Reading to 1 student: The student who is assigned the reading
must prepare a 10-minute presentation on the reading and prepare to
engage with other readings or films scheduled for that day.
BOOKS YOU NEED TO BUY
Shelley, M. 2003. Frankenstein.  London: Penguin Classics.
Butler, O. 1979. Kindred. Boston: Beacon Press.
SCHEDULE OF READINGS and ASSIGNMENTS
1st WEEK
Thursday, Sept. 7th
Levitin, Daniel J. The Organized Mind: Thinking Straight in the Age of Information Overload: “Organizing our homes: Where Things Can Start to Get Better.” (CR) 36 pgs
Harvey, David. “On Contradiction” “The Moving Contradictions: Technology, Work and Human Disposability”.  Seventeen contradictions and the end of Capitalism. (CR) 11 pgs.
Watts, Alan W. The Joyous Cosmology: Adventures in the Chemistry of Consciousness [selection, copy provided in class]. (AR) 3 pgs.
2nd Week
Tuesday, Sept. 12th
Freire, Paulo. “Society in Transition”. Education For Critical Consciousness.  (AR)
McAllister, Matthew. “Consumer culture and new media: commodity fetishism in the digital era”. Media Perspectives for the 21st Century. (CR)
FILM: Joe’s Violin by Kahane Cooperman https://www.youtube.com/watch?v=8D5h_Y8N4tg 24 min.
Assignment: Create your blog and write your first entry by Sunday!
Thursday, Sept. 14th
Slouka, Mark. “Listening for Silence: Notes on the Aural Life”.  Audio Culture: Readings in Modern Music. (AR)
Hegel, G.W.F. The Phenomenology of the Spirit. “Self-consciousness: The Truth of Self Certainty” and “Freedom of Self-Consciousness: Stoicism, Scepticism, And The Unhappy Consciousness” [selection]. (CR)
Ollman, Bertell. “Putting Dialectics to Work: The Process of Abstraction in Marx’s Method” (selection) (AR)
Deep Listening exercise [in class]
Opening Art Show Soka University Gallery: Artists Sebastián Chillemi and Pablo Salvadó.  Sleeping in the Forest. Dreamscapes of nature and society. Reception: 5:30- 7:30 p.m.
3rd Week
Tuesday, Sept. 19th
Marx. “Economic and Philosophic Manuscripts of 1844”. The Marx-Engels Reader. [selections]. (CR)
Stockfelt, Ola. “Adequate Modes of Listening”. Audio Culture: Readings in Modern Music. (AR)
How Does a Turntable Work?
Assignment:  Second entry in your blog is due by Sunday!
Thursday, Sept. 21st
Brecht, Bertolt. Galileo. (CR) Scene 1 to 8.
Brecht, Bertolt. “The Epic Theater and Its Difficulties”. Brecht on Theatre: The Development of an Aesthetic. (AR)
Galilei, Galileo. Octavo: Sidereus Nuncius. (AR)
4th Week
Tuesday, Sept. 26th
Brecht, Bertolt. Galileo. (CR) Scene 9 to 13.
Manovich, Lev. “Principles of New Media.” The Language of New Media. (CR) 22 pages.
Thursday, Sept. 28th
Vertov, Dziga. “The Council of Three”, “The Birth of Kino-Eye”, “The Essence of Kino-Eye”, “On the Organization of a Creative Laboratory”, “The Man with A Movie Camera.” [CR]
FILM: Vertov, The Man with the Movie Camera [selection]
Deep Listening Exercise [in class]
SUA Community Cinema:  Presents Last Men in Aleppo, by Feras Fayyad. Pauling 216 7 p.m.
Assignment: Third blog entry- report on “Deep Listening Exercise” is due by Sunday!
5th WEEK
Tuesday, October 3rd
Shelley, Mary. Frankenstein [first half of the novel] (CR)
Thursday, October 5th
Shelley, Mary. Frankenstein [second half of the novel] (CR)
Halberstam, Judith. 1995. “Making Monsters: Mary Shelley’s Frankenstein”. Skin Shows: Gothic Horror and the Technology of Monsters. (AR)
6th WEEK
Tuesday, October 10th
Huxley, Aldous. The Doors of Perception (CR)
Reich, Steve. It’s Gonna Rain. [recording]
Hugh Le Caine “Dripsody” [recording]
Stockhausen “Gesang Der Junglinge” [Song of the Youths] [recording]
The Beatles “Tomorrow Never Knows” (1966) [recording]
Thursday, October 12th
Huxley, Aldous. The Doors of Perception (CR)
FILM: Magic Trip (2011) [film selection screened in class]
Eisler, Hanns and Theodor Adorno. “The Politics of Hearing”. Audio Culture: Readings in Modern Music. (AR)
Assignment:  Fourth blog entry is due on Sunday!
7th WEEK
Tuesday, October 17th
Dery, Mark. Flame Wars: The Discourse of Cyberculture: “Black to the Future: Interviews with Samuel R. Delany, Greg Tate and Tricia Rose.” (AR)
RECORDING: Sun Ra and His Arkestra, Jazz In Silhouette.
Thursday, October 19th
FILM: The Last Angel of History by John Akomfrah (45 minutes)
SUA Community Cinema: Presents Shalom Italia by Tamar Tal Anati  Community Cinema, 7
p.m. Puling 216
Assignment: FIRST SHORT ESSAY is due on Brightspace by midnight on Sunday!!!
8th WEEK
Tuesday, October 24th
Bilger, Burkhard. “The Possibilian”. The New Yorker. 4/25/2011 (CR)
FILM: The Brain with David Eagleman: What is reality? BBC. https://www.youtube.com/watch?v=3MSw2irv0-A
Malabou, Catherine. What Should We Do with Our Brain?: “The Central Power in Crisis.” (AR) 23 pgs.
Thursday, October 26th
FILM: The Last Angel of History, dir. John Akomfrah (1996) 45 min.
RECORDING: A Love Supreme by John Coltrane
Assignment: Fifth blog entry is due on Sunday! Brief description of your final project.
9th WEEK
Tuesday, October 31st
Fanon, Frantz. “The Fact of Blackness”. Black Skin, White Masks. (CR)
Assignment: SECOND SHORT essay is due!
     
Thursday, November 2nd
Fanon, Frantz. “The Fact of Blackness”. Black Skin, White Masks. (CR) (discussion continues)
Class discussion of final projects!
Community Cinema Presents: Chasing Trane: The John Coltrane Documentary by John Scheinfeld. Pauling 216 7 p.m.
10th WEEK
Tuesday, November 7th
Cage, John. “The Future of Music: Credo”. Audio Culture: Readings in Modern Music. “Silence.  (CR)
Oliveros, Pauline. “Some Sound Observations”. Audio Culture: Readings in Modern Music. (AR)
RECORDINGS: Carlos, Wendy. Switched on Bach (1968), Sonic Seasonings (1972)
Thursday, November 9th
Szwed, John F. Space is The Place: The Lives and Times of Sun Ra. (CR)
VIDEO: Sun Ra Night Music (1989)
FILM: Sun Ra: A Joyful Noise, by Robert Mugge
Assignment: Albums
11th WEEK
Tuesday, November 14th
Presentation: Albums
Thursday, November 16th
Cage, John. “Lecture on Nothing”.
RECORDINGS: Riley, Terry. In C [recording]
12th WEEK
Tuesday, November 21st
Butler, Octavia E. Kindred First half of the novel (CR)
Thursday, November 23rd
THANKSGIVING!!!
Continue reading Kindred.
13th WEEK
Tuesday, November 28th
Butler, Octavia E. Kindred (CR) Discussion of the novel
Thursday, November 30th
      Discussion final projects
14th WEEK
Tuesday, December 5th
Winter, Alison. Memory: Fragments of a Modern History.
RECORDINGS: Feldman, Morton. Rothko Chapel.
Reynols & Pauline Oliveros. Pauline Oliveros in the Arms of Reynols
SUA Community Cinema Presents: I’m Not Your Negro by Raoul Peck, Pauling 216, 7 p.m.
Thursday, December 7th
Assignment: Sixth blog entry is due by Sunday!!
15th WEEK
STUDY DAY

PRIMARY and secondary READINGS, also FILMS,RECORDINGS, and LINKS


Bauman, Zygmunt. 2003. Liquid Love: On the Frailty of Human Bond. New York: Polity.

Bilger, Burkhard.  2011. “The Possibilian.” The New Yorker.
http://www.newyorker.com/reporting/2011/04/25/110425fa_fact_bilger?currentPage=all

Brecht, Bertolt. 1966. Galileo. New York: Grove Press.

Cage, John. 2004. “The Future of Music: Credo.” Audio Culture: Readings in Modern Music. London: Continuum.

1961. “2 Pages, 122 Words on Music and Dance.” Silence: Lecture and Writings By John Cage.

Middeltown: Wesleyan University Press. 1961. “Lecture on Nothing”. Silence: Lecture and Writings By John Cage. Middletown: Wesleyan University Press.

Carlos, Wendy.1968. Switched on Bach. [recording]

Chanan, Michael. 1995. Repeated Takes: A Short History of Recording and Its Effects on Music. London: Verso.

Chaplin, Charles. 1936. Modern Times. [film]

Charters, Ann. Ed. 2003. The Portable Sixties Reader. New York: Penguin Compass.

Cox, Christoph and Daniel Warner. Ed.2004. Audio Culture: Readings in Modern Music. London: Continuum.

Eisler, Hanns and Theodor Adorno. 2004. “The Politics of Hearing.” Audio Culture: Readings in Modern Music. London: Continuum.

Ellwood, Alison and Alex Giney. 2011. Magic Trip [film]

Fanon, Frantz. 1994. Black Skin, White Masks. New York: Grove Weidenfeld.

Feldman, Morton. 1991. Rothko Chapel. UC Berkeley Chamber Chorus [recording]

Fjellestad, Hans. 2004. Moog [film]

France, David.2012. How to survive a Plague [film]

Freire, Paulo.1974. “Society in Transition”. Education for Critical Consciousness. London: Bloomsbury.

Frenkel, Nestor.2004. Buscando a Reynol. [film]

Guzman, Patricio. Nostalgia de la Luz [film]

Halberstam, Judith. 1995. Skin Shows: Gothic Horror and the Technology of Monsters. “Making Monsters: Mary Shelley’s Frankenstein.” Durham and London: Duke University Press.

Harding, Sandra.2008. Sciences from Below: Feminisms, Postcolonialities, and Modernities. “The Incomplete first Modernity of Industrial Society”. Durham and London: Duke University Press.

Harvey, David. 2014. Seventeen contradictions and the end of Capitalism. Oxford: Oxford University Press.

2005. A Brief History of Neoliberalism. Oxford: Oxford University Press.

Hegel, G. W. F. 1977. Phenomenology of the Spirit. Translated by A.V. Miller. Oxford: Oxford University Press.

Hendy, David.2013. Noise: A Human History of Sound and Listening. New York: Harper and Collins.

Huxley, Aldous.1954. The Doors of Perception. New York: Harper & Row, Publishers.

Jelin, Elizabeth.“The Minefields of Memory”.

Leary, Timothy. 2003. “Turning on the World.” The Portable Sixties Reader. New York: Penguin Compass.

Marker, Chris. La Jetée [film]

Marx, Karl.1978. The Marx-Engels Reader. New York: W.W. Norton & Company.

Nancy, Jean Luc.2007. Listening. New York: Fordham University Press.

Oliveros, Pauline.2005. Deep Listening: A Composer’s Sound Practice. Lincoln: iUniverse.

Ollman, Bertell.2003. Dance of the Dialectic: Step in Marx’s Method. Urbana: University of Chicago Press.

Reich, Steve. 1965. It’s Gonna Rain [recording]

Reynols & Pauline Oliveros.

2000. Pauline Oliveros in the Arms of Reynols [recording]

Riley, Terry.2009. In C [recording]

Ross, Alex. 2007. The Rest is Noise. New York: Farrar, Straus and Giroux.

Singer, Peter. 1983. Hegel: A Very Short Introduction. London: Oxford University Press.

Shelley, Mary. 2003. Frankenstein. London: Penguin Classics.

Sterne, Jonathan. 2003. The Audible Past: Cultural Origins of Sound Reproduction. Durham and London: Duke University Press.

Wolf, Tom. 1968. The Electric Kool-Aid Acid Test. New York: Farrar, Straus & Giroux.

Core I

Tomás F. Crowder-Taraborrelli
Meeting times: M-F 1:00-4:00 p.m.
Office hours: M 4-5 p.m., Maathai 414


Core
“The Enduring Questions of Humanity”
2017

Introduction to Core Curriculum

A two-course sequence, Core explores a range of issues related to the mission statement of the university, including its commitment to values such as peace, human rights, and the creative coexistence of nature and humanity. Core also provides an introduction to the various ways of knowing that characterize the major divisions of the undergraduate curriculum, thereby laying the foundation for the interdisciplinary and cross-cultural study that underlies Soka education. In this exploration, Core courses stress an understanding of the social and historical contexts necessary to make meaningful comparisons among cultural traditions.

Upon completing the Core, student-learning outcomes are:


* To demonstrate knowledge of the commonalities and differences of the human experience from multiple (historical/cultural/disciplinary) perspectives
* To critically evaluate this knowledge in relation to their own lives
* To develop their ability to speak and write effectively about their evaluation of this knowledge

Building on a set of common readings, individual members of the faculty help shape the core through reading selections drawn from their special training, expertise, and interests.

Books you need to purchase in the SUA bookstore

Bhagavad-Gita:  The Song of God
Confucius, The Analects
Lao Tzu, Tao Te Ching
Lucretius, On the Nature of Things
The Upanishads:  Breath of the Eternal  [in the bookstore]

Grading

CORE 1 is a Pass/No-Pass class, but you may obtain a letter-grade by formally requesting it by the end of the 2nd day of class. Narrative Assessments will also be given along with your final grade.

Assignments

1st essay, 4 pages      25%
2nd essay, 4 pages      25%
3rd essay, 6 pages      35%
Short oral presentation 15%

Special Needs

Soka University is firmly committed to providing whatever assistance necessary to aid in the learning process.  Those students with special needs are strongly urged to present the appropriate documentation to the Instructor immediately so that the instructor can make the necessary arrangements.

WEEK 1

Monday, August 14
Introduction to the course/syllabus.
Introduction to Lao-Tzu, Tao Te Ching. First 41 sections.
E. Cioran. “Thinking against oneself.” The temptation to
exist. Richard Howard-Susan Sontag-Eugene Thacker. Arcade Pub. 2012 (15 pages).
Discussion of upcoming Essay #1 (DUE on Sunday, Aug. 23rd)
HOMEWORK: Next 40 sections of Lao-Tzu, Tao Te Ching.

Tuesday, August 15
Discussion of Lao-tzu (finish)
Screening of sequence of Rivers and Tides
Introduction to Confucius

HOMEWORK: Confucius Analects, Ch. 1-4, 7, 9, 12-13


Wednesday, August 16
Discussion of Confucius Analects
Screening of sequence of Akira Kurosawa’s Dreams


HOMEWORK: The Upanishads:  Breath of the Eternal [Katha (pp. 13-25), Isha (pp. 26-28)]

Thursday, August 17
Discussion of The Upanishads.

HOMEWORK: Bhagavad-Gita:  The Song of God [Chapters I, II, III (pp. 30-49)]

Friday, August 18
Discussion of Bhagavad-Gita:  The Song of God [Chapters I, II, III (pp. 30-49)]

HOMEWORK: Aristotle’s “Metaphysics.” J. Ackrill. A New Aristotle Reader. Princeton University Press, 1988.

Sunday, August 20
ASSIGNMENT DUE: Essay #1 Due at noon.  


WEEK 2
Monday, August 21
Discussion of Aristotle’s “Metaphysics ” (from Book I (A) to Book
VIII (H)) and upcoming Essay #2.
Weiss, F. G. Hegel’s Critique of Aristotle’s Philosophy of
Mind. Martinus Nijhoff, 1969. (recommended reading)

HOMEWORK: Finish reading Aristotle’s “Metaphysics.”


Tuesday, August 22
Discussion of Aristotle’s “Metaphysics.”
Introduction to Antigone and Greek Tragedy.
FILM: La stanza del figlio (The Son’s Room), Nanni Moretti, 2002.
           
HOMEWORK:

Wednesday, August 23
Discussion Antigone.


HOMEWORK: Antigone


Thursday, August 24
Discussion Antigone
Epicurus. “Letter to Herodotus.” The Art of Happiness.
Trans. George K. Strodach. Penguin Books, 2012.

HOMEWORK: Epicurus. “Letter to Herodotus” and Lucretius Books I, II


Friday, August 25
Discussion of Epicurus. “Letter to Herodotus”
Discussion of Lucretius Books I, II.

HOMEWORK:
Lucretius Book III.

Sunday, August 27
ASSIGNMENT DUE: Essay #2 due at noon.
WEEK 3

Monday, August 28
8:15 a.m. (meet at Ikeda library steps) Getty Field Trip
HOMEWORK: Look over notes of Getty Field Trip


Tuesday, August 29
Discuss oral presentation assignment
Discussion of upcoming Essay #3.
Wednesday, August 30
In-class film screening: Patricio Guzman’s Nostalgia for the Light.
HOMEWORK: Work on Oral Presentations

Thursday, August 31
Oral Presentations in-class.

HOMEWORK: Bring a reading to class that relates to one of the texts we have read

Friday, September 1
Oral Presentations if needed

Core II

<!– /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536859905 -1073711037 9 0 511 0;} @font-face {font-family:"Courier New"; panose-1:2 7 3 9 2 2 5 2 4 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536859905 -1073711037 9 0 511 0;} @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Cousine; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:auto; mso-font-signature:0 0 0 0 0 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-parent:""; margin:0in; margin-bottom:.0001pt; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Arial; mso-fareast-font-family:Arial; color:black; mso-ansi-language:ES-AR; mso-fareast-language:ES-AR;} a:link, span.MsoHyperlink {mso-style-priority:99; color:blue; mso-themecolor:hyperlink; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; mso-style-priority:99; color:purple; mso-themecolor:followedhyperlink; text-decoration:underline; text-underline:single;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:11.0pt; mso-ansi-font-size:11.0pt; mso-bidi-font-size:11.0pt; font-family:Arial; mso-ascii-font-family:Arial; mso-fareast-font-family:Arial; mso-hansi-font-family:Arial; mso-bidi-font-family:Arial; color:black; mso-ansi-language:ES-AR; mso-fareast-language:ES-AR;} .MsoPapDefault {mso-style-type:export-only; line-height:115%;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} /* List Definitions */ @list l0 {mso-list-id:592400027; mso-list-template-ids:-1447374602;} @list l0:level1 {mso-level-number-format:bullet; mso-level-text:●; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:.25in; text-decoration:none; text-underline:none;} @list l0:level2 {mso-level-number-format:bullet; mso-level-text:○; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:.75in; text-decoration:none; text-underline:none;} @list l0:level3 {mso-level-number-format:bullet; mso-level-text:■; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:1.25in; text-decoration:none; text-underline:none;} @list l0:level4 {mso-level-number-format:bullet; mso-level-text:●; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:1.75in; text-decoration:none; text-underline:none;} @list l0:level5 {mso-level-number-format:bullet; mso-level-text:○; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:2.25in; text-decoration:none; text-underline:none;} @list l0:level6 {mso-level-number-format:bullet; mso-level-text:■; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:2.75in; text-decoration:none; text-underline:none;} @list l0:level7 {mso-level-number-format:bullet; mso-level-text:●; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:3.25in; text-decoration:none; text-underline:none;} @list l0:level8 {mso-level-number-format:bullet; mso-level-text:○; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:3.75in; text-decoration:none; text-underline:none;} @list l0:level9 {mso-level-number-format:bullet; mso-level-text:■; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:4.25in; text-decoration:none; text-underline:none;} ol {margin-bottom:0in;} ul {margin-bottom:0in;}
Tomás Crowder-Taraborrelli

Soka University of America
Core 200-11 (1014), Spring, 2017
TuTh 1:00PM-2:30 PM Gan202
#core2sua
CORE II
The spirit of the corrupt mob said to the objects: I am yours, take me! and hurled itself into the river of objects, let itself be swept along by them and perished in the flood. 
G.W.F. Hegel
INTRODUCTION TO THE COURSE
This course examines how the central questions posed in Core I continue to be addressed in a contemporary context. Through readings on the environment, historical development of human societies, current issues of social inequality, as well as personal and group identities and relationships, Core II explores some of the major issues facing humanity today.
Thomas Piketty’s Capital in the Twenty-First Century (2013) ushered in a wave of articles around the world that gave legitimacy to what millions of people had been discussing for years- the steadfast growth of inequality in their communities. The consequence of the income gap between the wealthy and the poor is felt with greater intensity today, as we witness the rise of repressive regimes around the globe. In this course, we will be exploring inequality and state-repression as a way to reflect upon the strengths and weaknesses of our social institutions. I hope the readings I have chosen will help us develop theoretical approaches to analyze the root causes of the increase in inequality and its dreadful consequences.
RECOMMENDED BOOK
Hobsbawm, Eric. Age of Extremes: The Short Twentieth Century: 1914-1991. New
York: Vintage, 1996.
LABOR
   Daily class reflections: You must buy a pack of flashcards and bring them with you to every class. At the end of each class period, I will give you 10 minutes to reflect on the reading/s and discussion. On your flashcards, please write down a few notes on the topic of discussion and/or transcribe one or two quotes from the readings (make sure you include first and last name of the author, title of the essay or book, and page number).
   Complete common readings and any additional readings assigned specifically to you
   Attendance and participation at film screenings
   3 Short Papers
   Abstract and outline of your final presentation
   Final presentation
   Final Paper
ABBREVIATIONS
CR    Common Readings- Every student needs to do the reading and prepare for
class discussion
ARS   Assigned Reading to 1 student: The student who is assigned the reading
must prepare a 10-minute presentation on the reading and prepare to
engage with other readings or films scheduled for that day.
COURSE SCHEDULE

Tuesday, February 7th 1:00- 2:30 p.m.
Inoue, Asao B. “Reading as a Mindful Practice.” (CR) 3 pages
Yates, Michael D. “Measuring Global Inequality.” Monthly Review. (CR) 9
pages
Lenin, Vladimir. “Communism and the East: Theses on the National and Colonial
Questions.”Lenin Anthology. (ASR) 4 pages
Thursday, February 9th
Singer, Peter. “Common Objections to Giving.” The Life You Can Save: Acting
Now to End World Poverty. (CR) 10 pages
Stiglitz, Joseph E. “Inequality Is Not Inevitable.” (pgs 300-305). The Great
Divide: Unequal Societies and What We Can Do About Them. (ARS) 18 pages
Screening (in class): The Queen of Versailles. Dir. Lauren Greenfield, 2012.
Saturday, February 11th
Extra credit opportunity: Brothers Hypnotic. Dir. Reuben Atlas and Sam
Pollard, 2013. Black Box Theater, 5:30 p.m.
Tuesday February 14th
Rousseau, Jean Jacques. “A Dissertation On The Origin And Foundation Of The
Inequality Of Mankind: First Part.” (9-23) Discourse on Inequality.  
(CR) 15 pages
Rousseau, Jean Jacques. “A Dissertation On The Origin And Foundation Of The
Inequality Of Mankind.” (23-38) Discourse on Inequality.(ARS) 15
pages
Thursday February 16th
Kaplan, Jerry. “America, Home of the Brave.” Humans Need Not Apply: A Guide
to Wealth and Work in the Age of Artificial Intelligence. (CR)  [Last
chapter in the PDF] 20 pages
Lyotard, Jean-Francois. Universal History and Cultural Differences. The
Lyotard Reader. (ARS) 5 pages
Prompt for First Short Paper
Tuesday February 21st
Engels, Friedrich. “Competition,” “Irish Immigration,” and “Results.” The
Conditions of the Working Class in England (CR). 25 pages.
Proudhon, Pierre-Joseph. “A Self-Portrait,” and “Property is Theft.” No Gods
No Masters, ed. Daniel Guerin. (ARS). 9 pages
Lenin, Vladimir. “Two Resolutions on Party Policy.” Lenin Anthology (ARS). 4
pages
First Short Paper Due- Inequality.
Thursday February 23rd
Washington, Booker T. Chapters I, VI, VIII, X. Up From Slavery (CR). 25
pages.
Community Cinema Screening. 7 p.m. Pauling 216: The Bad Kids, dir. Keith Fulton & Lou Pepe. This is a mandatory screening!
Tuesday February 28th [away Conference]
Baldwin, James. “Preface to the 1984 Edition,” “Many Thousands Gone.” Notes
on a Native Son. (CR). 16 pages.
Screening in class: I’m Not Your Negro. Dir. Raoul Peck, 2016. [if
available] if not, James Baldwin: The Price of The Ticket. Dir. Karen Thorsen. 1990
Thursday March 2nd [away Conference]
Khatchadourian, Raffi. “Edward Burtynsky’s quest to photograph a changing
planet.” The New Yorker, December 19th & 26, 2016. (CR)
Hayek, F.A. “Individualism and Collectivism.” The Road to Serfdom. (ARS) 5
pages.
Prompt for Second Short Paper.
Tuesday March 7th [away Conference]
Dewey, John. The Live Creature. Art As Experience. (CR). 10 pages.
Screening (watch on your own):  Land Without Bread. Dir. Luis Buñuel, 1933.
Wednesday, March 8th [away Conference]
Mandatory event!!
Sancutary in the Age of Crimmigration. Gues Speaker, Ana Muniz.
6:00-7:00 p.m. Pauling Hall 216.
Thursday March 9th [away Conference]
Second Short Paper Due- Analysis of Land Without Bread.
Assignment, pick a movie on reserve in the library and watch it over the weekend.
La hora de los hornos [The Hour of the Furnaces]. Dir. Grupo de Cine
Liberación. 1st part only. [on reserve in the Library]
The Battle of Algiers. Dir. Gillo Pontecorvo, 1966.
The Exterminating Angel. Dir. Luis Buñuel, 1962.
Nostalgia for the Light. Dir. Patricio Guzmán. 2000 [on reserve in the
Library]
The Selfish Giant. Dir. Clio Barnard, 2013. [on reserve in the Library]
Up the Yangtze. Dir. Yu Chang, 2007. [on reserve in the Library]
Ici et Ailleurs. Dir. Dziga Vertov Group (Jean-Luc Godard), 1976. [on reserve
in the Library]
Tuesday March 14th
Marti, Jose. Selected Writings. (CR). 5 pages.
Flores Magon, Ricardo et. al. Reading of the Mexican Revolution. The Mexico
Reader. (ARS). 10 pages.
Thursday March 16th
Anna Muniz Talk.
Nietzche, Friedrich. “Book One,”. The Gay Science (selection). (CR). 23 pages.
Tuesday March 21st
Spring Break  
Thursday March 23rd
Spring Break  

Luxemburg, Rosa. “The Junius Pamphlet The Crisis in German Social Democracy.” Rosa Luxemburg Reader. (CR) 15 pages.
Tuesday March 28th
Menchú, Rigoberta.”An eight-year old agricultural worker,” “Death of her
little brother..,” “A maid in the Capital,”. I, Rigoberta Menchu: An Indian Woman in Guatemala. (CR). 23 pages
Black Lives Matter Statement: Guiding Principles. (ARS) 3 pages
Garza, Alicia. “A Herstory of the Movement.” 4 pages
Thursday March 30th
Du Bois, W.E.B. 1. Our Spiritual Strivings. 3. Of Mr. Booker T. Washington and Others. The Souls of Black Folk (CR). 11 pages. Screening (in class): Now. Dir. Santiago Alvarez.
Tuesday April 4th
Outlaw, Lucius T. (Jr.) “Against the Grain of Modernity: The Politics of Difference and the Conservation of ‘Race’.” On Race and Philosophy. (CR) 23 pages.
Biko, Steve. Foreword. “Black Souls,” “The Definitions…” I Write I like. (ARS) 12 pages.
Thursday April 6th
Arendt, Hannah. Chapter 5.”The Political Emancipation of the Bourgeoisie.”
      The Origins of Totalitarianism. (CR) 35 pages
Arendt, Hannah. Chapter 11. “The Totalitarian Movement.” The Origins of
Totalitarianism. (341- 364) (ARS) 24 pages
Arendt, Hannah. Chapter 11. “The Totalitarian Movement.” The Origins of
Totalitarianism. (364-388) (ARS) 25 pages
“Totalitarianism in the Age of Trump: Lessons from Hannah Arendt,” The
Guardian. February 2, 2017.
Tuesday April 11th
Améry, Jean. At The Mind’s Limits. (CR). 21 pages
Screening (in class): Night and Fog. Dir. Alain Resnais, 1956.
Thursday April 13th
Klemperer, Victor. “1935.” I Will Bear Witness: A Diary Of the Nazi Years
(1933-1941). (CR). 20 pages
Screening (in class): Triumph of the Will. Dir. Leni Riefenstahl, 1935.
Prompt Third Short Paper
Tuesday April 18th
West, Cornel. “Race And Modernity.” The Cornel West Reader. (CR). 34 pages
Thursday April 20th
Fanon. “Colonial War And Mental Disorders.” The Wretched of the Earth.
(249-280) 31 pages (CR)
Fanon. “Colonial War And Mental Disorders.” The Wretched of the Earth.
(280-310) 31 pages (ARS)
Screening (in class): Concerning Violence: Nine Scenes from the
Anti-Imperialistic Self-Defense. Dir. Goran Hugo Olsson, 2014. [Kanopy streaming]
Community Cinema Screening. 7 p.m. Pauling 216: National Bird, dir. Sonia Kennebeck. This is a mandatory screening!
Tuesday April 25th
Desnoes, Edmundo. “Inconsolable Memories. A Cuban View of the Missile Crisis.” (CR). 3 pages.
Screening (in class): The War Game. Dir. Peter Watkins, 1965.
Thursday April 27th
Screening (in class): Enron: The Smartest Boys in the Room. 2nd part.
Third short paper due.
Tuesday May 2nd
Pachedo, José Emilio. Battles in the Desert. 19 pages (CR)
Thursday May 4th
Baudrillard, Jean. “Catastrophe Management.” “The Dance of Fossils.” The Illusion of the End. (CR). 6 pages.
Outline of Final Paper due (1-2 pages)
Tuesday May 9th
Student Presentations
Thursday May 11t
Student Presentations
Tuesday May 16th
Study Day
May 17th- 23rd (Final Exams)
Final essay due by midnight (Date to be announced)

Bibliography
Arendt, H. (1979). The Political Emancipation of the Bourgeoisie. The origins Of Totalitarianism (pp. 122-157). San Diego: Harcourt Brace Jovanovich.
Baldwin, James. “Preface to the 1984 Edition,” “Many Thousands Gone.” Notes on a Native Son. (CR). 16 pages.
Baudrillard, J. (1994). The illusion of the end. Stanford, CA: Stanford University Press.
Biko, S., & Stubbs, A. (1979). I write what I like. New York: Harper & Row.
Desnoes, Edmundo. (2004) “Inconsolable Memories. A Cuban View of the Missile Crisis.” Duke Press.
Dewy, John. (1934) The Live Creature. Art As Experience. The Penguin Group.
Du_Bois, W. E. (1961). The souls of black people: essays and sketches. Greenwich (Conn.): Fawcett Publications.
Engels, F. (1886). The condition of the working class in England. Great Britain: Penguin Books.
Fanon. (1963).  “Colonial War And Mental Disorders.” The Wretched of the Earth. Grove Press.
Flores Magon, Ricardo et. Al. (2003) Reading of the Mexican Revolution. The Mexico Reader. Duke Press.
Garza, Alicia. (October 7, 2014). A History of the #BlackLivesMAtter Movement by Alicia Garza. The Feminist Wire. Retrieved from http://www.thefeministwire.com/2014/10/blacklivesmatter-2/.
Guérin, D., & Sharkey, P. (2005). No gods, no masters. Edinburgh, Scotland: AK Press.
Hegel, G. W. F. (1977). Phenomenology of Spirit. London: Oxford University Press.
Inoue, A.B. (n.d). Reading as a Mindful Practice [Scholarly project].
Kadourian, Raffi. “Edward Burtynsky’s quest to photograph a changing planet.” The New Yorker, December 19th & 26, 2016
Kaplan, J. (2015). Humans need not apply: a guide to wealth and work in the age of artificial intelligence. New Haven: Yale University Press.
Khatchadourian, R. (2016, December 19). Edward Burtynsky’s quest to photography: a changing planet. The New Yorker, 80-87.
Klemperer, V. (1999). 1935. I will bear witness: a diary of the Nazi years 1933-1941 (pp. 108-   145). New York: Modern Library.
Lenin, V. I., & Tucker, R. C. (1975). The Lenin Anthology. New York: W.W. Norton & Company.
Luxemburg, R., Hudis, P., & Anderson, K. (2004). The Junius Pamphlet: The Crisis in German Social Democracy. The Rosa Luxemburg reader (pp. 313-341). New York: Monthly Review Press.
Lyotard, J. F. (1989). Universal History and Cultural Differences. In A. Benjamin (Ed.), The Lyotard Reader. Cambridge: Basil Blackwell.
Martí, J., Allen, E., & Echevarría, R. G. (2002). José Martí: selected writings. New York: Penguin Books.
Menchú, R., & Burgos-Debray. E. (1984). I, Rigoberta Menchú: an Indian woman in Guatemala. London: Verso.
Outlaw, L.T. (1996). On race and philosophy. New Yorker: Routledge.
Pacheco, José Emilio. (2001). Battles in the Desert. Ediciones Era.
Proudhon, Pierre-Joseph. (2005). “Self-Portrait,” and “Property is Theft.” No Gods No Masters. AK Press.  
Rousseau, Jean Jacques. “A Dissertation On The Origin And Foundation OF The Inequality Of Mankind: First Part.”
Singer, Petter (2009). Common Objections to Giving, The Life You Can Save (pp. 21-41). New York: Random House.
Stiglitz, J. E. (2015). The great divide: unequal societies and what we can do about them. New York: W.W. Norton & Company.
Washington, B. T. (2010). Up from slavery, an autobiography. New York: New American Library.
West, Cornel. (1999). “Race And Modernity.” The Cornel West Reader. Basic Civitas Books.
Yates, M. D. (2016, November 1). Measuring Global Inequality. Monthly Review. Retrieved from http://monthlyreview.org
We Affirm that All Black Lives Matter. Black Lives Matter Statement: Guiding Principles. Retrieved from http://blacklivesmatter.com/guiding-principles