Friday, December 19, 2014

No place like home

....to read the Hunger Games!

Whether you feel like curling up by the fire or escaping the chaos for a while, here are some questions to ponder as you read:

1. In the book, how do television and technology control people and/or information? How does it shape "truth" or "knowledge"? Who is closer to the truth -- Katniss and the others in the arena or the game makers in their control room? Is there something inherent in the technology that means it skews the truth somehow, or is technology a neutral force, employed in a morally suspect manner? 
2. What sort of fulfillment do citizens of Panem (especially the Capitol) seem to get out of watching the Hunger Games? We are all often compelled by images/stories of disaster and death.  What compels us about these images/stories? Does hearing about them/watching them fulfill any social role for us as a community? Is death (someone else’s, our own) necessary to give clarity to life?

Wishing you all a little silver parachute full of the thing you need most. 

Tuesday, December 16, 2014

Defining Oppression

Study guide for Young, “Five Faces of Oppression”

In your own words (this usually means without looking at the text) describe in a sentence or two your understanding of each concept:
  1. Social  group
  2. Aggregate
  3.  Association
  4. Heidegger’s “thrownness”
  5. Exploitation
  6.   “menial” work
  7. Powerlessness
  8. Characteristics of “professionalism”
  9. Cultural imperialism
  10. Double consciousness
  11.  Violence
Then, write down any concepts/terms that are confusing to you, and that you’d like to discuss in class. Write your answers down and bring them to class on Wednesday. 

Monday, December 15, 2014

How Not to Hate

Here's a condensed list of traits of troll/hater strategies that both sections came up with in class. It's a good way to recognize trolls, and a good list of strategies to try to avoid in your own arguments:

- refer to, but don't actually use, evidence
- don't provide support for claims
- pick small details to bicker with rather than addressing the real claims
- try to take down people with popular appeal/claims to power
- use the indirect approach--try to mask your criticism with irony in case it fails
- try to annihilate the opponent rather than further the conversation
- personally attack your opponent (& their mothers) rather than the ideas they most likely share with others
- use inflammatory language
- mask intolerance with appeal to broad culture values (no, YOU'RE the racist!)
- identify as a mistreated an oppressed outsider rather than acknowledge your own power & privilege
- gang up on your opponent
- when all else fails, resort to extra-legal means

And for ONE response to haters, see this video!


Friday, December 12, 2014

And the losers are.....

Okay, learners, not losers! Here are the featured blogs this week. Commentators, see if you can invite conversation BETWEEN blogs with your comments by commenting on 3-4 of them.  And don't forget: be ready to bring in an example of uncivil discourse on the web for Monday.

Section 1 Blogs:
Baby, It's Cold in this Incubator
My Conversation with Firestone
Firestone: Extreme and Absurd or Progressive and Rational?
On Activism and My Own Failings
PROOF That I Lost to Clifford
Experiences and Perceptions
Pink Ribbons & Positive Attitudes
Duty Over Morals?
Temper Tantrums & Feminism

Commentators:
Comet, Emma, Hannah, Nicole K., Sam, Ryan

In-class responders:
Katie L., Rachel, Daniel

Section 2 Blogs: 
Feminism and the Art of Fence-Sitting
They Say that Laughter...
How to Lose an Argument
Victoria's Secret is Out
[Re Thoreau]
The Lukewarm Feminist vs. Firestone
Taking Root in a Rootless World
Madeline Vs. Me: No Chance

Commentators: 
Kyle, Jess, Jaime, Gabby, Kristin, Gabrielle, Clare

In-class Responders: 
Becca, Heather, Anna

Wednesday, December 10, 2014

Hard to have a Friend Like You

I wanted to like Shulamith Firestone when I first met her. Why wouldn't you want to be friends with someone named Shulamith Firestone?  As a young woman who grew up listening to Free to Be You and Me and who was trying to understand how and why women's experience mattered, I wanted to meet this radical feminist.

But I learned, when I read her work and read about her, that Firestone was a hard person to like. I struggled with her ideas-was she really saying that all men were oppressors? That motherhood was slavery? But what I really struggled with was that she seemed like all the mean, unbending, feisty people who never seemed to capitulate, just a little bit, to other peoples' feelings. She sounded like someone I would never be friends with, because she would always call me out for watching the wrong thing on TV, laughing at the wrong jokes, for not being angry all the time because the world was just so messed up and patriarchal.

I have a hard time dealing with anger, and sometimes I misread conviction as anger. I took Firestone's anger personally, because I thought I was a feminist and Firestone told me I was not.  I was thinking about skinny models in magazine ads and sexist language, but she was questioning the very structure of our society:  the vast, terrifying network of injustice that values some people over others and, scariest of all, makes most of it invisible to most of us most of the time. *Lalalalalalala!* I sang, writing to Vogue magazine about their use of rail-thin model Kate Moss in their photo spread, writing an editorial about the objectionable new men's magazine Maxim, and trying to love my body fat. I hadn't read (or fully understood) Marx or deBeauvoir (or Fuller or Douglass or Wolff), and I was clipping away at fuzzy little sprigs with my hedge-trimmers while she was hacking down the tree, grimacing and sweating and cursing. Her hacking lacked the precision of my hedge-trimming: you lose a lot when you go for the roots, and on many counts she may have been wrong. But you could see through the opening she made.

I worry a lot about making the wrong move, and I like to be liked.  Firestone may have cared about being liked--she certainly formed close, nurturing, and productive relationships with other women, even after she retreated from feminist organizing--but she didn't care about being liked more than she cared about structural inequality. Being nice can work well, and it works for me most of the time, but it can also turn you into a doormat when you most need to be holding a battering ram. Firestone may have ended up a recluse, but she wasn't a doormat.

I am often a doormat, and she reminds me of how often all of us are so willing to shut up and put up that we don't even try. I had a mentor in grad school who was mean enough to tell me - with a rigid smile and her eastern accent that was surely a lot like Firestone's -that I was going to have to stop being so Midwest nice if I was going to succeed in academics. Being nice is part of my very being (as is, I suppose, my midwestern-ness), and her comment cut me, because it was hard to hear, and because it was true.

It is so hard for me, even now, to challenge real  injustice, and Firestone doesn't make it seem easy. But I wonder what I would be like if I were not this way, and what more I might have accomplished. I would still rather swallow Carol Channing's honey-sweet tirade against housework than Firestone's bitter roots. But I owe Shulamith Firestone this much: if being liked means accepting a position that is stifling to me and that potentially stifles others, I ought to be willing to risk it, at least for the time it takes me to saw off the branch in the way.


Monday, December 8, 2014

Reasons to "Be Wrong"

On Tuesday we'll talk about the virtues of being wrong (find the two TED talks under our "readings" page). Today we reflected on what we'd be taught about why we need to "entertain the counterclaim" in our writing. Here are reasons our classes came up with:
- To be less biased
- To add credibility/authority to your argument by showing that you've researched different sides
- To acknowledge and/or reach the opposition in order to persuade
- To find the flaws in your own argument in order to strengthen/validate it
- To change your mind
- To use sarcasm to inflate the flaws of the opposition and destroy it
- To understand other points of view

As you watch the two videos, think about how these reasons compare to the reasons for being wrong that you hear from Cohen & Schultz. Make a list of three or four of these reasons, and bring them along to class on Tuesday.

For an example of a "winning by losing" blog post, see this response to the Louis CK "fat girl rant." Where does the author acknowledge "losing" in this post? What are the phrases or "moves" she makes to acknowledge her loser status? What does she suggest we can learn by acknowledging how Louis CK (the writer/actor/comedian, not necessarily the character in the scene) has "won?"

Friday, December 5, 2014

Interitors III & IV

As you read the last two acts, ponder the following:
1) Laws restricting freedom of speech were passed to prevent conflict and violence. Is it worth it, either in 1920 or now? What would Thoreau say? Holmes?
2)  Madeline makes a choice between Acts III & IV that is the primary subject of Act IV. What are some of the arguments that characters offer to persuade her one way or the other? What would YOU have done, and why?
3) Bonus question: What does corn seem to symbolize in the play?

And for your enjoyment, click here to link to the 2013 Foundations production of The Inheritors .

Wednesday, December 3, 2014

Inheritors I & II

Read Acts I & II of The Inheritors, paying particular attention to what the different main characters believe, what motivates them, and what they think is right. Jot down your answers to the following questions and bring them to class. We MAY have an in-class writing....

1. In Act I, several of the characters have a discussion about evolution. How does this discussion help illuminate different characters' beliefs? (Consider Silas, Fejevary, Grandma) How do these beliefs resonate (or not) with Holmes' post-war beliefs?
2. What was the mission of Morton College when it was founded? Taking into account the students that we meet in Act II, what is the college like in 1920?
3. For what reasons is Holden a controversial figure at the college?
4. What "revolutionary" action does Madeline take, and why?

If you're interested in learning more about the Quad Cities' own Susan Glaspell, click here!

Tuesday, December 2, 2014

Tweeting the War

Your in-class writing for Wednesday is actually a take-home assignment, because you'll likely need the aid of your word processor. Here's the assignment:

Imagine that Oliver Wendell Holmes, Jr. had a smart phone and the ability to send Tweets about his wartime experience. After you've thoughtfully read the chapters by Menand, review your notes about Holmes' shifting perspectives on the war.  Then, write 3 carefully crafted Tweets as outlined below (remember, you've got a 140-character limit here, so each word counts, and you should count each character!). Give each Tweet two hashtags.
  • a Tweet sent during the spring of 1861, following the firing on Fort Sumter
  • a Tweet sent in the late fall of 1862
  • a Tweet sent in 1865, after the war ended
Remember that a good Tweet both sums up the writer's attitude/position and provokes response from the readers (and consider who might have read Wendell's Tweets...).  Hashtags single out key ideas: a word that sums up the importance of the observation/point being made. In other words, they can be the briefest of arguments. If you need tips on writing Tweets, check out this site.

Bring your typewritten Tweets to class on Wednesday, on three separate slices of paper (they can be small - that's okay!). 

Monday, December 1, 2014

Read these Lifehacks

Here are the featured Lifehacks for this week.  If you're a featured lifehacker, be prepared to respond/receive feedback in class on Tuesday.

If you're an online commentator, make sure to respond to what provokes, intrigues, and/or surprises you in these hacks. Strive for comments that alert the blogger to the way you respond as a member of the blogger's intended, invoked, or marginal audience. Please make your comments by 10 p.m. on Monday so that responders can read what you've written.

If you're an in-class responder, think of at least two questions for discussion on Tuesday. These should be primarily directed to the class rather than the blogger.  How did you respond to the post? How did others respond? What ideas did the Lifehack raise that are worth considering further? What suggestions for revision would you offer the blogger? You should be prepared to lead a small group in discussion on Tuesday.

Section 1 featured blogs:
12 Struggles You Have to Deal with as a Water Polo Player
The Struggles of a Hijabi
8 Ways to Enjoy a Perfect Winter Day
8 Responses to "Accounting is Too Boring for You!"
Hack the Self
7 Risks you Take by Befriending An Only Child

Section 1 Commentators:
Grace, Lizzy, Kris, Ashton, Victoria, Rachael

Section 1 In-class Responders:
KT, Mel, Sam, Emma, Ryan, Liam

Section 2 featured blogs:
7 Things the Responsible Child Understands
7 Ways to Never Stop Smiling
7 Reasons You Should Go to Augustana College
6 Little Problems in a Big World
Vagina Hacks

Section 2 Commentators:
Keenan, Heather, Morgan, Becca, Nikki

Section 1 In-class Responders:
Nicole C., Marlen, Kyle, Josh, Caitlin

Saturday, November 29, 2014

Library visit on Monday

Group,
Remember that we'll meet in the library on Monday, Dec. 1 in the 4th floor computer lab. This is the "cube" located behind the OSL offices.  Don't forget to bring along a copy of your research questions that day.

Monday, November 24, 2014

Lots going on!

Don't forget that PechaKuchas are due tomorrow. I've put a link to our shared folder in the PechaKucha assignment description. Drop it there before class, and we'll be ready to hit the ground running on TechnoTuesday. Don't forget these other exciting assignments:

  • Research paper initial questions: due Wednesday! Bring a hard copy to class. If you're game, post it on your blog, too. Who knows what kind of interesting feedback you might get?
  • Second blog post due Monday, Dec. 1.  Hack your own life.
  • Read Thoreau for Wednesday, and start reading Menand  for next week.

Friday, November 21, 2014

These are your arguments...Read 'em!

Folks, the first blog posts are in. And here's a taste of what your classmates see as an argument. I've chosen seven posts from Section 1 and six from section 2, linked below.  Your job over the weekend? Check 'em out. I've selected them not necessarily because they are the best in the class (though they're all good) but because they represent different sorts of "arguments"--some of which deal with the way that arguments are made online, which might allow you to connect them to our readings. In class today, some of you will get the specific assignment to comment on a few of these; others will be assigned to comment IN CLASS on the sorts of conversations they witnessed online. But everyone can check them out, and I encourage you to comment (look for links on the lower right here regarding how to comment well).

Section 1:
I'm Cool. I Died for You, Bro
a case against silence and anonymity
A very human argument.
From gunpowder treason to picket lines
The controversial arches
The Sexualization of Pride: Liberation or Fetishization?
Tweet Tweet

Commenters:  Liam, Allison Bb., Mahvish, Katie G., Claire
In-class responders: Ashton, Grace, Victoria

Section 2:
This is an argument.
This gesture is an argument.
Can you work too hard?
Do you hear the people sing
The argument etched on my skin
It's a bird. it's a plane. No, it's an argument.

Commenters:
Josh, Tori, Marlen, Nicole C., Anna, Kia
In-class reporters: Jaime, Morgan, Nikki

Wednesday, November 19, 2014

Lederhosen are an Argument

 “Trachten” is the name for traditional German clothing: lederhosen, dirndls, checkered shirts and sweaters with metal buttons shaped like edelweiss. But the Trachten worn by young people today are not always the frumpy skirts and aprons of the Von Trapp family before Maria got to them--they're satiny numbers worn boldly with stilettos, lederhosen with heavy metal T-shirts. It’s a national costume turned party wear: happy, kitschy, sexy, Bavarian.

Germans I’ve talked to aren’t sure to what change in Zeitgeist they should attribute the recent return to Trachten.  One woman told us that her mother wore dirndls, and that she associated interest in Trachten, forebodingly, with the 1930s. One of the concepts I teach in my Honors class is Benedict Anderson’s “imagined community” – the idea that nations and nationalisms arise primarily through a creative process in which we imagine that we are linked to others even though we will never meet them.  Rituals, pageants, and print and electronic media all facilitate these ways of imagining community.  And, of course, as our current political scene tells us, ethnic communities CAN fracture nation when their imagining becomes strong enough to turn violent.  I suppose in that sense, Trachten smacks of Bavarian nationalism.
Yet I’m not convinced that the resurgence of Trachten is a sign of scary nationalism. Kids in lederhosen and satin dirndls have grown up knowing only a Germany that is part of the European Union, part of a borderless economic and political entity. They are worried about about the power that the EU might wield over decisions that affect drugs, food, the environment, the contents of their clothes. A mega-nation, a global world, can be a lonely, more rootless place. No wonder, in a time in which it’s hard NOT to think about the constant flow of stuff and ideas and culture across borders, we tend to think about who we are, and seek solace in what we think we’ve always been.

Maybe that’s why I have a painting of the Mississippi River and an old map of my city on the wall of my dining room; why I tore up the nondescript conifers in my front yard and planted prairie grasses and native flowers; why we buy Wapsipinicon Peach tomato seeds every spring. I’m not from Iowa originally, but my mother is, and most of us need to know we are from somewhere, especially when our clothes are made in Cambodia and end up in Haiti.
You don't have to be German to get your Trachten on. Last spring, I watched the Trachten-wearers flowing  into the Mai-Dult festival, where they recognized each other as "Bavarian," if just for the night. I suppose it’s a way to forget the bigger, scarier meanings of what it might mean to be German, or Iraqi, or American, or Chinese, in the coming decades.  In the big tent at the Dult, I suspect they weren’t  thinking about the EU when they were singing “Die Haende zur Himmel,” the nutty drinking song by die Kolibris : they were thinking about how nice that guy (or girl) looked in his (or her) lederhosen, and how good the beer tasted.
If you sometimes feel so alone
Believe me, it doesn’t have to be that wayBecause tonight, we’re going to celebrate


The whole world is a community

Tuesday, November 18, 2014

Heads Up for Wednesday's class


  • After you read Lunsford et al's "Everything is an Argument," you can test your knowledge of the different types of argument they outline by playing some games on Quizlet.
  • As you read Vowell's essay "The Partly Cloudy Patriot," be on the lookout for the different objects, media, places, experiences, and even body parts(!) that she interprets as arguments. *Perhaps* there will be an in-class writing.
  • If you have a chance, have a look at the PechaKucha website on the homepage links. That way, you'll know what I mean when I say "PechaKucha" and you won't say "Bless you."

Monday, November 17, 2014

Thanks for a good first day. I learned a lot from your introductions!  Three things:
1) Don't forget to send me the title of your blog once you've set it up. As you can see, I'm adding them to the lists on the right.
2) If your blog is listed on the right and the link isn't working, try changing the settings (on the right of your dashboard). Under "basic," make sure it's set to "public" and "listed on blogger."
2) The reading for tomorrow will crop up as a pdf titled Thompson "Smarter" - the chapter title is called "Public Thinking," from a book called Smarter Than You Think.  This is the one you want!

Tuesday, November 11, 2014

Welcome to the course!

This is the instructor blog for both sections of Foundations, winter term 2014-15.  You can find information about the course here (syllabus, readings, updates, etc.) as well as link to all of your classmates' blogs.