1) What Can You Learn from Fup? This is your essay topic, at least 5 pages due Friday 19th midnite.
Big Questions and Topics: Personal journey, Obsessions, Vengeance (Dog & fences), Why fences (so nobody will fall in lakes, keep things out from harming him, work off his pain), why is he obsessed with fences, immortality, spirituality, death, Johnny Sevenmoons as pig (Lockjaw), Whiskey makes for immortality (Ol' Deathwhipser)
Or Alternative to Fup paper or extra credit paper, at least 5 pages typed.
TOPIC: Give meaning to Michael Brown and Eric Garner's lives and
deaths--your meaning, a meaning that will cause truth and raise
consciousness and provide some reference for us beyond the media noise?
Think of Rankine's poem as a way of responding to this question, those
beautiful young men shopping. Not what you think about it, but what
meaning you want to give to it. Due on the 19th!
Final Exam Wednesday December 17th 10am - 12pm in the same room. We
will have a study session Wednesday December 10th during class.
Link to Empathic Civilization: https://www.youtube.com/watch?v=l7AWnfFRc7g
Link to Dyson interview (Dyson starts 29:00 minutes into video): http://publish.dvlabs.com/democracynow/ipod/dn2014-1201.mp4
Here are the links to the RSA video and the full speech by Rifkin:
http://www.youtube.com/watch?v=l7AWnfFRc7g
full speech: https://www.youtube.com/watch?v=1-7BjeHepbA&spfreload=10
Submit
on Monday two documents, bring as hard copy to class: 1) Write in
phrases, questions, bullets everything you don't know about related to
the talk and 2) you have to write your version of his thesis and a
detailed sketch/phrase outline of his argument
Final draft due Sunday Nov 9 2:45am (send to both of us)
6-8 pages 1”margins, proper citations
Eric: ewheltzel@gmail.com Tom: humbug64@gmail.com
Hone in on three fundamental questions, write them at the top of the essay and stir them together into some super crazy mind boggling question. Then write an essay on it.
Write a paper of questions, that you weave in and out of the text from the play, any moment in the play and in any order. The only criteria is that your questions feel like some sort of quest to the reader. You question and weave text and question and weave and question. Create something out of questions, something we can save and use when we are trying to live. Go ahead and format this in some way that works for your purposeful purposelessness.
What does it mean to be waiting? How would this play be different if Godot showed up at the end? OR How would this play be different if any of the characters were removed? If Lucky wasn't in the play or Pozzo? If it was just Estragon?
Choose two or three themes from our list, explore and analyze the development of those themes throughout the play? What is Beckett saying about a certain theme in the context of the play? You can approach this prompt in a number of ways. You can analyze the relationship between characters like we have done in class. You can explore the various objects in the play and their uses. Or you can interpret the significance of the setting. How you approach this up to you. The possibilities are limitless!
Choose up to three scenes and analyze how they relate to one another. How do they show a character's development? How does it show a theme's ark?
Interpret Lucky's speech. What do you think he is saying? Who is he talking to / at? What role does Lucky play in the play? Why is Lucky in the play? Why is his name Lucky?
Create your own topic! Explore an idea that you are interested in. Write your topic at the top of your essay.
8. Bring something that WORKS the play into a froth, into a gift, into a curse, into a love poem, into a conversation with your Godot.
9. Write this with someone else in the class, as your own Didi-Gogo dialogue, your own Pozzo-Lucky banter; your own duo-soliloquy, and submit it.
Before Wednesday, choose one scene from the play, any scene that speaks to you -- that you find interesting, confusing, challenging -- write at least 15 questions that your scene raises. Try to relate your questions to the themes listed below.
The struggle; Isolation; Adulthood; Self-interest; Meaning /
knowing; Suffering; Patience; Oppression; Backstabbing; Deceiving; Confusion;
Uncertainty; Nature of men; Friendship / companionship; Poverty; Mental
hardship; Redemption / salvation; Language and how it's used / hope birth and
death
You do not need to respond to the questions listed below. You can, however, use them as a guide to help shape your own questions.
Questions:
·Why is Lucky’s speech in Act I and not in Act
II? What comes before and after it?
·Why do we not see Lucky’s dance?
·Why is Lucky dumb in Act II and why does he need
a hat to think?
·Why is Pozzo blind in Act II?
·Why does he need Lucky, why is he a slave
master?
·Why does Godot never show up?
·Why is the boy a boy and not a girl? And why is
the boy the only character without a name?
·Why does Estragon always forget?
·Why don’t Vladimir and Estragon choose not to
kill themselves at the end of the play?
·Why don’t Didi and Gogo separate?
·Why is it Didi that always says, “We are waiting
for Godot”? And why does Didi say it the one time he does?
Please read all of Waiting for Godot by Wednesday. Think about a scene you are interested in performing and be able to explain why you chose that scene.
Three questions / ideas to consider:
1. What is the right question to ask about this play?
2. Keep your God in your pocket.
3. How does this play influence what matters in your life?
In two weeks, you will perform a scene of your choosing from Waiting for Godot.
Midterm Questions: You have to write on one of the following questions. This should be 6-12 pages long, double-spaced. The challenge with this paper is to include some of the tons of information you have at your fingertips, while not just writing an information regurgitation paper. In fact, the majority of the paper should be you making an argument that harnesses the information. Cite properly.
I.
In the section “How Can Things Look So Good Yet Be So Bad,” Hartmann uses two metaphors to describe why we don’t always perceive the world’s critical condition: “There are two ways that things can look fine even when an entire civilization is headed for trouble. 1. Don’t ‘pay as you go’ – just live off your ‘startup capital’ … 2. The ‘Ponzi scheme’ … Is the world run like a Ponzia scheme, or like the hopeful software company?” (20-23).
First, analyze what Hartmann is saying in his two metaphors. Then synthesize the research you have conducted on your own topic with the knowledge you have gathered from the presentations, and apply Hartmann’s metaphors to 4 or 5 of the topics you learned about during the presentations. What, according to your research, or Hartmann’s arguments can we do to overcome the “startup capital” or “Ponzi” mentality; be specific. Be sure to refer to other moments in TLHAS to support your claims. Make sure you have a clear thesis.
II.
Hartmann constantly remarks that “our problem is rooted in our worldview.” In the final chapter of the book, Hartmann argues for three solutions that will solve “our problem:”
1. History demonstrates that the deepest and most meaningful cultural/social/political changes began with individuals, not organizations, governments, or institutions. 2. In helping to “save the world,” the most important work you and I face is to help individuals transform their ability to perceive reality and control the stories they believe … 3. Then, out of this new perspective, we ourselves will come up with the solutions in ways that you and I right now probably can’t even imagine. (352-353)
First, examine Hartmann’s assertion that “our worldview” is the cause of our problems. Then, using your research as well as what you learned from the presentations, assess the validity of Hartmann’s three claims by identifying and arguing for or against solutions for 4 or 5 topics you learned about during the presentations. Be sure to refer to other moments in TLHAS to support your claims. Make sure you have a clear thesis.
For Wednesday 24, watch this 30 minute interview with Naomi Klein. Write notes on how you can incorporate her topics into your presentations. Post your notes on your blog.
little article with a lot of good links embedded in it, all of which are relevant to our class:
Scientists Showing Up en Masse
For 9/21 Climate March
Scientists are typically, as a rule, wary of pushing policy.
In this case, many are making an exception.
Says geologist James Powell of the University of Southern California: "we have detected a threat, the greatest threat ever detected in human history ... At this point we need to abandon our reticence and speak out forcefully, and just speaking may not be enough."
CLIMATE RALLY: The September 21st People's Climate March is expected to surpass the rally against global warming in Copenhagen in 2009, pictured here. Satu Pitkänen/Greenpeace Finland, 2009The People's Climate March may end up being the biggest protest to urge action to restrain global warming yet. The march in New York City on September 21 is predicted to draw more than 100,000 people, which would top the tens of thousands who showed up in Copenhagen back in 2009. But how many scientists, whether they study climate change or not, will be there?
The idea of the march—first proposed by writer and activist Bill McKibben of 350.org—is intended to remind world leaders gathering in New York City for a United Nations climate summit that people around the world demand action to halt global warming. And action to combat climate change is what many scientists have been calling for since at least the 1970s, in a series of scientific publications and reports, such as the Intergovernmental Panel on Climate Change series. "Writing more such articles is not going to change minds," says geologist James Powell of the University of Southern California, who is attending the march and helping to organize scientific involvement. "We need to do something more dramatic." Like many older scientists, Powell says he is doing it for his grandchildren. "I imagine my grandchildren and their children decades in the future asking: 'What did grandpa do?' I want to have an answer."
Powell, who was president of both Franklin and Marshall College and Reed College during the apartheid divestment movement, believes that it will take political muscle to force politicians to act. So he partnered with former professional biologist Lucky Tran to help organize Science Stands, which helped attract scientists from across the country and organizations such as the New York Academy of Sciences, which urged member via email to gather at the American Museum of Natural History to participate in the march. "If the most well-informed citizens are not willing to act, what hope do we have of averting climate catastrophe?" asks Pattanun "Ploy" Achakulwisut, a PhD student in atmospheric science. She enlisted other graduate students from Harvard University to join the march, partially with the help of a scientist / superhero poster exhorting scientists to "mobilize march [and] make history."
Such communication to leaders and individuals is vital, according to scientific organizations like the American Geophysical Union. "While AGU is not a sponsor or participant in this particular event, we strongly encourage our member scientists to talk to their communities and their elected leaders about the impacts climate change is already having on their communities and families," says Chris McEntee, executive director of the premier planetary science organization. "Unfortunately, our window for meaningful action won't be open forever."
Many branches of science are likely to be represented at the march: climate scientists of course, but also geologists, meteorologists, materials scientists and even engineers. "I'm marching because last Christmas, my hometown of Winchester—the ancient capital of England—saw its worst flooding in at least a quarter of a millennium," says Geoffrey Supran, a PhD candidate at the Massachusetts Institute of Technology and one of 70 MIT students and faculty attending the march. "We have the technologies to begin to tackle the climate crisis. What we lack is the political will to make it happen."
In the lab, Supran has worked on trying to make more efficient photovoltaic cells to convert sunshine to electricity and better light-emitting diodes, or LEDs, to cut down on the amount of electricity needed to produce lighting. Such technologies can help reduce emissions of carbon dioxide and other greenhouse gases into the atmosphere. That effort may include using more solar, wind, geothermal, hydropower and/or nuclear power, as well as placing a price on the CO2 pollution from burning fossil fuels. Many economists believe such a switch to renewable sources of energy can contribute to a stronger economy and better human lives rather than slow such growth. And the infrastructure decisions made in the next 15 years or so will determine levels of greenhouse gas pollution for the remainder of the century. At the same time, technologies to pull CO2 back out of the atmosphere may prove vital since atmospheric concentrations are nearing 400 parts-per-million—and rising.
Scientists have not traditionally expressed policy preferences, preferring to maintain a stance of impartiality. Such dispassion, neutrality and objectivity will remain fundamental to the scientific method. At the same time, says Powell, "we have detected a threat, the greatest threat ever detected in human history." Sea level rise alone could force mass migration inland here in the U.S. in coming centuries, he says. "At this point we need to abandon our reticence and speak out forcefully, and just speaking may not be enough."
That's because the threat is large. As a geologist, Powell notes that by burning fossil fuels humans have sped up geologic processes like climate change more than 1000-fold. Whereas the Earth cooled or warmed over centuries or millennia in the past, it is now warming over the course of decades and even years. A new record for total CO2 pollution was set in 2013—including the fastest rate of CO2 pollution growth—and is likely to be broken again this year.
Or, as paleoclimatologist Peter deMenocal of Columbia University puts it: the "modern climate is exceptionally warm relative to the last millennium, and future decades will be another world, unlike anything modern civilization has ever seen. This is a really sobering fact."
So he will be joining the march along with Columbia colleagues and his twin 8-year-old girls. "It's important they witness that a lot of people care about this issue and are willing to do something about it," he says. "This is about their future."
-- ______________________________________________________ "The Dangerous American fascist is the man who wants to do in the United States in an American way what Hitler did in Germany in a Prussian way. The American fascist would prefer not to use violence. His method is to poison the channels of public information. With a fascist the problem is never how best to present the truth to the public but how best to use the news to deceive the public into giving the fascist and his group more money or more power." - Henry Wallace
"Freedom is the freedom to say that two plus two make four. If that is granted, all else follows." - George Orwel
The following lists the components of the work you have to do:
1) Find every reference in the first two parts of the book that relates to your topic, capture all the quotes and properly cite them.
2) Document with proper citation all the relevant solutions to the problem/issue that you are focusing on. There are possible solutions in part I and II. Part III is specifically about solutions and examples.
3) Research your topic on the web and in the library--Ted Talks, Democracy Now episodes, The Nation, newspapers, The Economist, etc. Also try to figure out who the big voices, scholars, researchers are on your topic and read something from them. Properly cite and send each other links and summarize the source you learn from for your group.
4) Prepare a creative 10-15 knowledge session for your classmates on your topic, due in two weeks. I will talk more about this.
Choose 3 topics from Part I and Part II that interest you, identify what pages he discusses the topics on and supply a quote to focus us in on your topic. Post on your blog by Sunday night at 10pm.
