Professor Burch		Student hours: ______________ and by appt.
831-1936 or kurt@udel.edu		email hour: ________________________
Smith Hall, #457

classmate name/#:
classmate name/#:

Course Description
This course centers on three issues:

1. to explore ethical concerns in a global context. For example, do contemporary global problems represent forms of oppression or injustice?
2. to explore what implications and responsibilities, if any, follow from recognizing such problems.
3. to ponder whether we can create an "international ethics" or revitalize personal ones.

This course will not promote any particular ethical positions. Nor do you have to be a "believer" of any specific ethical views to succeed here. Instead, I intend to open ethical issues to question and open world affairs to ethical scrutiny.

More generally, this course moves beyond simple facts and concepts. Students should leave this course not only better informed about politics and problems, but also better able to read critically, to think systematically, to analyze problems, to collect and evaluate information efficiently, organize and present ideas systematically, to communicate effectively, and apply knowledge from one area to new issues. These skills help people in all occupations and situations.

Among these skills are independent reasoning, critical reasoning, applied thinking, making an argument, and writing essays. The first two are habits of mind, arising in class discussions and essays. Clearly, each involves making an argument, which involves stating a claim, staking some turf, making a case. You then defend it coherently and logically with appropriate evidence and argument. From this practice you will develop related skills at evaluating, organizing, and integrating ideas. Essays invite you to develop and defend an argument. Essays are invitations to express yourselves thoughtfully and individually, rather than commands to regurgitate.

Course Objectives

• to become familiar with some crucial issues confronting individuals and societies at the close of the 20th century.
• to understand how contemporary global problems are related to each other.
• to understand how global problems arise from individual choices, foreign policies, and global conditions.
• to explore what, if any, ethical and moral responsibilities arise -- for the nature of our society, the condition of fellow humans, and the state of the world -- in the wake of such problems.
• to develop skills independent of the subject of this course.

Course Expectations
Be prompt and be prepared.

Students are responsible for all class material: syllabus, assigned readings, reserve readings, class announcements, lectures, handouts, etc.

This is a class discussion course, so I'm not the main character. I don't intend to convey reams of information. I'm not Newt Gingrich, so I won't be inculcating particular values in you. I plan to act as the facilitator of our discussion group or the Oprah of the course. I point and steer; you propel. Thoughtful participation is key, but participation involves thoughtful speaking and listening.

Three rules govern:

1. Thoughtful speaking means making your point clearly, concisely, with examples, and with respect. We can ask questions to gather info, but not to embarrass or ridicule others.

2. Thoughtful listening means paying attention, pondering the point, and replying thoughtfully. No personal attacks.

3. Let's make no personal criticisms and comments. No comments in class travel out of class. However, I encourage you to discuss outside of class whatever you learn during class, but please do not identify who makes any specific remarks.

My priority in upperclass courses is to help you organize the information you've got, help you manageably file and retrieve new information, help you form thoughtful opinions, help you express yourself ably, and help you defend your opinions vigorously. So speak up, speak out, and let 'er rip.

Course Connections
This course fulfills requirements for majors in Political Science and International Relations. While not a prerequisite, I expect that you have successfully completed POSC 240 (World Politics) and a course in Foreign Policy. You are distinctly disadvantaged without these. A familiarity with abstract thinking -- and/or a willingness to try -- will also help.

Requirements

two brief essays		10% ** (05% each) 1st essay due Mon Feb 17 by 12:30
class participation		30% ++ (determined weekly by Burch and other students)
course journal		30%
course project		15%
class "debates"		15%

** In eight well-written paragraphs tell me: (1) why you are taking this course, (2) what you think is the purpose of a university education, (3) what you think is the purpose of a course on international relations, (4) what you expect, (5) what you hope to achieve, (6) what you will contribute, (7) what you think a "good teacher" contributes to a course, and (8) what jobs, responsibilities, or obligations occupy you this semester.

++ Forms of class participation include, as noted, thoughtful comments and attentive listening. Please also participate by bringing to class on Mondays a set of "questions-for-the-week" that you'd like to hear opinions about. Good, thoughtful questions mean good participation points.

No make-up assignments, unless a documented emergency or authorized by UD.

Please read the University's statement on "Academic Honesty and Dishonesty". Its standards apply to all activities in this course. However, during group work, I encourage you to work and talk together and to share information.

How to Succeed
Standards of excellence
Successful papers and presentations clearly and concisely discuss their topics, offer analysis, indicate appropriate evidence, and explore implications as necessary. Successful papers also prepare responses to the most apparent criticisms of the argued position. Exceptional papers and presentations synthesize material, apply information and conclusions to other circumstances, infer implications, and demonstrate a creative streak.

For all writing assignments check your grammar, punctuation, spelling, style, and the like. They count. I will of course look foremost for content, but character and layout remain important, especially to the extent they hinder or aid a clear presentation. If nothing else, you should know that I worked for several years as an editor. So it's in my blood! I can't help but be sidetracked by distracting errors. For more details see the "Grading Checklist" at the end of the First Day of Class information packet, on reserve at the library. It contains information on the university Writing Center, Academic Services (for help with tutoring, studying habits, and crisis counselling), and other campus services.

Books

Achebe, Chinua. (1958) Things Fall Apart.
Remarque, Erich Maria. (1928) All Quiet on the Western Front.
Thornton, Lawrence. (1987) Imagining Argentina.
Wiesel, Elie. (1960) Night.
----------. (1961) Dawn.

All course material is also on reserve at the campus library.

Important Note on COURSE OUTLINE:
I may adjust the anticipated schedule, readings, and/or assignments to suit the composition and interests of the class. Please share your ideas and concerns.

Week 1 (Feb 12-14)		Topic: Introduction, orientation, global problems, ethics
		READ: "Diary of a Madman", "Sailor's Killer..." (handouts)
Week 2 (Feb 17-21)		Topic: Justice, fairness, power
		SEE: "Crimes and Misdemeanors" (UD-VHS #1907)
Week 3 (Feb 24-28)		Personal responsibilities
		READ: "The Pugilist at Rest" (handout)
		SEE: "Do the Right Thing" (UD-VHS # ? )
Week 4 (March 3-7)		groupwork: meet in your groups to work on your projects
Week 5 (March 10-14)		Direct violence: victims and perpetrators
		READ: Night
Week 6 (March 17-21)		Waging war
		READ: All Quiet on the Western Front, chps 1-4, 5-7, 8-12
		SEE: "Platoon" (VHS#409),
		SEE: "Why We Fight, Pt 7" (VHS#1458)
Week 7 (March 24-28)		Resisting and resistance
		READ: Dawn
		SEE: "A Man for all Seasons" (VHS # 408)
SPRINGBREAK		Enjoy
Week 8 (April 7-11)		Resistance and rejection
		READ: Down in My Heart (if avail), Imagining Argentina
Week 9 (April 14-18)		class debates
Week 10 (April 21-25)		Cultural clash
		READ: Things Fall Apart , Part One, Parts Two-Three
		SEE: "The Ballad of Gregorio Cortez"
Week 11 (April 28-May 2)		Cultural clash again
		READ:
		SEE: "The Day the Earth Stood Still" (UD-VHS #663)
Week 12 (May 5-9)		Human rights
		READ:
		SEE: "Blood in the Face" (UD-VHS #2343)
		SEE: "The Killing Fields" (UD-VHS #827)
Week 13 (May 12-16)		Indirect threats: the environment
		READ: Top Guns and Toxic Whales
Week 14 (May 19-21)		Alternatives
		READ: "Letter from a Birmingham Jail"

Important Dates (subject to change)

every Monday		questions-of-the-week
every Friday		class participation evaluations
Monday February 17		first eight-paragraph essay due
Monday February 24		Late Regis & Add/Drop period ends
March 29 (classes resume Mon April 7)		Springbreak
Monday April 14		last day to withdraw without penalty
Monday April 14 to 18		class debates
Friday May 2		course projects due
Monday May 19		second eight-paragraph essay due and
Wed May 21 (last class)		journals and signed pledges due

all assignments due to me within 10 minutes of start of class

Standard grading system:
A=93+, A-=90-92, B+=87-89, B=83-86, B-=80-82, C+=77-79, C=73-76, C-=70-72, D+=67-69, D=63-67, D-=60-63, less than 60 = F

** On final exam day, please sign and return the following honor code pledge:

I guarantee that my word is valid, that my work is absolutely honest, and that I respect others' property. I realize that these standards are an integral part of academic life and personal worth. I responded appropriately when others violated this pledge.

your name: _____________________________________

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