Summer 2000

1. Course Description: The course is designed as the assessment tool for the new General Education Program.  It will explore four principal areas of power and authority as they relate to the Public Affairs Mission of the University: (1) religion, (2) art and architecture, (3) forms of government, and (4) forms of behavior modification. Each of these areas dovetails into each other and allows for easy transitions and for the identification of connections. The primary focus will be to analyze forms of, and means to, power and then discuss ways in which these have been harmful as well as beneficial to individual freedoms. In every instance, it will be the task of the instructor to help students identify, analyze, and process their understanding of these forms and symbols of power.

2. Textbooks:

a. J.K. Galbraith, The Anatomy of Power

b. G. Orwell, 1984

c. Machiavelli, The Prince
**An on-line version is available at http://www.orst.edu/instruct/phl302/texts/prince/prince_contents.html

d. Reserve materials are available in hard copy and on-line.

3. Class Procedures: This will primarily be structured as a discussion course. In addition to the textbooks, a number of articles will be placed on reserve. This material will be the basis of class discussion. It is expected that students will take the initiative to raise questions and to seek additional information from the instructor and fellow students during each class period.

4. Course Objectives: Each capstone course contains a Public Affairs theme. This section of GEP 397 will:

a. Encourage the student to formulate questions, evaluate evidence, and make deductive inferences about sources and
    symbols of power.

b. Help the student become better informed and more open-minded about cultural differences and how these are the basis of
    powerful and powerless conditions.

c. Show the student that there may be many paths to the same ultimate goal.

d. Increase the student's awareness of his/her own thinking processes and possible cultural biases, and the degree to which we
    are creatures of our society.

e. Teach the student to communicate more effectively in written and oral forms, and to critically analyze the ideas of others.

f. Help the students become more visually-literate so they can recognize and evaluate cultural symbols, body language,
   slogans, and other tools of government and business in the struggle for power.

5. Assessment Methods:

    a. There will be two essay exams in this course: a mid-term and a final. A study guide will be provided prior to the test to
        aid in preparation and to help focus on major ideas.

    b. Each student will complete one research assignment.  This assignment may take the form of:

• 10-12 page research paper on some aspect of the course
• Submission of three editorials, suitable for publication in the Springfield Newsletter or the SMSU Standard, which
  deal with three different topics related to the course (750 words minimum for each editorial + bibliographies)
• Creation of five political cartoons with captions, bibliography, and one-page explanations that illustrate five different topics related to the course (artistic ability required!)
• Create an illustrated, annotated itinerary of a visit to an art gallery, public building, or place of worship
• Write a "experiential commentary" based on work (at least 20 hours of volunteer service) with a political campaign

    c. There will be two short class writing assignments to assess student awareness of issues being raised in
        class discussion (25 points each).

    d. A pre-test will be administered by the instructor to establish the degree to which students are sensitive to forms and
       symbols of power. This will be used as the basis of initial class discussion. The final exam will serve as a post-test
       designed to determine whether or not an enhanced level of sensitivity to course materials has occurred.

Grades will be based on the exams, class discussion, short reaction papers, and the research assignment.

6. Research Assignment:

The topic for every research assignment (see above) must be cleared with the instructor by JUNE 19, 2000..

a. A summary of the thesis of each project will be orally presented to the class.

b.  Each student will also be required to schedule an interview with the instructor to discuss his/her project before proceeding
    with completion of the project.

7. Attendance: Since this is a discussion class, it is essential that you make every effort to attend each class. A significant portion (25%) of your final grade will be based on your participation in class discussion.

8. Cheating: Cheating will not be tolerated in this course. Anyone caught cheating, as defined in the Student Code of Conduct, will be assigned an "F" grade for the course.  I also direct student to the university's statement of community principles.

9. Grading: The final grade will be based on the following:

Mid-term exam = 75 points

Research Project = 100 points

Short Papers = 50 points (25 points each)

Final Exam = 75 points

Class Participation = 100 points

The grade will be determined on a ten point scale: 90-100 = A, etc. Borderline grades will be determined by such factors as attendance, completion of work on time, evidence of hard work, and a willingness to seek help as well as general contribution to class discussions.

10. Office Hours: Students should feel free to consult with me about the course and their work. My office is PACB 266. I will be there 10-10:5am Monday and Wednesday and 2:30-3:30pm Monday through Thursday. If you can not meet with me during posted office hours, make an appointment to see me at a mutually agreeable time. The Religious Studies office phone is 836-5514 and the secretary can make an appointment for me. I can also be contacted by e-mail: VHM970F@MAIL.SMSU.EDU

11. Inclusive Language: In line with the newest style guides, I will be using inclusive language. This means that I will use language that includes both women and men. Instead of "man" I will use "human beings." Instead of "he" I will use "he or she," etc. (I urge you to follow my lead both orally and in your writing). Written papers must conform to style guide rules on inclusive language.

12. Disability Accommodation: Students with disabilities who may require accommodations should contact Jana Long, Coordinator of Disability Support Services (DSS), Plaster Student Union, 4th floor, (417) 836-4192 or TDD (417) 836-6792. Information about DSS can be found at http://www.smsu.edu/disability/   DSS refers some types of accommodation requests to the Learning Diagnostic Clinic (LDC). The LDC also provides diagnostic testing, for which a fee is charged. Information about the LDC can be found at http://www.smsu.edu/contrib/ldc/index.html

13. SMSU is an equal opportunity employer/affirmative action institution, and maintains a grievance procedure incorporating due process available to any person who believes he or she has been discriminated against.  The Southwest Missouri State University Nondiscrimination Statement can be found at: http://www.smsu.edu/AcadAff/FacultyHandbook/archives/1997/legal.htm   At all times, it is your right to address inquiries and concerns about possible discrimination to Melissa Manning, Affirmative Action Officer, Carrington 128 (417-836-4252). Concerns about discrimination can also be brought directly to your instructor's attention, and to the attention of your instructor's department head.

Additional Instructions for the Research Assignment

All research projects are due: July 31, 2000

Among the research assignment choices for GEP 397, Sources and Symbols of Power and Authority, is to submit a typewritten research paper of 10-12 pages. Any subject relating to the material covered in the texts we discuss is permissible, but each student must clear their topic with the instructor before beginning. The paper must be double-spaced and all papers must follow a consistent style of documentation. I would suggest using either the MLA Guide or one of Kate L. Turabian's style guides.

Many students fail to adequately narrow their topic. If the topic is too broad the paper is often superficial and full of generalities. Here is an example of narrowing a subject: (1) The Power of Religion, (2) The Power of the Priesthood, (3) The Elements of Power Found in Priestly Vestments. The first two topics would require full-length books. Only the last topic can be adequately covered in 12-15 pages.

Too many research assignments are poorly written and contain numerous mechanical errors. Be sure to finish your assignment early and proofread it carefully. If there are too many errors, the grade of the assignment will be automatically reduced one full letter grade.

Plagiarism is also a serious offense. Be sure that you adequately document your use of other persons’ ideas (including books, articles, personal interview, etc.). The penalty for plagiarism may vary depending upon the individual circumstances. However, two possible penalties are: 1) an automatic "F," or 2) the requiring of an additional paper.

You must use some form of documentation in your research assignment.  You may use footnotes, endnotes or MLA style parenthetical citations. When preparing your bibliography, first provide a list of those sources used to prepare the assignment. Then, in a separate list, compile additional sources on the subject that you researched and that were not in the SMSU library. This will help with our ordering of books for the library.

• In addition to the reading assignments listed below, all students will be expected to stay current on breaking and developing news in our region, the nation and the world.  It is crucial for our discussion to have real world examples to draw upon.  Therefore every student should devote time to reading newspapers, watching television newscasts, and listening to in depth reporting on National Public Radio.  
  
• Advertising is another important medium of power.  Students should familiarize themselves with the forms, methods, and styles of advertising found on radio, television, in print, and on billboards.

Each of the following sections is designed to elicit discussion based on both the readings and on the personal observations of the students. It is expected that reading will be completed prior to class in order to facilitate discussion. It is also quite likely that additional resources will be drawn on during the course of the semester. Reserve materials are available in the library in both hard copy form and on-line.

1. Pre-test on Sources and Symbols of Power and Authority. Class Discussion of Responses. Discussion of Public Affairs Mission.

a. Read statements made on the Public Affairs Mission at http://cicero.smsu.edu/what/what.html

b. Discuss the University statement of Community Principles: http://www.smsu.edu/studev/aboutsmsu/principles.html 

c. Examine the quotations found at http://www.smsu.edu/RelSt/QUOTES.gep.html

d. Read and discuss Galbraith: pp. 1-13, "An Overview"

2. Visual Images of Power.

a. Read E. Dissanyake, "What is Art For?" (Reserve)

b. Read R. Firth: "Symbolism of Flags," pp. 328-367. (Reserve)

    -- Texas v. Johnson (1989) ruling on Flag Desecration

    -- Web sites dealing with world flags: http://www.flaginst.demon.co.uk/ 

                                                             http://www.geocities.com/Athens/Parthenon/3869/ 

3. Sacred Levels of Power

a. Discuss Eliade's concepts of "Sacred Space and Making the World Sacred" -- class handout.

b. Read C. Hole, "Protective Symbols in the Home," pp. 121-130. (Reserve)

c. Read Galbraith: pp. 171-180, "Power of Religion and the Press"

   ***MID-TERM EXAM: July 10, 2000***

4. Ideas of Power: Government

a. Examine the principles of propaganda as outlined in:

    http://carmen.artsci.washington.edu/propaganda/contents.htm

b. Read and discuss Machiavelli: The Prince

c. Read and discuss Orwell, 1984

  **Pertinent web sites for Orwell's 1984 include:

      http://students.ou.edu/C/Kara.C.Chiodo-1/orwell.html#1984

      http://edtech.fgcu.edu/tech-in/projects/utopia/1984home.htm

c. Read and discuss Galbraith: pp. 144-159, "Organization and the State"

5. Uses of Power: Personal enhancement, group enhancement, personal disenfranchisement, group disenfranchisement

a. Read and discuss Galbraith: pp. 38-71 "Sources of Power"

b. Continued discussion of Orwell: 1984

c. Read and discuss Galbraith: pp. 72-88, "Dialectic of Power"

Final Exam:   August 3, 2000 -- 1:00 - 3:00 pm 

Reserve Reading List

Dissanayake, E., "What Does Art Do for People?," in What is Art For? (Seattle: University of Washington Press, 1988),
    61-73.

Firth, R., "Symbolism of Flags," in Symbols Public and Private (Ithaca, NY: Cornell University Press, 1973), 328-367.

Hole, C., "Protective Symbols in the Home," in H.R.E. Davidson, ed. Symbols of Power (London: Rowan and Littlefield,
    1977), 121-130.

SUGGESTED RESEARCH TOPICS

1. The use of Wagner’s operatic music in Nazi propaganda.

2. An examination of  a specific example of monumental architecture as a symbol of political power.

3. Charismatic religious leaders (Jim Jones, David Koresh, Mother Teresa, Martin Luther King).

4. The way(s) in which a specific technology or set of technologies has empowered modern society.

5. Orwell’s use of visual images of power in 1984.

6. An examination of Machiavelli’s principle of the "end justifies the means" in The Prince.

7. Discussion of the power of advertising techniques in marketing a specific product.

8. Anaylsis, with an example from any time period of Tillotson’s reflection that "they who are in the highest places, and have
    the most power, have the least liberty, because they are the most observed."

9. Discuss, using specific examples, Mao’s statement that "political power grows out of a barrel of a gun."

10. Examine the power of a political party in shaping public opinion and/or voting patterns.

11. Analyze Weber’s model of hierarchical structures as they apply to business practice.

12. Research the power relationship between persons and their spouses or children.

13. Speech patterns may be used to obtain power, harrass, model, or instruct. Examine this statement and provide specific
    examples.

14. Discuss the ways in which the senses may be used to create, gain, or maintain power.

15. Choose a lobbyist group -- any one will do -- and discuss how they get their issues before legislators and how they
      achieve their goals.

16. In the basically illiterate culture of medieval Europe, religious art was used to instruct and to remind people of their
    obligations to God and the church. Discuss this statement.

17. Was Bacon correct in saying that "the monuments of wit survive the monuments of power"?

18. Examine a particular Supreme Court case which demonstrates the balance of power in our government.

19. Examine the effects of newly emerging technologies on the average person’s life.

20. Examine, in historical perspective, the effects of a particular event during the past 100 years in America.

21. Analyze some basic symbols of authority (i.e., clothing, flags, gestures, graffiti).

22. Discuss whether the current legislative process in the U.S. matches the vision of such early founders as Thomas Jefferson,
    John Adams, and Alexander Hamilton.

23. Discuss the validity of Lynn Little’s "universal truth" about the true nature of power that "the more that we give away
    power, the more that power is returned to us."

24. Choose a "power figure." Discuss that person’s rise to power and what he/she did with power once he/she was in a
    position to exercise it.

25. Discuss how music has been used to heighten emotions, build esprit d’corps, and mold behavior in the military.

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