Paideia 2b
Haskell
Spring 2011
Introduction
We will weave together intentionally the strands of Paideia: academics, intercultural, collaborative, and civic
engagement. The Paideia Program seeks to assist the Paideia Scholars in their search for a life that is connected,
thoughtful, and authentic. Our seminar and tutorial sessions are designed to assist each seminar member in the
pursuit of such a life.
The following shared values, methods, and procedures continue to clarify our approach to learning in this seminar:
 we will take a proactive approach to learning, one that requires personal goal setting, self-directed study,
and self-evaluation
 we will develop our goals and objectives with intentionality (that is, careful consideration and planning).
 we will reflect on our experiences, and the experiences of others, in an attempt to evaluate our own
preconceived ideas and feelings; to challenge or reinforce our own values and beliefs; to discover other
ways of thinking about complicated issues; and to explore different attitudes and viewpoints involving
diverse perspectives.
 we will endeavor to maintain a supportive learning environment, one in which everyone’s opinion is
valued and ideas that differ from our own are welcome.
 we will seek out and establish connections between what we are learning in our academic studies and the
world at large.
 we will strive for personal growth and this will serve as a measure of our success.
Therefore, this seminar will require all of us to “stretch” beyond our established frames of reference, limits of
understanding, and levels of comfort. The end result will be the integration of diverse learning experiences and
progress toward the realization of our respective personal goals with regard to our educations.
One-on-one. Please schedule your first one-on-one meeting with Dr. Haskell before spring break.
Attendance Policy. Attendance in your Paideia Seminar and at your Paideia one-on-one appointments is required.
Because attendance and participation are such integral parts of this program, students who miss either a seminar
session or a one-on-one meeting with their Paideia Professor due to an unexcused absence will receive a lower class
participation grade.
Additional Program Requirements may be found in the Paideia Handbook.
Student Learning Outcomes
1. Students will recognize, describe, and analyze connections between their courses (and those courses'
different disciplinary approaches) to both particular topics and students' overall educational experiences.
2. Students will recognize, describe, and analyze the ways in which their civic engagement activities grow
out of, inform, and enrich their studies and their extracurricular activities.
3. Students will recognize, describe, and analyze the ways in which their intercultural experiences grow out
of, inform, and enrich their studies and their extracurricular activities.
4. Students will recognize, describe, and analyze the ways in which their research and/or creative work
grows out of, informs, and enriches their other academic work and their extracurricular lives.
5. Students will recognize, describe, and analyze the disciplinary assumptions and contexts reflected in the
different books, articles, films, art works, performances, and other shared "texts" introduced by seminar
professors and cohort students.
Reflective Essays
Readings and Reflective Essays are as posted in the cumulative schedule. Please be aware of deadlines.
To give a sense of scale, normally reflective essays should run about 300-500 words. This is not a huge amount of
verbiage, and you are asked to reflect carefully and thoughtfully on the assigned readings.
Reflective essays will be graded according to the following scale:
 High Pass(95%). Such essays will contain a clearly, succinctly stated thesis and exemplary supporting
evidence; they will also be stylistically excellent (that is, be well organized, worded, and presented).
 Pass (85%). Such essays will contain a clearly, succinctly stated thesis and good supporting evidence;
organization word choice, and argumentation will be good but not excellent.
 Low Pass(65%). Such essays will contain a thesis and supporting evidence but clearly lack clear
organization, word choices, and overall effect.
 F (50%). Such essays will either lack a clear thesis, supporting evidence, or be so stylistically flawed as to
make it impossible to determine the thesis.
 F- (0%). Written assignment not turned in
Grading
The class is offered on a P/D/F basis:
70%-100% = P
60%-69% = D
<60% = F
Semester Grade. The semester grade will be calculated as follows:
Class/Program participation 50% of final grade
Assignments: 50% of final grade
Cumulative Schedule
10 January - 16 January
Class
17 January - 23 January
Read Review of Roberts, Athens on Trial (post below). Post a response by 18 January.
31 January - 6 February
Class
7 February - 13 February
Read The Assembly, and post below ("Assembly response") a response to issues relating to speech, by 8 February.
14 February - 20 February
Class
21 February - 27 February
Please read and respond ("Saxonhouse" below) to Arlene Saxonhouse, in Free Speech at the End of the Century:
Panel Discussion, pages 37-42. Post by 22 February.
28 February - 6 March
Class
21 March - 27 March
Read, and post a response below ("Monoson") to, Monoson, S. Sara."Frank Speech, Democracy, and Philosophy:
Plato's Debt to a Democratic Strategy of Civic Discourse." (link tba). Please post by 22 March.
28 March - 3 April
Class
4 April - 10 April
Read, and post a response ("Saxonhouse, Free Speech and Democracy" below) to, Arlene Saxonhouse, Free Speech
and Democracy in Ancient Athens, chapter 4. Please post by 5 April.
11 April - 17 April
Class