Indiana State University
General Honors 101
Imagine Social Justice
Creating a Civic Life-Philosophy
With apologies to Socrates, it might be phrased thus:
the uncommitted life is not worth living.
Walter Kaufman
Dr. Ralph Leck
Stalker Hall 007
Office Hours: T/Th 3:30 pm-5 pm
Ralph.Leck@indstate.edu
I. Course Description
GH 101, Introduction to Social Justice, explores the nature and goals of social justice
movements through an analysis of commercial cultures and social privilege. U.S.
institutions will be examined in the larger historical context of commercial globalization
after 1500 CE. Students will master several approaches to social justice. Key concepts
include globalization, social privilege, environmental justice, economic equality,
Liberation Theology, and Engaged Buddhism.
II. Critical Sociology
The purpose of this course is not the mere memorization of dates and facts. Its main
value is in teaching students to read and think using critical sociology and alternative
philosophies of justice. In the context of this course, critical sociology refers to three
areas of academic concern: (1) an investigation of the contemporary gap between
dominant ideals (such as social equality and the theology of compassion) and social
realities, (2) a focus on the causes of social inequality and social hierarchy, and (3) an
analysis of U.S. policies within the larger context of neo-liberal globalization. Another
aspect of critical sociology is reflective and personal. Students will be asked to reflect
upon their values and their socialization by U.S. culture. This course is an exercise in
asking difficult questions inspired by canonical philosophies of justice. The ultimate goal
of the course is for students to develop their own conception of social justice and global
citizenship.
III. Learning Objectives
1. Students will learn several perspectives and philosophies of social justice. These
include: (1) a world history perspective, (2) a sociology perspective, (3) environmental
justice, (4) political philosophy, (5) Marxist perspectives, (6) Liberation Theology, and
(7) Engaged Buddhism.
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2. Students will understand the global context within which struggles for social justice
take place;
3. Students will compare the values that are the foundation of global capitalism to the
values required for social justice;
4. Students will use a sociological lens to interpret (a) class, racial, ecological,
theological, and gender hierarchies and (b) policy debates about equality, freedom
and equal opportunity;
5. Students will understand the ways that media and acculturation shape their
consciousness of the world;
6. Students will reflect upon secular and theological traditions of social justice and their
own role in creating justice and perpetuating injustice.
IV. Required Reading
Brown, Robert. 1993. Liberation Theology. Westminster Press.
Johnson, Allan. 2006. Privilege, Power, and Difference. McGraw-Hill.
Labacqz, Karen. 1986. Six Theories of Justice. Augsburg Press.
Rawls, John. 2003. Justice as Fairness: A Restatement. Belknap Press.
Robbins, Richard. 2011. Global Problems and the Culture of Capitalism. Pearson.
Note: (B) Additional Readings are located on Blackboard.
Requirements & Grading
1. Participation
(10%)
Mandatory
2. Reader Response Essays (30%)
See weekly requirements
3. Two Integrative Essays
(30%)
31 Jan & 21 Feb
4. Group Presentation
(5%)
Week Sixteen
5. Final Exam/Paper
(25%)
2 May, 3 pm
I. Participation: 10%
Attendance, with assigned readings in hand, is mandatory. Students will receive credit
for attendance and additional points for in-class oral participation. Participation in
discussions is required. Absences, early departures, and attendance without the assigned
readings will negatively impact your grade. Credit for participation will be given to
students who complete the weekly readings and make intelligent oral contributions.
II. Reader Response Quizzes: 30%
Reader response essays will be written in-class and typically on Thursdays. These essays
will respond to questions about the weekly assigned readings. The questions can be
found below in the “SCHEDULE OF LECTURES & DISCUSSIONS” section of this
syllabus. While writing the in-class essay, students may use hand-written notes but may
not use their books/readings. Students will write 6 in-class essays. Five will count
toward your grade. There are no make-up quizzes.
III. First Integrative Essay: 15% (3-5 pages, 12 font)
The integrative essay questions and their due dates can be found in the “SCHEDULE OF
LECTURES & DISCUSSIONS” section of this syllabus. The essays will be written
using the course readings. You must prepare a draft for peer review. The draft will
count toward the grade. It and the peer reviews must be submitted with your final paper.
Your essay will integrate lecture materials, relevant readings, and discussion
perspectives. Essays should reflect a passion for communication and constitute
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compelling intellectual work. Your authorial voice should be clearly distinguished from
the perspective of the authors and texts about which you are writing.
IV. Second Integrative Essay: 15% (3-5 pages)
V. Group Presentation/Discussion: 5%
The guidelines and grading criteria for the group presentations/discussions are provided
below.
VI. Final Exam Essay: 25%
The final exam will be comprised of a take-home essay. Students will turn in the essay
during the regularly scheduled final exam. There are no make-up exams for students
who have not made arrangements with me prior to the final exam.
Essay Grading Scale
A (Outstanding) level essays integrate course readings, lectures, and discussion themes
and put forth an original, creative argument or thesis. “A” essays are extremely well
organized and possess excellent thematic coherence. “A” work is free of grammatical
and spelling errors and cites all sources properly.
B (Above Average) “B” level essays integrate course readings and materials and
construct a well-reasoned argument or thesis. “B” essays are well organized and possess
good thematic coherence. “B” work contains very few grammatical and spelling errors
and cites sources properly.
C (Average) “C” level essays meet the course requirements and demonstrate a basic
assimilation of course readings and course materials. “C” essays repeat a few ideas from
the course but do not display full mastery of the material. Often “C” work suffers from
poor organization. The essay may lack a thesis and/or clear topic sentences. Sources
may not be cited properly. “C” work will have a few grammatical and spelling errors.
D (Below Average) “D” level essays reflect minimal mastery of key concepts, course
readings, and course material. “D” essays lack structure and thematic coherence. Some
sources may not be cited. This work generally has many (5 or more) grammatical and/or
spelling errors.
F (Failing) “F” work (1) reflects little or no mastery of the materials and (2) generally
possesses no thematic coherence. “F” work may contain a substantial amount of
information that is irrelevant to the essay question. Plagiarized work will receive a
failing grade.
Course Grading Scale
A = 93-100
A- = 90-92
C+ = 77-79
C = 73-76
F = 59 and below
B+ = 87-89
C- = 70-72
B = 83-86
D+ = 67-69
B- = 80-82
D = 60-66
Class Policies
1. All electronic devices must be turned off before entering class. If students use
electronic devices during class, they will be asked to leave. To negotiate exceptions,
please come to my office hours.
2. Late work will not be accepted. The only exception is bona fide emergencies. You
will need documentation. Accepted late assignments will be marked down one letter
grade for every class meeting that they are late.
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3. No make-up exams for in-class essays will be given unless students have received
permission from their teacher prior to an exam or quiz.
4. Plagiarized assignments will receive a failing grade for a first offense and a zero for
the second offense.
5. No food, please. You may bring water.
6. Emails should be treated as formal communications and therefore must include (a) a
subject line, (b) the instructor’s professional title, and (c) a salutation.
Guidelines for Class Conduct
1. Respect learning and the wisdom of social justice.
2. Practice courtesy and civility.
3. Sycamore Ps: punctual, professional, prepared.
4. Non-class related activities are forbidden in class.
5. Hands up…Please raise your hand when you wish to speak.
6. Be prepared to take notes at all times.
Class Discussions
Thursday classes will often include discussions of lecture themes and course readings.
Students are required to (1) bring the assigned weekly readings to class on Thursdays
and (2) complete the weekly readings before Thursday classes. Students will be
penalized if they do not have the assigned readings in their possession.
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SCHEDULE OF LECTURES & DISCUSSIONS
Part I: Global & National Contexts
Week One: Introduction to Social Justice
8 Jan: 1. Reflections on Commitment and Education
2. Context and Philosophies
10 Jan: Socially Constructed Reality: Acculturation
Reading: Robbins, Ch 1; Johnson, Ch 2
In-Class Essay #1: What is meant by the social construction of reality? What would be
the opposite of this? Compare and contrast Johnson and Robbins’ social constructions of
reality.
Week Two: Social Inequalities & Capitalism
15 Jan: Capitalist Values & Principles
17 Jan: Capitalism, Equality, & Justice
Reading: Robbins, Ch 2; Johnson, Ch 3
In-Class Essay #2: What are the “anatomy of the working class” (Robbins) and “the
matrix of capitalist domination” (Johnson)?
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Week Three: The Nation-State: Manufacturing Consent
22 Jan: Nationalism, Obedience, & Injustice
24 Jan: Capitalism, Equality, & Justice
Reading: Robbins, Ch 3 (pp. 55-84); Ch 4 (pp. 99-117)
In-Class Essay #3: How do economic history and the history of the nation-state
contribute to an understanding of social injustice?
Integrative Essay Assignment #1:
Using Robbins and Johnson’s texts, explain the historical and social sources of injustice,
privilege, and social domination. (Consider the social construction of the consumer and
the nation-state, gender and class, imperialism and the rise of the corporation,
segmentation of the labor force, and the manufacturing of consent.)
Week Four: First Essay Assignment
29 Jan: Rough Draft Due for Peer Review
31 Jan: Justice & Free Will: The Necessity of Social De-Construction
First Paper Due
Week Five: Just Get Over it!
5 Feb: The Basis of Injustice: Feeling or Social Structures?
7 Feb: The Myth of Individualism: Playing Monopoly
Reading: Johnson, Ch 4 & Ch 6
Discussion Topic: Which groups are most likely to promote individualistic thinking?
How does this type of thinking impede acceptance of responsibility for injustice?
Week Six: American Model of Consumption
12 Feb: White on Biblical and Scientific Models of Nature
14 Feb: The Environmental Sustainability of the American Model
Reading: Robbins, Ch 7; White, “Historical Roots of Our Ecological Crisis” (B)
Integrative Essay Assignment #2
1. How do science and Christianity contribute to environmental exploitation?
2. What are the human and environmental consequences of the American model of
consumption (i.e. the sugar-beef complex)?
3. Which political group(s) most often supports and defends individualist thinking,
capitalism, Christianity, and the American model of capitalist consumption? What are
the consequences for social justice?
Week Seven: Second Essay Assignment
19 Feb: Rough Draft Due for Peer Review
21 Feb: Who supports Christianity, science, capitalism, & individualism?
Second Paper Due
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Part II: Four Life-Philosophies of Social Justice
We are determined not to take as the aim of our life fame, profit, wealth or sensual
pleasure, nor to accumulate wealth while millions are hungry and dying.
Thich Nhat Hanh, Interbeing: 14 Guidelines for Engaged Buddhism
Week Eight: Rawls’ Civic Philosophy
26 Feb: Justice as Fairness: Rights & Differences
28 Feb: Rawls, Capitalism, & Inequality
Midterm Grades Due
Reading: Lebacqz, Ch 2; Rawls, 1-26
Discussion Topic: What are Rawls’ fundamental ideas, and what are their implications?
Week Nine: Reading Rawls in a Capitalist Context
5 Mar: Cooperation vs. Competition
7 Mar: Social Interest vs. Self-Interest
Reading: Rawls, 26-61, 135-138, & 176-178
Discussion Topic: Are capitalist motivations and citizenship compatible?
Week Ten: Spring Break
11-15 March
Week Eleven: Socialisms & Equality as Social Justice
19 Mar: Political & Economic Liberalism
21 Mar: Political or Social/Economic Equality: Where do we start?
Reading: “Varieties of European Marxism,” (B); Buchanan, “Marx and Rawls,” (B)
In-Class Essay #4: Buchanan details ten Marxist criticisms of Rawls’ philosophy of
justice. Explain in detail two Marxist criticisms of Rawls’ position and Buchanan’s
response to these criticisms. Do you agree with Buchanan? Explain.
Week Twelve: Liberation Theology
26 Mar: Basic Ideas
28 Mar: Anti-Capitalist Jesus
Reading: Lebacqz, Ch 6; Brown, 1-34
Discussion Topic: How does the point of view of Lebacqz and Brown differ?
Week Thirteen: 1492 & the Sociological Theology
2 Apr: Tragic History: Dominant-Triumphant vs. Liberation Theology
4 Apr: Preferential Option for the Poor: Las Casas, Saint-Simon, and Miranda
Reading: Brown, Chs 2, 3, & 5
In-Class Essay #5: Reflect on idea of “Jesus as Liberator” and “Kairos time.” How do
these concepts exemplify the difference between dominant and liberation theology?
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Week Fourteen: Engaged Buddhism and Social Justice
9 Apr: Beyond Truth & Meditation: Compassion & Social Justice
11 Apr: White, Deep Ecology, and Engaged Buddhism
Reading: Hanh, “The Fourteen Mindfulness Trainings” (B); Loy, “Loving the World as
Our Own Body” (B); Sivaraksa, “The Religion of Consumerism,” (B)
In-class Essay #6: Why, according to Hanh, is the rejection of eternal Truth (mindfulness
trainings 1 and 2) central to the practice of compassionate, mindful living? How does
this truth-justice nexus differ from most political theologies?
Week Fifteen: Themes of Citizen-Activism
16 Apr: Perpetual Growth & Social Capital
18Apr: Servants in the Pharaoh’s Court
Reading: Robbins, 334-343; Brown, 107-120; Johnson, 128-148
Week Sixteen: Group Presentations
23 Apr: Group Presentations/Discussions
25 Apr: Group Presentations/Discussions
Week Seventeen: Final Exam
2 May, 3 pm
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Group Presentations & Final Exam
Creating a Life-Philosophy of Social Justice
Group Presentations/Discussions and the Final Exam require students to construct a
Life-Philosophy of Social Justice using the materials of the course. Students will focus
on three of the seven perspectives presented in class.
1. World History Perspective (Robbins & Brown)
2. Sociological Perspective (Johnson, Mantsios, Sklar)
3. Environmental Justice (Robbins, White, Loy)
4. Political Philosophy (Rawls)
5. Marxist Perspectives (Marx, Lenin, socialist feminism)
6. Liberation Theology (Brown & Miranda)
7. Engaged Buddhism (Hahn, Sivaraksa, Loy)
Your life-philosophy of social justice will be a unique combination of three of these
perspectives. Above all, your Final Paper must:
(1) recapitulate and defend three perspectives of social justice; textual analysis and
textual references must be the key feature of your essay;
(2) specify, in each case, the social injustices that will be remedied by your
philosophy of justice. Why is your life-philosophy best suited to offer an
institutional and ideological alternative to social specific injustices?
I. Group Presentations/Discussions & Final Paper
Students will be assigned to a group, given a date of presentation, and will be encouraged
to communicate with members of their group. The purpose of group work is to prepare
for the final paper. When working in groups and preparing for the final paper, students
should consider the following issues.
1. Organizational Pattern: introduction, conclusion, sequence of material in the body of
the presentation, transitions, and overall coherence.
2. Language: Were the language choices imaginative, memorable, and compelling? Did
the language choices enhance the effectiveness of the presentation?
3. Delivery: Is the speakers’ presentation polished and confident? Did their posture,
gestures, eye contact, and vocal expressiveness enhance the presentation?
4. Supporting Material: How well and how thoroughly did the presentation address (a)
the life-philosophies of the course and (2) historical and sociological analyses of
social injustice presented in the course? Does the volume and sophistication of
supporting evidence establish the authority and credibility of the speaker?
5. Central Message: Are the central messages compelling, precisely stated, appropriately
repeated, and strongly supported?
II. Final Exam Essay
The Final Exam will consist of a Final Paper. In the Final Essay, students will compose
their own life-philosophy of social justice. The essay will be 4-6 double-spaced pages
and typed in 12-font.
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