St. Cloud State University
General Education Goal Area 6
Humanities & Fine Arts
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Kathleen Gill
Phone: 308-5154
Email: kagill@stcloudstate.edu
2.
Requesting Unit: Philosophy
3.
Department, Course Number, Title: PHIL 211, Philosophy and Feminism
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Goal 8
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
The ways in which philosophical and feminist thinking enhance one
another. A variety of perspectives, including race, class and culture.
Cr. S.
3
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
General Education, Philosophy major and minor programs.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None.
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
None.
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11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
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12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 6: Humanities & Fine Arts
Expand appreciation and critical understanding of changing modes of human expression and systems of
thought in the arts and humanities, and develop abilities in the creation and performance of meaning.
Students read texts that present philosophical theories and concepts
which provide the intellectual underpinnings of global feminism, as well as
philosophical debates in global feminism. Students are required in
discussion and in written work to articulate their understanding of these
ideas. They are required in discussion and in written work to critically
evaluate these ideas, and to develop their own perspectives.
13. In order for a course to be designated as fulfilling Goal Area 6, it must address at least 5 of the 7 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Demonstrate awareness of the scope and variety of works in the arts and humanities.
2. Describe and appreciate works in the arts and humanities as expressions of individual and collective values
within an intellectual, cultural, historical and social context.
3. Interpret and respond critically to works from various cultures in the arts and humanities.
4. Explore intellectually the ideas expressed in works in the arts and humanities.
5. Engage in creative processes or interpretive performance.
6. Articulate an informed personal response to works in the arts and humanities.
7. Analyze the diverse means of communication in the arts and humanities.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
1. Students are required to read texts encompassing a diverse range of
perspectives on philosophical concepts and controversies in global feminism.
They are required to demonstrate their understanding of these ideas in
discussion and written work. Examples include views of human nature from the
perspective of various religious traditions, and conceptions of human rights
from the perspective of social and cultural contexts around the world.
2. Students are required to read texts articulating values surrounding
issues in global feminism. Some of these texts are an expression of
individual values, some are collective (social) values, and the cultural
perspective of every author is taken into acount. Students are required to
describe these values, and display an appreciation of them, in disucssion
and written work. Examples include the value of religious freedom in the
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context of reproduction, the value of education in the context of the global
economy, and the value of fair trade in the context of international systems
of consumption and production.
3. Students are required in their written work and in class disucssion to
analyze and evaluate the perspectives, views and arguments found in global
feminism. For example, this might include a comparison of divergent views
with respect to the nature and value of child/parent relationships.
Students would be required to identify fundamental sources of disagreement,
and critique views on the basis of consistency and coherence.
4. Students are required to engage intellectually with the ideas presented
in texts and lectures by means of classroom discussion, and through the
articulation and critical evaluation of those ideas in written work. They
may be required to understand, for instance, how laws surrounding abortion
may be based on cultural beliefs about personhood, and how those beliefs in
turn may reflect a religiously based metaphysics.
6. Students are required to develop and explain their own views on the ideas
that are being discussed in class. This takes place in the course of
classroom discussion and in written work.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
Part 1: Philosophical theories and concepts that provide the intellectual underpinnings of global feminism.
A. Perspectives of cultures and societies around the world: 20% (SLO 1, 2, 4)
Examples: Religious metaphysics of various spiritual traditions; concepts of human nature; concepts of
personhood; views on the moral and metaphysical bases of human rights.
B. The development of each students' own perspective: 10% (SLO 3, 6)
Part 2: Philosophical theories and concepts currently used in global feminism.
A: Perspectives of cultures and societies around the world: 20% (SLO 1, 2, 4)
Examples: Differing perspectives on the meaning of such concepts as freedom, equality, respect for persons,
justice and human dignity.
B: The development of each students' own perspective: 10% (SL0 3,6)
Part 3: Application of philosophical theories and concepts to controversies and debates in contemporary global
feminism.
A: Perspectives of cultures and societies around the world: 20% (SLO 1, 2, 4)
Examples: Differing perspectives on abortion, affirmative action, rights to education and health care,
trafficking, fair trade.
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B: The development of each students' own perspective: 20% (SLO 3, 6)
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department:
Course or Course(s):
Carla Johnson
Department or Unit Chair Signature
3/1/10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date