Hawaii Pacific University
HUM 4500 The World Problematique Section ____
Semester and year, meeting times
Instructor: Name, contact information and other relevant information about the instructor.
Course description: An interdisciplinary course on how the humanities (history, literature, philosophy,
art, etc.) have shaped our world views and how the humanities can offer critical tools for addressing the
problems facing the world today. Instructors may focus on a particular theme such as civilization, the
environment, social and ethical concerns, etc. Replace last sentence with description of the focus of
your section.
Course prerequisite: WRI 1200 and HUM 1000 or designated substitute and junior or senior status.
General Education Requirement: This course is classified as a Global Citizenship course which meets
the Upper-Division Citizenship requirement for general education. Be aware that some majors specify a
particular service-learning course or a different Global Citizenship course to meet the citizenship
requirement. Check your degree requirements if you are planning to use this course to meet the
citizenship requirement.
The course addresses global citizenship . . . add a sentence or two about how this is done in your section
of the course . Here is an example The course addreses global citizenship by providing students with an
understanding of the dynamics of globalization (dynamics of the social/cultural, political and economic
realities) so they can act responsibly and constructively in changing the way things change. Once we
begin to understand the nature of social, cultural, economic and political impacts of globalization, we
can begin to understand the responsibilities of a global citizen. Essays by Mander, Norberg-Hodge and
an interview with film producer Godfrey Reggio provide a conceptual framework within which students
are able to think through the concept of a global citizen.
General Education Student Learning Outcomes and the Five Themes: HPU’s general education
curriculum is focused around five themes. This course emphasizes two themes: Values and Choices and
World Cultures. Under the Values and Choices Theme, it provides students with opportunities to
achieve the following related general education student learning outcomes.

Students should be able to apply their understanding of ethical systems and models to develop
and demonstrate a conscious value system as individuals, students, professionals and citizens. In
this section we will examine: (a) Jigmi Thinley’s essay “What is GNH?” The essay develops the
concept of “gross national happiness” and its underpinnings in Buddhist culture and values; (b)
Sissela Bok’s book ‘A Strategy for Peace’. She uses Kantian resources; (c) the juxtaposition of
Hardin’s “Lifeboat Ethics” and Singer’s “Famine, Affluence and Morality” shows in striking
manner how utilitarian moral values can conflict with Hobbesian ethical egoism [an apparent
premise in global capitalism]. Students reflect on core values informing discussions concerning
issues of global security and terrorism; moreover, students are challenged to respond critically
to what Bok offers as a moral framework for global peace.

Students should understand a range of meanings for concepts associated with individual and
social ethics such as rights and responsibilities, justice and impartiality, citizenship and social
responsibility. We examine, among other things, moral arguments of philosophers [Peter Singer,
Sissela Bok, Sonja Amadae, Peter Hershock, et al.]. Such arguments address issues of economic
value, environmental value and values essential to a moral framework for establishing and
sustaining global peace. Both Hershock and Amadae take an East-West comparative approach
concerning matters such as human impoverishment and terrorism. Bok offers a third voice to
the ongoing debate among moral philosophers between moral relativism and moral
objectivism/universalism.
The course also emphasizes the World Cultures Theme by providing students with opportunities to
achieve the following related general education student learning outcomes:

Students will investigate the roles that race, ethnicity, class, power, belief systems and gender
play in past and present cultural systems. We examine a number of world
religions/philosophies (a) as grounding the world-views of some communities: Ladakhi,
Bhutanese, and Eskimo and Canadian Indian; and (b) as counter-cultural responses to the effects
of modernization and globalization. Some class discussions address the views of Indian women
and Western educators on the impacts of technology and modern education on culture and
psychological reconditioning. In some cases modernization has altered the set of values and
concepts defining traditional cultures. Students consider the fundamental question concerning
change and development: when is change a good thing? What kinds of change are beneficial to
a community and in why?

Students will analyze cultural forces that have influenced customs and choices in contemporary
lifestyles and world views. The cultural forces today have been determined by globalization,
modernization and technology, and therefore influenced, even eroded, traditional lifestyles still
in existence but threatened. In our assessment of the views of Norberg-Hodge we consider
whether the changes in choices made and values maintained by indigenous people are justified.
Note: Purple text shows places where specific course information must be filled in. Red text provides
explanatory notes to the instructor which should be deleted before using the syllabus. Blue explanations
above should be rephrased by the individual instructor to reflect the specific approach in that section to
these required outcomes. Course specific outcomes below are an example and should also be rephrased
or modified by the instructor to fit the particular emphasis of his or her course.
Course-Specific Student Learning Outcomes for HUM 4500 The World Problematique (These will vary
by instructor)
1 Students will examine how technology and modernization may have been responsible for creating so
much trouble on a global scale.
2 Students will build on this knowledge base to imagine alternative future scenarios promoting
sustainability.
3 Students will critically examine some ethical issues relating to globalization.
4 Students will describe interrelationships among various world problems, applying insights from Asian,
religious, or philosophical perspectives.
For the rest of these required syllabus items see the details in the faculty handbook. Delete this note
once the syllabus is complete. For online courses there are some additional requirements given at this
link.
Texts List textbooks with ISBN’s and include this language as well
All textbook information (pricing, ISBN #, and e-books) for this course can be found on the HPU
Bookstore website: hpu.edu/bookstore.
If you have any questions regarding textbooks, please contact the HPU Bookstore at:
Phone:
808-544-9347
Or e-mail:
jyokota@hpu.edu
mmiyahira@hpu.edu
Assignments and mode of evaluation
Summary of important dates and deadlines (if the schedule is a separate document and due dates are
not given with the description of the assignments).
Class rules and policies (including regarding attendance, late work and academic dishonesty)
Schedule of events (may be attached separately)