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This document provides instructions for students to read two articles about John Dewey's philosophy of education and its influence on Stanley Cavell's ordinary language philosophy. Students are asked to reflect on how their general education courses have taught them academic integrity, global citizenship, and cultural sensitivity. In their written response, students must describe how Cavell's ordinary language philosophy relates to democracy and education with an example, examine the ideas of mutual reflection and understanding regarding cultural differences, and share a learning experience that demonstrates John Dewey's view that democracy begins at home, and how this has shaped their integrity in their education.

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Final Assessment [300 Points] Due Day 1 Week 7. Your final assessment will be to compare the US Healthcare system to another country (assigned to you by your instructor). It is said that, “… the U.S. healthcare system can benefit from looking at the successes and failures within other system”. Compare the current U.S. healthcare system with the structure [government programs] the successes and the failures within the healthcare system of another country. You will prepare an informative document and a narrated PowerPoint presentation, adhering to the guidelines found in the Final Assessment Grading Rubric. Written paper [200 Points] and Narrated Power Point [100 Points] .As with all assignments; include an introduction, conclusion and appropriate sources properly cited and referenced. MAXIMUM length: 10 pages with a minimum of 4 references with in-text citations. NOTE: This assignment includes a narrated PowerPoint presentation with Peer review. As always APA formatting is required. Specific details will be located in the weekly Materials Forum Topic must be assigned or approved / assigned by instructor. You should have conducted research in various journals, the library, or appropriate websites to support the position you took on the issue using .org, .edu, or .gov websites only. For this course, .com websites should never be used for research. Student paper should have a cover page, introduction, body paragraphs, conclusion, and reference page, all formatted in correct APA style. Three [3] Peer Power Point Critiques [10 points EACH]. Due Day 4 Week 7. You will be assigned 3 students. You are to critique their power point with feedback. Final Assessment- 300 Points The [1] Informative paper and [2] PPT presentation. · Cannot be completed as a Group Project. · Must be in APA Format. · Minimum of four [4] CURRENT [2012+] scholarly references with in-text citations [textbook does not apply] · 10 pages not including cover and reference pages [1] Informative paper [200 Points]. Topic must be assigned or approved / assigned by instructor. You should have conducted research in various journals, the library, or appropriate websites to support the position you took on the issue using .org, .edu, or .gov websites only. For this course, .com websites should never be used for research. Student paper should have a cover page, introduction, body paragraphs, conclusion, and reference page, all formatted in correct APA style Power Point Presentation [100 Points] Student will present their findings in 7-12 slide Power Point presentation not including Title and reference slides. Students will also critique 3 of their peer’s power point presentations. Leary PTSS pt 1.pdf Leary PTSS pt 3.pdf Leary PTSS pt 4.pdf Leary PTSS pt 5.pdf Pt. 1 Post Traumatic Slave Syndrome.pdf Questions for Post Traumatic Slave Syndrome.docx Post Traumatic Slave Syndrome by Joy Degruy Leary 1. ...

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EXPERIENCE & EDUCATION John Dewey The great educational theorist's most concise statement of his ideas about the needs, the problems, and the possibilities of education--written after his experience with the progressive schools and in the light of the criticisms his theories received. "No one has done more to keep alive the fundamental ideals of liberal civilization." - Morris R. Cohen Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received . Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic. "John Dewey is to be classed among those who have made philosophic thought relevant to the needs of their own day. In the performance of this function he is to be classed with the ancient stoics, with Augustine, with Aquinas, with Francis Bacon, with Descartes, with Locke, with Auguste Comte." --Alfred North Whitehead "No one who is informed in the educational held can doubt for a moment the profound influence of John Dewey on both the theory and the practice of American education." --William Heard Kilpatrick "John Dewey is unquestionably the preeminent figure in American philosophy; no one has done more to keep alive the fundamental ideals of liberal civilization; and if there could be such an office as that of national philosopher, no one else could be properly mentioned for it." --"Morris R. Cohen Preface ALL SOCIAL movements involve conflicts, which are reflected intellectually in controversies. It would not be a sign of health if such an important social interest as education were not also an aren ...

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fter completing the reading this week, we reflect on a few key concepts this week and answer question number How does culture impact leadership? Can culture be seen as a constraint on leadership? Please be sure to answer all the questions above in the initial post. Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following: Ask an interesting, thoughtful question pertaining to the topic Expand on the topic, by adding additional thoughtful information Answer a question posted by another student in detail Share an applicable personal experience Provide an outside source Make an argument At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations. .

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PHILOSOPHY AS TRANSLATION: DEMOCRACY AND EDUCATION FROM DEWEY TO CAVELL Naoko Saito Graduate School of Education Kyoto University ABSTRACT. Dewey’s idea of ‘‘mutual national understanding’’ faces new challenges in the age of globalization, especially in education for global understanding. In this essay Naoko Saito aims to find an alternative idea and language for ‘‘mutual national understanding,’’ one that is more attuned to the sensibility of our times. She argues for Stanley Cavell’s idea of philosophy as translation as such an alternative. Based upon Cavell’s rereading of Thoreau’s Walden, Saito represents Thoreau as a cross-cultural figure who transcends cultural and national boundaries. On the strength of this, she proposes a Cavellian education for global citizenship, that is, a perfectionist education for imperfect understanding in acknowledgment of alterity. Our founding of democracy must depend upon a readiness to ‘‘deconfound’’ the culture we have come from, the better to find new foundations together. The ‘‘native’’ is always in transition, by and through language, in processes of translation. RECONSIDERING DEWEY’S DEMOCRACY AND EDUCATION: BEYOND ‘‘MUTUAL NATIONAL UNDERSTANDING’’ IN THE AGE OF GLOBALIZATION After his visit to Japan and China in 1921, John Dewey wrote an essay on ‘‘mutual national understanding.’’ In it he noted that ‘‘travel is known to have a broadening effect, at least if the traveler is willing to keep his mind open’’ and that ‘‘the more unlike the two [countries] are, the more opportunity there is for learning.’’ 1 This encapsulates his call for democracy as a way of life, the horizon of which is cross-cultural, extending beyond national boundaries: according to Dewey, democracy must begin at home, 2 but it can expand outward if we learn from difference and learn to respect others as ‘‘friends,’’ as a source of the enrich- ment of our own experience. 3 Today, amid the tensions and conflicts that arise among different cultures, both within and outside of national boundaries, the relevance of Dewey’s call for mutual national understanding has hardly dulled, especially its relevance for education for global understanding. At the same time the situation has become more complex than it was in Dewey’s time, for the world is ‘‘unified’’ through globalization and national boundaries are blurred. These matters cannot but affect education. On the one hand, education at the national level has taken, as it were, a reactionary turn, geared toward national pride and, at its worst, toward aggressive patriotism. On the other hand, at the global level, education is driven to success in the global market, even at the expense of obliterating difference. The global 1. John Dewey, ‘‘Some Factors in Mutual National Understanding’’ (1921), in The Middle Works of John Dewey, vol. 13, ed. Jo Ann Boydston (Carbondale: Southern Illinois University, 1983), 262. 2. John Dewey, The Public and its Probl.

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COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ESSAYS CONTENTS Note: items under sections III through XII are rubrics. I. Introduction II. Objectives III. Thesis, and Paragraph and Sentence Structure and Logic IV. Pronouns V. Subjects and Verbs VI. Quotation Marks VII. Semicolons VIII. Commas IX. Numbers X. Odds and Ends XI. Possessives XII. Miscellanea For a little humor, see "Word Crimes," by Weird Al Yankovic. (Let me know if the link no longer works or if YouTube takes down the site.) I. INTRODUCTION A scholarly expository essay presents an argument, a thesis that is your interpretation of a topic. It develops an idea about a subject, building from a thesis statement that advances in a coherent, logical manner your opinion, conviction, evaluation, discovery, or point of view on a subject. An expository essay is similar to an editorial debate in The New York Times or the Wall Street Journal but only more high-powered and scholarly. See also the Expository Essay guide in the Work on Your Expository Essay module. An argument, a critical analytical interpretation, is neither a violent disagreement nor an assertion. It is a statement supported by reason and evidence. A thesis is an argument, and a thesis statement supplies an opinion and a reason or explanation for that opinion. Discuss both your ideas AND your opponents' viewpoint(s) on your topic. Your argument in a scholarly expository essay must explore various sides of the topic. You cannot be one-sided in your scholarly expository essay. For example, you favor abortion. In your essay, you must, however, present the anti-abortion side along with the pro-abortion side. II. OBJECTIVES Entries #1 through #38 are from the third edition of Writing Worth Reading (1997) by Nancy Huddleston Packer and John Timpane. Writing Worth Reading is the writing style and grammar authority that the instructor follows. Entries #39 through #45 are culled from other writing style manuals. For writing informative and expository essays, students must learn to avoid the problems discussed under entries #5, #6, #7, #11, #12, #22, #23, #26 through #36, and #39 through #45. Computer spell/grammar check software programs are not foolproof. Unless stated otherwise, one point is deducted for at least one occurrence of a problem identified by the item number in the expository essay. Use this guide along with both the Expository Essay and Endnotes guides. All three guides are located in the same module. Caveat on quoted passages in your essay: Many of the following rules regarding writing style problems are ignored when they appear within quoted passages. If you want to indicate a correction or the correction information then one common way to rectify glaring writing style problems that appear within quoted passages is to supply the change within square brackets. · Problem: Mary Jane said, "Everyone has their opinion of whether Spiderman is a good guy." · Correction: Mary ...

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Choose either Option A or Option B. Formulate an initial post in which you address the points noted in the prompt for your chosen option. Option A: Assimilation The textbook discusses the process of assimilation. After viewing the film, Indian School: Stories of Survival , answer the following questions: What is the definition of assimilation according to your textbook? What were you most surprised to learn from the film? Why did the American government decide to assimilate Native American children into Western culture? How did this affect them long term? Is assimilating others into another culture ever justified? Option B: Cultural Relativism Cultural relativism asserts that every culture has its own set of customs and beliefs, and that culture must be understood by the standards and values of the people within that culture. Anthropologists think that what might seem cruel or irrational in our own culture must be seen through the lens of cultural relativity, and that all cultures have practices or beliefs that can be seen by others as repugnant or incomprehensible. After reading The Universal Declaration of Human Rights , explain whether you think cultural relativism can coexist with the idea of universal human rights. Is it possible for anthropologists to promote human rights without imposing their own values and ideas of human rights? Explain your position. Your initial post should be at least 250 words in length. Support your claims with examples from the required materials and/or other scholarly sources. Cite your sources in the body of your post and provide a complete reference for each source used at the end of it. By Day 7, respond to at least two of your peers, including one who responded to the option you did not choose. Demonstrate your understanding of the topic by respectfully asking questions, raising new points for consideration, or requesting clarification from your fellow students. In this class, you have three tutoring services available: Paper Review, Live Chat, and Tutor E-mail. Click on the Writing Center (AWC) tab in the left-navigation menu to learn more about these tutoring options and how to get help with your writing .

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