And how do we decide which beliefs are "weird"? Many of the beliefs we hold - about ourselves, about others, and about the world - are poorly tested hypotheses rather than established fact. In this seminar, we will examine how the human mind, even when presented with evidence to the contrary, can lead us to weird beliefs (such as, "Elvis is still alive"), superstitions (such as, "bad things happen on Friday the 13th"), and other confusions (such as, "evolution is just a theory"). We will examine the boundaries between science and pseudoscience (such as, whether there is a difference between those who search for intelligent life in the universe and those who believe in alien abductions) as well as the tools we can use to distinguish the two.
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The haunting rhyme that begins, Lizzie Borden took an axe and gave her mother forty whacks…, tells a story that has crafted the image of one of the most infamous women of the 19th century, Lizzie Borden. Who is the real Lizzie Borden and what really happened that blood thirsty day in Fall River, MA? This course explores media offerings that include inquest and trial transcripts, newspaper reports, police reports, documentaries, cinematic films, books, and the Internet that have all helped to create the Legend of Lizzie Borden. As you hone your critical thinking skills, consider the question, did she or didn’t she, and if she didn’t, who did?
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The media has been called liberal as well as conservative. How can you tell if a media source is trying to manipulate your thinking? What tactics do media sources use and how can you see through them? How can you evaluate an information source and determine if it is reliable? Do advertisers use different tactics than news sources? Are there messages embedded in other forms of media as well?
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Why is it so much fun to be bad? Are we born wicked? Do we learn to be and do evil? In this seminar we will explore whether human beings are wicked or evil by nature. If wickedness is a part of human nature and being bad is fun, how can we overcome this evil? We will explore and discuss these questions and others as a class; however, ultimately, after doing lots of reading and some research you will answer this question for yourself.
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Students will engage in on-going dialog, writing, reading and activities in an attempt to establish insights into the nature of success and happiness. How does one become successful? How does one become happy? Are the elements of each integral to the other? Does one ever become successful and happy or are they on-going processes? The experience will include readings from diverse cultural, philosophical and spiritual perspectives, which explore the attainment of success and happiness. Students will learn, along with the instructor, the implications of their own success and happiness on the collective being. In the end, hopefully, students will learn practices which they can apply to their own personal well-being and fulfillment.
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Students will engage in on-going dialog, writing, reading and activities in an attempt to establish insights into the nature of success and happiness. How does one become successful? How does one become happy? Are the elements of each integral to the other? Does one ever become successful and happy or are they on-going processes? The experience will include readings from diverse cultural, philosophical and spiritual perspectives, which explore the attainment of success and happiness. Students will learn, along with the instructor, the implications of their own success and happiness on the collective being. In the end, hopefully, students will learn practices which they can apply to their own personal well-being and fulfillment.
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War just isn't what it used to be. Despite some heroic preventive efforts worldwide, armed combatants recruit children to their ranks more frequently and in greater numbers. These children clear minefields, aid in actual fighting, and help control opposing combatants. Some children are recruited against their will (kidnapped), and others join willingly for a whole range of reasons. To understand complex issues like this one, the educated citizen needs tools to protect her/him from mere opinion-both generating, and receiving. While we develop these tools-critical thinking, research and evaluation skills-we'll examine the child soldiers issue along at least the following lines: what are the prospects for children in times of crisis? Does the changing nature of warfare alter how we view childhood? What kinds of positive outcomes can post-combat children achieve? Join us as we consider these sub-questions, en route to arriving at your own educated citizen's answer to our course title's ultimate question: can child soldiers help us learn about peace?
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Everyone is influenced by popular culture. But in what way are we influenced? Movies, TV, music, video games, the internet, and all other types of mass media surround us daily. What are the effects of these media on the human brain? Are we "zoning out" or expanding our minds? We will examine popular culture and its impact on children, adolescents and adults.
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This class will examine our national pastime from a critical thinking perspective. Texts and assignments will be geared toward taking a deeper look at baseball and its direct connection to philosophy and scientific inquiry. It is the intention of this course to completely change the way you view the sport.
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We are connected to digital media and devices in more ways than we realize. Because these devices and technologies are so new, we often don't realize what it means to be "wired" to our computers, to our music, to our friends, and to the world. What does it mean to be both enabled by and dependent on the digital world? What do we gain? What might we lose? As the interface moves from our keyboards, screens and earbuds into our bodies through implants and other "wetware," will we become better or some version of sci-fi cyborg more controlled by than controlling the technologies around us?
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Psychologists and philosophers have long argued that childhood shapes adulthood. Some have gone so far as to argue that personality is pretty much determined by the end of early childhood; others have argued that is an overstatement. One issue we will address in this course is the extent to which childhood matters in determining what kind of adult the person becomes. Assuming it does matter, what would the perfect childhood be like? Are those who have the happiest, most carefree childhoods likely to become the happiest most productive adults? Or are those who are most successful and productive, people who have overcome adversity? Should parents shield their children and preserve childhood innocence as long as possible or should children be exposed to the realities of life at an early age? How do parents find the right balance between making their children happy and encouraging them to become responsible? We will explore how such questions can be answered and what has so far been learned.
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Tug of war or group hug? Dodgeball or teambuilding initiatives? War or diplomacy? Cut-throat business or collaboration? Directive or collective leadership? Through participation in adventure-based activities including games and problem-solving initiatives and through active participation in competitive group games, we will take a hands-on approach to using play as a metaphor for competition and cooperation. These experiences will launch us into critical explorations, debates, interviews and fun research that will surely get your wheels turning.
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Students will look at this generation to see what impact on society they will have in regards to education, fashion, politics, religion, parenting, career, etc. and compare how other generations before them have dealt with these issues. We will look at the many facets of daily life as it plays out for this generation.
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Students will begin by examining the history of militant cinema from around the world to explore the differing ways it has been defined. Through close analyses of some self-styled “militant” films and filmmakers, students will use their critical thinking skills to gauge the relevancy of militant cinema today.
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Are the world resources really becoming depleted? Or is it all part of another plan? What role is America playing compared to other countries? Through many generations we have made various attempts to conserve energy to support various causes. Was it really necessary to conserve resources? Then? Now? In this class, students will examine this topic from a critical thinking perspective. Reading will be geared toward taking a closer and deeper look at the world’s efforts concerning this topic
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Some argue for gender’s biological roots; others contend that gender is largely a social construct or performance. In this course, students will make both personal and scholarly inquiries into the nature and roles of gender. We will examine and discuss scientific literature, philosophical thought, artistic expression, and personal experience related to gender. We will work on understanding not only what gender is, but how gender matters.
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In the 70 years of their existence, superhero comic books have influenced many aspects of popular culture, including motion pictures and television programming, graphic arts, prose fiction, and even popular music . They have been condemned as trash, and praised as an original 20th century art form. In this interdisciplinary class, we will examine the origins and cultural impact of superhero comics, and try to determine why they have been so popular for so long.
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In the 70 years of their existence, superhero comic books have influenced many aspects of popular culture, including motion pictures and television programming, graphic arts, prose fiction, and even popular music . They have been condemned as trash, and praised as an original 20th century art form. In this interdisciplinary class, we will examine the origins and cultural impact of superhero comics, and try to determine why they have been so popular for so long.
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Pulling yourself up by your boot-straps, is a common way of saying that everyone can achieve if they just work hard enough. People believe that the cream rises to the top and where we fall on the socio-economic ladder and in society is fully based on merit. People believe that people are poor because they don’t work hard enough and if they just worked harder they wouldn’t be in the situation that they are in. The whole basis of American Society is that everyone has equal opportunity to become successful, make money, and achieve the proverbial American Dream. But does everyone have the same opportunity if they just work hard enough? Does every person have bootstraps and if they have them are they equally as long? This class will look at whether equal opportunity is real. Do people really start from the same place and is equal opportunity a reality or a myth that we like to believe? We will discuss, race, gender, inherited wealth, merit and whether people really do have equal opportunity to achieve in our society.
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This seminar will investigate and study the phenomenon of serial killers. Throughout the seminar answers to the following questions will be sought. What makes them tick? Is it our modern times that creates them or have they been in operation before we classified them as a phenomenon? Is their problem genetic, hormonal, biological or cultural conditioning? Are we in the midst of a serial killer epidemic? If it is a disease what is the cure? We will discuss the criminal mind, do some criminal profiling, use psychology to understand behavior, look at the use of forensics, high profile cases, notorious sexual predators, partners in crime and related issues.
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What do Ferris Bueller, Mr. Holland, Cher Horowitz, and Dewey Finn have in common? Anyone? Anyone? They are all characters in movies that depict our American educational experience in distinctly different ways. As if! Each one of them (and more) will be used by you to make a case for how Hollywood influences our perceptions of teachers and school. So, Captain, My Captain, totally get ready to explore the total world of how we totally perceive school through television and film.
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In reading both fiction and Philosophy, we will seek to understand how these very personal elements of life are related to each other and look for a coherent ethical system for a college environment. Especially meant for those who love to read.
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From Anthrax to Zombies, our culture seems fascinated, even captivated, by fear. Today’s headlines are replete with everyday occurrences: trials for the newest drugs that your father takes to live are suddenly fraudulent; the sweetener that you put in your coffee everyday met government standards yesterday but today causes cancer; in a startling anticipation of Orwell’s 1984, we are offered, as usual, the latest laudatory report on the status of the war on terror, but, for the first time, are denied the statistics that used to accompany it. We will examine fear and its effects upon critical thinking through the use of film, music, newspapers, fiction, and non-fiction.
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Localvores are people committed to eating foods grown within their local area. Students will critically examine key questions related to local, regional, and global food systems: Where does our food come from? Does buying local food reduce our reliance on fossil fuels? Does buying local food sustain family farms and protect valued rural landscapes? Is eating local food better for the environment? How does local food contribute to local, regional, national, and global economy in New Hampshire? How does local food relate to hunger and poverty?
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Are the world resources really becoming depleted? Or is it all part of another plan? What role is America playing compared to other countries? Through many generations we have made various attempts to conserve energy to support various causes. Was it really necessary to conserve resources? Then? Now? In this class, students will examine this topic from a critical thinking perspective. Reading will be geared toward taking a closer and deeper look at the world’s efforts concerning this topic
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This course will examine proposals for change at both the constitutional and practical level, focusing on a frank and substantive dialogue involving identifying problems and proposed solutions facing America, including national security, immigration, healthcare, the budget, energy, conservation and tax policy.
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This course will examine proposals for change at both the constitutional and practical level, focusing on a frank and substantive dialogue involving identifying problems and proposed solutions facing America, including national security, immigration, healthcare, the budget, energy, conservation and tax policy.
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Can new sciences, like evolutionary psychology and neurotheology explain religious experience and even the the experience of God? Over the past few centuries the influence of religion has weakened, as science, logic, and modern philosophy have gained in importance. Yet, in recent years a renewal of interest in religion and spirituality has taken place. Is this a regression to pre-scientific thinking, or is that there is something more to existence than science allows? We will take a critical look at the confrontation between mysticism and science from a number of perspectives.
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Accusations of Liberal or Conservative bias have been made against most networks, newspapers, and magazines. Typically, these accusations occur in the context of a particular issue, for example: the President’s performance, Right to Life, taxation, homeland security, etc. In this section of the First Year Seminar, we will identify one or more such divisive issues, and explore their treatment in the different news media, to discover if, how, and why bias may be occurring. As a result of this course, students will become more aware of current issues; learn how to critically examine those issues, and how to recognize bias in the reporting of the issues. This issue is particularly relevant as we approach national elections, and the coverage of political campaigns is often accused of bias.
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We all have grown up with Disney as a part of our lives. From TV to movies to theme parks to merchandise what started as a little animation company has become a cultural phenomenon, and a major media conglomerate. There are those who have raised questions about the impact of the Disney phenomenon on the lives of children, the primary target of many of the Disney operations. We will examine Disney and its impact on the children, adults, even the wider world and try come to our own conclusions about this impact.
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We all have grown up with Disney as a part of our lives. From TV to movies to theme parks to merchandise what started as a little animation company has become a cultural phenomenon, and a major media conglomerate. There are those who have raised questions about the impact of the Disney phenomenon on the lives of children, the primary target of many of the Disney operations. We will examine Disney and its impact on the children, adults, even the wider world and try come to our own conclusions about this impact.
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A college graduate enters a world with significantly different opportunities than were available when s/he was a first-year student. It is critical to have the broadest possible perspective from the outset. As well, it is important for a student to be able to analyze his/her time management to be able to transcend whatever present constraints that may in a longer-term perspective be irrelevant. Entering college with increasing levels of technology literacy may or may not be an advantage in relation to dedicating quality time and attention to researching and thinking critically about the world now and the possibilities four years from now.
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This course will explore the phenomenon of sport and how it both impacts and reflects society. Is there a difference between a societal appreciation of sport and a society that identifies itself through its sport culture? Issues including globalization, politics, history, culture, race, gender and current issues of sport will be discussed.
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Are the world resources really becoming depleted? Or is it all part of another plan? What role is America playing compared to other countries? Through many generations we have made various attempts to conserve energy to support various causes. Was it really necessary to conserve resources? Then? Now? In this class, students will examine this topic from a critical thinking perspective. Reading will be geared toward taking a closer and deeper look at the world’s efforts concerning this topic
[more...]
Psychologists and philosophers have long argued that childhood shapes adulthood. Some have gone so far as to argue that personality is pretty much determined by the end of early childhood; others have argued that
is an overstatement. One issue we will address in this course is the
extent to which childhood matters in determining what kind of adult the
person becomes. Assuming it does matter, what would the perfect
childhood be like? Are those who have the happiest, most carefree
childhoods likely to become the happiest most productive adults? Or
are those who are most successful and productive, people who have
overcome adversity? Should parents shield their children and preserve
childhood innocence as long as possible or should children be exposed to
the realities of life at an early age? How do parents find the right
balance between making their children happy and encouraging them to
become responsible? We will explore how such questions can be answered
and what has so far been learned.
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This first year seminar asks a provocative question, one that politicians and lawmakers alike are wrestling with in our society – even worldwide. Trying to have secrecy, homeland security and freedom all at once has posed problems and a great deal of debate in the US in the post-9/11 era. In this first year seminar, we’ll tackle the sides of this debate and make our own arguments about the choices represented by each pair of concepts above. By the end of the seminar, you’ll have learned a lot about how to (a) make arguments; (b) determine the best among many sources of information on any given topic; and (c) better serve your country as a well-informed citizen.
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What do Ferris Bueller, Mr. Holland, Cher Horowitz, and Dewey Finn have in common? Anyone? Anyone? They are all characters in movies that depict our American educational experience in distinctly different ways. As if! Each one of them (and more) will be used by you to make a case for how Hollywood influences our perceptions of teachers and school. So, Captain, My Captain, totally get ready to explore the total world of how we totally perceive school through television and film.
[more...]
What do you see in a drop of water? What do you think a drop of water is worth? How would you like to ride atop a drop of water through one complete earth cycle? What do you think you would learn? Will issues surrounding the provenance of water finally propel us together as one species, working in tandem for the benefit of the earth as a living organism which sustains all life? Or will the issues of ownership of water rights spark wars the likes of which are to date, unknown to humankind? These are some of the many questions we will consider during this seminar. Instruction will include hands-on investigations, in-depth observations, experimentation and discovery-based learning. In addition, higher order problem-solving techniques, Socratic discussion groups, children's literature, videos, reflection and assessment will offer multiple lenses through which we will construct knowledge about water, its natural place in the scheme of the world and the philosophical dilemmas of water as a limited resource upon which all living organisms rely.
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Students will examine the social and political reasons why after 85 years (the last congressional vote was held in 2007) these simply but powerful words have not yet been added to the U.S. Constitution, creating our 28th Amendment. Using historical documents coupled with modern social and political theories we will examine this phenomena. The Equal Rights Amendment reads as follows; Section 1. Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex. Section 2. The Congress shall have the power to enforce, by appropriate legislation, the provisions of this article. Section 3. This amendment shall take effect two years after the date of ratification.
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Students will research, analyze and discuss: how "real" reality television is; whether or not the images and values presented are representative of today's American society; the target audiences and appeal of such shows; and the impact of the genre on the network television industry.
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Are the world resources really becoming depleted? Or is it all part of another plan? What role is America playing compared to other countries? Through many generations we have made various attempts to conserve energy to support various causes. Was it really necessary to conserve resources? Then? Now? In this class, students will examine this topic from a critical thinking perspective. Reading will be geared toward taking a closer and deeper look at the world’s efforts concerning this topic
[more...]
What is Art? Where do we cross the line from craft to art? Is everything created Art, or is is it some pre defined formula? We will explore not only how our sociecty views the arts, but how artists themselves view what is included in the definition of Art.
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Students will research, analyze and discuss: how "real" reality television is; whether or not the images and values presented are representative of today's American society; the target audiences and appeal of such shows; and the impact of the genre on the network television industry.
[more...]
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