(CHOOSE ONE SECTION - 4 credits)
Materials Fee: $14.49
Prerequisite: Required by all Fairhaven Students. Senior status.
Note: Student must have applied for graduation for Winter quarter in order to register.
ANNE TREAT, Spring 2007 grad, said: "There is no possible way I can give justice to the complexity of experiences, triumphs, pitfalls and challenges of my academic career in the course of this paper. This artifact of self-reflection is simply a pause in the broader conversation of my academic journey, an invitation for me to mindfully articulate the ways those things I've studied, read, discussed and experienced over the past four years have informed and challenged my personal development, and how I've chosen to integrate and express that knowledge through the actions of my life" This seminar is a wonderful opportunity to reflect on what you have been up to all these years of being educated--through writing, conversation, presentations, and listening to each other. You will read and discuss a book and other readings, co-facilitating at least one discussion; write and share a variety of short writing assignments, designed to help you complete your Summary and Evaluation, and provide a supportive community in which to summarize and critically reflect upon your Fairhaven (or Life) education.
Each student will also present or teach something to the class from the heart of his or her educational experience. This course is one of our favorites to teach at Fairhaven because we learn so much about our students, and the many intriguing, complex, deep, creative and quirky ways there are to be human and to become educated. The class also illustrates the value of writing as a process of discovery, synthesis and meaning. We will all do our best to help you express most clearly what your education has been about, and are honored to learn from your stories, your minds, your creativity, and your lives. The course will be as significant as you make it. Be honest. It is your life, your education, so let us understand what it has meant and what it really means to you now.
Texts: varies by instructor
Credit/Evaluation: Active, informed participation in class discussion and excellent class attendance; supportive collaboration with your classmates in the writing process; timely completion of assignments; a final presentation of significant aspects of your educational experience; and a final draft of your Summary and Evaluation, approved and signed by your concentration chair (or by your advisor for majors or upside-down students).
Marquez (4 credits)
This course will explore U.S. law and policy concerning immigration. How does the system operate? How has it changed over the course of history? Who do we allow permanent entry across our borders? Who do we exclude? What do they look like? Is the system just? How about its consequences? Why are there so many undocumented immigrants in the U.S.? What are state governments doing to address the issue? What about the federal government? Is the system working or is it broken? If it is broken, can it be fixed? How? These and other questions will guide our inquiry.
Texts: OPENING THE FLOODGATES: WHY AMERICA NEEDS TO RETHINK ITS BORDERS AND IMMIGRATION LAWS by Kevin R. Johnson. Other required readings, including key cases, will be posted on Canvas.
Credit/Evaluation : Regular attendance, thoughtful and informed participation in class discussions, presentations and facilitated group discussions, and case briefs and other writing assignments will be required.
Jack (4 credits)
Materials Fee: $12.44
Prerequisite: Previous courses in psychology or instructor permission
THIS COURSE MEETS THE UPPER-DIVISION SOCIETY AND THE INDIVIDUAL CORE REQUIREMENT.
This course meets the Society and the Individual II Core requirement. This course integrates knowledge from different traditions and disciplines to examine what we know about “the self.” Drawing from attachment theory, recent advances in neurobiology and from Buddhist traditions that argue against the felt reality of a unitary self, we will examine basic questions. What is the self? How do we think about it, experience it, act on it? What does “identity” mean? Is there any permanence in our self-experience or is it so contextually dependent and so in flux that to talk about identity is to make up a story? What models of the self have guided Western psychology, and how are these models being challenged? For example, current research in cognitive neuroscience and attachment theory argue that the developing brain/mind organizes itself in the context of an emotional relationship with other brain/minds; that the self is fundamentally relational. Rather than being “determined” by our early relationships, the possibility of profound change through healthy connections occurs throughout the lifespan. In this exciting journey, prepare for your basic assumptions about the self to be challenged.
Required Texts: THE NEUROSCIENCE OF HUMAN RELATIONSHIPS: ATTACHMENT AND THE DEVELOPING SOCIAL BRAIN, by Cozolino; THE DEVELOPING MIND: HOW RELATIONSHIPS AND THE BRAIN INTERACT TO SHAPE WHO WE ARE, by Siegel and Additional materials from John Bowlby, Philip Shaver and others will be available through Canvas.
Credit/Evaluation: Regular attendance, informed contribution in class discussions, short essays in response to readings and a final project.