Fall-Winter-Spring 2002-03


(Final Draft)

Instructors:Angela Gilliam (x6018) and Patrick Hill (x 6595) 

With Sarah Pedresen (Faculty-librarian)

“We must be the change we wish to see in the world.” (Mahatma Ghandi)

"If we had a keen vision and feeling of all ordinary human life, it would be like hearing the grass grow and the squirrel's heart beat, and we should die of that roar which lies on the other side of silence."(George Eliot, Middlemarch)

[The human being] experiences him/herself, his/her thoughts and feelings as something separate from the rest--a kind of optical delusion of our consciousness.This delusion is a kind of prison for us, restricting us to our personal desires and affection for a few persons nearest to us.Our task must be to free ourselves from this prison by WIDENING OUR CIRCLE OF COMPASSION to embrace all living creatures and the whole of nature in its beauty. (Albert Einstein, emphasis added.)

"Attention is akin to the capacity for empathy, the ability to suffer or celebrate with another as if in the other's experience you know and find yourself.However, the idea of empathy, as it is popularly understood, underestimates the importance of knowing another without finding yourself in her.... Attention lets difference emerge without searching for comforting commonalities, dwells upon the other, and lets otherness be...."(Sara Ruddick, Maternal Thinking)

"We are cursed to believe that we speak the same language." 

(Anatol Rapoport, Fights, Games and Debates)

"Words fitly spoken are like apples of gold in a silver setting." (Hebrew Testament, Bookof Proverbs, 25:11)

"In order to understand what another person is saying, you must assume it is true and try to imagine what it might be true of."(George Miller, "Thirteen Maxims for the Mind")

"Look me in the eye and admit that you truly can't understand where I am coming from.That's how you make progress."(Afsheen Fatemi, student commenting on unproductive attempts at dialogue on TESC campus, CPJ, May 9, 2002,p.11.


Seminar Goals

Small Group Procedures

Writing an Integrative Paper

Guidelines for Book/Film Responses

Guidlines for Viewing "Dead Man Walking"

Guidelines for Viewing "The Mystery of Chi"

Peer Evaluation Form








11:00 --1:00 


Book Seminar 


Lib 2219

Lib 1308


10:00 --12:00 p.m.

12:00 - 1:00 p.m.

6:30-9:30 p.m.(alternating Wed.nesdays)


Brown-bag discussion of Tues film with TESC staff

Film-discussion-potluck with evening studies students

Longhouse 1007C

Longhouse 1007C

Lecture Hall 3 


11:00--1:00 p.m.

2:00 - 4:00 p.m.

Flex-time (lecture or video or 1-on-1 meetings with faculty).

Integrative Seminar

Small group work

LectureHall 2 

Lib 4004


Small Group Work 



(in order of use) 

Guinier, Lani, "Race: Creating a National Conversation"(On Program's Website)

Swidler, Leonard, "The DialogueDecalogue" Ground Rules for Interreligious, Intercultural Dialogue" (On Program's Website)

Baldwin and Al-Hadid, "Toward a Broader Humanism," (chapter 9 of Between Cross and Crescent)

Gilliam, Angela, "Militarism and Cargo Cult" (On Program's Website)

Hill, Patrick, "The Search for Commonality in a World of Diversity." (On Program's Website)

Brown, Beverly, In Timber Country 

Coetzee, J.M., The Lives of Animals

hooks, bell"Keeping a Legacy of Shared Struggle" (On Program's Website)

Rosenberg, Marshall, "Compassionate Communication" (On Program's Website)

Harding, Sarah, "Re-Inventing Yourself as Other" and "Thinking from the Perspective of Lesbian Lives" " from Whose Science? Whose Knowledge? Thinking from the Perspective of Women's Lives(In bookstore and on Library Reserve)

Belenky et al, "Procedural Knowledge: Separate and Connected Knowing," pp. 87-152fromWomen's Ways of Knowing.

Thandeka, Learning To Be White: Money, Race and God in America

Ackerman and DuVall,A Force More Powerful, selected chapters.

King, Martin Luther, "Beyond Vietnam: A Time To Break Silence" (On Program's Website)

Dyson, Michael Eric, Holler if You Hear Me: Searching for Tupac Shakur.

Recommended readings:

Brown, Beverly, Voices from the Woods (In the bookstore)

Goad, Jim, The Redneck Manifesto (chapters one and two--in the bookstore and on Library reserve)

Hwoschinsky, Carol, Listening With the Heart (In the bookstore)

King, Martin Luther, Jr.,Strength to Love (In the Bookstore)

Race in America", New York Times ' ten-part series, available electronically only.

Senge, Peter, The Fifth Discipline (in the Bookstore)

Tannen, Deborah, You Just Don't Understand

Films and Videos

“Dead Men Walking"


"The Mystery of Chi"

"Children of Abraham"


"True Colors"

"The Color of Fear"

"Wounded Healers"

"Eyes on the Prize"

"Hope out of the Ashes"

"Red White and Blues"


"Healing the Soul"

"Do the Right Thing"

Student Requirements

There are SIX major requirements in the program.

1.Attendance and participation at all lectures, films, and seminars. The books, lectures, and films of each week have been constructed as coherent units with distinctive intellectual and pedagogical purposes relative to our topic.Participation in each program-activity of the week is vital to the success of the weekly "Integrative Seminar" and to the writing of your mid-term and the two end-of-quarter "Integrative Papers" (See below). Consequently, activities which are unavoidably missed must be made up as quickly as possible in two ways: (a) acquainting yourself with the missed material (e.g. by having a friend tape the lecture, by obtaining the film, or by buying pizza (with anchovies? J) for someone in exchange for a re-cap of a missed seminar) AND (b) by writing up in your Portfolio (see below for a description of the Portfolio) a summary of what occurred during the missed meeting.The hardest thing to make up is a missed seminar.

2. The second major requirement of the program are the three "IntegrativePapers," which bring together or crystallize your reactions to the lectures, books, films, and seminar-discussions into coherent (not to say `conclusive') essays on the major themes and issues of the whole of the program.

The Integrative Papers are not in any sense research papers.They are essentially built upon and reacting to the assigned readings and films, the lectures, our discussions, your in-seminar writings and to the notes which make up your Portfolio. The Integrative Papers do indeed demand sustained conversations with your seminar-colleagues (with or without pizza) and some hard thinking on your own; but if you are attentive to and engaged with the conversations of the program, these papers ought to flow naturally from the paragraphs and pages you have been writing from day to day and week to week in your Portfolio.

Please pay special attention to the three defining characteristics of an integrative paper: personal, comprehensive and comparative.More details are available in "Writing an Integrative Paper" on the Program's Website, under "Syllabus."The concept of integrative thinking will become clearer as we practice it in the "Integrative Seminars" each Thursday afternoon.

The focus of each of the three "Integrative Papers" is as follows:

a)My Progress and Blockages with Dialogue:

·A Personal/Philosophical Reflection on your own progress or lack thereof with the implementation of program themes into your life.This essay should flow from and crystallize the thrice-weekly entries in the "Personal Reflections" section of your Portfolio.(See below.)

·Length: between 1,500 and 3,000 words. 

·Due on Wednesday of the tenth-week and distributed to all members of your small discussion group. To be discussed in class on the following Thursday.

·This essay substitutes for the Fall-quarter self-evaluation for those continuing with the program into Winter quarter.

b)The Goals, the Power and the Limitations of Dialogue.

·The "Goals" section of this essay, for which additional guidelines will be given in class, should reference centrally the many goals that will be discussed in class, but ultimately focus on how you yourself are framing the goals of dialogue in your life.

·This essay on the power and limitations should focus on your own views but must include as well the views of at least two other classmates with different views from whom you have learned at lot.

·A short statement about the most important things learned about the power and limitations of dialogue from at least five of the books and five of the films/videos of the fallquarter. 

·Length: between 2,500 and 3,500 words.

·Due 48 hours before your scheduled evaluation-conference in the week of December 16 to 21.

c)Martin, Malcolm, and Non-Violence (as it relates to the powers and limitations of interracial dialogue). (Details to follow)

3.Third major requirement of the program: a take-home, open-book, consult-your-classmates, "Midterm Exam." This mid-term exam (depending on how things are going) may turn into two shorter exams or but more likely is one lengthy exam following the fifth or sixth week of classes. The exam will test your comprehension of and provide you feedback on the basic concepts introduced in the program.Students experiencing difficulty will receive help and several opportunities to re-do the exam. Everyone willing to work will eventually pass. 

4.Seven to Nine short Book/article "Response papers" of one-to-two pages in length.Guidelines for writing these papers are posted on the Program's Website under "Syllabus."These papers form the basis for discussion in the "Book Seminars" which will take place on Tuesday mornings. The papers need to be duplicated five times: one copy to the instructor, and one each to the members of your small seminar group (preferably emailed on Monday evening before 9pm).The papers are due before the seminar and must be on time; or there is no point to the seminar.The paper handed to the instructor is your "ticket of admission" to the seminar.

5.Fifth requirement of the program: a deep commitment to the Program Covenant, which includes centrally a willingness to enter into "conversations of respect" with people with very different opinions, and a willingness to help each other think, speak and behave in less biased ways. See separate handout on the program covenant and on "conversations of respect."

In order to make this requirement more than a rhetorical celebration of diversity, special attention will be given in the program to the accessing of diverse views.In each ofyour "Integrative Papers," each student should give evidence of having learned from people with views quite different from one's own.One good way to do this is to enter into sustained conversations of respect with such people.One of the worst ways we can do it is to project out of our own limited experience what we suppose they might say were we to speak with them.

6.Last requirement: all students are required to keep a "Program Portfolio".The instructor will review these portfolios in detail in the process of evaluating your work for the quarter.Additionally, he will review your portfolio during one-on-one conferences and may ask from time to time to see portfolios randomly.

The Program Portfolio should have separate and distinctly labeled sections:

A)Notes on lectures and responses to lectures

B)Notes on seminars and responses to seminars. Include things learned from others.Please break down this section of the portfolio, week by week.Each week's entries must address how your views of the readings for the week have changed--and why--during the course of the week.See "Seminar Goals" on the Program's Website" under "Syllabus."

C)Notes on films and responses to films.

D)Notes on books.(Some students take copious notes while reading a book. Other students vigorously mark up the text itself.Do what works for you.The bottom line, as noted below, is the quality of your Integrative Essays.The next-to-bottom line is that there must be visible evidence during seminar and afterwards that you have seriously interactedwith each assigned book and article.

E)Book/article Response Papers(described above)

F)Mid-term exam(s), including the instructor’s comments and any optional re-writes you may have done.

G)Personal Reflections.This section of your portfolio should be looked upon as the notesyou are taking for the first of the Integrative Essays described above.This section must include a self-monitoring of your progress and feedback from trusted (but honest) friends/colleagues/classmates.A special section of these Reflections should be earmarked for your semantic allergies (a concept to be explained in class) and their treatment.This section might fruitfully include a subsection called "Favorite Quotations" which (like the epigraphs at the top of this syllabus), repeatedly move you to reflection.

H)Integrative Essays: Note: this is the singlemost important sectionof your portfolio.Lest the portfolio requirements be interpreted too mechanically, it needs to be said that excellence here can make up for many an idiosyncrasy elsewhere.Every other section of the portfolio should be used to feed the quality of this section. 

I)Peer Evaluations.By the third week of the program, students will find themselves conversing and working with a small, relatively constant group of classmates.At the end of the quarter, students will be asked to provide feedback on the preparation, contributions and progress of the four-to-five students with whom they have interacted most regularly.Please read in the first week of the program "Small-Group Procedures" and the"Peer-Evaluation Form" (both on the Program's Website under "Syllabus" ) to assist you in focusing your attention on how a seminar dedicated to dialogue differs from what Lani Guinier has called "drive by debating." 

J)Program Handouts (including emails from the Instructors).

K)Media Watch.Each student will choose and monitor one regularly scheduled radio or television show or internet site that purports to be seriously exchanging opinions about controversial issues.Minimally twenty hours should be invested in listening/watching.In addition to the notes taken in the monitoring, the section should conclude with atwo-page essay on the strengths and weaknesses of the site as a contribution to societal understanding. 

L)Log of Hourson Project Work.This is perhaps themost unusual and difficult-to-understand aspect of the portfolio.In recognition of the pre-requisite nature of trust and comfortable-ness in making dialogue possible, the program encourages and rewards your "hanging out" with persons/groups with whom you don't ordinarily spend time.In this section of your portfolio, you should make entries recording time invested in making dialogue possible (even if that never happens).For example: Spent three hours working on the Mason County Literacy project and another two working with ESL."Or: "Spent two hours over pizza getting to know seminar-mate Sheila, whom I never in a million years would have crossed the street to speak to.Absolutely fascinated by the combination of her intelligence, her religious devotion to astrology, and her cynicism about the US government.We promised to exchange the magazine articles we had found most convincing about9/11, and to meet again next week (over burritos).This is what I learned from her:….""Or: "Spent the better part of my Thanksgiving break putting the concepts of this program to work in conversations with my parents about racism.While I made more progress than ever before, I kept getting stuck on….."Note: Actual classroom hours have been reduced to make time in your life for this "hanging out time," pre-requisite to dialogue.This is "field work" in dialogue.The instructors will clarify what is and is not "loggable" and exactly how many hours per week are expected.

M)Absences and Latenesses.See Covenant for expectations.This section of the portfolio should detail how excusably missed classes and seminars have been made up.

N)Self-Evaluation.Given the nature and focus of this program, the self-evaluation is required.(It can be looked on as a summary of the first two integrative essays, possibly softened a bit in view of its importance for your employment possibilities.Printed guidelines of a general sort for self-evaluations are available in the College's Advising Office in Library 1400.