supplemental reading

Class, hopefully you got to read the last post, and are able to read or at least consider the questions asked in response to our reading.

Here is an interesting website that goes along with our discussion of how the Internet is being used as a tool. The death of the newspaper, as we knew it in the 20th century, is something worth discussing -- and what effects it has (at a micro- and macro-level of American culture). I'd hoped to discuss this on Wednesday, but we shall on Friday!

Cancellation: Wed., 3/11

Dear Students,

I apologize for having to cancel class last minute due to unforeseen circumstances. We will be back on schedule for Friday.

I hope that the cancellation notice was put up on the right door, and mentions checking the blog. I'm afraid I told the office the wrong classroom number. I had no computer to check for the right room, so I hope that message arrived. 

Here is what I intended for us to discuss today:

Discussion Questions From Technopoly to Aid Final Projects: (Chapters 4-5)


1. Postman comments often on the growing gap technology has created between American culture and spirituality. He even implicates that American society has replaced the Church with the computer, and that both serve as similar functions in society (71). How is Postman paralleling the two, and to what extent do you agree or disagree with his views?


2. Postman’s meditation on technology in American culture echoes DeLillo’s commentary on “misinformation” in White Noise. Both ask readers to consider where information comes from, and what is it used for. What role(s) does information have in American society; where does information come from, how is it used; and what are possible effects this has on American culture?


3. What is wrong with “control institutions”? What purpose do they have, and what would happen without them (Ch. 5)?


4. According to Postman, America is a country full of experts, but that’s a bad thing. He believes America is full of people blind to disciplines outside their expertise (87). First, why does he believe this? Secondly, if his assumption (which can be seen as an oversimplification of a society) were true, how can we apply his theory to the role of the Internet in society?


5. By the end of Chapter 4, one might ask, “How much information do we need, what kind of information is important, and what do we do with it?” Postman has his ideas, but what are yours? What role does the Internet in giving that information, and how does society process that information? How should they? Again, what role does the Internet play in this flow of information?

What dangers brought up by Postman can we identify in the use of the Internet as a tool of gathering and processing data?

Also: for Friday, please skip ahead to Chapter 7: The Ideology of Machines: Computer Technologies. I'd like to revolve our conversation around this chapter and the above for Friday.

Sincerely,

Christopher

Religion in 21st Century America

The following article relates to our discussion of the US as a Technopoly.

What influences may lend to this "erosion of faith" in America? This is something to consider, and possibly worth investigating further in your own final projects.

Reading: 3/6

Start reading Neil Postman's Technopoly. We will begin discussing the first chapter on Friday, 3/6.

Consider the following:

1) Postman writes, "Our task is to understand what that design is -- that is to say, when we admit new technology to the culture, we must do so with our eyes wide open" (7). First, how does this relate to our discussions so far; what sentiments from past readings are echoed in this chapter?

Also, how can we apply our task to what we have left to do in our course? Which activity does this statement serve as a useful reminder?

2) Postman also states, "New technologies alter the structure of our interests . . ." (20). Let's work to define this statement more clearly within the class, assuming that the "our" is general society, or humanity. Define this statement as we may practically implement what Postman is saying. In other words, provide some real world examples to clarify what Postman is saying.

Final Project and Presentation: Week 10 and 11

You are to write a 5-page, double-spaced Social Commentary on "What if the Internet went away, never to return?" and then present this social commentary to the class in Week 10 or 11, based on a sign-up sheet. The presentation guidelines are further down the page.

This is to be a creative, analytical, controlled (read: focused) rant in which you address the specific technology (the Internet) as a cultural tool, and how its disappearance would affect society-at-large. But, rather than listing a handful of effects and leaving those effects at that, you are to thoroughly explore one use of the Internet and what would the effect(s) be on 21st century society if the Internet was no longer available for that use.

Take into account our readings this quarter, but rather than allow those author's points to control your response, only use 2-4 quotes from our readings as support. Your job is to outline and explain your ideas, but focus on the subject -- culture and the Internet. This means, no "I" in your essay. 

You may provide outside research, and will find it necessary to do so, for statistics and support. Never make generalizations without substantiating. In other words, don't root your argument in unexplained and unsupported opinion. 

To help get your minds focused but flowing with ideas, here are some questions that your audience, based on the prompt, may expect to be indirectly answered in your rant (Don't feel pressured to re-state or force answers to all of them. Simply, use these as inspirational guides):

1) What has the Internet replaced? 

2) What would societies go back to or have to create if the Internet no longer fulfilled a duty?

3) What kinds of strategies might a society have to implement? What and how do they adjust?

4) What might the social impact be if the Internet did not fulfill this use? Why? How did it fulfill this use, and what were its benefits? Don't generalize here, but provide specific, practical examples if you were to answer this one.

5) Who would benefit from Internet going away? Who is harmed? In what ways? 

6) What is found on the Internet? 

7) Who uses the Internet?'

8) How does the Internet represent various arguments made by the authors this semester? This is one that, when/if addressed, you'd need to offer individual comparisons rather than generalize all of them together in one pot.

9) How do we access the Internet? What other tools would be affected by the disappearance of the Internet?

10) How can the Internet be used as a tool for future societies? 

11) Is the Internet ultimately necessary for progress? 

12) What could be done to make sure Internet doesn't run away?

14) What are your first thoughts, when you hear "the Internet"?

14) What other questions should we consider? I will add other questions to this list as we think of them, if we need them.

Class Presentations:

In the final week of class, each of you will present your paper to the class. In doing so, you will provide the thesis for your rant. What use of the tool did you focus on, what did you have to say if the Internet could no longer be used to fulfill that societal use? 

You may present the paper as your creative piece, performing your rant. Or, you may provide a supplemental presentation that includes ...using the Internet and/or other visual aids to demonstrate the main argument of your paper. 

The most specific guideline I want to give is, consider human behavior and how we deal with the technology and how can you represent that to the class, visually. This may be through a collection of individual examples, or one well thought-out and performed example of "humans and their use of technology"

This presentation must be at least 10 minutes long, but no longer than 20 minutes. This presentation will factor in to your grade on the final.

Some examples of what you may do:

- Create a worksheet/activity for your course mates to do. Give them time to do the worksheet, and then go over the worksheet with them. But, show some ingenuity and rationale in having us do your activity! 

- Write and perform a brief play/poem/commercial that serves as a visual representation of your paper -- one that exemplifies society before, during, after the Internet...

- Create a collage of newspaper clippings that have to deal with the Internet and your own argument.

- Create a photo album/slide show of people using (or not using) the technology, and explain their behavior.

- ???

Wednesday's Quiz (100 pts): 3/4

Review Quiz (1oo pts)

On Wednesday, March 4th, you will take an in-class, short-essay quiz in which you will answer two of out three (2 of 3) of the following prompts. You may use the novel during the quiz, BUT you may not include any loose sheets of paper or notes. All of your notes must be directly written in the novel. I suggest using sticky tabs to mark important pages, or list page numbers on the inside of novel.

The successful essays should take a minimum of 45 minutes of class time to complete both essays. The essays will also need to included cited material, with page numbers, and a contextualization of textual evidence according to your main argument. 

You are to provide an argumentative thesis statement that answers the question set and gives your essay direction; do not simply re-state the questions, but use the prompts as starting points.

Here are your three choices (remember you must respond to two (2)):

1. How does misinformation control the Gladney family's lives? Identify specific instances in the novel in which misinformation is relevant, and discuss where it comes from and how that helps shape the family. Do the Gladney's symbolize a microcosm of the American family  and how "knowledge" is acquired? What possible commentary is DeLillo making through the idea of misinformation and "knowledge"?

2. Towards the end, Jack Gladney states to a doctor, "...Can't understand what people see in all this artificial stimulation. I get high just walking in the woods" (279). This statement can be considered an indictment of medicinal and recreational drugs, but it also alludes to the common activities pursued by all of the characters in living out their everyday lives, including Jack. 

Define "artificial stimulation" as you understand it used as a theme in the novel. Identify objects and activities that can be considered "artificial stimulation." By contrast, what is "natural," by the novel's standards? 

Which characters are taking part, what are they doing, and what are their possible motivations in their pursuit? For this one, it might help to pick 1 or 2 characters and discuss their transformation and pursuit throughout the entire novel. The statement also challenges us to consider, what is the purpose of life, according to Jack or other characters. 

3.  What role does routine play in the characters' lives? In society? Murray argues, "in theory," that humanity is made of killers and diers, and that those who plot out their lives (killers) are more in control (291-292). How are these themes represented throughout the entire novel? 

Compare and contrast routine and plotting; involve within your exploration how technology is used by the characters to enact either, or both. Primarily, what relationship do both routine and plotting have to life and death? Where in the conversation does religion or spirituality fit, as a cultural behavior? How does spirituality connect to either routine or plotting, from the novel?

TIPS: 

- Go back through the novel and find some supporting lines to use in your responses, rather than using just a couple of pages.

-Use brief summary, but make your point clearer and emphasized than summary. Use summary to support your argument, in other words.

-Take your time, organize your responses. 

A Thinker's Response #2: White Noise

Due: this Monday, March 2nd ( hard copy in class OR by e-mail by 8pm)

Prompt:

Much of the novel White Noise deals thematically with death and finality. 

In Part II we are introduced to a toxic agent, Nyodene D., which after exposure during the "event" stamps Gladney with certain death (as if it wasn't already). 

In Part III., Gladney becomes obsessed with Dylar, a mysterious pharmaceutical pill taken by Babette.

In a 1-2 page response, explore the effects these two technologies have had on Gladney and his family. Discuss what possible commentary DeLillo is making on technology in American culture by what is happening to Jack and/or his family.

Do not generalize or stick simply to summary of the chapters. I do not expect you to be able to discuss everything that is happening. Rather, focus your argument on one major point and develop that over the 1-2 pages, using textual evidence (cite page numbers).

White Noise

Supplemental Discussion Questions (useful for review quiz, etc.):

How does Jack Gladney deal with the airborne toxic event? Through his eyes, what are some themes of humanity that you can extrapolate of this second part of the novel?

Connected to the above questions, there is a focus on community and crowds within this second section. What can we say about the socialization happening in part 2?

With serious reflection, how is this novel and its commentary relevant to our current times (2009)? To answer this, you'll have to also discuss the novel's commentary and which character's or parts of the plot, setting, exposition the commentary is coming from.

Rumors and misinformation have been been key points within the plot. Within the novel, how is "knowledge" spread and what are some of the results of such communication of ideas? 

Getting Back On Course by Monday, 2/23

By Monday, 2/23,  you are to have read up until the end of section 1, Chapter 20 (p. 105 in my version) of White Noise.

We will resume with our Student Leaders, and at this time. 

As we are reading a novel, it will be important to talk about:

1) The novel as commentary on technology and culture, through characters,

2) through plot,

3) through setting

4) and from the narration and exposition (the language of the text).

Also, as mentioned in class this past Monday, our general theme for discussions while discussing this novel is How "we" deal with technology in our lives.

All of the above should help our discussions, and I ask that we try to focus more on these ideas so that we can really explore the specific impacts of technology in our modern, everyday lives.

correction:

I apologize for not posting, and then forgetting to add to the post the writing prompt that goes with the reading for Wednesday...it's been a long morning, week, etc.

Because of my absent-minded professor moment, those who missed class and didn't remember the writing prompt...well, this assignment will spill into Friday, too.

Here is what I gave the class Monday, and forgot to post:

Homework for Wednesday:
- Chapters 8-11 (to page 53)
- Written response ready to share:
o A creative response – answer the following prompt:
• Write a 1-page response with the title “This is what cities mean to me.”
• Your subject is “cities” (and all that this includes, to you)
• Your topic is “How do city dwellers deal with technology?”
• TYPE OUT, please. PROOF READ, please. EXPLORE the issue creatively, please.

for Wed., 2/18

You are to have read up to the end of Chapter 11 of White Noise for today's class meeting.

no class Friday, 2/13

This is a reminder, just in case you forgot, that we will not be having class today, Friday the 13th. 

Also, it is reminder that for Monday, start reading Don DeLillo's White Noise, Chapters 1-7. 

Finally, remember that the Midterm Exam Essay is also due Monday, by e-mail, at 6pm. I will remind you in class of this on Monday.

bests,

the professor

for Monday, 2/9

Examples of Technology:

Rater than picking out your reading for you, this time I want you to find and read an article that interests you (on our topic, of course).

We've had many talks about the general effects of technology, but we have yet to really explore with much depth singular examples/ real-world examples.

And, since your Midterm Essay (handed out on Monday, with the due date moved to Monday, 2/16) will have a component in which you will explore the role of a particular technology (chosen by you) currently in use by culture --it's purpose/use and the effects in the present, past and/or future.

We will decode this statement in class, for better clarification!!!

1)
For now, explore the following on-line technology sections of prevalent magazines (click on names), or go to a Borders or local book store and peruse the technology periodicals.

CNET: news section

Technology Review

The Christian Science Monitor: innovation section

New York Times: technology section

2) Pick out one article that deals with a specific technology, and hopefully one that talks about its intended uses and some of its effects on our culture.

3) We will go around the circle Monday, discussing each of our articles. To prepare for discussion: write down an explanation of the product and what its intended uses are. But, also think about write down some of the possible unintended consequences of the product and how you think those consequences may come about by the integration of this technology.

I warn you, try and think specifically, but creatively. Think about actual, tangible effects.

A brief example: One article from the NY Times discusses how Google and other cell phone companies are putting more books on phones! A starting thought I have would be--will this effect people's eyesight? Another thought, will books eventually be 100% morphed from paper to downloadable?

reading and A Thinker's Response #1

Due Friday, January 30th be e-mail at 10a.m., you will need to read the following article, "The End of White America?", which is much more in-depth than its title gives on. This thought-provoking piece asks, if not explores, very considerate questions about our American culture and some of the effects that have been shaping its constant transformation/renewal. Among the brief topics include discussion of the role media technology plays in shaping an overall American worldview and individual American mindsets.

A Thinker's Response 1 (due by e-mail at 10a.m., Friday)

After reading Hua Hsu's "The End of White America?" I'd like you to write a serious, considerate response to what you think will make up " an American Identity" in 2042; what technology (-ies) will play (or continue to play?) a role in shaping or hardening this identity; and identify and provide example explanation to some other possible factors and their possible effects in shaping this future America.

The strongest responses will be exploratory, explanatory of points, and reflective in content; concise and clear in language, as well as original in voice.

Required: 2-3 pages, double-spaced, standard format (12 point font size; Times New Roman)

Start your responses as follows:

Your Name

Senior Seminar

A Thinker's Response 1

Your Informative and Creative Title (counts towards grade!)

Start paragraph 1: And remember to indent paragraphs! 

to also read for Monday, 1/26

Please read so that we can discuss more specifically, Barak Obama's Inauguration Speech, as it pertains to our discussion of technology and culture. 

What authorial points from what we've already read can we incorporate into discussion of Obama's speech? 

More importantly, what points from Monday's other readings can we bring to our discussion of Obama's speech and our technological outlook in 2009?

Leadership Responses, starting Monday of Week 3 (1/26)

We will be starting Leadership Responses, so that each student can better participate within the course discussion. Below are the guidelines as stated in the syllabus, with additional explanation following the re-statement:

Leadership Response (100pts) – Each student will, at least once during the quarter, lead part of the class discussion by providing 2-3 considerate questions in response to the day’s reading and/or focus. Each student will provide a 1-page paper with his or her “leader questions” developed and explained.

I felt that additional explanation is necessary. At the end of each class I will ask who would like to do their Leadership Response based on the next class's readings. Only one student is needed for each class, until each student has had a chance to do their Leadership Response.

The student is expected to write a 1-page response to the readings, where they summarize/explain what they understand as the main points of one (or all) of the authors read for the day. From this, develop 2-3 discussion questions that result from your understanding of the text(s). You may give your own answers in your response, and to the class.

The goals of this assignment include: 1) individual development of critical thinking/comprehension, 2) another way for everyone to participate, 3) create creative discussion, where each student and their own way of thinking can take the lead! (This keeps the discussions lively and super-fresh, I've found.) 

Welcome, Bienvenido, Bienvenue

This blog will be used in our Senior Seminar for the Winter '09 quarter to provide homework reminders, post relevant readings (possibly to read as homework!), and for other such necessary course-related discourse. Once I've touched-up the syllabus it will be posted on here so it has a constant, if only virtual, presence in your life!

Sincerely,

C.

The SYLLABUS!!!

EN 491- LEC1
Senior Seminar: Technology and Society

Meets: Room E-314
MWF 12pm – 1:15pm
Term: Winter ’09 (1/12 – 3/27/09)

Professor: Christopher Ankney
Contact: cankney@colum.edu
Availability: by appointment; easily reached via e-mail above

Course Description:
This course will examine the relationships among technology, society, culture and the future. Taking as our starting point both popular and extreme views on technology and society, we will explore the contemporary literature on technology to form some broad conclusions on the topic.

Required Materials:
DeLillo, Don. White Noise. New York: Penguin Books, 1984.
Postman, Neil. Technopoly. New York: Knopf, 1992.
Teich, Albert H. (ed.) Technology and the Future, 10th ed. Thomson Wadsworth: 2003.
Access to class blog: http://culturetech491.blogspot.com/

E-mailing Papers:
All major papers are to be handed in via e-mail. For each paper, you will be given printed guidelines with more detailed requirements. When sending assignments by e-mail, name your file this way: your last name_first name_assignment name_course name

For example, if your name is John Smith and you are handing in the midterm, name your file as such: smith_john_midterm_senior seminar

*And very importantly, save your file as a .doc or .rtf file, otherwise your paper cannot be opened and graded!

Course Rules:
Below are rules that should be understood within the classroom, but are posted here as a reminder for those wanting to be decent human beings!
• Turn your cell phones to silent/vibrate, AND do not answer in the classroom. If you have an important call, take it outside. Do not distract the class.
• RESPECT your classmates and your teacher. It is rude to talk while others are talking, and it is highly rude to talk back when addressed. As Harvey Danger sings, “…If you’re bored than you’re boring….”
• When called on, answer to the best of your ability. There is no place for silence!!!
• Bring your texts to class, and take notes.
• Hand your work in, do it to the best of your ability and understanding, and follow the guidelines. Participate. Be an active body, not technological goo.
• Ask questions when confused! There is no reason to not get clarification if you need it. ?s = good

Attendance and Participation:

You must come to class to pass, no matter what your circumstances are.

• You are given four (4) excused or unexcused absences in the quarter. Any more (that means 5 or more) and you either fail the course or my have your grade reduced at least one letter grade. For purposes of this policy, I do not discriminate between absences – missing class is missing class, is missing class!

• Tardiness counts, too. Excessive tardiness adds up to absences. Every 4 tardies count as one absences. A tardy is defined as not being seated and ready for class at its start time, which in our case is 2:45pm.

• If you are more than 15 minutes late for the class's scheduled meeting time you will be marked absent.

• It's not enough to show up. You must participate in classroom discussions. Your final grade will have a class participation component factored in.

Late Work Policy:

• There will be no makeup or late work. Quizzes, papers and homework assignments will only be accepted on the date due. With our work load, and short time together, we can’t allow work to pile!
• There are NO EXCUSES. Sickness, family and job issues don’t matter if it’s too late. Neither does confusion about an assignment, what it’s asking, or when it is due. Your teacher will not accept late work, and you receive a zero (0) for assignment – UNLESS you speak with me well enough in advance of the due date and we agree to work out something else.
• You CANNOT pass this class without handing in any graded essays or responses. Though late work receives no credit it still must be handed in. You must prove you can do the work, and do so correctly.

Academic Integrity and Plagiarism:

Cheating results in automatic failure, for the assignment or for the course, depending on the severity of the action. Passing off someone else's work as your own is not tolerated – especially if the work shows intentional neglect. The final decision of punishment is at the teacher’s discretion.

Grading Scale:

A 1000 – 900 points
B 894 - 795
C 794 - 695
D 694 - 595
F 594 - below


Course Assignment Descriptions and Grade Value:

A Thinker’s Response Essays ( 2 @ 100 pts each=200pts) – Both of these short essays of approximately 2 – 3-pages in length will ask you to answer a specific question or set of questions in response to particular reading/s.

Review Quizzes (2 @ 100 pts each=200pts) – Both of these quizzes will be short, and will focus on your ability to recall the important points made by individual authors, as well as important concepts discussed in our readings and class time.

Midterm Essay (250 points) - This 4 – 5 page paper will require you to take a creative but critical look at the questions discussed in the first half of the quarter. Rather than rely on a simple response to any one text, however, you are expected to make a “real-world” application of ideas discussed and read.

Leadership Response (100pts) – Each student will, at least once during the quarter, lead part of the class discussion by providing 2-3 considerate questions in response to the day’s reading and/or focus. Each student will provide a 1-page paper with his or her “leader questions” developed and explained.

Final Essay / Project (250pts) – Each student will present a 4 – 5-page paper along with a companion 15-minute oral/visual presentation. Similar to the mid-term, but more interactive and inventive, you are asked to demonstrate a clear and more specific viewpoint on our general topic of the connection/s between culture and technology. You are asked to use your creative skills – including any drawing, musical, photography, cinematography/directing, crafting, re-searching, or whatever else your fresh young minds can bring to the plate.

Weekly Calendar:

1) Note that reading and writing assignment dates may be amended as professor sees fit

2) T &TF = Technology and The Future, edited by Albert Teich

Week 1:1/12 – 1/16

W – in-class reading, discussion

F – T &TF: p. 3-12; 35-40
Marx; Berry Introduction; Defining technology & culture

Week 2: 1/19 – 1/23

W – T &TF: p. 13-21; 22-26; 41-50
Pool; Tenner; Florman

F – T &TF: p. 91-92; 93-102; 103-112
Mesthene; McDermott Monday – No Class, Happy MLK, Jr. Day;

Week 3: 1/26 – 1/30

M – T &TF: p. 115-137; 138-143
Joy; Seely Brown and Duguid

W– T &TF: p. 251-252; 253-265; 282-292
Ceruzzi; Lessig

F – in-class handout: Klosterman
Due F: A Thinker’s Response #1, by e-mail

Week 4: 2/2 – 2/6

M – T &TF: p. 167-68; 169-173; 174-186; 201-206
Lovins and Lovins; Martin; Dempsey

W– T &TF: p. 207-8; 209-217; TBA
Weinberg

F – T &TF: p. 233-234; 235-243; 244-250
Karl and Trenberth; Abraham Wednesday – Review Quiz #1

Week 5: 2/9 – 2/13

 

M – TBA
W– TBA
F – starting White Noise by DeLillo
Due F: Midterm Essay, by e-mail

Week 6: 2/16 – 2/20

M – White Noise by DeLillo
W– White Noise by DeLillo
F – White Noise by DeLillo

Week 7: 2/23 – 2/27

M – White Noise by DeLillo
W– White Noise by DeLillo
F – handout, TBA
Due F: A Thinker’s Response #2, by e-mail

Week 8: 3/2 – 3/6

M – starting Technopoly by Postman
W– Technopoly by Postman
F – Technopoly by Postman

Week 9: 3/9 – 3/13

M – Technopoly by Postman
W– Technopoly by Postman
F – Technopoly by Postman
Wednesday – Review Quiz #2

Week 10: 3/16 – 3/20

M – Starting Final Presentations
W–Final Presentations
F – Final Presentations

Final Presentations and Papers Due

Week 11: 3/23 – 3/27

Wrap-up! Possibly no class . . .

Buffer Zone – left unscheduled in case time is needed for presentations