{"id":19,"date":"2023-01-28T11:15:04","date_gmt":"2023-01-28T16:15:04","guid":{"rendered":"https:\/\/commons.princeton.edu\/eng574-s23\/?page_id=19"},"modified":"2023-04-25T08:41:47","modified_gmt":"2023-04-25T12:41:47","slug":"assighments","status":"publish","type":"page","link":"https:\/\/commons.princeton.edu\/eng574-s23\/assighments\/","title":{"rendered":"Assignments"},"content":{"rendered":"

WEEK 1<\/strong><\/p>\n

Leanne Betasamosake Simpson, \u201cLand as Pedagogy: Nishnaabeg Intelligence and Rebellious Transformation<\/a>,\u201d Decolonization: Indigeneity, Education, & Society 3, no. 3 (2014): 1-25.<\/p>\n

Jonathan Lear,<\/span>\u00a0<\/span>A Case for Irony<\/a>\u00a0<\/span>(Cambridge, MA: Harvard University Press, 2011), pp. 1-41.<\/span><\/p>\n

WEEK 2<\/strong><\/p>\n

Plato: Meno<\/a>; Protagoras<\/a>, excerpts (317e-328d, on teaching virtue); Republic, excerpts from Book II-III<\/a> (367d-417b, on the polis and on imitation and arts), Book IV<\/a> (419-445b, on the city and the soul), and Books VI-VII<\/a> (486d-341b, on sophistry,\u00a0 and the allegory of the cave). The pdf’s here are from Plato, Complete Works, ed. John M. Cooper (Indianapolis, IN: Hackett, 1997).<\/p>\n

Isocrates: Antidosis<\/a>, in Isocrates I, tr. David C. Mirhady and Yun Lee Too (Austin: University of Texas Press, 2000), pp. 201-264.<\/p>\n

Bernard Stiegler, Taking Care of Youth and the Generations<\/a> (Stanford: Stanford University Press, 2010), pp. 1-93.<\/p>\n

Judy Chicago (and others), \u201cWomanhouse\u201d<\/a> (take a look at the primary sources; watch the 40-minute film):<\/p>\n

WEEK 3<\/strong><\/p>\n

John Locke, Some Thoughts Concerning Education and Of the Conduct of the Understanding<\/a>, eds. Ruth W. Grant and Nathan Tarcov (Indianapolis, IN: Hackett, 1996),\u00a0 \u00a731-99 and \u00a7147-216 from Some Thoughts Concerning Education, and \u00a71-7 from Of the Conduct of the Understanding .<\/p>\n

Jean-Jacques Rousseau: Emile<\/a>\u00a0, tr. Allan Bloom (New York : Basic Books, 1979), Books I and II ( pp. 37-164) and part of Book IV ( pp. 211-257).<\/p>\n

Julie L. Davis, Survival Schools: The American Indian Movement and Community Education in the Twin Cities<\/a>\u00a0(Minneapolis: University of Minnesota Press, 2013), focus on chapters 1-4.<\/p>\n

Two short texts from Outer Coast (to set up our visitor this week, Matthew Spellberg, dean of that institution, which you can read more on here<\/a>): 1) their Motto<\/a>; 2) their Land Acknowledgment.<\/a><\/p>\n

WEEK 4<\/strong><\/p>\n

John Dewey , Democracy and Education<\/a> (New York: Macmillan, 1916), familiarize yourself with the book, focusing on a closer read of chapters 6 (\u201cEducation as Conservative and Progressive\u201d), 7 (The Democratic Conception in Education\u201d), and 24 (\u201cPhilosophy of Education\u201d). (And here<\/a> is a cleaner pdf of a more recent edition, for the accuracy of which we do not vouch.)<\/p>\n

Danielle Allen, Education and Equality<\/a> (Chicago, University of Chicago Press, 2016), read chapters 1 and 2 (\u201cTwo Concepts of Education\u201d and \u201cParticipatory Readiness\u201d).<\/p>\n

Laurence R. Veysey, The Emergence of the American University<\/a> (Chicago: University of Chicago Press, 1965). This is a classic text. Read all (efficiently).<\/p>\n

Henry Cowles, The Scientific Method: An Evolution of Thinking from Darwin to Dewey<\/a> (Cambridge, MA: Harvard University Press, 2020), chapter 7 \u201cLaboratory School.\u201d<\/p>\n

\u201cThe Oakland Community Learning Center (1977),\u201d episode of the PBS\/WGBH youth show Rebop: https:\/\/www.youtube.com\/watch?v=9dYsjDqUdr0&t =82s<\/p>\n

WEEK 5<\/strong><\/p>\n

Jacques Ranci\u00e8re, The Ignorant Schoolmaster<\/a> (Stanford: Stanford University Press, 1991).<\/p>\n

Paulo Freire, Pedagogy of the Oppressed<\/a> (New York: Bloomsbury, 2018 [1970]).<\/p>\n

John Carson, The Measure of Merit: Talents, Inequality, and Intelligence in the French Republics, 1750-1940<\/a> (Princeton: Princeton University Press, 2007), read PART III, \u201cMerit, Matter, and Mind.\u201d<\/p>\n

Jamie Cohen-Cole, The Open Mind: Cold War Politics and the Sciences of Human Nature<\/a> (Chicago: University of Chicago Press, 2014), read chapters 1-4 (\u201cDemocratic Minds for a Complex Society,\u201d \u201cThe Creative American,\u201d \u201cInterdisciplinarity as a Virtue,\u201d and \u201cThe Academy as a Model of America\u201d).<\/p>\n

C.L Barber et al., The New College Plan: A Proposal for a Major Departure in Higher Education (Amherst, MA: NP, 1958), skim, with a focus on the first dozen pages: https:\/\/sites.hampshire.edu\/ctl\/files\/2014\/07\/New Coll.pdf<\/p>\n

WEEK 6<\/strong><\/p>\n

bell hooks, Teaching to Transgress:\u00a0 Education as the Practice of Freedom<\/a> (New York: Routledge, 1994).<\/p>\n

Stefano Harney and Fred Moten, The Undercommons: Fugitive Planning and Black Study<\/a> (Brooklyn, NY: 2013), pp. 1-99.<\/p>\n

Howard Singerman, Art Subjects: Making Artists in the American University (Berkeley: University of California Press, 1999). Available at archive.org<\/a> and at Firestone and Marquand.<\/p>\n

Thomas Hirschhorn, Gramsci Monument (New York: Dia Foundation, 2015), peruse the full volume (also available in Marquand), but read the section entitled \u201cFieldwork,\u201d pp. 35-90.<\/a> See also https:\/\/www.diaart.net\/gramsci-monument\/.<\/p>\n

WEEK<\/strong> 7<\/strong><\/p>\n

Martin Duberman, Black Mountain: An Exploration in Community (New York: Norton, 1993).<\/p>\n

WEEK 8<\/strong><\/p>\n

Eva Diaz, The Experimenters: Chance and Design at Black Mountain<\/a> (Chicago: University of Chicago Press, 2015).<\/p>\n

Helen Molesworth, Leap Before You Look: Black Mountain College 1933\u20131957 (New Haven: Yale University Press, 2015). On reserve at Marquand (on Firestone C floor).<\/p>\n

Also: bring us a primary text (or object, piece of music, etc.) that was taught at Black Mountain or made by someone who taught at Black Mountain while they were teaching there. Prepare to teach it to us in ten minutes\u2014drawing your pedagogical inspiration from some moment in Duberman; inspiration, but not necessarily strict imitation. What does teach mean in this context? Well, what does<\/em> it mean? Whatever it is, give some careful thought to what you can do in ten minutes that will feel vital, generous, and unhurried.<\/p>\n

WEEK 9<\/strong><\/p>\n

From NB: The London Mechanics’ Institute<\/strong><\/p>\n

J.C. Robertson and Thomas Hodskin, “Institutions for Instruction of Mechanics. Proposals\u00a0for a London Mechanics’ Institute<\/a>,” Mechanic’s Magazine, Museum, Register, Journal, and Gazette\u00a0<\/i>no. 7 (October 11, 1823): 99-103.<\/span><\/p>\n

“Public Meeting, for the Establishment of the London Mechanics’ Institute<\/a>,” Mechanic’s Magazine, Museum, Register, Journal, and Gazette<\/i> no. 12 (November 15, 1823): 177-182.
\n<\/span><\/p>\n

Thomas Hodgskin, Labour Defended against the Claims of Capital; or, the Unproductiveness of Capital Proved with Reference to the Present Combinations amongst Journeymen<\/a>. By A Labourer\u00a0<\/i>(London: Knight and Lacey, 1825), 13-19 and 26-33.
\n<\/span><\/p>\n

Henry Brougham, Practical Observations Upon the Education of the People, Addressed to the Working Classes and Their Employers<\/a>\u00a0(London: Richard Taylor, 1825): 1-12, 15-22, and 27-33.
\n<\/span><\/p>\n

Charles Dickens, Hard Times<\/a>\u00a0Chapter I, Household Words<\/i> IX, no. 210 (April 1, 1854): 141-145.<\/span><\/p>\n

Nick also proposes a cornucopia of background sources, not required: Antonio Gramsci, “On Education,” Selections from the Prison Notebooks,<\/i> edited and translated by Quentin Hoare and Geoffrey Nowell Smith (London: Lawrence and Wishart, 1971 [1926]), 162-191; <\/span>David Lloyd and Paul Thomas, Culture and the State<\/i> (New York and London: Routledge, 1998); <\/span>Jonathan Rose, The Intellectual Life of the British Working Classes<\/i> (New Haven: Yale University Press, 2001); <\/span>Dorothy Thompson,\u00a0Chartists: Popular Politics in the Industrial Revolution<\/i> (New York: Pantheon Books, 1984); <\/span>E.P. Thompson, The Making of the English Working Class<\/i> (London: Victor Gollancz Ltd., 1963), 235-253.<\/span><\/p>\n

From NI:\u00a0 International Ladies’ Garment Workers’ Union, Education Department<\/b><\/span>\u00a0<\/strong><\/p>\n

Vivian Gornick, The Romance of American Communism<\/a>\u00a0<\/i>(New York: Basic Books, 1977 \/ Verso, 2020), pp. 3-9. (Complete book here<\/a>.)<\/span><\/p>\n

Arthur Gleason, Workers’ Education: American Experiments (with a few foreign examples)<\/a>, revised edition (New York: Bureau of Industrial Research, 1921), Chapter 1, pp. 5-17; + “Summary,” p. 60. (Complete book here<\/a>.)<\/p>\n

Fannia M. Cohn, “The Educational Work of the International Ladies’ Garment Workers’ Union<\/a>,” in Report of Proceedings: Second National Conference on Workers’ Education in the United States\u00a0<\/i>(New York: Workers’ Education Bureau of America, 1922), pp. 52-66.<\/p>\n

\"\" \"\"<\/p>\n

From AK: New Bauhaus\/Institute of Design<\/span><\/strong><\/p>\n

L\u00e1szl\u00f3 Moholy Nagy,\u00a0Vision in Motion<\/i> (Chicago: Paul Theobald and Company, 1969, 1st ed. 1947. Two excerpts: on photography<\/a> (required) and the foreword, introduction, and first chapter<\/a> (optional: they give a more general picture of the pedagogical philosophy at the New Bauhaus\/Institute of Design). (Complete book here<\/a>.)<\/span><\/p>\n

WEEK 10<\/strong><\/p>\n

From TU:<\/strong> Gudskul<\/strong><\/p>\n

Ruangrupa and the Artistic Team, “Lumbung” and “What Is Harvest<\/a>,”in documenta15: Handbook.\u00a0<\/i>Kassel: Hatje Cantz, 2022. (File: Documenta15Handbook)<\/span><\/p>\n

Ruangrupa + Team Majalah Lumbung, “Editor’s Introduction lumbung Connect and Interconnect<\/a>,” in Majalah Lumbung: A Magazine on Harvesting and Sharing<\/i>. Kassel: Hatje Cantz, 2022. (File: IntroLumbung)<\/p>\n

Maulida Raviola, “Probing into Gradiasi: lumbung as a Medium, for the Management of Movement Knowledge<\/a>,” in Majalah Lumbung: A Magazine on Harvesting and Sharing<\/i>. Kassel: Hatje Cantz, 2022. (File: Gradiasi)<\/p>\n

Dedy Hermansyah, “Harvesting Rice, Caring for lumbung, Keeping Traditions<\/a>,” in\u00a0Majalah Lumbung: A Magazine on Harvesting and Sharing<\/i>. Kassel: Hatje Cantz, 2022. (File: Hermansaya_HarvestingRice)<\/p>\n

Melani Budianta, “Equal Lumbung of Culture: Poso Women’s School<\/a>,” in Majalah Lumbung: A Magazine on Harvesting and Sharing<\/i>. Kassel: Hatje Cantz, 2022. (File: PosoWomen’sSchool)<\/p>\n

“Serigrafistas Queer<\/a>,” in documenta15: Handbook.\u00a0<\/i>Kassel: Hatje Cantz, 2022. Please also google them. (File: SerigrafistasQueer)<\/p>\n

Please consult this website and focus on the concept of nongkrong<\/i>:\u00a0https:\/\/documenta-fifteen.de\/en\/lumbung-members-artists\/gudskul\/<\/a>.<\/span><\/p>\n

Please consult the lumbung rules: https:\/\/documenta-fifteen.de\/en\/easy-lumbung\/<\/a>.<\/p>\n

 <\/p>\n

From PH:<\/strong> Education in Ecovillages \/\/ The School of Integrated Living\u00a0<\/strong><\/p>\n

\"\"<\/a><\/p>\n

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 <\/p>\n

Read: <\/span>About SOIL<\/span><\/a> \/ Earthhaven Mission and Goals<\/a> \/\u00a0<\/span>SOIL Values and Code of Conduct<\/span><\/a> \/ <\/span>SOIL Compositions<\/span><\/a> (aka curriculum)<\/span><\/p>\n

Marshall B. Rosenberg, Nonviolent Communication: A Language of Life<\/a>, (Encinitas: PuddleDancer Press, 3rd Edition 2015), Introduction, pp. 1-14; Chapter 11 \u201cConflict Resolution & Mediation,\u201d pp. 161-184; Chapter 13 \u201cLiberating Ourselves and Counseling Others\u201d pp. 195-208.\u00a0<\/span><\/p>\n

(and for those that prefer having a PDF<\/a>, page numbers are as follows:\u00a0 Intro pp. 24-38, Chapter 11,\u00a0 pp. 208-239, Chapter 13 pp. 254-268).<\/p>\n

 <\/p>\n

Additional Reading:\u00a0<\/span><\/p>\n

M.E. O\u2019Brien & Eman Abdelhadi, Everything for Everyone: An Oral History of the New York Commune<\/a> (Brooklyn: Common Notions, 2022).<\/span><\/p>\n

Benjamin Walker’s Theory of Everything, “Utopia (part ii)<\/a>,” 2017.<\/p>\n

Karen T. Litfin. Ecovillages: Lessons for Sustainable Community<\/a> (Cambridge: Polity Press, 2014) Chapter 6 \u201cConsciousness: Being in the Cirlce of Life\u201d pp 149-186.<\/span><\/p>\n

Ivan Illich, Tools for Conviviality<\/a> (Great Britain: Calder & Boyars, 1973).\u00a0<\/span><\/p>\n

Jason Hickel, Less is More: How Degrowth will Save the World<\/a> (London: Heinemann), Chapter 1 \u201cCapitalism: A Creation Story\u201d pp 43-77.<\/span><\/p>\n

From CA: Drawing Restraint<\/strong><\/span><\/p>\n

Pierre Bourdieu, “Invention within Limits<\/a>,” in Outline of a Theory of Practice<\/i>. Cambridge: Cambridge University Press, 1977.<\/p>\n

And if you have time:<\/p>\n

Johan Huizinga, “Nature and Significance of Play as a Cultural Phenomenon<\/a>,” in Homo Ludens: A Study of the Play-Element in Culture<\/i>. London: Routledge & K. Paul, 1949.<\/p>\n

Alfred North Whitehead, “Lecture Two: Expression<\/a>,” in Modes of Thought<\/i>. New York: The Macmillan Company, 1938.<\/p>\n

 <\/p>\n

WEEK 11<\/strong><\/p>\n

From LD: Experiments in Art and Technology (E.A.T.)<\/strong><\/p>\n

Read for context:\u00a0Intro<\/a>\u00a0from Patrick McCray, Making Art Work: How Cold War Engineers and Artists Forged a New Creative Culture, 2020<\/p>\n

Some basic info on E.A.T (I found this a bit late in the game):\u00a0The Experiments in Art and Technology Datascape (Leclercq and Girard 2011)<\/a>\u00a0(I stopped at \u201cA digital method to work on E.A.T. archive?\u201d)<\/p>\n

Kl\u00fcver\u2019s \u201cFragment on Man and the System,\u201d<\/a>\u00a0a short essay in Alfred Leslie\u2019s\u00a0The Hasty Papers<\/em>, 1960.<\/p>\n

\u201cHomage to New York\u201d<\/p>\n

Watch 1-min\u00a0Video<\/a><\/p>\n

I love\u00a0McCray\u2019s description of this work on p. 87-90<\/a>\u00a0in \u201cPart of the machine\u201d.<\/p>\n

9 Evenings<\/p>\n

General info<\/a>\u00a0about this project<\/p>\n

DVD of Rachenburg\u2019s piece<\/a>\u00a0with Kl\u00fcver, Rauschenberg, and others talking about E.A.T. in more general terms afterward.<\/p>\n

Pepsi Pavilion, 1970<\/a><\/p>\n

Check out the performance of Robert Whitman\u2019s 1960 piece\u00a0American Moon<\/em>,\u00a0re-staged at PACE earlier this year\u00a0<\/a>(scroll down for the film)<\/p>\n

Additional Reflections (optional?):<\/p>\n

John Blakinger on\u00a0Gyorgy Kepes and his work at MIT<\/a>\u00a0(not an E.A.T.-er). This essay is based on this\u00a0book.<\/a><\/p>\n

Steven Shapin\u00a0Making Art \/ Discovering Science<\/a><\/p>\n

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Fully Optional:<\/p>\n

McCray\u2019s full book<\/a>, if you\u2019re interested<\/p>\n

Kl\u00fcver \u201cThe Great Northeastern Power Failure\u201d, 1966<\/a><\/p>\n

Interview with Kl\u00fcver, \u00a01995<\/a><\/p>\n

MoMA\u00a0press release<\/a>\u00a0of \u201cHomage to New York\u201d<\/p>\n

\u201cSome More Beginnings<\/a>\u201d exhibition<\/p>\n

Conference organized by the Exploratorium<\/a>, a science-education museum in San Francisco.<\/p>\n

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*<\/p>\n

From CB: The Jack Kerouac School of Disembodied Poetics at Naropa University\u00a0<\/strong><\/p>\n

Basic info- The Jack Kerouac School\u2019s\u00a0about page<\/a>,\u00a0Poetry at Naropa: The Jack Kerouac School of Disembodied Poetics<\/a>, and\u00a0Introducing the Naropa Collection<\/a>, which briefly details the founding of the Naropa Institute (now university).<\/p>\n

From Disembodied Poetics: Annals of the Jack Kerouac School \u2013
\nRead\u00a0Intro and Counterpoetics Statement<\/a>,\u00a0Declaration of Interdependence<\/a>, and\u00a0The Nomad Tent<\/a><\/p>\n

Archival Documents \u2013
\nVideo or Transcript \u2013\u00a0Naropa Institute: First Convocation June 10 1974<\/a>
\nAudio or Transcript \u2013\u00a0Dharma Poetics: Talk 1 June 22 1982<\/a>
\nAudio or Transcript \u2013\u00a0Naropa Institute: Meditation and Poetics: Class Discussion August 11 1978<\/a>\u00a0<\/span>
\nAudio or Transcript \u2013\u00a0Naropa Institute: Faculty Seminar: Discussion July 18 1975<\/a><\/p>\n

The Naropa Poetry Wars \u2013 on WS. Merwin and Dana Naone\u2019s visit to Naropa
\nRead \u2013\u00a0The Party: A Chronological Perspective on a Confrontation at a Buddhist Seminary\u00a0<\/a>
\nTrungpa, Naropa, and the Outrider Road<\/a><\/p>\n

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Suggested Reading\/Viewing
\nFried Shoes and Cooked Diamonds (1978)<\/a>\u00a0\u2013 Documentary about the Jack Kerouac School narrated by Allen Ginsberg
\n<\/span>Crazy Wisdom: The Jack Kerouac School of Disembodied Poetics (2010)<\/a>
\nVideo or Transcript \u2013\u00a0Naropa Institute: Poetry Reading August 9 1975<\/a>
\nAudio or Transcript \u2013\u00a0Naropa Institute: Meeting with Poetics Faculty July 1 1982<\/a>\u00a0<\/span><\/p>\n

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From MG:\u00a0 Utilitarian Education (The Case of John Stuart Mill)<\/b><\/p>\n

John Stuart Mill, \u201cLetter to Samuel Bentham<\/a>\u201d in\u00a0The Collected Works of John Stuart Mill, Volume XII\u2014The Earlier Letters (1812-1848)<\/i>, ed. John Robson (Toronto 1963), p. 6-10. (PDF HERE<\/a>)<\/p>\n

John Stuart Mill, \u201cAutobiography<\/a>,\u201d in\u00a0The Collected Works of John Stuart Mill, Volume I\u2014 Autobiography and other Literary Essays<\/i>, ed. John Robson (Toronto 1963), p. 33 (starting at second paragraph, which begins \u201cAt this point concluded what can properly be called my lessons\u2026) \u2013 p. 39; 137 \u2013 153. [NOTE: This version of Mill\u2019s autobiography contains the published draft and his earlier draft together; there is no need to read the pages with the \u201cEarly Draft\u201d heading] (PDF HERE<\/a>)<\/p>\n

\u201cInaugural Address Delivered to the University of St. Andrews<\/a>\u201d in\u00a0The Collected Works of John Stuart Mill, Volume XXI\u2014Essays on Equality, Law, and Education<\/i>, ed. John Robson (Toronto 1963), p. 217- 257 (This is a bit long, so feel free to skim pp. 237-255) (PDF HERE<\/a>)<\/p>\n

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WEEK 12<\/strong><\/p>\n

From RS: Baumschulen
\n<\/strong><\/p>\n

The Secret Life of Plants<\/a>.<\/em> Directed by Walon Green. Written by Christopher Bird and Peter Tompkins. Paramount Pictures (United States, 1978).<\/p>\n

From CF: New Architectural Schooling<\/strong><\/p>\n

V. Mitch McEwen, Cruz Garcia & Nathalie Frankowski (2023) “Reparations!,”<\/a> Journal of Architectural Education<\/em>, 77:1, 3-6\u00a0<\/span><\/p>\n

From EH: The Tuskegee Movable School<\/strong><\/p>\n

Thomas Monroe Campbell, The Movable School Goes to the Negro Farmer <\/em>(Tuskegee Institute: Tuskegee Institute Press, 1936).
\nDedication, “To My Wife<\/a>”
\nPreface<\/a>, pp. vii-viii.
\nIntroduction<\/a>, pp. xiii-xiv.
\nChapter One of Part II: The School on Wheels, “Booker T. Washington: Champion of the Negro Farmer<\/a>,” pp. 79-91.<\/p>\n

P. O. Davis, Review, “The Movable School Goes to the Negro Farmer by Thomas Monroe Campbell<\/a>,” in The Journal of Negro History<\/em>, Vol. 21, No. 3 (Jul., 1936), pp. 339-341.<\/p>\n

Booker T. Washington, “A Farmers’ College on Wheels<\/a>,” in The World’s Work<\/em>, Vol. XIII (Nov., 1906-April, 1907), pp. 8352-8354.<\/p>\n

Please explore these darning samplers<\/a> belonging to the permanent collection of the Textiles Department at Cooper Hewitt, Smithsonian Design Museum, as well as this brief description<\/a><\/p>\n

[completely optional for those interested…]<\/p>\n

Carmen Harris, “Grace under Pressure: The Black Home Extension Service in South Carolina, 1919-1966<\/a>,” in Rethinking Home Economics: Women and the History of a Profession (Ithaca: Cornell University Press, 1997).<\/p>\n

Susan L. Smith, “Good Intentions and Bad Blood in Alabama: From the Tuskegee Movable School to the Tuskegee Syphilis Experiment<\/a>,” in Sick and Tired of Being Sick and Tired: Black Women’s Health Activism in America, 1890-1950<\/em> (Philadelphia: University of Pennsylvania Press, 1995).<\/p>\n

Linda O. Hines, “George W. Carver and the Tuskegee Agricultural Experiment Station<\/a>,” in Agricultural History<\/em>, Vol. 53, No. 1 (Jan., 1979), pp. 71-83.<\/p>\n

Jeannie M. Whayne, “Black Farmers and the Agricultural Cooperative Extension Service: The Alabama Experience, 1945-1965<\/a>,” in Agricultural History<\/em>, Vol. 72, No. 3 (Summer, 1998), pp. 523-551.<\/p>\n

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 <\/p>\n","protected":false},"excerpt":{"rendered":"

WEEK 1 Leanne Betasamosake Simpson, \u201cLand as Pedagogy: Nishnaabeg Intelligence and Rebellious Transformation,\u201d Decolonization: Indigeneity, Education, & Society 3, no. 3 (2014): 1-25. Jonathan Lear,\u00a0A Case for Irony\u00a0(Cambridge, MA: Harvard University Press, 2011), pp. 1-41. WEEK 2 Plato: Meno; Protagoras, excerpts (317e-328d, on teaching virtue); Republic, excerpts from Book II-III (367d-417b, on the polis and … <\/p>\n

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