Times for Fourth Hour Integrating Seminar SL1000: Monday 3:00 - 4:15, 4:30 - 5:45. Tuesday 2:30 - 3:45, 4:00 - 5:15, 6:00 - 7:15. Wednesday 3:00 - 4:15, 4:30 - 5:45, 5:30 6:45. Thursday 10:00 - 11:15, 1:00 - 2:15, 2:30 - 3:45. Friday 12:30 - 1:45, 1:30 - 2:45.
SOC 2950, Perspectives on U.S. Poverty MW, 3:00-4:15 Dr. Robert Defina (10 SLC for pre-registration) Description: Poverty in the United States, emphasizing the experience of the past thirty years (measurement, causes, and policies to combat poverty). Emphasis on the special problems of urban poverty and poverty among children. 3.00credit(s)
Attributes: Africana Studies Minor/Conc, Core Social Science, Diversity Requirement 1, 'Eth, Econ, Public Pol Elect', Peace & Justice, Service Learning, Sociology, Writing Enriched Requirement
Ethics 2050 (2 sections) Cynthia Nielsen fill both sections (25)
ETH 2050, Sec. H02 TR 10 – 11:15AM
ETH 2050, Sec. 023 TR 11:30AM – 12:45PM
ETHICS description: The discipline of ethics, part art and part science, is an inquiry into fundamental questions about human existence: what it means to do good, live well, love rightly. It is, above all, an examination of who we are, what we value, and how we come to share our lives with others. To ‘do’ ethics is to learn to think critically, coherently, cautiously, and charitably about the good life and common goods, and to scrutinize our own answers as we welcome the questions of strangers. A primary goal of a liberal arts education is to provide students with the skills necessary to examine the claims advanced by the various communities and traditions they share or encounter in their lives. Many of these traditions specifically respond to the question of how one should live or offer guidance for a good human life. They characterize right actions and their relation to human excellence; right relations with ourselves, others, our natural environment, and God; how these relations are expressed in human practices and institutions; the nature and sources of moral failure; the nature of practical reasoning; and so forth. Critical examination of such normative claims with respect to human activity is the domain of the academic discipline of ethics. A primary goal of the course is to understand the complexity of ethical debates and to appreciate the way that different visions of the good life relate to civic, professional, and personal integrity.
PJ 2500 001 Education & Social Justice TR 1:00 – 2:15 pm Carol Anthony 22
Description: This course will survey the landscape of education in the U.S., both public and private, and critically evaluate its strengths and weaknesses through the lens of Catholic Social Teaching. We will explore how the content, context, and structure of education in the U.S. serves to perpetuate and intensify inequalities of race, class, and gender in such a diverse culture, and we will address the impact of technology and corporate sponsorship on the “goal” of education. In light of this and in keeping with the tenets of Catholic Social Teaching’s emphasis on those most disadvantaged and devalued in society, we will also explore scholarship that addresses the potential of education to liberate people from such modal inequalities and injustices for whatever might be meant by “full human flourishing,” and to transform ourselves into a more equitable social democracy.
Attributes: Peace & Justice Core Social Science, DIV 1, WREN
PJ 4000-001 THE NATURE OF GENOCIDE MW 4:30-5:45pm Timothy Horner(12 students)
Description: Genocide is perhaps the darkest of all human endeavors. This course is an attempt to shine an analytical light onto this modern phenomenon by tracing the causes of genocide through their historical, sociological, political, neurological, colonial, and religious roots. More than simply a parade of atrocity, this course seeks to understand perpetrators and the societies that allow, even encourage, the act of genocide. This is a multimedia, multi-disciplinary course that uses primary sources of the genocides in Rwanda, North America, Ottoman Turkey, Nazi Germany, and the former Yugoslavia. Definitions of genocide as well as the circumstances that allow it are central to the course. Understanding the mind of the perpetrator is difficult and morally challenging - understanding can sometimes lead to uncomfortable empathy - but the larger goal of the course is to find ways to prevent genocide, not just stop it when it starts. Understanding perpetrators and our own human nature is of vital importance if we are to be proactive members of the world community who can smell smoke before there is fire. In this sense, this is not so much a course about genocides as as it is about The Nature of Genocide.
ATTRIBUTES: THL, CTHL, DIV 3
THL 4490-001 THM:Prophets and Social Justice. CRN23160. TR 11:30-12:45. Timothy Horner.
Core Theology. This course is an examination of the works of the Hebrew Prophets both in their original
contexts and their pertinence to our modern world. Too often the prophets are only used as
predictors of future events and the social message is lost. This course attempts to recover the original principles of social justice that are embodied in their message. Each Hebrew prophet is read as an individual voice with particular concerns and approaches that are anchored in the society in which they lived. The emphasis of the course is on the primary text of the biblical writings. Supplemental materials are used to show how these issues still apply to the modern world. Students are asked to both engage in the world of the text as well as their own world.
THL 4360-001 Option for the Poor CRN 23159 TR 1-2:15. Suzanne Toton. Core Theology. The Preferential option for the poor (or the "O for the P," as Paul Farmer, M.D. calls it) is one of the central principles of the Catholic Social Tradition and Teaching. While the gospel demand to make a preferential option for the poor may be clear, less clear is what this preferential option might encompass in today's global society.
Many equate the preferential option for the poor with community service, charity, philanthropy, volunteering, or sacrificing a comfortable lifestyle and dedicating one's life to the poor. This course will trace the origin of the term, its evolution, and some of the controversy that surrounds it.
To help us better understand the moral demands of this principle we will draw on the experiences of some extraordinary contemporary men and women, organizations and institutions that have made a conscious decision to opt for the poor. We will examine the challenges they met, how they addressed them, and the impact of the "o for the p" on them and the social reality. The hope is that our study and critical analysis will produce greater clarity that will lead to more mature and effective action to reduce needless human suffering in our day.
PJ 5000 002 Homeless Chic TR 11:30-12:45 Jennifer Joyce (11 pre register)
Description: Today, legislation from city to city across the United States aims to remove the presence of visible homelessness in an effort to clean up the streets and provide a feeling of security for others to enjoy. These criminal acts targeted by local ordinances include cutting across or loitering in parking lots, urinating in public, sleeping in or near subways or on public benches and tables, and panhandling. Meanwhile, a current trend among celebrities in Hollywood is “homeless chic”. This involves wearing dirty rags, disproportionately-sized apparel, and fingerless gloves. Is this trend reflective of something deeper than an aesthetic choice? What might be at stake for the face of an American culture that fetishizes mass media images that reflect the very identity the legal system works to hide? Why are we both fascinated and repulsed by homelessness?
This modern-day juxtaposition of poverty and privilege offers tremendous occasion for critical thinking about the intersections of class, identity, citizenship, and power in America. Drawing on a range of disciplines including literature, film, politics, cultural geography, psychology, music, sociology, and journalism, this course will introduce students to the social problem of homelessness in the United States from multiple perspectives.
Attributes: ALIT, AFR, CST, ENG, DIV 1, WREN
EDU 3277 Urban Education-- Mon. & Wed. 1:30-2:45 PM, Friday LAB 12:30-3:30 (School of the Future) 15 SLC students Jerusha Conner
Description: This course examines the challenges and opportunities, the strengths and shortcomings of urban schools, with a special emphasis placed on understanding Philadelphia's education system. We investigate the social, economic, and political factors that have shaped conditions in urban schools, and we study the effects of various reform strategies pursued over time. Working collaboratively with seniors at School of the Future, we explore what it is that urban youth truly want and need in their educational experiences, and we deliberate collectively on the reform agenda best suited to meeting those needs and aspirations 3.00credit(s)
Attributes: Africana Studies Minor/Conc, Education
Race Class and Gender: John Patrick Shultz Monday. Wednesday and Friday 9:30-10:20 Philosophy, Ethics (EEPP) CST, CPJE.
PJ 5400: Ethics, Justice, and the Family Dr. Kathryn Getek-Soltis—T/TH 2:30-3:45 Theology (upper level) CTHL , CPJE (10 SLC but flexible)
We often think of family – at least ideally – as a refuge where love and loyalty rule. But what does a commitment to justice imply about family life? What are the moral responsibilities of a society toward families? And can the family be an agent of positive social change? This course examines the moral meaning of relationships within the family: relations between spouses and the domestic division of labor, parenting and the commodification of children, responsibilities toward aging parents, etc. It also asks how a just society regards, defines, supports, and perhaps even intervenes in the family, investigating patterns of work-life balance, social and economic policies, and reproductive services. The course additionally asks to what extent the family is relevant for the pursuit of justice. How do we reconcile preferential treatment of relatives with our moral responsibilities to others, including the poor and marginalized? In addition to examining these relations through sociology and philosophy, the course engages Christian ethics as a resource for thinking about the particular practices that cultivate justice within and beyond the family. Special project may be assigned to look at issues at your service site related to family values and justice.
NO PRE REGISTRATION AVAILABLE__MUST APPLY__
COM 3490 - 103 TOP:Multicul Ldrship & Dialog CRN: 33555 Enrollment: 0 of 20 students. Days: W from 06:10 pm to 08:50 pm Instructors: Maurice L. Hall , Carol W. Anthony , Teresa A. Nance (P) Attributes: Diversity Requirement 1--Comment: Permission of Instructor required
COMMUNICATIONS Intergroup Relations: Students may take 2 IGR courses White Racial Identity, Race or Socioeconomic status. We cannot pre-register you in these courses you must interview and then sign up through novasis. See villanova.edu/igr to apply on line.
Service: You will mentor a child or teen, tutor in classroom and after school programs, teach adult literacy, teach in local high schools, and teach Peer Mediation to elementary school children or high school students for 3-4 hours per week.
There are soup kitchen and homeless shelter service sites available.
Learning: You are required to take one course fall and spring semester that are designated for the Sophomore Service Learning Community. You are also required to register for a 1 credit integrating seminar.
Community: You will live with students who share values and desire to serve the poor and examine the causes and structures in society which keep people poor. You will enjoy Community nights, evenings of reflection celebration dinners, orientation in August and January and day of service in September and opportunities to choose some weekends of service.