Below is the syllabus for the regularly scheduled course Ger 320: History of Tolerance. For this Winter 2016/2017 inter-session course, the syllabus has been adapted to be offered online. Since it will be an intensive online course, reading material and requirements have been compressed. Note the accommodations in the syllabus for the online course.
INSTRUCTOR: Prof. Albrecht Classen, Dept. of German Studies, 301 Learning Services Building, Office 318; tel. 621-1395; firstname.lastname@example.org; aclassen.faculty.arizona.edu/
For our website on D2L:
OFFICE HOURS: Mo and We 11a.m.-12 p.m., and any other time after appointment (but always feel free simply to stop by at my office, email me, call me to make sure that I am in)
COURSE OBJECTIVES: Today, more than ever, we need to discuss and explore the topic of tolerance, and examine the roots of this philosophical and ethical approach to human life. We will trace the discourse on toleration and then tolerance from biblical times through the Middle Ages until the late eighteenth century, giving equal weight to ancient, medieval, Renaissance, and Enlightenment texts, such as romances, poetry, treatises, plays, and prose novellas. The course intends to educate students about the history of tolerance and make them to experts in the relevant discourse.
COURSE OUTCOME: Students will have gained a solid understanding of major literary, philosophical and religious contributions to the discourse of toleration and tolerance. They will be able to distinguish between these two concepts and will be able to draw from a variety of literary traditions when talking and reflecting on tolerance. They will have a good sense of how to distinguish the various cultural-historical periods, and yet will recognize the intellectual connections among the many major players in the history of western culture. This course aims toward one of the highest goals in the Humanities, to make our students to true citizens of our world who are well educated in the historical development of this topic from ancient time to the present.
COURSE MATERIAL: All online: excerpts from 1. the Bible; 2. the Koran; 3. the Torah; 4. Wolfram von Eschenbach,Willehalm, 5. Rudolf von Ems, Der guote Gerhart, 6. Boccaccio's Decameron; 7. Pico de la Mirandola; 8. Sebastian Franck; 9. Voltaire; 10. Gotthold Ephraim Lessing, Nathan the Wise; and 11. Thomas Jefferson. 12. Possibly also the Declaration of Religious Freedom by Vatican II (1965) and other modern texts.
Although it is assumed that you will attend all class sessions, you are informed hereby that excessive absences will have consequences. For details see below in the grading section. If justified circumstances prevent you from attending, please inform me in writing either before or after the event, and provide satisfactory documentation (e.g., a doctor’s note). I will call out or post, at random, a group of students’ names to verify your attendance. So be forewarned. You need to come up to me and show me your Catcard at the end of class.
DISCUSSIONS, ACADEMIC BEHAVIOR, EXPECTATIONS:
Please treat each other with respect and tolerance. People do have different views and opinions, but all these can only contribute to the rich learning experience I hope you all will have in this class. You are strongly encouraged to participate in class as much as possible. The two class meetings per week will only be of profit for you if you respond to my questions and those of your classmates.
For information on the University of Arizona Policy on Threatening Behavior by Students, click on this link: http://policy.arizona.edu/education-and-student-affairs/threatening-behavior-students
ACCEPTABLE ABSENCE: Absences for any sincerely held religious belief, observance, or practice will be accommodated where reasonable: policy.arizona.edu/human-resources/religious-accommodation-policy.
· Absences pre-approved by the UA Dean of Students (or dean’s designee) will be honored.
HONORS CONTRACTS: “Students who enter The Honors College as freshmen may fulfill up to 12 units (maximum 6 lower-division) through contracts. Students who enter the Honors College as sophomores may fulfill up to 9 units (maximum 3 lower-division) through contracts. Students who enter The Honors College as juniors may fulfill six Honors credits through contracts.” See also: “The work assigned as a result of the Contract should not determine the student's final grade. That is, the fact that the student is working for Honors credit does not guarantee a high grade. Final grades should reflect the quality and content of all of the student's work in the course.” (http://www.honors.arizona.edu/future-students/honors-credit-across-campus). The honors experience should involve not quantity but quality of further research, allowing a student in the Honors College taking this class to gain deeper and broader understanding of the class material. This might entail the study of some relevant research papers, which should result in an extra paper or oral presentation, or the study of additional material expanding the horizon as aimed for in this course.
SPECIAL NEEDS: Students with disabilities who require reasonable accommodations to participate fully in course activities or meet course requirements must register with the Disability Resource Center.http://drc.arizona.edu/instructors/syllabus-statement. Students need to submit appropriate documentation to the instructor if they are requesting reasonable accommodations.
If you use secondary material for your papers, make sure that you indicate clearly where you took it from. Plagiarism and cheating violate the Code of Academic Integrity. For further information, see:
Do not ever copy from the work produced by published authors, by your classmates, by other students who might have taken this course in previous semesters, or by yourself in a previous or parallel class. If you receive help in writing your papers, make sure that the final outcome still represents your own work. You can discuss your papers with your fellow students, but at the end they need to consist of your own ideas and words! Be advised that the Web is a great search tool, but never, never copy from there without identifying very clearly what you used (and then only sparingly). At this point the scholarly value of web-based material still is not totally reliable, and the chances that you might stumble upon a most dubious webpage with untrustworthy information are very high. When you quote from a secondary source, clearly identify the quote and tell the reader in a footnote where you quoted it from. Every year more than 800 students at the UA are caught having committed the crime of plagiarism, resulting in penalties that could be as severe as expulsion from the University! You are smart enough not to copy from other people.
If there is any doubt in your mind whether you might commit plagiarism, see:
If you commit plagiarism, you could either receive a 0 on your specific assignment, or an F for the entire course. Depending on the gravity of the case, you might even be expelled from the University. Every plagiarism case must be reported to the head of my dept., to the head of your dept., and to the Dean of Students.
Help with writing: The Writing Skills Improvement Program offers a number of valuable workshops at 1201 E. Helen Street. Please consult with them if you have a need to improve your writing skills (no walk-ins). For perhaps more immediate help, see the Writing Center: http://thinktank.arizona.edu/tutoring/writing (walk-ins allowed). Tel.: 621-5849
Writing Center: The Writing Center is a free resource for UA undergraduate and graduate students as well as faculty and staff. At the Writing Center, a trained peer consultant will work individually with you on anything you're writing (in or out of class), at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, visit their website at http://wsip.arizona.edu/, stop by at 1201 E Helen St., main level, or call (520) 626-0530.?
1. Attendance: your attendance is a given; you will lose points, however, for excessive unexcused absences (3-4 x = 3%; 5-6 x = 5%; 7-8 x = 7%, more than 8 times = automatic F in class)
Online course: We will have 11 online chatroom meetings. You are required to attend at least 8; if less, point deduction: This will count 10% of your overall grade.
Adjustment: we met online only 8 times, so you would have to attended at least 7 times for your 10%, or 100 points. Subsequent further deductions depending on number of absences.
2. 3 papers: 20%, 20%, 20%
Online course: 2 papers: 30%; 30%, for a total of 60%
3. 2 essay-based exams: 20%, 20%
Online course: 1 essay-based exam: 30%
Format of papers:
A. Must be typed, with at least 1" margin on all sides, at least 12 points letter size. Bring the print-out to class when paper is due. Submit also in electronic form to the dropboxes in D2L, though only the paper copy will count. Keep in mind that each paper will be automatically examined as to the degree of similarities with other papers (turnitin software!). When there is suspicion of plagiarism, I will call you in for a conference, and the consequences for plagiarism might be very harsh. Do not write your paper together with a classmate, though you can, of course, discuss the topics with him/her. If you copy from another paper/chapter/article in print or online, without acknowledging the author and without indicating the extent to which you have copied by means of quotation marks and references, you commit plagiarism.
Online course: always submit to the dropbox, now called Assignments!
B. Write down your first last name, SI, class, instructor, term, year on the top of your paper. Next follows the title. Next the thesis in bold.
C. At the end of your paper write a statement and sign it that this is your own piece of work and that you did not receive outside help.
Each paper will be graded as follows:
Online course: You will have much liberty to write your paper. In essence, I am looking for a critical engagement with the material. Formulate a thesis (20 pts), back it up in the body of arguments (50 pts), and then write a concise conclusion (20 pts; plus 10 pts for stylistics and mechanics).
Thesis: Concisely developed, clear concept, well formulated (avoid paraphrase!). Always provide a title that captures your thesis. 20 pts
Argument: Good use of original text to illustrate the thesis; complex argument based on a solid knowledge of the text; convincing organization. 50 pts. You must consult research on your topic and reflect upon it as part of your argument. If you do not engage with at least one critical secondary source, loss of 15 points, if only fleetingly or superficially done, loss of 8 points.
Conclusion: Convincing connection with the thesis, good summary of the argument, final comment on the outside source (negatively or positively), concise formulation; 20 pts.
Stylistics: 10 pts: Correct use of grammar and diction, sophisticated use of vocabulary, complex sentence structure.
LENGTH: Each paper should consist of ca. 800-1000 words.
Always submit a hard copy and upload a version to the dropbox/assignment on D2L! You must do both! We will grade only the paper copy; the electronic version will serve only to check for plagiarism issue.
Create a separate bibliography and use the following format (MLA style): (does not apply to the online course)
Trumpener, Katie. "Memories Carved in Granite: Great War Memorials and Everyday Life." PMLA 115 (2000): 1096-103. - this is a journal article
Hanks, Patrick. "Do Word Meanings Exist?" Computers and the Humanities 34 (2000): 205-15. – this is a journal article
Kurlansky, Mark. Salt. A World (New York: Scribner's, 2001). - this is amonograph!
Niiranen, Susanna. “At the Crossroads of Religion, Magic, Science and Written Culture.” Mental Health, Spirituality, and Religion in the Middle Ages and Early Modern Age, ed. Albrecht Classen. Fundamentals of Medieval and Early Modern Culture, 15. Berlin and Boston: Walter de Gruyter, 2014. 290-313. – this is an article in an edited volume
"Selected Seventeenth-Century Events," Romantic Chronology. Ed. Laura Mandell and Alan Liu. 1999. U of California, Santa Barbara. 12 November 2003 <http://english.ucsb.edu:591/rchrono/>. (last accessed on Month, date, year) - this is an online source
The second paper can be submitted as a re-write. Only the second grade will then count. This should give you a good opportunity to improve your writing and analyzing skills (This does not apply to the online course due to lack of time.)
Course Materials: All online:
Rudolf von Ems, Der guote Gerhart (copyrighted!)
Boccaccio: Decameron, 1st day, stories 2-3, 10th day, story 9
Martin Luther: That Jesus Christ was Born a Jew, 1523
possibly also Sebastian Franck
Note: Depending on how our discussion will develop, we might not be able to read all the texts listed here, since it will be more important to reach full understanding than to skim over many aspects.
Section 1, Dec. 19-Dec. 24: Read online: history of toleration (Stanford) and history of tolerance (Wikipedia); then study the texts in the Bible, the Koran, and the Torah
Chatroom meetings (each at 8 p.m. MST): Dec. 19, 21, 24 (half an hour; but I might not have access to the internet due to travel; if I don't make it, please exchange your insights and questions amongst each other), 26
1st paper is due: Dec. 25, 5 p.m. MST: Topic: The Meaning of Toleration and Toleration in Light of Ancient Religious Texts: The Continuation of an Ongoing Process Until Today: I suggest that you choose two text excerpts from each holy scripture and analyze it regarding its claim on toleration or tolerance, and then discuss the larger issue at stake.
Section 2, Dec. 25-Dec. 31: Abelard and Wolfram von Eschenbach
Chatroom meetings (each at 8 p.m. MST): Dec. 27, 29, Jan. 1
Section 3, Jan. 1-6: Rudolf von Ems, Der guote Gerhart (we will read only a small excerpt: vv. 1130-2616); Boccaccio: 1st Day stories 2-3, 10th Day, 9th
Chatroom meetings (each at 8 p.m. MST): Jan. 3, Jan. 5
2nd paper is due Jan. 8, 5 p.m. MST: Choose two of the medieval texts discussed and examine how the poets develop the notion of toleration/tolerance. Consider, in your conclusion, how their comments and opinions might have a bearing on us today. Most important, to what extent can we identify elements of toleration/tolerance in their works?
Jan. 7-11: Voltaire and Lessing
Chatroom meetings (each at 8 p.m. MST): Jan. 6, 8, 10
Final Exam is due Jan. 10, 6 p.m. MST (I will post the questions on ca. Jan. 8): Ca. 4 questions pertaining to the entire class material.
Below: the syllabus for a regular 15-week course
Week 1: Philosophical, religious, moral, and ethical reflections on Tolerance and Toleration, the Bible
Week 2-3: Bible, Koran, and Torah
Week 4: Wolfram von Eschenbach, Willehalm
Week 5: 1st Essay due, and Peter Abelard
Week 6: Peter Abelard and Ramon Lull
Week 7: 1st Exam and Ramon Llull
Week 8: Boccaccio, Decameron
Week 9: Pico de la Mirandola
Week 10: Nicholas of Cusa; read the article by A. Classen
Week 11: 2nd Essay; Voltaire
Week 12: Rewrite du by the end of the 12th week. Voltaire and Gotthold Ephraim Lessing
Week 13: continue with Lessing. See also the silent movie from 1922
Week 14: 3rd essay, Thomas Jefferson and the American Constitution
Possible Changes: The information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate by the instructor.