IMMEDIATE PRACTICAL GOALS
 REQUIRED NEW CURRICULUM GOALS: WRITING, LEADERSHIP, ETHICS, DIGITAL LITERACY, INDEPENDENT INQUIRY
 PLAN II GOALS
 EXPLORE U.T. GOALS
 IMMEDIATE PRACTICAL GOALS
to help students meet Plan II academic standards and to help them get and keep jobs. To that end, students need to learn
[1A] how to survive despite apparent craziness like Alice in Wonderland
[1B] how to maintain a pro-active, positive attitude
[1C] how to read and follow directions
[1D] how to listen
[1E] time management. Time management is vital in life, but especially in writing, because the secret of writing as discovery learning; of writing as innovative thinking; of writing as creativity; in short, of great writing, is rewriting. A key to rewriting is allowing enough time to elapse between drafts -- the opposite of procrastination. To teach the importance of this kind of time management, punctuation and proofreading will be stressed in the grading of student writing for they are good indications of how careful the student has been in his or her writing and how much time has been budgeted between drafts
 GOALS OF THE REQUIRED* NEW CURRICULUM
( *“All students must complete the University's core curriculum”)
[2A] LEADERSHIP AND ETHICS
[2B] DIGITAL LITERACY
[2I] INDEPENDENT INQUIRY
Basic Education Requirements of U.T.: “The University must not only equip its graduates with occupational skills but also educate them broadly enough to enable them to adapt to and cope with the accelerated process of change occurring in business, professional, and social institutions today.“
Core Curriculum Goal is “To better prepare students for a changing world by making sure they graduate with the flexible skills they need”
[2A] to be leaders in our communities,”* and better able to deal with
[2B] the technological revolution (digital literacy);
[2C] a state and country that are more culturally diverse;*
[2D] closer proximity to other nations and cultures.*
*These goals are met in part by the six required course areas that are “flagged”: [2A] Leadership[2A1] and Ethics [2A2];”: [2E] Writing; [2F] Quantitative Reasoning; [2G=2D] Global Cultures; [2H=2C] Multicultural Perspectives and Diversity; [2I] Independent Inquiry
[2B] DIGITAL LITERACY: “students will be better able to deal with the technological revolution” by being able to
[2B1] recognize the value of multimedia for access to right brain, the whole person
[2B2] recognize the power of multimedia to change society, prime example Earthlings
[2B3] move from making slide shows to making movies (road map assignment)
[2B4] increase web 1.0 skills of web: email, websites, electronic portfolios;
[2B5] increase web 2.0 skills, social networking as in Facebook and Blackboard
GOALS OF TWO FLAGS: WRITING and LEADERSHIP/ETHICS
GOAL OF THE OLD AS WELL AS THE NEW CURICULUM: “Every graduate of the University is expected to be able to express himself or herself clearly and correctly in writing” (U. T. “Basic Education Requirements”) Our goal: every student should
[2E1] get a taste of what it is like to be a professional writer aiming at perfection and adopting the necessary time management, rewriting, and proofreading to become a great writer.
[2E2] get a taste of writing as a work of art. We practice informal writing as way to overcome writer’s block and as a foundation for becoming good writers. Our formal writing is writing as art, and thus the best writing you can possibly do. Think of your project as, say, a statue: you want it to have as few flaws as possible, to be as “perfect” as possible.
[2E3]. experience writing as discovery learning, especially as one connects parts of the essay, usually while rewriting. Our mottos:
[2E3a]. Only connect! . . .Live in fragments no longer.” E. M. Forster, Howards End (1910).
[2E3b]. “‘One day when I was twenty-three or twenty-four this sentence seemed to form in my head, without my willing it, much as sentences form when we are half-asleep, ‘Hammer your thoughts into unity’. For days I could think of nothing else and for years I tested all I did by that sentence [...]” William Butler Yeats (cited in Frank Tuohy, Yeats, 1976, p.51 )
[2E4] practice writing energized by positive rather than negative motivations, by love of your work of art rather than fear of deadlines, by creativity rather than going through the motions, by curiosity rather than compulsion.
[2E5] practice the new writing as the product of conscious, deliberate collaboration as well as isolation, drawing on the help and advice of your fellow students as well as your instructor.
[2E6] experience writing as inspired by and contributing to something greater than the individual ego. In addition to most of the formal writing assignments, writing for the internet is a good example of this. You must first find your "place" is this complex verbal and visual ecosystem. Then you make your contribution and see it in its place in this greater whole.
[2E7] get a taste of the new world-wide writing, the instant publication of web writing. To face the changes in writing computers demand. Computers don’t do what you want them to do: they do what you tell them to do, and in their coding they demand perfection. They have no forgiveness for errors in code. Hence, proofreading and attention to detail becomes even more important.
[2E8] practice the new multimedia writing which appeals to multiple intelligences, the right as well as the left side of the brain.
FIRST GOAL OF REQUIRED LEADERSHIP/ETHICS FLAG COURSES, is also
the key to meeting the goals of the Basic Education Requirements: “The University strives to enroll exceptionally well-prepared, highly motivated students and to produce self-reliant graduates who will become leaders in both their chosen professions and their communities.”
Leadership is also one of the six traditional core values of U.T.: (leadership; individual opportunity; discovery; learning; freedom; responsibility). Some of the others also stress leadership such as the core value of responsibility: “As the State of Texas takes an expanding position of leadership in the world arena it depends more and more on The University to accept this responsibility and to truly be an agent for positive change.”
Why are students of the University of Texas expected to become leaders in society?
The seal of the university features a Latin version of this statement of Mirabeau B. Lamar, second President of the Republic of Texas: "The cultivated mind is the guardian genius of democracy, and, while guided and controlled by virtue, the noblest attribute of man. It is the only dictator that freemen acknowledge, and the only security which freemen desire."
Lamar's statement appears on the ceiling of the Hall of Noble Words in the Tower next to this one.
This statement is by the first President of the Republic of Texas, Sam Houston: "The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preservation of a free government."
In other words, the State of Texas is investing in your education because your leadership is essential to maintaining democracy in this state and nation.
One of the primary features of your leadership as a citizen of a democracy is the ability to discuss controversial topics seeing and listening to the points of views of all concerned and treating all citizens in a the discussion with respect and courtesy.
Students prepare for class by reviewing "Listening" and "Have You Tried Listening" and related materials in our anthology. During the discussion they listen attentively -- staying in the present moment, suspending judgment -- and help the organizer generate a meaningful discussion. They focus their sympathetic imaginations on the speaker and concentrate well enough to repeat what the speaker has just said and/or the course of the discussion to that point. After a speaker has finished speaking, anyone may be called on to repeat what the speaker has just said and/or the course of the discussion to that point. If they can not do this, their class participation grade for that day will suffer.
During the discussion students must focus on the speaker without talking to others, without interrupting, without thinking about they want to say next. If they do have interrupting thoughts, they might well find that writing down a reminder of what they want to contribute will help them get back to concentrating on the discussion.
Finally, leadership is the GOAL OF THE REQUIRED NEW CURRICULUM: “all of our students, whatever their areas of specialization, be better prepared for a changing world: graduate with the flexible skills they need to be leaders in our communities.”
[2A1a] Goal: To express leadership in writing, especially in the leadership vision, focusing on a passion of the writer that works best FOR THE BENEFIT OF SOCIETY. (CORE PURPOSE OF U.T.)
[2A1b] The goal of the two formal writing assignments, ethics as well as leadership, is to know that which is greater than the ego. (Better awareness of the world beyond the ego, beyond the conscious self, is not only a characteristic of an ethical person, but also enables a leader to be open to great inspirations and to be able to tap resources far greater than those of an isolated self. )
[2A2] ETHICS [2A2]
The second goal of the required leadership/ethics flag courses -- learn to make real-life ethical choices -- is closely related to the core purpose of the University of Texas, to transform lives for the benefit of society. It is also one of the basic education requirements of U.T.: “have experience in thinking about moral and ethical problems.” Our ethics goals are
[2A2a] To return to the traditional college goals of developing character and conscience.
[2A2b] To practice replacing fear and greed with love, compassion, tolerance, and the sympathetic imagination,which is essential to morality and ethics. We will use service learning to practice the sympathetic imagination. Trying to imagine what it was like to be someone else is a form of experiential learning, the kind that can stick with you later. All of this depends on your willingness to be an actor, to willingly suspend your disbelief long enough to play the part. That willingness also enables you to FREE yourself from the world views that you may have inherited without conscious thought or decision on your part.* Trying out the worldviews of other cultures is the humanities equivalent of a scientific experiment. When you adopt, however briefly, another Weltanshauung, and see and feel as a member of that culture would, you test out whether any part of that philosophy of life is one you want to adopt and/or, by contrast, what part of the worldivew you inherited you may consciously want to embrace as an adult.
*William Blake called them your "mind-forged manacles"
[2A2c] To practice tolerance for diversity for personality types and races/ethnic groups (African-Americans and Hispanic Americans our prime examples), thereby advancing the goals of the Multicultural Perspectives and Diversity required flag courses
[2A2e] To experience by analogy a little of ethical dilemma presented by Anti-Semitism, especially the Holocaust.
[2A2f] To experience by analogy a little of ethical dilemma presented by racism, especially slavery.
[2A2g] To experience more directly the ethical dilemmas presented by speciesism, especially cruelty to animals.
[2A2h] To become aware of real-life ethical choices made daily by all of us involving cruelty to animals.
[2B]. To practice tolerance for different global cultures (India our prime example), thereby advancing toward the goals of the Global Cultures required flag courses.
[2C]. EMOTIVE ETHICS: our primary approach is the oldest ethic: loving-kindness; more specifically, by three nonbinary emotions: biophilia, inner peace, joie de vivre.
[2C1] The feedback method of practicing emotional literacy will help us reach these goals. Emotional intelligence and emotional literacy are:
Essential for appreciation of literature, especially authors such as Shakespeare, Toni Morrison, etc.
Assist our writing goals, esp. "composition" of self
Facilitate our Independent Inquiry Goals: “Know Thyself”
Essential to meet our Leadership Goals: see connection between Emotional Intelligence and Leadership
See these readings in the course anthology :
the course description on emotive ethics;"Know Thyself" ; Leadership, EQ, and Both Sides of the Brain; Emotional Intelligence; Harmonizing Emotion and Thought; “The Man Without Feelings”; “The Roots of Empathy” ; David Lee Powell, "A" student; Molesters and Sociopaths; “I Am a Rock”; “Comfortably Numb”; "Turn It Off"; Love; Joy; Peacefulness; Enjoyment; Acceptance; Enthusiasm; Definitions of Passion,Compassion, Empathy, and the Sympathetic Imagination;Table of Contents to Companion to Ethics by Singer;The Ethics of Sympathy: summary; Table of Contents to the Feminist Care Tradition in Animal Ethics ed. Donovan and Adams
check out these multimedia:Children Full of Life; Learning How to Feel*; Compassion guided imagery; Turn It Off
[*this movie was made by a student especially concerned about suicide. The instructor was interviewed in his office but had not seen the movie when the interviewer asked him to hold up the television prop. All the student interviews were done without the knowledge of the instructor. It is not in any way an instructor's promotional video, nor was or is any student required to view it. ]
[2I] INDEPENDENT INQUIRY GOALS
[2I1] “to know thyself.” To know one’s strengths and weaknesses in learning, writing, reading, speaking, listening. Self-awareness is essential not only for leadership and ethics, but for good writing for it enables self-management of time and emotional as well as intellectual resources.
[2I2] to think for your self, decreasing reliance on secondary sources, practicing what is known as active, experiential or discovery learning (as in science experiments, the Moore method in math, and Amherst College’s Baird Freshman English course in the humanities);
 PLAN II GOALS
The goal of the required signature courses is to “expose each entering UT student to the broad goals and possibilities of a university education.’ Plan II shares this goal as well as this one: to experience college as students did at the model for Plan II, Oxford, and other liberal arts colleges whose seals are represented on and in the Tower. This includes the
[3A] Universal college goal of living in fragments no longer, learning to think, to connect, to hammer thoughts into unity.
[3B] This is a central principle of Newman’s Idea of a University, still the classic text on this subject. Newman’s model was Oxford. Newman emphasizes again and again the necessity of synthesis -- connection between the various courses and activities of university life -- to achieve a strong sense of university education as the unity it is supposed to be, rather than the fragmented multiversity it all too often is.
[3C] Our goal is thus also unity, of the self, of the self and others, of the self and nature, of one subject and another, etc.
[3C1] To unify the self, our goal is to maximize our potential by cultivating both sides of our brains, developing all our multiple intelligences, including emotional intelligence.
 EXPLORE U.T. GOALS
[4A] Signature Course goal: to acquaint students with some of the gems of the university that make it unique (its “signature”)
[4B] Related goal: To capture a sense of the university as a place, esp. the campus as an alma mater, a second home: HRC, the tower, totem animals, Dobie walk, etc.
[4B1] To invoke the personal presences (ghosts, genius loci) embodied in campus places, such as, in Waller Creek, the ghosts of Joe Jones, Frank Dobie, and the students of 1969 and others; and all the ghosts inhabiting the Harry Ransom Center; i.e. to give some sense of the social as well as environmental history of this campus, and comparable genius loci embodied in the social and environmental history of other colleges.