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1. GENERAL COURSE INFORMATION
1.1 Course Details
Course: The Enquiring Mind
Coordinating Unit: School of History and Politics, Faculty of Humanities and Social Sciences
Teaching Period and Year: 1st semester 2014 Mode: Internal
Level: First year
Location: North Terrace Campus Units: 3
Contact Hours: 1 hour lecture and 2 hour seminar per week
Lectures: Wednesdays 10.10pm Scott Theatre
Quota: None
Prerequisites: None Co-requisites: None
Incompatible: previous none in 2014 Assumed Knowledge: None
Description of Content:
This course takes the position that the pursuit of knowledge is the fundamental purpose of university education. It aims to enthuse and equip commencing students through the interdisciplinary presentation of broad perspectives (the `Big ' Questions) in the Humanities and Social Sciences, and the systematic teaching of the key academic skills required in scholarly enquiry. As well as the more traditional forms of university teaching including lectures and tutorials/seminars, the course provides intensive Small Group Discovery Experiences (SGDE) where a sense of collaborative endeavour is established as key questions are explored, and students gain confidence in pursuing their own investigations. The course is taught by senior academics, with the aim of enabling students to gain from interaction with experienced scholars.
The course content rests on the theme of 'Speaking Freely ' and is be interdisciplinary and debate oriented in nature, crossing social sciences, humanities and music and using both historical and contemporary instances located in contemporary western liberal democracies and in other cultural contexts. Students will gain an understanding of the ways in which meaning is made through various representational forms—including art and music—and be able to recognise the relevance
1.1 Course Details
Course: The Enquiring Mind
Coordinating Unit: School of History and Politics, Faculty of Humanities and Social Sciences
Teaching Period and Year: 1st semester 2014 Mode: Internal
Level: First year
Location: North Terrace Campus Units: 3
Contact Hours: 1 hour lecture and 2 hour seminar per week
Lectures: Wednesdays 10.10pm Scott Theatre
Quota: None
Prerequisites: None Co-requisites: None
Incompatible: previous none in 2014 Assumed Knowledge: None
Description of Content:
This course takes the position that the pursuit of knowledge is the fundamental purpose of university education. It aims to enthuse and equip commencing students through the interdisciplinary presentation of broad perspectives (the `Big ' Questions) in the Humanities and Social Sciences, and the systematic teaching of the key academic skills required in scholarly enquiry. As well as the more traditional forms of university teaching including lectures and tutorials/seminars, the course provides intensive Small Group Discovery Experiences (SGDE) where a sense of collaborative endeavour is established as key questions are explored, and students gain confidence in pursuing their own investigations. The course is taught by senior academics, with the aim of enabling students to gain from interaction with experienced scholars.
The course content rests on the theme of 'Speaking Freely ' and is be interdisciplinary and debate oriented in nature, crossing social sciences, humanities and music and using both historical and contemporary instances located in contemporary western liberal democracies and in other cultural contexts. Students will gain an understanding of the ways in which meaning is made through various representational forms—including art and music—and be able to recognise the relevance
Citations: C. Bacchi (2012) ‘introducing the “What’s the Problem Represented to be?” approach’, chapter 2, pp 2. K. Smits, ‘Should offensive speech be regulated’, chapter 8, Applying Political Theory: Issues and Debates, Palgrave Macmillan, Houndmills, Basingstoke, Hampshire and NY, 2009, pp. 159-170 3 4. J. Bamford, ‘They know much more than you think’, The New York Review of Books, August 15, 2013, pp. 4, 6 and 8. 1. C. Daley (2005) From bush to beach: nudism in Australia’, Journal of Historical Geography, 31(1), January: 149-167 Or 2. A. Mooney (2005) ‘Keeping on the windy side of the law: the law of the beach’, Law, Text Culture, 9: 189-214 3 4. B. Brownie (2014) ‘Naked protest and the revolutionary body’, The Guardian, 15 January, Wednesday [http://www.theguardian.com/fashion/costume-and-culture/2014/jan/15/naked-protest-revolutionary-body] SEMINAR WEEK 4: Visual Art 2. J. Faulkner (2011) ‘Vulnerability and the passing of Childhood in Bill Henson: Innocence in the Age of Mechanical Reproduction’, Parrhesia, 11: 44-55 3 2. R. Weitzer, and C. Kubrin (2009) ‘Misogyny in Rap Music: A content analysis of prevalence and meanings’, Men and Masculinities 12(1): 3-29. 1. E. Beal (2002) ‘Artistic Merit not sufficient –Baise Moi Refused Classification’, Art Law Centre, 30 June [http://www.artslaw.com.au/articles/entry/artistic-merit-not-sufficient-baise-moi-refused-classification/] 2 3. M. Kiek (2013) ‘Frankly, my dear, I don’t give a [censored]: when film ratings go bad’, The Guardian, FilmBlog, November 15 [http://www.theguardian.com/film/filmblog/2013/nov/15/when-film-ratings-go-bad] 4