Enlightenment Reflection                                            History of Thought I Spring 2019
Name___________________________________________
 
Tie your research in with who you are as an artist. What did you learn or what did you notice about how you responded to the material that relates to how you identify as an artist? How did this subject matter shape what you are concerned with as an artist?
 
 
Specifically, make a connection between what you studied and what project you are currently at work on in Foundations for your discipline?
 
 
If you were to design an art project connecting to what we studied, what would it be?
 
 
 
Circle one:

• 1not enough reading                  2just right                                 3too much reading

 

• 1not enough writing                               2just right                                 3too much writing

 

• 1the small groupdiscussions did notactivate my learning                 2the small group discussions were fine                   3yes, the small group discussions activated my learning

 

• 1the classdiscussions did notactivate my learning                2the class discussions were fine                                        3yes, the class discussions activated my learning

 

• 1the 1-on-1discussion did notactivate my learning               2the 1-on-1 discussions were fine                                      3yes, the 1-on-1 discussions activated my learning

 
 
Where do you see you need more assistance with engaging with the material? How will you seek this assistance?
 

What are you finding out about yourself as an artist—intellectual?
 
 
What question should I include on this to better assess our learning and engagement?
 

​Encyclopédie of Ideal Forms assignment sheet          History of Thought 1 – Kilroy Spring 2019
 
For each unit, you will write multi-part Encyclopédie (EIF) entries, differing in length depending on whether you chose 10, 20, or 30 pages to read. Here is what I am expecting this to look like (and what I mean by multi-part):
 

1. First, you need to think critically about the texts that you have read and decide what larger topic they are engaging. These topics will be easy to find on our Enlightenment and Greek readings because they are organized as such, and more difficult with Renaissance, Roman, and Religion. 
   1. You can deviate from how the book categorizes the text, i.e. instead of Crime and Punishmentfor Montesquieu’s “The Severity of Criminal Laws,”you could easily shift the focus to Lawsor Criminality. You will take that topic and write two entries
   2. If you read from multiple sections, Crime and then also Gender, then you will be responsible for multiple entries, but the same word count.
2. Next, you will define the topic as it is dealt with by the text—you will define Crime and Punishment or Gender according to the author, i.e. paraphrase what theysay. Do this in your own words[1]. This will be the same discussion you lead with me one-on-one when we meet to discuss your reading[2].
   1. This section should be 100, 200 or 300 words. Meaning, maybe you read 5 texts and are shooting for a C… therefore 20 words on each of them(not including titles/names). Maybe you read 1 text and for an A you would need to write 300 words about it (feel free to go over these limits but never under).
3. Third, you will create an ideal definition. What yousay? This does not you get free license to spout opinions—your entry must demonstrate your critical intelligence, your logic, and your attempt to conceive the ideal. In other words, in an ideal society, you would engage with these types of questions (not exhaustive but the ones you see most fitting and connected to the text): What should the state do with criminals? How does punishment work to protect the rights of citizens? Is punishment effective—what type? What should we do with murderers? Feel free to nod to other thinkers, as I would to answer this last question, see example below.
   1. This should be 100, 200, or 300 words (feel free to go over these limits but never under).
4. Lastly, make this entry in our shared google doc so all the world can share in your enlightenment. 

 
 
Example: EIF Entry title: 
 
Crime and Punishment

• In Baron de Montesquieu’s“The Severity of Criminal Laws,” he argues …There must be a balance between the nature of what one has done and the nature of the punishment—they must relate in order to demonstrate on a social scale what was wrong with the action so that all of society can prosper from the example and feel a rational conclusion and extension form the nature of the act itself. It will take a judicial system to figure out the nature of the crime, meaning the injustice as incurred by the victim, for there are no victimless crimes. FI this is not the case, then reason will not prevail, and it is only reason which binds us together into society, and it is society itself which must remain enact, fully functioning, beneficial, and worthy of each humans’ participation and adherence to ensuing laws. (135 words, perfect for a C)

 

• I believe that society goes to far to correct the behaviors of its citizens and instead of a heavy punishing hand, crimes should be met with a spirit of and wisdom for healing. I paraphrase Sister Helen Prejean’s notion that the state should exemplify the morals and laws it decrees and therefore no capital punishment should occur, instead I believe the state should look to assist with healing for those involved because we have so many reports of deep human transformation which occurs in these scenarios with all parties involved and a system of support and wisdom will further along a healthy transformation, offering perspective, not revenge, which furthers the health of the society instead of a hypocritic notion of we can do this but you cannot which only justifies the aberrant behavior to begin with. (134 words, for a C)
  • In this example, I am writing to show my thinking, employing a persuasive, thorough, intellectual writing style. Please, feel free to write however best will demonstrate your divergent engagement with the topic, however best suits your attempt to demonstrate your critical thinking.  These entries can be absurd, satirical, humorous, detailed, argumentative, persuasive, technical, include images/drawings/sounds/hyperlinks/memes—the key is the must always be on point with engagement of the ideal and they must demonstrate intelligence (your intelligence please, not someone else’s.)

 
 
 
Due Dates
Enlightenment: Wednesday 2/6
Renaissance: Monday 2/25
Rome: Wednesday 3/20
Greece: Monday 4/8
Religion Monday 4/29


[1]plagiarism/copying and pasting will result in a failure on the assignment, as well as reporting to the school according to our policies and procedures.
 

[2]you will be responsible for only one of the self-chosen texts on that one-on-one day. The rest are due on the due date as printed below.
 

History of Thought I
HTH 1001-41
Baty House
Kevin Kilroy      kkilroy@kcai.edu
 
History of Thought I explores significant texts from the ancient world through the European Enlightenment. Intended to provide artists with a shared intellectual vocabulary and a solid historical platform for understanding contemporary issues, this first course in the History of Thought sequence includes the study of foundational figures such as Plato, Sophocles, Confucius, Aquinas, Descartes, and Rousseau, contextualizes their thinking in the global history of ideas, and works towards a contemporary critique of their assumptions. History of Thought courses require intensive reading, writing, and discussion.
 
Combing Denis Diderot’s notion to create a new encyclopedia containing all intelligence for future generations and Socrates/Plato’s notion that humans should pursue the true definition of everything, over the next 15 weeks, we will be working to create The Encyclopédie of Ideal Forms.

We are going to lift up many historical texts to understand their thinking about specific concepts at that time—in history—and to further clarify our perspective on/understanding of these concepts themselves. Concepts such as Society, Morals, Government, Knowledge, God, War, Friendship, Economy, Ethics, Power.
 
Our work: We have 5 movements we will be working with: Religion, Greece, Rome, Renaissance, and Enlightenment. I have chosen A Portable Readercorresponding to each that gives us a wide selection of texts from these time periods/about these topics. You will choose approximately 10, 20, or 30 pages to read, analyze, and write about for each unit. If you choose 10, you will be striving for a C; if you chose 20, a B; 30, an A. More details on satisfactorily dealing with this reading are included in the organizational chart where you will write down your selections.  The nature of this course design is to allow you to choose according to your interests, for you to design your research, and manage your priorities. As artists, this is what you will do. You will set your course of research and you will guide it, tend to it, cultivate it. You will have freedom and autonomy, choice and accountability. I also believe that we pay closer attention and become more invested in our learning when we are making choices and when we have a sincere interest in the material.
 
Expected Learning Outcomes
                  - be able to read and comprehend difficult texts
                  - learn necessary vocabulary which circulates in artist’s, intellectual’s, and critic’s
                             circles
                  - gain understanding of critical perspectives and how they function as lenses 
                  - establish a rich connection between your creative practice and critical thinking
 
Required Texts:
Portable World Bible, Portable Enlightenment Reader, Portable Renaissance Reader, Portable Greek Reader, Portable Roman Reader
 
Required Materials:
Bring something to take notes on and bring your laptops on the days we are meeting 1-on-1/in small groups and the day the ELPS are due
 
Please be respectful and do not use your cellphone during class.
 
 
 
 
 
GRADES: 
IN ORDER TO PASS THIS CLASS, ALL WORK MUST BE SUBMITTED.
Assignment
Percentage
Points Possible

Encyclopédie of Ideal Forms
80%

In-class Engagement/Discussion/Participation
20%

Totals
100%

 
GRADE BREAKDOWN
80% of grade is the Encyclopédie of Ideal Forms (EIF form here on) as satisfactorily designed and executed
 
Satisfactorymeans 

1. demonstrated reading comprehension in the Encyclopédie of ideal Forms
2. responded critically and intelligently through writing a definition of the corresponding ideal form
3. successfully collaborated in small groups and presented the reading to the teacher in 1-on-1 meeting
4. shown initiative and self-motivation—(key skills to success as an artist/21stcentury worker)
5. followed through and met deadlines as you designed  
6. engaged in classroom amendments to the Encyclopédie of Ideal Forms

 
10% reading and in class discussion  
Your grade will reflect your engagement with several assigned texts. We will do this to practice our reading comprehension, analysis, and critical response. Engage in the reading and bring that engagement to life in the class.  Listen, take notes, respond to other students, be respectful. 
 
10% Engagement with the entire EIF, the entries of your classmates, amendments etc.
Also, your grade will reflect your engagement with the Encyclopédie of Ideal Forms as it is an open and collaborative document which we will amend as needed. The EIF will be a google docthat I share with you, and all the EIF entries will be read by your classmates. At the last class of each unit we will take class time to discuss what was wrote and we will amend as necessary.
 
Attendance:
Attendance is crucial to this course.  We will be doing difficult reading and working together to understand it, as well as connect it to our artistic practices. We need to hear each other’s thoughts and offer our own. Show up to every class. If you miss 6 classes, then you automatically fail. It is up to you to keep track of your absences.
  
COURSE SCHEUDULE
 
Introduction
M 1/14 Homework: read Plato handout “Allegory of the Cave” & pps. 17 – 22 & 265 – 267 in the Portable Enlightenment Reader
 
W 1/16 Homework: choose readings for Self-guided Reading EIF Organization Chart  Read: Read Enlightenment pp 424 - 452

M 1/21 No Class
W 1/23 DUE: EIF Organization Chart
Homework: Read Enlightenment pp 480 – 515
 

Enlightenment
M 1/28 Homework: Read ~10 pages; be prepared to lead a discussion over them with me 1-on-1 and with your assigned group
 
W 1/30 Meet 1-on-1 and in groups to discuss self-chosen readings
 

M 2/4 Meet 1-on-1 and in groups to discuss self-chosen readings
W 2/6 Discuss The Enlightenment Era

Renaissance
M 2/11 DUEYour Enlightenment EIP entries 
Homework Read Renaissance pp527 – 540
W 2/13 Homework Read Renaissance pp589 - 607

M 2/18 Homework: Read ~10 pages; be prepared to lead a discussion
W 2/20 Meet 1-on-1 and in groups to discuss self-chosen readings

M 2/25 Meet 1-on-1 and in groups to discuss self-chosen readings
W 2/27 Discuss Renaissance
SPRING BREAK

(Rome)
Greece
 
World Religion
M 3/11 DUEYour Renaissance EIP entries 
Homework Read Rome648 -649 (just 2 pages!)
W 3/13 Head to the Nelson--Art and Thought
Homework Read Greek pp52 - 77

M 3/18 Homework Read Greek pp 470 - 499
 
W 3/20 Homework: Read ~10 pages; be prepared to lead a discussion 

M 3 /25 Meet 1-on-1 and in groups to discuss self-chosen readings
W 3/27 Meet 1-on-1 and in groups to discuss self-chosen readings

M 4/1 Discuss Greek thought
 
W 4/3 DUEYour Greece EIP entries are due

M 4/8 Screen: Confucius or Buddha film
Homework Read from World Bible The Upanishads 39 – 58
 
W 4/10 Homework Read: Read World Bible Genesis pp 235 - 265

M 4/15 Homework: Read ~10 pages; be prepared to lead discussion
 
W 4/17 Meet 1-on-1 and in groups to discuss self-chosen readings

M 4/22 Meet 1-on-1 and in groups to discuss self-chosen readings
 
W 4/24 Discuss role of religion in the history of thought

M 4/29 DUEYour Religion EIP entries are due
W 5/1


 
History of Thought 1
Self-guided reading
E.I.F. Organization Chart
Choose approximately 10 – 30 pages to read, analyze, and respond critically
~10 pages each unit = C                     ~20 each = B                            ~30 each = A
Grade assumes a satisfactory performance, as determined by teacher and criteria provided.
Note: you cannot choose any of the assigned readings 
(see course schedule)

Frist 10 pages (write titles)
Next 10 pages (write titles)
Final 10 Pages (write titles)

Enlightenment
Due Wed 2/6
 
 

Total number of pages:
 
Teacher’s Comments:

Renaissance
Due Mon 2/25
 
 

Total number of pages:
 
Teacher’s Comments:
 

Rome
Due Wed 3/20
 
 
 
 
Total number of pages:
 
Teacher’s Comments:
 

Greece
Due Mon 4/8
 
 

 
Total number of pages:
 
Teacher’s Comments:
 

Religion
Due Mon 4/29
 
 
 
Total number of pages:
 
Teacher’s Comments: