Franklin Pierce University

SYLLABUS

Term II 2010

IS 699: Independent Study – Tactible Meaning & Tactible Leadership

FRANKLIN PIERCE UNIVERSITY Graduate and Professional Studies

Course Syllabus

INSTRUCTOR

Allan F. DiBiase PO Box 302 Center Sandwich, New Hampshire 03227

603-284-7569

[email protected] [email protected]

TEXTBOOKS

Alexander, Thomas (1987). John Dewey’s Theory of Art, Experience and Nature. SUNY Press. ISBN13: 978-0-88706-426-5

Boisvert, Raymond (1998). John Dewey: Rethinking our Time. SUNY Press. ISBN13:978-0-7914-3530-xX

Bourdieu, Pierre (1984). Distinction: A Social Critique of the Judgement of Taste. Translated by Richard Nice. Harvard UP. ISBN: 0-674-21277-0

In the course of PERFORMANCE: Studies in the World of Musical Improvisation (1998). Editor: Bruno Nettle and Melinda Russell. Chicago UP. ISBN: 0226574113

The Pragmatist Imagination: Thinking About “Things in the Making” (2000). Editor: Joan Ockman. Princeton Architectural Press. ISBN: 1568982879

Reading Dewey: Interpretations for a Postmodern Generation. (1998). Editor: Larry A. Hickman. Indiana UP. ISBN 978-0-253-21179-8.

Robinson, David M (2004). Natural Life: Thoreau’s Worldly Transcendentalism. Cornell UP. ISNB: 0-8014-4313-X

Shusterman, Richard (2000). Performing Live: Aesthetic Alternatives for the Ends of Art. Cornell UP. ISBN: 0-8014-8650-5

Shusterman, Richard (2000). Pragmatist Aesthetics: Living Beauty, Rethinking Art. Blackwell Publishers Ltd. ISBN 9780847697656

Other materials listed in the schedule of readings will be provided digitally online. A bibliography of optional additional readings and resources linked to the course structure will also be available.

COURSE DESCRIPTION

This course is an exploration the nature of practical epistemology as it bears on the notion of things “becoming tactible”. This is a sense of how individual experience is transformed through human transaction or interaction into collective senses of meanings (which may be) tasks or products or significant objects or performances or shared understandings (in the broadest sense of understandings). One of our primary focuses will be the transaction between such a concept of meaning and the doing of leadership.

EXPECTATIONS OF STUDENTS

To accomplish the assigned readings and required postings within the required timeframe.

To attend the three face-to-face sessions as scheduled throughout the term.

To produce the required précis and to demonstrate, both verbally and in writing, an understanding of the material

COURSE GOALS

Any theory of conjoint experience, production through it, and leadership related to it should be able to accommodate the lived experience of “things in the making” versus merely theorizing or conceptualizing abstract notions. In this view I consider the level of theory as the direct connection of ideas/thoughts to action that become “tactible” in some way, shape or form.

The reading list is designed to keep things open and away from premature crystallization or application. The notion is to be still gathering ideas and different formulations about the possible paradigmatic dynamics of “art” becoming....as they relate to leadership (facilitation of the becoming) and then to outcomes which are not necessarily a replication of the cultural norms for production but things that can be tactibly grasped (felt and understood) as contributing to human flourishing

COURSE OBJECTIVES

Participants in the seminar will demonstrate through their writing and participation in the face-to-face sessions a grasp and understanding of the core concepts and theories that comprise the course of study.

Participants in the seminar will demonstrate through their writing and participation in the face-to-face sessions the ability to critically analyze and express views other than their own. In writing this means demonstrating an objective grasp of materials presented for consideration. In face-to-face meetings it means the civil but critical consideration of varying perspectives.

Participants in the seminar will demonstrate through their writing and participation in the face-to-face sessions an ability to translate the concepts and theories treated in the course of study into a particular locale or situation of practice that involves leadership.

TEACHING STRATEGIES

The readings for the course will be guided by a topical outline that states reasons and justifications for the sequence of reading.

Face-to-face sessions will funded entirely by discussion of the materials read. These discussions will be guided by the basic conceptual framework outlined in the syllabus. But particular issues and problems that arise within the readings will be participant driven. EVALUATION

See the general policies on grading stated in the current Franklin Pierce Graduate and Professional Studies Catalog (Academic Policies section).

For IS 699: Independent Study

25 % attendance and active participation in all face-face-face class sessions

75 % timely submission of précis and presentations

LATE ASSIGNMENTS

The syllabus outlines a schedule that is a guideline for reading and posting. Exceptions are accepted if communicated clearly in a timely fashion. However, if exceptions become a pattern that compromises that aspect of the seminar that’s created by members sharing insights in a timely way, such a pattern will impact the final grade which requires “timely” interactions online (see above under Evaluation).

ABSENCE FROM CLASS

The course of study depends heavily on seminar members consolidating and clarifying understandings and meanings at the face-to-face scheduled meetings. As above with “assignments,” modest exceptions will be accepted if communicated in a timely fashion. A pattern of exceptions will impact that part of the grade that requires face-to-face active participation.

SYLLABUS CHANGE

Any change to the syllabus will be transacted with all involved via email and through the course website. Once this consultation is achieved, the results will be posted to the official posted syllabus in the course website and also distributed to all seminar members via email.

STUDENTS WITH SPECIAL NEEDS

See the general policies on student special needs stated in the current Franklin Pierce Graduate and Professional Studies Catalog (Academic Policies section). In order to meet these requirements, given the course online start-up, it is best that individual students communicate any concerns in advance of the course to the course facilitator. For example, students with identified learning disabilities should not wait for “official communication” to the course facilitator.

ACADEMIC DISHONESTY POLICY

See the general policies academic dishonesty stated in the current Franklin Pierce Graduate and Professional Studies Catalog (Academic Policies section).

Course Facilitator:

DiBiase, Allan F