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California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: September 4, 2008
jeannecurran@habermas.org
takata@uwp.edu

CRMJ 385 Media, Crime, Criminal Justice

You will be held accountable for the readings and discussion questions listed here. There will be no "testing." That means that you will not have to live in anxious anticipation of what we will ask and how much you will have to know. Instead, we will provide weekly discussion questions, lectures, essays, and concepts we feel that you should know as a result of having taken this course. You will assure us of that learning and receive your grade for the questions and concepts about which you choose to write and talk with us. In addition you will find detailed explanations and examples on our grading policies in the first week's reading.

* * * * *

Week 2: Week of September 7, 2008

Optional Dear Habermas Workshop - Wednesday, September 10th, 12 noon to 1 p.m. in the microcomputing classroom (D1 level in the library).

Topic: The Teaching/Learning Model/Media, Crime, Criminal Justice: Overview

Preparatory Readings:

• Class and Internet Discussions
• Those Infamous Grades and Letters of Recommendation
• "The Case Against Gold Stars" by Alfie Kohn.
• Cooperative Learning
• Preface
  
  
• Potter and Kappeler. Constructing Crime -- .
• Rafter . Shots in the Mirror. Introduction & Chapter 2.
• Surette . Media, Crime and Criminal Justice . Chapter 2.
  
  
• Join the Yahoo Discussion Group with CSUDH students.
• W.I. Thomas "Definition of the Situation
  
  

Lecture related links:



• "Academic Accountability"
• "Who's Habermas? Why Habermas?"




Concepts to be covered:



• illocutionary discourse
• the aesthetics of answerability
• monologic non-answerability
• taxonomy of learning
• the 6Cs
• interdependence
• the external and internal motivations of learning
• dog letters
• academic accountability
• the relationship between "media, crime, and the criminal justice system"



Discussion Questions:

Note: In order to answer these discussion questions, you will need to read the five links noted under "Preparatory Readings."

1. What are the connections between the "6Cs," illocutionary discourse and the focus of this course?

2. Compare and contrast how this course differs from other courses that you have taken. Why. How are grades and grading handled in this course? How do you earn a "C"? How do you earn an "A"? What is a "dog letter" and how does it relate to grades in this course? Why.

3. In your opinion, which medium do you consider the most influential/most powerful? Why.

4. What is the relationship between "media, crime and the criminal justice system"? What should the relationship be? Why.

5. Returning students to this Teaching/Learning Model, please bring your binders from the previous semester to "show and tell."



Suggested Creative Measures:




Note: Start thinking about ideas for your creative measures. Must relate to "media, crime, and the criminal justice system." Must be approved before starting your creative measure. Cannot be something that you are doing or have done for another course. Research cannot be 100% online (i.e., google, askjeeves). Must conduct library research using scholarly works, (not the popular press -- Time Magazine, Newsweek, Sports Illustrated). No term papers! Allow time to dialogue and present your creative measure in class. Email me your idea.



• Examine what crime/criminal justice related policies are addressed in the current presidential campaigning.



Recommended Readings:



• Gaye Tuchman. The TV Establishment.
• Herbert Schiller. Mind Managers.
• Todd Gitlin. The Whole World is Watching.
• Todd Gitlin. Media Unlimited:How the Torrent of Images and Sounds Overwhelms Our Lives.
  
  

Course Syllabus for CRMJ 385 "Media, Crime, Criminal Justice"

takata@uwp.edu