I suggest exploring in the context of science and definition of the
situation..... Durkheim's normal
and pathological.... crime is that which brings forth a corrective
reaction.....Goffman civil inattention. surveillance
Durkheim even in a society of saints......
Then there is reinforcement.... v. punishment...... punishment is most
often considered a -R.
The definition of -R is it increases the response it follows when
removed...... perhaps suppression.....
Are poor houses a form of prison....what about mental
hospitals.......what about preemptive invasions.
What about our reaction to cell phones and tardiness..... If sociology
is about behavior governed by the
definition of the situation what is the role of punishment or even
prevention.
I once started a class by having them compare the cost of juvenile
delinquency v. the cost if it disappeared
over night.... in groups.
What is more important what you do or who you are ....... DWB..... the
case of the Guantanamo Chaplin graduate
from West Point........ and even segregation .....from reservations to
ghettos..... What Durkheim would consider
Mechanical......
Best
Del
Andi Stepnick wrote:
Marty,
My students *really* responded well to Eve Ensler's film, What I Want My
Words to Do To You. (Was it HBO or PBS?) It raises important issues
about the familial/societal costs of prison (especially for "offenders"
with kids). Also touches on what should constitute an appropriate
sentence for certain crimes. You might list a bunch of crimes on the
board and ask students to come to agreement about what would be an
appropriate sentence...and why. They are often surprised to see the
glaring lack of cohesion regarding sentencing.
Also - Kristen Luker's book, Abortion and the Politics of Motherhood.
(The Chapter on Worldviews of Activists is particularly useful, I think.)
What about the "Heterosexuality Questionnaire"? (Do you have a copy?)
I have some other ideas, activities, etc...but first...coffee!
Best to all!
Andi
--------------
Every object, every being,
Is a jar of delight.
Be a connoisseur.
~Rumi~
Life is raw material. We are artisans. We can sculpt our existence into
something beautiful, or debase it into ugliness. It's in our hands.
~Cathy Better~
Things which matter most should never be at the mercy of things which
matter least.
~Johann von Goethe~
Dr. Andi Stepnick
Associate Professor and Chair of Sociology
300-C Wheeler Humanities Building
Belmont University
Nashville TN 37212-3757
Direct Line: (615) 460-6249
Office Manager: (615) 460-5505
Sociology Fax: (615) 460-6997
----- Original Message -----
From: Marty Schwartz <[EMAIL PROTECTED]>
Date: Sunday, July 16, 2006 9:25 pm
Subject: TEACHSOC: help, please
Hi -- for reasons I don't completely understand (I thought you got
immunity
from new preps after 30 years!), I will be teaching a senior
seminar next
year on criminal justice and morality (in other words, should these
things
be against the law). We will be using a text that covers drugs,
prostitution, abortion, pornography, homosexuality and gambling. I
like to
have students present at least two sides of issues, and then have a
class
debate. Probably I will direct the abortion debate to stem cell
theory
research, and use queer theory heavily to avoid the homosexuality
and
deviance quagmire. If anyone has seen any good articles, short
cheap
books, videos, class exercises, fuzzy dice or whatever, please let
me know.
Has anyone used the video Southern Comfort? Perhaps I could do sex
trafficking, but I'd have to see who is in the class -- I did a
lot on it
in my violence against women class last year.
I'm sure you could post any answers, but private
suggestions to
[EMAIL PROTECTED] would be just as appreciated. Thanks in advance.
Marty
Martin D. Schwartz
Professor of Sociology
Ohio University
119 Bentley Annex
Athens, OH 45701
740.593.1366 (voice)
740.593.1365 (fax)
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