Some new stuff: on why we protest – http://gristmill.grist.org/story/2009/2/26/9464/79373?source=daily
and a fine piece from Mike Tidwell – http://www.chesapeakeclimate.org/blog/?p=886
and notes from a fellow prof at AU who is teaching social movements and using Ignition in his class:
Wish you could have been at our class last night. We spent over 30 minutes debating the pros and cons of the planned arrests on Monday. It was quite a good discussion. The class leaned a bit critical of them as they seem to be planned, and several had good suggestions for civil disobedience with a little more umph. The class has gotten well grounded in Alinsky’s thoughts, so they focus on tactics that are outside the experience of the targets, and how actions provoke reactions useful to build the movement.
Alinsky was big on using tactics as threats which never were carried out – the threat being compelling enough to get the opponent to cave. Perhaps this may be the case with the Capitol coal plant – I’ve just heard from one of my students that some Congressional Democrats are circulating a letter arguing for a better way to heat their buildings.
My teaching partner, Joe Eldridge, also brought up some useful observations about the impact of being arrested on the arrestees and their future development as career activists. His doctoral thesis examined how intense exposure to unjust conditions through school-arranged trips can shape activists, and the key role played by making behavioral commitments to a cause.
We’re on the same page. P. 29 of Ignition, that is, (how new people get motivated into the fray) is the source for one of our slides.
And FYI, here’s yesterdays blog post from me:
http://blog.islandpress.org/321/jonathan-isham-obama-needs-churchill-101
Also, a cool video – http://www.democracynow.org/2009/2/26/power_shift_youth_climate_activists_swarm and an article on the whole thing: http://www.guardian.co.uk/environment/ethicallivingblog/2009/feb/26/powershift-protest-climate-obama-students
Pros:
o Lively
o Insightful comments, some good ideas shared
o Stayed on topic with readings
o Everyone contributed
o Opinions that were voiced were often supported with material from readings
o Was fairly general, but good for our early discussions in terms of laying a foundation
o Like idea of writing exercise
o Highlighted the variety of academic backgrounds
o Follow-up questions from leaders helped with the flow
Cons:
o Lack of continuity between speakers
o More direct / less complicated questions (handout would have helped this)
o Stuck to broad themes, didn’t get into details, need to dig deeper, more focus
o A bit too conceptual
o Didn’t feel we accomplished anything, wanted to dissect things in a substantial way
o Had trouble joining in
o Did not address the readings very well, didn’t stick to texts
o Need to encourage less vocal class members to join the conversation
o More interested in talking about solutions rather than problems
o Heavy with opinions and questions that have already been posed to us
o Looking for more peer insight into the readings to enhance our understanding and involvement
o More direction from leaders to keep us focused
o Connect more to getting to 350
In ES401 this semester, we will analyze two kinds of material that, together, create a grand tension. The first is material related to our prodigal age; the second is related to finding personal meaning and hope, “hopefully” (we couldn’t resist!) helping each of you to find the motivation to act. Contrast, for example, reading from our first week: “Too late? Why scientists say we should expect the worst” with “What is Living For?” Furthermore, this tension will play out under a very focused, very contemporary inquiry: “How do we get to 350?” In your first and your second discussion papers – due on February 23rd and May 6th, respectively – we ask you to reflect on this tension.
And to do this well, we offer a two-part suggestion. In the first paper, elucidate the goals you are setting for yourself for this class, and lay out the opportunities for action that our projects present. In doing so, share the opportunities that most excite you about our readings, discussions, our projects – and the potential barriers that you foresee.
Then keep this first piece front-and-center as you compose the second paper through the rest of the semester. In that piece, ask: What has must surprised you from our readings, discussions, our projects? Are your goals being met? Why or why not? How could you be doing better? Who could we as a class be doing better?
Don’t take this suggestion as gospel. Fashion this exercise as you see fit. But you must strive for a bit of alchemy here: a personal narrative that is based not just on feelings and sentiment; it must also be founded in our rich course material.
Here’s one more way to motivate this exercise: try to write two matching pieces that will stand the test of time – that will serve, even in the most rudimentary way, your aspirations as your post-Middlebury life adult life comes into focus. Use this two-part assignment, in other words, to help shape your own life of meaning.
Jon and Diane
February 18, 2009
Particulars: This first reflection piece will be of modest length, 2-3 pages, which can be e-mailed electronically to Jon and Diane. For the second piece that you turn in at the end of the semester, this should reflect an ongoing, journal-entry style. We encourage you to use your individual folders in the “Return” folder of our ENVS0401 space on the classes server to record your entries throughout the semester.
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