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Monday, February 24, 2020

Book Recommendations

The Age of Manipulation 
By Wilson Bryan 

Key Advertising and Psychology: the Perfect Duo: The Subliminal Hidden Message 
 By Morgan Grey 

 Swift Viewing: The Popular Life of Subliminal Influence 
 By Charles R. Acland 

 Meme Wars: The Creative Destruction of Neoclassical Economics 
 By Kalle Lasn  

Design Anarchy 
By Kalle Lasn 

 Subliminal Seduction 
By Wilson Bryan Key 



 Other Books on Popular Culture 

 The Philosophy of War Films 
By David LaRocca 

 Women and the White House: Gender, Popular Culture, and Presidential Politics 
 By Lilly J. Goren and Justin Vaughn 

Cultural Appropriation

Image result for kids halloween costumes cultural appropriation


This Halloween we’ll see kids, college students, and other revelers dressed in costumes ranging from scary to hilarious: Chewbaccas, spandex police officers, Harry Potters, Frodos… even Elvis. But at any party, we have a good chance of seeing cultural appropriation. We might see white people glibly dressed in mock Native American headdresses, frat brothers dressing “ghetto”, people who have no real connection to India wearing red dots on their foreheads, would-be Zulus, Geishas (from Texas), and of course a gringo in a sombrero.

Such mimicry has come under increasing condemnation recently, and probably for good reasons. But, we might wonder, what exactly is wrong with it? And how precisely should we define “cultural appropriation” anyway?

On the basis of the examples above, we might say cultural appropriation is use or mimicry of artifacts or manners from another culture without permission from any members of that culture.
But it’s not hard to see that this definition won’t do.

It implies, wrongly, that every time someone from one culture uses an idea from another culture, without explicitly asking, that “cultural appropriation” has occurred. But I don’t think, for example, someone who goes to France and then comes home and makes crepes should be called a “cultural appropriator.” (In some weak sense, sure, but that’s not the sense we’re after.) Nor should someone who visits China and learns how to use chopsticks or how to sing a song they heard on the radio.
Much if not most culture (good and bad) results from different cultures bumping into each other and borrowing or just absorbing ideas. So if we’re to talk about “cultural appropriation”—as opposed to just “culture”—we have to mean something more.

So the definition above is an instructive failure. I think many people would be tempted to define “cultural appropriation” in this fashion. But we’ve seen that it wrongly includes mere cultural influences and instances of learning that are in no way problematic. What next?

It seems to me that there is no way to understand the concept of cultural appropriation properly without understanding the historical background of colonialism. Colonialism was and is the systematic subjugation of one group of people by another, where that subjugation is motivated and rationalized by racist ideology. Examples of this have occurred throughout Asia, Africa, and the Americas, usually with Europeans as the aggressors, though Chinese, Japanese, and Ottoman empires have historically established colonies as well.

In my view, it’s the latter component of colonialism, the racist ideology, that is crucial for understanding what cultural appropriation really is. I think anything worth applying the term “cultural appropriation” to will be something that expresses at least a psychological vestige of a racist ideology that figured in one of the large-scale colonialist projects.

Racist ideologies characteristically portray an entire group of people, a race or ethnicity, as simplistic, naïve, lazy, untrustworthy, or violent. And such portrayal, embedded in the mind in the form of stereotypes, is used in colonialist contexts to rationalize more brutal forms of mistreatment and ultimately appropriation of much more than just culture.

So this is what differentiates merely using chopsticks to eat (which is not cultural appropriation in any interesting sense) from dressing up for Halloween like a “Chinese” guy from a bad Kung Fu movie (definitely cultural appropriation). In the latter case, the non-Chinese person wearing the outfit expresses—typically unwittingly—a psychological tendency, a tendency to think of another person as a simpler kind of creature than oneself. Furthermore, it is a tendency to think of a whole class of other people in simplifying terms. This psychological tendency is the vestige, or one manifestation of it, that I referred to above.

So a more accurate definition of “cultural appropriation” goes like this: cultural appropriation is where people from a group that oppressed or oppresses another group mimics or represents cultural artifacts or manners of the oppressed group in a way that expresses or reinforces psychological elements of the racist ideology inherent in the colonialist project responsible for the oppression. Such appropriating mimicry can take many forms, but what unifies them will be an implicit or explicit view of other people that makes them out to be less than what they are.

Is cultural appropriation inherently morally wrong? Or is it merely stupid and abrasive? The progenitor of cultural appropriation, colonialism, was and is certainly morally wrong, without question. But does the same go for the mere putting on of a silly Halloween costume?
The details of any given case will matter. Furthermore, I think this is an area where it’s better to think in continuous terms of morally better and worse, rather than wrong or not wrong simpliciter. A European’s going to a Halloween party in a traditional Congolese suit they somehow acquired may not be a gross moral transgression, though it might make us morally uneasy. But whatever its moral status, going in blackface is clearly much, much worse.

The moral vice, when there is vice, consists in perpetuating components of a racist ideology that, in more pronounced forms, motivates and rationalizes much more significant harms. We may grant that one outfit on one occasion might not do much more harm than leaving a few people seriously annoyed. But it signals to members of one’s group—the currently or historically oppressing group—that certain patterns of thought about another group are okay, even something to be enjoyed. Against the background of such signaling, more coordinated aggression can emerge.
These thoughts may all seem too weighty to be about what to wear to your next Halloween party. And perhaps in some way they are. But the psychological fact of implicit racism and other forms of prejudice are by now well known. Given that, the correct thought is that it’s better morally safe than morally sorry.

In any case, you can always be Chewbacca, Harry Potter, or a cop in spandex. You’ll then be merely silly, but perhaps that’s a good thing.


https://www.philosophytalk.org/blog/what-cultural-appropriation

Media & Children

Why to Avoid TV for Infants & Toddlers



​By: David L. Hill, MD, FAAP
Parents are often shocked when I tell them that pediatricians think it's a bad idea for children to watch TV or use mobile apps before age 18 months, because most toddlers already have. Surveys tell us that 92.2% of 1-year-olds have already used a mobile device, some starting as young as age 4 months.

Early Brain Development

I hear a lot of parents say, "But my baby likes it!" Infants may stare at the bright colors and motion on a screen, but their brains are incapable of making sense or meaning out of all those bizarre pictures. 
It takes around 18 months for a baby's brain to develop to the point where the symbols on a screen come to represent their equivalents in the real world.
What infants and toddlers need most to learn is interaction with the people around them. That doesn't mean that they shouldn't video-chat with a distant grandparent or a deployed parent, but when it comes to day-to-day learning they need to touch things, shake them, throw them, and most of all to see the faces and hear the voices of those they love the most. Apps can teach toddlers to tap and swipe at a screen, but studies tell us that these skills don't translate into real-world learning. See Healthy Digital Media Use Habits for Babies, Toddlers & Preschoolers.

Where's the Harm?

So sure, babies and toddlers don't get anything out of watching TV, but if they seem to like it, where's the harm? If a little TV is what it takes for you to get dinner on the table, isn't it better for them than, say, starving? Yes, watching TV is better than starving, but it's worse than not watching TV. Good evidence suggests that screen viewing before age 18 months has lasting negative effects on children's language development, reading skills, and short term memory. It also contributes to problems with sleep and attention.
If "you are what you eat," then the brain is what it experiences, and video entertainment is like mental junk food for babies and toddlers.
The problem lies not only with what toddlers are doing while they're watching TV; it's what they aren't doing. Specifically, children are programmed to learn from interacting with other people. The dance of facial expressions, tone of voice, and body language between a toddler and parent is not only beautiful, it's so complex that researchers have to record these interactions on video and slow them down just to see everything that's going on. Whenever one party in this dance, child or parent, is watching TV, the exchange comes to a halt.
A toddler learns a lot more from banging pans on the floor while you cook dinner than he does from watching a screen for the same amount of time, because every now and then the two of you look at each other.
Just having the TV on in the background, even if "no one is watching it," is enough to delay language development. Normally a parent speaks about 940 words per hour when a toddler is around. With the television on, that number falls by 770! Fewer words means less learning.
Toddlers are also learning to pay attention for prolonged periods, and toddlers who watch more TV are more likely to have problems paying attention at age 7. Video programming is constantly changing, constantly interesting, and almost never forces a child to deal with anything more tedious than an infomercial.
After age 2 things change, at least somewhat. During the preschool years some children do learn some skills from educational TV. Well-designed shows can teach kids literacy, math, science, problem-solving, and prosocial behavior. Children get more out of interactive programs like Dora the Explorer and Sesame Street when they answer the characters' questions. Educational TV makes the biggest difference for children whose homes are the least intellectually stimulating.

What You Can Do:

Naturally, children learn more when they watch TV or use apps with a parent. Content matters, a lot. All programs educate kids about something, but stick with ones that are designed to teach children stuff they should actually know like language and math.
Regardless of content, cap your child's electronic entertainment time at 1 hour a day from age 18 months to age five.
Remember, too, TV is still TV whether you actually watch it on a TV screen or on a mobile phone or computer.

https://healthychildren.org/English/family-life/Media/Pages/Why-to-Avoid-TV-Before-Age-2.aspx

Monday, February 17, 2020

GRADES and EXTRA CREDIT

Grades are posted in the Grade Book (see link in sidebar).

Here is the information on the one and only extra credit assignment this term. You can earn 15pts for going to the morning session and another 15 for attending the luncheon (which is free). If you are coming, be SURE to go to the link and RSVP (list yourself as a student):
https://missioncollege.formstack.com/forms/women_in_leadership




Wednesday, February 12, 2020

FINAL: Research Paper & Debate

Due: 

Week 12 at 1:45pm MONDAY March 23:
(class will go for 2 hours - the full time)

Paper:

Minimum 5 pages arguing the position you have been assigned.

Paper Format: Double spaced, Times New Roman, 12 pt Font, 1 inch margins (MLA)

1. Introduce your topic, and state the resolution and your position
2. Then make at least 5 clear arguments, support your position using evidence
3. Last, give a conclusion - restating your resolution and position

DEBATE RESOLUTION:
Parents have the right to genetically modify their unborn child.
State use of the death penalty is just.

Research: 

Minimum 10 sources (minimum 5 non-internet sources)
Minimum 15 terms (underlined)
WORKS CITED (MLA format)


Rubric:

90 points paper (format, arguments, evidence)
50 points works cited (format, non-internet, total sources)
40 debate (arrive on time, be prepared, participate)
20 peer grade (determined the day of the debate)


Debate Format:

Opening Statements 1 per side (2 minutes)
Arguments 5 (one minute each)
Rebuttals 5 (one minute each)
Closing Statement 1 per side (2 minutes)


What to bring on the day of the final:
1. Paper/Works Sited
2. Any debate notes you want to use
3. Roster sheet of your group (one extra for Dr. Ramsey)
4. BLANK sheet of paper and a pen

NO LATE WORK, NO EMAILED Assignments
FAILURE TO ATTEND THE FINAL RESULTS IN AUTOMATICALLY FAILING THIS CLASS.


Example Resolutions:
Old school rap in better than New rap.
Parents should have the right to genetically modify their unborn child.
Thanos did the right thing.
Individuals in corporations should be held responsible for harming the public.
We should legalize the selling of human organs.
State use of the death penalty is just.
Iron Man is the strongest Avenger.
State use of drones on citizens is just.
The U.S. should repeal the second amendment.
Adult consensual prostitution should be legal.
In the U.S., students should be give free 2 year community/technical college tuition.



Wednesday, February 5, 2020

PP Notes Propaganda


          Types of Propaganda
          There are many techniques commonly used in spreading of propaganda. Use this handout to help you identify different types of propaganda throughout Animal Farm
          BANDWAGON
           The basic idea behind the bandwagon approach is just that, "getting on the bandwagon." The propagandist puts forth the idea that everyone is doing this, or everyone supports this person/cause, so should you. The bandwagon approach appeals to the conformist in all of us: No one wants to be left out of what is perceived to be a popular trend.
          EXAMPLE: Everyone in Lemmingtown is behind Jim Duffie for Mayor. Shouldn't you be part of this winning team?
          TESTIMONIAL
           This is the celebrity endorsement of a philosophy, movement or candidate. In advertising, for example, athletes are often paid millions of dollars to promote sports shoes, equipment and fast food. In political circles, movie stars, television stars, rock stars and athletes lend a great deal of credibility and power to a political cause or candidate. Just a photograph of a movie star at political rally can generate more interest in that issue/candidate or cause thousands, sometimes millions, of people to become supporters.
          EXAMPLE: "Sam Slugger", a baseball Hall of Famer who led the pros in hitting for years, appears in a television ad supporting Mike Politico for U.S. Senate. Since Sam is well known and respected in his home state and nationally, he will likely gain Mr. Politico many votes just by his appearance with the candidate.
          PLAIN FOLKS
           Here the candidate or cause is identified with common people from everyday walks of life. The idea is to make the candidate/cause come off as grassroots and all-American.
          EXAMPLE: After a morning speech to wealthy Democratic donors, Bill Clinton stops by McDonald's for a burger, fries, and photo-op.
          TRANSFER
           Transfer employs the use of symbols, quotes or the images of famous people to convey a message not necessarily associated with them. In the use of transfer, the candidate/speaker attempts to persuade us through the indirect use of something we respect, such as a patriotic or religious image, to promote his/her ideas. Religious and patriotic images may be the most commonly used in this propaganda technique but they are not alone. Sometimes even science becomes the means to transfer the message.
          EXAMPLE: The environmentalist group PEOPLE PROMOTING PLANTS, in its attempt to prevent a highway from destroying the natural habitat of thousands of plant species, produces a television ad with a "scientist" in a white lab coat explaining the dramatic consequences of altering the food chain by destroying this habitat.
          FEAR
           This technique is very popular among political parties and PACs (Political Action Committees) in the U.S. The idea is to present a dreaded circumstance and usually follow it up with the kind of behavior needed to avoid that horrible event.
          EXAMPLE: The Citizens for Retired Rights present a magazine ad showing an elderly couple living in poverty because their social security benefits have been drastically cut by the Republicans in Congress. The solution? The CRR urges you to vote for Democrats.
          LOGICAL FALLACIES
Applying logic, one can usually draw a conclusion from one or more established premises. In the type of propaganda known as the logical fallacy, however, the premises may be accurate but the conclusion is not.
EXAMPLE:
          Premise 1: Bill Clinton supports gun control.
          Premise 2: Communist regimes have always supported gun control.
          Conclusion: Bill Clinton is a communist.
We can see in this example that the Conclusion is created by a twisting of logic, and is therefore a fallacy.
          GLITTERING GENERALITIES
            This approach is closely related to what is happening in TRANSFER (see above). Here, a generally accepted virtue is usually employed to stir up favorable emotions. The problem is that these words mean different things to different people and are often manipulated for the propagandists' use. The important thing to remember is that in this technique the propagandist uses these words in a positive sense. They often include words like: democracy, family values (when used positively), rights, civilization, even the word "American."
          EXAMPLE: An ad by a cigarette manufacturer proclaims to smokers: Don't let them take your rights away! ("Rights" is a powerful word, something that stirs the emotions of many, but few on either side would agree on exactly what the 'rights' of smokers are.)
          NAME-CALLING
                 This is the opposite of the GLITTERING GENERALITIES approach. Name-calling ties a person or cause to a largely perceived negative image.

EXAMPLE: In a campaign speech to a logging company, the Congressman referred to his environmentally conscious opponent as a "tree hugger."