Prof. Art Goldsmith
Rm. 213, Ext. 8970
Goldsmith.A.H@wlu.edu
OVERVIEW
The purpose of this course is to enhance understanding of the causes and consequences of economic issues by examining economic themes in literature and film. The course will foster the development and use of critical thinking, effective writing, oral presentation skills, and visual analysis.
Conventional pedagogy in economics entails the construction of models, presented in graphical or mathematical form, that describe behavior. The models are then used to predict the outcome of a development. Economic "principles" are both embedded in the models, as assumptions describing behavior, and derived as outcomes when such models are used to analyze the impact of an event. Using models economists investigate issues ranging from the cause and effect of economic growth, and a skewed distribution of income, to the likely effects upon wages and employment when new technologies are adopted.
Economic models are purposefully abstract, often treating individuals as if alike and generally narrow in scope, to focus on the role of prices, income, and tastes in explaining behavior. Economists are aware that individuals and environments differ, that historical, institutional and psychological factors, as well as interpersonal relations and experiences, govern actions and influence the effect of economic developments. Nevertheless, such factors are typically neglected when economic models are erected and when their predictions are contemplated. Therefore, construction and analysis of economic models is a useful, but incomplete, way to explore the sources and ramifications of economic issues.
In the humanities, literature and the fine arts are used to probe the role of human thought and relations when considering actions and their consequences. Viewing economic issues through the prism of literature and film will offer a richer understanding of the human experience--the essence of a liberal arts education.
This course will offer breadth to students with formal economic training. Students unfamiliar with economic "principles," possibly deterred by the conventional modeling pedagogy, will become "economically literate" thereby broadening the scope of their education. Finally, faculty and students will gain from being exposed to the economic concerns and viewpoint of the literary figures and directors whose writings and films we study.
STUDENT RESPONSIBILITY
This course will operate as a seminar. Class meetings will be devoted to discussing assigned readings and films. Emphasis will be placed on identifying and analyzing issues that are economic in orientation. It is imperative that members of the seminar read and view the material to be discussed. Seminars only work when students are prepared. All reading assignments and film viewing must be completed in a timely fashion (in accordance with the Course Itinerary that appears at the end of this document) by all members of the seminar.
Members of the seminar will be asked to keep two journals, a "Literature Journal", and a "Film Journal" (each journal is to be maintained in a three-ring notebook). Prior to every class meeting allocated to the discussion of a reading seminar participants are expected to write 1-3 pages that identify and explore the economic and socio-economic issues contained in the reading. This exercise will facilitate lively and insightful discussion during the associated seminar meeting. On occasion the instructor may collect each students Literature Journal to appraise students perspectives of the readings. Seminar participants are also expected to prepare a 3-5 page essay on two of the four novels discussed during the Spring Term. Each student is responsible for establishing the question that they wish to explore in their 3-5 page essay. You are "free" to be creative so long as the connection to the course is clear. Essays will be evaluated for content (e.g., clarity and insightfullness of the argument(s)), style, and overall professionalism.
A film series accompanies the course. Students are expected to regularly attend film sessions. The class will view films on Wednesday evenings. However, on occasion, films will also be viewed on Monday evenings. When is not possible for a students to attend a viewing, arrangements can be made for the film to be viewed privately. However, the goal is for the class to view the films collectively. Seminar participants are expected to prepare a 1-3 page essay that explores their thoughts or reactions to the economic issues addressed in the film. These are to be turned in at the first class meeting following the film. These essays are to be housed in the "Film Journal." Film essays should identify one or more questions posed by the film and identify the answer to the question(s) offered by the film--if one is offered. In addition, your view or analysis of the answer to the question(s) posed should be contained in your essay. Film essays--like the 3-5 page "literary essays"--will be evaluated for content (e.g., clarity and insightfullness of the argument(s)), style, and overall professionalism.
The final grade will be composed of three parts:
Literature Essays (two, 3-5 page essays)--25%.
Film Essays--25%.
Classroom preparation/PARTICIPATION/film attendance--50%.
READING AND FILM LIST
READINGS
Achebe, Chinua, Things Fall Apart. New York, N.Y.: Heinemann, 1995.
Lessing, Doris, The Fifth Child. New York, N.Y.: Vintage International.
Shelley, Mary, Frankenstein. New York, N.Y.: Random House.
Wright, Richard, Black Boy. New York, N.Y.: Harper Collins, 1966.
FILMS
Death of a Salesman, Volker Schlondroff (1986).
Sense and Sensibility
Wall Street
Goodfellas
The Terminator, James Cameron (1984).
Do the Right Thing, Spike Lee (1989).
COURSE ITINERARY:
MONDAY APRIL 20 (Class Meeting #1)
TOPIC: Introduction of seminar participants, discussion of course goals.
WEDNESDAY APRIL 22 (Class Meeting #2)
TOPIC: Discussion: Things Fall Apart.
FILM: Death of a Salesman (7:00-9:00 p.m., Dean’s Conference Room--Williams School).
FRIDAY APRIL 24 (Class Meeting #3)
TOPIC: Discussion: Things Fall Apart.
MONDAY APRIL 27 (No Class Meeting #4)
WEDNESDAY APRIL 29 (Class Meeting #5)
TOPIC: Discussion: Death of a Salesman.
FILM: Sense and Sensibility (7:00-9:00 p.m., Dean’s Conference Room--Williams School).
FRIDAY May 1 (Class Meeting #6)
TOPIC: Discussion: Fifth Child.
MONDAY MAY 4 (Class Meeting #7)
TOPIC: Discussion: Sense and Sensibility.
WEDNESDAY MAY 6 (Class Meeting #8)
TOPIC: Discussion: Fifth Child.
FILM: Wall Street (7:00-9:00 p.m., Dean’s Conference Room--Williams School).
FRIDAY MAY 8 (Class Meeting #9)
TOPIC: Seminar: Philosophy and the Social Sciences.
MONDAY MAY 11 (Class Meeting #10)
TOPIC: Discussion: Wall Street.
WEDNESDAY MAY 13 (Class Meeting #11)
TOPIC: Discussion: Frankenstein.
FILM: Goodfellas (7:00-9:00 p.m., Dean’s Conference Room--Williams School).
FRIDAY MAY 16 (Class Meeting #12)
TOPIC: Discussion: Frankenstein.
MONDAY MAY 18 (Class Meeting #13)
TOPIC: Discussion: Goodfellas
WEDNESDAY MAY 20 (Class Meeting #14)
TOPIC: Discussion: Black Boy.
FILM: Terminator (7:00-9:00 p.m., Dean’s Conference Room--Williams School).
FRIDAY MAY 22(Class Meeting #15)
TOPIC: Discussion: Black Boy.
MONDAY MAY 25 (Class Meeting #16)
TOPIC: Discussion: Terminator.
FILM: Do The Right Thing (7:00-9:00 p.m., Dean’s Conference Room--Williams School).
WEDNESDAY MAY 27 (Class Meeting #17)
TOPIC: Discussion: Terminator, (if necessary Black Boy).
FRIDAY MAY 29 (Class Meeting #18)
TOPIC: Discussion: Course Evaluation.