BECOMING A KNOWLEDGEABLE & INFORMED CITIZEN
Honors 1000-095 (CRN: 85944)
Georgia State University: Fall, 2014
Thu 2pm-2:50pm
100 Auburn Avenue Bldg 230
Instructor:
Dr. Michael Evans
(404) 413-6136
evans.michael+
Office: Langdale #1017
Office Hours: Tue 2:00-4:00, Thu 4:20-5:20, or by appoint
We live in a paradoxical time of both unprecedented access to information and alarmingly high levels of citizen ignorance and misinformation about public affairs, including among those with high levels of formal education. In this seminar we will draw from the findings and methods of political science in order to better understand this apparent paradox, consider why it is a matter for concern, and develop practical “self-help” strategies for becoming more knowledgeable and informed citizens.
Among other things, we will examine political scientific theories about the causes and implications of citizen ignorance and misinformation. Furthermore, we will inquire into the foundational knowledge—the set of subjects, concepts and skills—that is required for being responsible and effective citizens. In light of this and your particular passions, strengths and goals, each of you will develop a “plan of study” for acquiring (or deepening, broadening, refreshing, etc.) this knowledge through multidisciplinary coursework, self-directed learning and experiences outside the classroom. This exercise will allow you to think about that aspect of your education (broadly understood) that pertains to preparation for citizenship, and thereby to approach your college experience with a greater sense of direction and purpose.
In addition to this foundational knowledge, it is essential for citizens to develop skills and sustainable habits for staying informed about issues and current events of public import. Thus, we will also address the following questions:
(1) What kind of information is of great enough public import to justify spending scarce time acquiring it?
(2) Where can such information be found and which of these information sources are most credible?
(3) Why might it be important to learn how the same information is perceived differently by those with different ideological and/or cultural perspectives from one’s own, and how can one go about this?
(4) How can one use social media and other digital tools in order to maximize the amount of high quality information one can consume within a realistically limited amount of time?
REQUIRED TEXTS
Postman, Neil. 2005. Amusing Ourselves to Death: Public Discourse in the Age of Show Business. Revised edition. New York, N.Y.: Penguin Books.
Somin, Ilya. 2013. Democracy and Political Ignorance: Why Smaller Government Is Smarter. Stanford, California: Stanford University Press.
ANNOUNCEMENTS AND COMMUNICATION
When I need to make announcements to the class as a whole, I will do so via email. Everyone is responsible for routinely checking their student email account for messages. Also, if you need to contact me, please use the Gmail address listed above (evans.michael+) and hyperlinked here. Mail sent to that address is routed to a special folder that allows me to more efficiently read and respond to student messages.
COURSE REQUIREMENTS
This is a Pass-Fail course. To receive a passing grade, students must meet each of the following requirements at a satisfactory level.
(1) Attendance and Seminar Participation
This is a seminar course, which means I will be facilitating discussions rather than lecturing during class time. For a seminar course, it is absolutely essential that you regularly attend and actively participate in discussions. At a minimum, you should not miss class unless it is for those reasons which the University recognizes as excusable. Medical excuses should be accompanied by a note from a medical professional.
(2) Weekly Responses and Reflections
In order for us to have engaging class discussions, it is essential that everyone arrive to class having read and reflected upon the assigned readings. Seminars simply do not work if the participants (i.e. students) do not arrive to class ready to contribute to a stimulating discussion about the readings. Thus, most weeks I will be sending out a question prompt to which each student will write a response prior to class. These responses will be assessed based on evidence of thoughtful reflection upon the questions viz. a viz. the readings.
(3) Plans of Study
As is discussed above, you will be developing a four-year “plan of study” for meeting your particular goals with respect to your own development as a “responsible and effective citizen.” The plan of study will include a statement of goals and the courses and experiential learning opportunities you intend to take/pursue for meeting those goals. Plans of study will be due by 11:59pm on Thursday, December 11. Detailed requirements and expectations will be provided early in the semester.
(4) Information Source Evaluations
Based on criteria that will be discussed later in the semester, you will conduct evaluations of various “traditional” and “non-traditional” information sources. The purpose of these evaluations is to find a set of trustworthy sources to begin using while also refining your capacity for critically evaluating new information sources. As with plans of study, information source evaluations will be due by 11:59pm on Thursday, December 11. Detailed requirements and expectations will be provided early in the semester.
.ACADEMIC HONESTY
Academic integrity is fundamental to the process of learning and evaluating academic performance. Academic dishonesty will not be tolerated. Academic dishonesty includes, but is not limited to cheating, plagiarism, tampering with academic records and examinations, falsifying identity, and being an accessory to acts of academic dishonesty. Any violations of Georgia State’s academic honesty policy will be prosecuted to the fullest extent. If you would like to view the policy in full, you can go to http://www.gsu.edu/~wwwfhb/sec409.html. Please note that the University considers violations of dishonest rules to be grounds for receiving an ”F” in this course.
ELECTRONIC DEVICES
Laptop computers are not allowed in this class. The only exceptions will be for students who require a laptop under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. If the latter applies to you, speak with me to get instructions on how to get the appropriate documentation. Cell phones should be set to vibrate and only calls related to emergencies should be answered. If you need to take a call, you should leave the class before answering. Absolutely no text messaging or web browsing is allowed during class. Other electronic devices, such as MP3 players, should be turned-off and kept in your bag.
MISCELLANEOUS NOTES AND POLICIES
- Eating is not allowed during class. You may have a beverage on your desk.
- Please do NOT ask for your grade over the phone or via email. Final grades will be posted online. (See above for details.)
- Students who wish to request accommodation for a disability may do so by registering
with the Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. - Your constructive assessment of this course plays an indispensible role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation.
- This syllabus lays out a general plan for the course; deviations might be necessary.
COURSE SCHEDULE
Thurs 8/28: Introductions and Course Overview
- After class, go to gsu.uscivitas.com to find information sources (listed in the left margin of the page) that you will make the habit of reading this semester. Try to select at least one source from each category. Also, all students should begin reading vox.com.
Thurs 9/4: Epistemology: How do We Know that we Know what we Know? How do We Know that We Don’t Know What we Don’t Know?
- Prior to class, read Errol Morris (2010) “The Anosognosic’s Dilemma: Something’s Wrong but You’ll Never Know What It Is” (Parts 1 & 5). New York Times. Available at: &
Thurs 9/11: What does it mean to be a “Good Citizen”?
- Read through the Wikihow article entitled “How to Be a Good Citizen.” Avail. At
- Read “Good Citizenship,” Wikipedia. Avail at:
- Read pages 241-243 & 246 of Westheimer, J., & Kahne, J. (2004). “Educating the ‘Good’ Citizen: Political Choices and Pedagogical Goals.” PS: Political Science & Politics, 37(02), 241–247.
Thurs 9/18: What Kind of Knowledge and Skills does a “Personally Responsible Citizen” Require?
- Assignment: Find at least three quality sources of information about volunteer opportunities on campus and/or in the community in which you live. Find at least one new volunteer opportunity (i.e. one different from anything you have done in the past) that you are willing to pursue by the end of your freshman year.
- Guest presentation by Lovell Lemons of the GSU Office of Civic Engagement
Thurs 9/25: What Kind of Knowledge Does a Good Voter Require?
- Read Somin Ch.2 (introductory section; under “Do Knowledge Levels Meet the Demands of Democratic Theory?’, read the following subsections: “Retrospective Voting,” “Burkean Trusteeship,” “Representing Majority Preferences on Specific Issues”)
- Assignment: Do the “Know Thy Political Self?” activity described at this site: Then do the quiz at this site:
Thurs 10/2: The Challenge of Rational Ignorance & Rational Irrationality
- Read Somin Ch. 3 (everything except for the sections entitled “Rational Ignorance and the Paradox of Voting,” “Why a Rationally Ignorant Voter Can Still Have Political Opinions,” and “What if Voters Care about the Size of the Winner’s ‘Mandate’”)
Thurs 10/9: What Kinds of Experiential Learning Opportunities are Helpful for Becoming a Knowledgeable and Effective “Participatory” and/or “Justice-Oriented” Citizen?
- Guest speaker: Brittany Gray, Regional Organizer for “Bread for the World”
- No reading or assignments due this week
Thur 10/16: The Challenge of Framing Effects and Motivated Reasoning
- Jennifer Gerz-Escandon will be presenting on scholarship opportunities at the beginning of class.
- Myerson, Jesse. “Five Economic Reforms Millennials Should Be Fighting For.” Rolling Stone, January 3, 2014.
- Matthews, Dylan. “Five Conservative Reforms Millennials Should Be Fighting For.” Wonkblog (Washington Post), January 7, 2014.
- Klein, Ezra. “The Depressing Psychological Theory That Explains Washington.” Wonkblog (Washington Post), January 10, 2014.
- Bailey, Ronald. “Why Do People Believe Scientifically Untrue Things?” Reason.com, March 15, 2013.
Thurs 10/23: Which Courses Are Most Useful / Essential for Becoming a Knowledgeable “Participatory” and/or “Justice-Oriented” Citizen?
- Readings / Assignment TBA
Thurs 10/30: Can we Become Enlightened Citizens in “The Age of Show Business”? (E.G. Can the Internet Help?)
- Read Postman: Foreword & Ch’s. 1, 3, 4
Thurs 11/6: Can we Become Enlightened Citizens in “The Age of Show Business”? (E.G. Can the Internet Help?) (Cont.)
- Read Postman: Ch’s. 5, 6, 7, 9
Thurs 11/13: Seeking Credible and Quality Information Sources (Part 1): Newspapers and T.V. News
- Readings / Assignment TBA
Thurs 11/20: Seeking Credible and Quality Information Sources (Part 2): Expert Blogs, Think Tanks, Watchdogs, etc.
- Readings / Assignment TBA
- Guest Speaker: Payson Schwinn, speech writer for Mayor Kasim Reed, and former journalist at Think Progress.
**** 11/25 – 11/29 Thanksgiving Break Week, No Classes ****
Thurs 12/4: Workshop Day and/or Special Topic TBA
Thurs 12/11: Plans of Study and information source evaluations are due by 11:59pm