LIFE WITHIN CAPITALISM –A HISTORY OF ITS VALUES, MEASURES, AND STRUGGLES

(EI, CZ, SS) | TTh 3:05 – 4:20 | Spring 2020 | PubPol 249.01

Cross-listed as Econ 270, Ethics 271, History 284, and PolSci 252

Rubenstein 151

DR. DIRK PHILIPSENSanford School of Public Policy dirk.philipsen@duke.edu

Office hours: Tue 12-2; Fr 10:30-12:00 (and by appt.) | Sanford Building 114

"Too often we hold fast to the clichés of our forebears. We subject all facts to a prefabricated set of interpretations. We enjoy the comfort of opinion without the discomfort of thought." - JFK“It ain’t what you don’t know that gets you into trouble. It’s what you know for sure that just ain’t so” - Mark Twain(ish)“People make their own history, but they do not make it under conditions of their own choosing.” – Karl Marx"It is difficult to get a man to understand something when his salary depends on his not understanding it" -- Upton Sinclair

Course Description

Capitalism has been called both the most productive and the most destructive system in history. It has been cause for war and revolution. Not just a system, but also an ideology and culture. Relatively young, yet by now pervasive, it has left no aspects of life on the planet untouched. Peddled as the great, perhaps even only hope for prosperity, and repudiated as the central impediment to a humane future. Analyzed as everything from a crippled yet necessary precondition for progress to the mark of the “end of history,” capitalism has become the central organizing principle of lives from Beijing to Washington.

Through multiple dialogue, discussion, and project formats, this course explores the history of life within capitalism, with a focus on the U.S. By now a predominant economic and cultural system, discussions center on the struggles, values, and measures that generated modern versions of capitalism. Readings and materials cover key developments in the history of capitalism, the logic of capitalism (choices, values, goals), as well as current challenges and possible future developments.

Course Material

Most readings for the course can be found on Sakai. You only need to acquire one book (whether hard or e-copy matters not as long as you’ll have it available in class when we discuss it). In addition, I will frequently introduce new materials (readings, videos, films, presentations) for you to review (all available through Sakai course website).

1. James Gustave Speth. The Bridge at the Edge of the World (2009).

Course Requirements

As a reading, discussion, and presentation intensive course, the key requirement is for you to be in class, both physically and mentally. Though I will provide much of the materials and the initial framing, the ultimate success of this course depends on all of us.

We have learned that we live in a democratic republic. We are all familiar with the “Founding Fathers,” the constitutional convention, the Constitution, the two major political parties, or the existence of major corporations like Apple or Amazon or Exxon. However, an essential component of our lives and our value systems, namely the logic of our economy, is rarely taught, much less understood.

Capitalism is the central organizing principle of our economy. But it is also, arguably, a central organizing principle of our communities, our culture, and, not least of all, our individual lives. One could say that little of what we do, or who we are, escapes its logic.

There are three major assignments in this course. The first requires you to find a partner with whom to collaborate. The other two you do individually. All go through multiple stages.

1. Bringing to Life 2. Brief Reading Responses (RR’s) throughout the semester3. “Life Within Capitalism” position paper & presentation

Learning Objectives

At the end of the semester, each student should1. Be able to identify, explain, and contextualize several understandings of

capitalism 2. Be able to show and explain specific ways in which the logic of capitalism

defines and shapes social interactions as well as cultural values and goals. 3. Be able to demonstrate and evaluate the dangers of employing ahistorical

assumptions to the analysis of capitalism4. Know how to identify and evaluate an argument, and be able to generate solid

arguments oneself5. Be able to evaluate and intelligently discuss both opportunities and challenges

modern capitalism poses to people around the globe

Assignments

1. BRINGING TO LIFE – TEACHING (30 %) 

“What does that mean?” is as frequent of a response people have to anything that is broadly understood as relating to capitalism (economics, public policy, social and cultural news) as is this: “I know what you mean”—when, in fact, people communicating have little to no common understanding of what they are talking about. Beginning in the third week, you and a partner of your choice will teach us about something you consider important about capitalism – which can be a characteristic or debate or problem or event or movement or development (whichever you deem most relevant or important). Each week on Thursday, a team of two students will put together a teaching segment of 15 to 20 minutes. The only limitation to your choice of possible topics is that they need to fall within the broader topic of that particular week. Otherwise, the requirements (and grading categories) for this teaching effort are:

That you think about teaching as including all of the following - providing solid information to class- providing a sense of both importance and controversies- making a clear argument / way to think about your topic- involving class in thinking through topic

That you write a 600 to 800-word reflective summary, to be submitted (on Sakai in MS Word) by no later than Fri midnight, to include the following

- A clear statement about the significance of the topic- What you learned (and what your argument ended up being)- What you personally concluded from doing this project- What you learned from teaching the class- A bibliography of full citations of at least 6 best available

knowledge sources (web-links are NOT citations)

While your teaching topic has to fit into the larger topic of the week in which you will be teaching, I want to encourage you to think broadly about possibilities – this can (but does not have to) include a focus on movements, creative thinkers or organizers, ideas, struggles, controversies, defenders and/or radical opponents of capitalism, and so on. If nothing else, virtually all aspects of capitalism have had, and still have, a very embattled existence – show us how and why that is.

Step by step:1. Sign up for your teaching in week two (either find a partner, or be

assigned a partner by topic of week you sign up for)2. Meet with partner and discuss your teaching topic3. Talk to me (preferably during office hours) about your ideas (I need to

talk to you at least one week before you teach in order to make sure everything is ok with approach and you have everything you need)

4. Do the best you can to find at least 6 “best available knowledge” sources on your topic – important both in order to give an informed presentation, but also in order to get a sense for both significance of topic, and controversies surrounding it

5. No later than Monday noon, send me 1-2 assignments (readings, videos, whatever you think best prepares your classmates for your class) that I will post on Sakai

6. Discuss, plan, prepare (which includes a trial-run) for a 15 to 20-minute teaching segment

7. Teach a 15 to 20-minute segment of class (each Thursday)8. Meet at least once more with partner and write your reflective summary

(to be submitted on Sakai, in MS Word, by no later than that week’s Fri midnight) – please title document with last names and an abbreviated title of class (Last&Last_Title.docx). Please BOTH submit your write-up under your respective names (even though the write-up is an identical, joint effort).

some (of many) possible items used by students in the past : Goods and services Labor vs. work Use and exchange valuePrivate property production resourcesdebt Inequality AlienationCommodification Planned obsolescence ExternalitiesMinimum wage Living wage Class struggleRecession vs. depression Corporation Division of laborSlave labor Profit GDP / national incomeUnemployment Ecosystem PollutionUnions Stimulus DeficitsGlobal warming Ecological footprint Federal ReserveQuantitative Easing Homo oeconomicus Free marketSustainability Standard of living Minimum wageCDO (Collaterized Debt Obligation)

Subprime mortgage crisis Economic performance measures

Global Footprint Network Intergenerational Justice Redefining ProgressWorld Wildlife Fund WWF Green Party IWWW.E.B. DuBois Malcolm X MLKEugene Debs Edward Bellamy SocialistsAnarchists Global Justice Movement Herman DalyNew Economics Foundation nef Basic Income Guarantee BIG Earth FirstRadical Feminism Radical Egalitarians E.F. Schumacher (small is

beautiful)GAIA theory – James Lovelock Murray Bookchin – social

ecologyRadical environmentalism

Noam Chomsky Grover Norquist Beyond GDPNew economics foundation Friends of the Earth Corporate WatchEcological economics Degrowth movement GNH–Gross National

Happiness Index

Of course many of the above may not fit into the larger topic of the week you’re teaching – i.e. make sure to find a topic that relates to larger topic of week

2. BRIEF READING RESPONSES (RR) (30% of final grade)

Instead of exams or quizzes, bring to class one page (150 to 200 words per entry) typed and printed out on EACH reading or material assigned, to contain the following parts:

- Tuesday Assignments (contains the following 4 parts):

1. QUOTE one sentence in the reading or video you think best captures essence of content

2. ARGUMENT: To the best of your ability, identify and describe (entirely in your own words) in three to five sentences what you think the “main argument” is of the reading / material assigned (an argument always includes a claim, an explanation or line of reasoning behind the claim, and on the basis of what the claim is made / evidence, i.e. the what, why, and how)

3. PERSONAL REFLECTION: Two to five sentences on what you think about the argument you identified, and why (be specific in spelling out what you think are strengths or weaknesses of the argument, and on the basis of what you think so)

4. QUESTION: articulate ONE question you would ask the author in order to figure out how best to translate the core argument into something you could do in your own life

- Thursday Assignments (contains the following 2 parts):1. Briefly describe what you consider the single most provocative idea of

today’s assignments, and briefly explain why you picked it. 2. If you were advisor to a competent and powerful political leader, what

would you advise that person to do with what you identified as the most provocative idea (only provide very specific recommendations, and provide a brief rationale for it/them)

In each RR, please make sure to 1. Put your name and date and title of assignment on top2. Number your RRs according to assignment numbers on Sakai3. Number your responses according to prompts above

You need to keep ALL responses together in a folder. I will randomly ask several of you each class to hand in your folder (and will always grade one randomly selected entry from your package). In total, I will grade 3 complete daily assignment responses for each student per semester. Your 4th reading response grade is based on you handing in a folder with ALL reading responses in sequential order (number of responses will depend on number of assignments – they will be numbered on Sakai).

Please make sure you do NOT exceed number of sentences (or, if that’s simpler, stay within 150 to 200 words total for each entry) – the key is clarity and thoughtfulness.

The grading scale is quite simple: A+ (100)=extremely good handle on argument and main points, excellent discussion, great clarity and specificity; A (95)=well prepared, clearly understood and explained; B (85)=mostly prepared and understood; C (75)=some preparation but little understanding; D (65)=minimum of preparation and understanding; F (0)=not read. Each missing entry, as well as each class-day a submission is late, translates into 10 point deduction for that particular assignment. For the complete package at the end of the semester, each full assignment missing means 10 pt. deduction, and each incomplete assignment means 5 pt deduction.

Please make sure that each entry clearly marks the date and the assignment for which it was written, and note the RR# provided on Sakai for that assignment.

Please note that I will routinely ask you to pose your questions in class when we discuss the readings.

3. LIFE WITHIN CAPITALISM PRESENTATION (40% of final grade [6% for first draft; 16% for final draft, 18% for presentation]) – presentations will be during exam period)

Considering the many perspectives and viewpoints you have already encountered in this semester about capitalism, what is the one thing YOU think is most important to understand about capitalism?

For this assignment, you need to develop a clear case, based on best available knowledge and persuasive line of reasoning. You do so over the course of three steps: 1. A first draft of a 900 to 1,100 word paper (plus bibliography of sources used, not included in word count); 2. A final draft that will be written in the style/format of a newspaper/journal op-ed, and be 750 to 800 words in length (plus full citations of sources used, not included in word count); 3. a 6-minute presentation in front of class (plus/minus one minute; during final exams week). Also, think of a good, clear, provocative title for your work.

Think about the presentation as if you were to give a TED talk or a presentation in front of a group of, say, 20 Chinese students at the Duke Kunshan University. What do you want to teach or show about capitalism? What do you want the audience to learn from you, take away from this? Emphasis, interpretation, and format of presentation are all completely up to you. Just make sure (1) it is entirely your own work, and (2) you develop a clear argument, (3) that you can communicate your main “lesson” effectively within time frame / word count allowed.

You can be broad or specific. You can look at it historically, or at how it is experienced today. You can use ideas, actions, concepts, people, or organizations. You can give a formal talk or you can perform. The point: for you to figure out how best to make a case for what you think is a key characteristic of life within capitalism.

Your presentation will be graded on

1. Clarity and accuracy of information2. Creativity and organization (make sure to stay within the five minute time-limit)3. Quality of argument (clarity; line of reasoning; evidence)

Your paper will be graded on1. Clarity of narrative (and length, i.e. is it between 900 to 1,100 words2. Quality of sources used (and cited in bibliography)3. Strength, clarity, and persuasiveness of argument

This is the sequence you need to follow:(1)come see me and talk to me about topic at least once at least one week prior to

submission of first draft(2)submit first draft of paper to me electronically (via the assignment link on

Sakai) by last day of class in March

(3)submit final draft of paper to me electronically (via the assignment link on Sakai) by fifth class period in April (I will provide you with feedback at least 5 days prior to your class presentation; class presentation will be in our classroom on the set final exam day).

(4)Carefully prepare your oral presentation – format is entirely up to you; you can use props, audio-visuals, etc; make sure to do several trial runs (by yourself, with friends); prepare as if you were to give a TED talk

ATTENDANCE AND PARTICIPATION: 

As this is a small seminar, your active participation is central. I expect you to come prepared for class (having closely read and prepared to discuss) all assignments, to be able to articulate the central arguments behind each assignment, and to actively participate in discussions and conversations.

I also expect each student to come see me in my office at least twice a semester.

Students need to attend all classes—any unexcused absence beyond the number of class meetings per week (i.e. class that meets twice a week allows for 2 unexcused absences a semester) will automatically result in a full letter-grade reduction.

Please note that arriving in class more than 15 minutes late will be counted as an unexcused absence.  Things happen--my policy is one of "try me:" if you have problems coming to class, handing in assignments, or anything else affecting your participation in class, communicate with me in time, for we may well be able to work things out (this includes other course-related issues).  If you do not communicate with me and don’t make every effort to be present and prepared, however, I will simply follow the guidelines outlined above.  Students are also expected to be respectful to each other, and to observe the Duke Honor Code, or what is called the Duke Community Standard.

GRADES: 

Please be aware that not everyone will get an A in this course, even if you do all the required work. If this is a problem for you, this may not be the right course for you.

I make every possible effort to be available to you throughout the semester – to answer questions, to advise, to help you improve your work. I grade fairly and transparently, but I WILL NOT negotiate grades for any reason, or at any time. If you feel like there has been an obvious oversight or mistake, please let me know as soon as possible. Also: if you think an A- is the worst acceptable grade for you, you should likely not take this course, for there will likely be a good number of lower grades.

CONTACT / SUPPORT: 

In addition to seeing me during office hours, the best way to contact me is by email (dirk.philipsen@duke.edu). Except on weekends, I will make every attempt to answer emails within 24 hours (please make sure to spell out your requests clearly and don’t forget to put your name on it).

If you have any problems with attendance, assignments, projects, or anything else course related, please make sure to get in touch with me as soon as possible, and I will make every effort to help resolve the problem. But please remember that I cannot answer questions or help resolve issues I don’t know about.

CLASS POLICY ON TECHNOLOGY:

It’s basic and quite simple: unless you present something (or we do a group exercise that may require access to the internet), I will ask you (on advice of the vast majority of my former students) to turn off and put away all your electronic devices.

THEMES FOR CAPITALISM CLASS (Spring 2020)

1. Introduction2. What is Capitalism? And why should I care3. Cont. What is Capitalism?4. Capitalism and climate change5. Core elements of capitalism – markets, private property, profit etc6. Capitalism and growth7. Progress and capitalism

- Benefits and Costs, or Liberation and Barbarity? - Identity, repression, and poverty- Labor and inequality- Democracy and freedom- Colonialism, imperialism, globalization

8. Culture, values, and community in capitalism9. Alternatives to capitalism

WEEKLY ASSIGNMENTSWEEK 1 | Introduction: (What? Capitalism? Who cares?)

Th 1/9

Introduction of class Brief introduction of students

Take five minutes and write down the following: 

1. In a few words, what is the first thing that comes to mind when you hear the word "capitalism"?

2. What, in your view, is the best thing about capitalism?  3. What, in your view, is the worst thing about capitalism? 4. What, in the larger world, makes you really mad today? 5. Name one thing that, in your future occupation, you would like to create /

change / bring to life / affect.

Then briefly introduce yourself: name, where you come from, and responses to questions 1 to 5 (challenge:  let's see whether we can do it in no more than 2 minutes each)

Class exercise on inequality  (Inequality)

WEEK 2| Introduction (cont.): (on what is real, what is, perhaps, not, and how we might start thinking about this moment in history)

Tue 1/14

Read/process carefully and be prepared to discuss:

1. Syllabus2. Neil Postman, “Defending Against the Indefensible”3. Walter Mosley, intro and ch. 1

In class: watch and briefly discuss:  Jon Stewart on “Bullshitocracy”  

Th 1/16

We stand at a critical moment in Earth's history, a time when humanity must choose its future. As the world becomes increasingly interdependent and fragile, the future at once holds great peril and great promise. -- Preamble to The Earth Charter

Read/process carefully and be prepared to discuss:

1. Umair haque, “The Disastrous Trends that Defined this Century”

2. Steven Pinker, “The Case for Progress” (5-minute video)

3. David Wallace-Wells, “The Uninhabitable Earth”

We’ll watch in class: “Why America is Not the Greatest Country in the World Anymore?”

WEEK 3  |  Capitalism – What is it? And why should I care

(also: why we can’t agree on it, yet why people get all bent out of shape over it)

Tue 1/21

Read/process carefully and be prepared to discuss:

1. Marx/Engels, “The Communist Manifesto” (carefully read pp. 14-16)

2. Crook: "Why Does Capitalism Get Such a Bum Rap?"

3. David Harvey, “Crises of Capitalism”

Th 1/23

Please ALL hand in your folder with the first RR after class today

Please make sure to

1. Put your name and date on top2. Number your RRs according to assignment numbers on Sakai3. Number your responses according to prompts 4. Keep ALL RRs in a folder 

Read/process carefully and be prepared to discuss:

1. Gustave Speth: intro and ch. 1 (RR #1)2. Gustave Speth: ch. 2

First possible “Power of Knowledge and Understanding” (PKU) teaching segment: 1. __________2. __________

MLK: “The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.”

WEEK 4 | Capitalism and Nature / the Commons(What happens if the world is turned right-side up: economics as part of nature. On things like climate crisis, the end of nature, and the Anthropocene [or is it the Capitalocene?])

T 1/28

Read/process carefully and be prepared to discuss:

1. The presumed beginning: Genesis 1 2. William Cronon, “The Trouble with Wilderness”  (RR #2)3. Jedediah Purdy, “Anthropocene Fever”  (RR #3)

- Please watch  Story of Stuff (Please fill out the following STORY OF STUFF VIEWING   GUIDE and bring to class)

Th 1/30

Read/process carefully and be prepared to discuss

1. McKibben, "Global Warming's Terrifying New Math" (RR #4)2. Smith,   "Capitalism and the Destruction of Life on Earth"  (RR #5)

“Power of Knowledge and Understanding” (PKU) teaching segment: 1. _xx_________2. _xx_________

WEEK 5 | Core elements of capitalism – markets, private property, profit, and the magic invisible hand

T 2/4

Read/process carefully and be prepared to discuss

1. Yuri Harari, “The Capitalist Creed” (RR #6)2. Mauccourant, "The Institution, the Economy, and the Market" (RR #7)3. Frank Trentman, “How Humans Became ‘Consumers’ 

- Please watch (and take notes to discuss): The Wealth of Nations: A New Gospel?

Th 2/6

Read/process carefully and be prepared to discuss

1. Speth, ch. 4, “The Market” (RR #8)2. Bromley, "Rethinking Markets" (RR #9)3. Sheldon Richman, "Markets are a Beautiful Thing"

4. John Kay, "A Real Market Economy Ensures that Greed is Good

- Please also watch: Michael Sandel on Markets 

“Power of Knowledge and Understanding” (PKU) teaching segment: 1. _xx_________2. _xx_________

WEEK 6 | Capitalism and growth(on voracious appetites, consumerism, and an entire economic world built on the imperative of growth)

Watch in class together: The World in GDP

T 2/11

Read/process carefully and be prepared to discuss:

1. Eric Lindberg, “Economic Growth – A Primer” (RR #)2. Dirk Philipsen, “GDP’s Wicked Spell” 3. Speth, ch. 5 “Economic Growth” (RR #)

Th 2/13

Read/process carefully and be prepared to discuss:

1. Christopher Ketcham, “The Fallacy of Endless Economic Growth”  2. George Monbiot, “Urge, Splurge, Purge”3. Tim Jackson, “The Dilemma of Growth: Prosperity vs. Economic Expansion” (RR

#)

“Power of Knowledge and Understanding” (PKU) teaching segment: 1. _xx_________2. _xx_________

WEEK 7 | Capitalism and progress/development(Are things getting better? Worse? Both? – and what does it have to do with capitalism?)

T 2/18

Read/process carefully and be prepared to discuss:

1. Umair haque, “The Disastrous Trends that Defined this Century”

2. Steven Pinker, “The Case for Progress” (5-minute video)

3. Stephen Metcalf, “Neoliberalism:   the idea that swallowed the world ”  (RR #)

Watch and analyze in class:

- The High Price of Materialism - The Carbon map  

Th 2/20

Read/process carefully and be prepared to discuss:

1. Andrew Sullivan, "I Used to Be a Human Being" (RR#)2. Gary Cross, An All-Consuming Century3. Speth, ch. 6 (“Real Growth”)

“Power of Knowledge and Understanding” (PKU) teaching segment: 1. _xx_________2. _xx_________

WEEK 8 | Capitalism and progress/development-- Benefits and Costs, Liberation and Barbarity?

T 2/25

Read/process carefully and be prepared to discuss:

1. Frank Ackerman, “Critique of Cost-Benefit Analysis” (RR #)2. Yuri Harari, “The Wheels of Industry” (RR #)

Th 2/27

Read/process carefully and be prepared to discuss:

1. Mariana Mazzucato, "Economic Myth:   Private Sector Works Well and the Public Sector Just Gets in the Way" (RR #)

2. World Economic Forum, “Does Capitalism Have to be Bad for the Environment?”

“Power of Knowledge and Understanding” (PKU) teaching segment: 1. _xx_________2. _xx_________

WEEK 9 | Capitalism and progress/development-- Identity, repression, and poverty

T 3/3

Read/process carefully and be prepared to discuss:

1. " The State of Black America "  (RR #)2. Michelle Alexander, “The New Jim Crow” (RR #)3. " Overworked America " (bring to class what you think are the two major

findings)4. The Atlantic: “The Brutal Math of Gender Inequality in Hollywood” 5. If you're interested: more charts on income, inequality, etc.

In class: Women in Parliament

Th 3/5

Read/process carefully and be prepared to discuss:

Andrew Sullivan, "I Used to Be a Human Being" (RR#) Walter Mosley, ch. 2 Please be ready to discuss and evaluate personal relevance of Anand

Giridharadas: The Thriving World, The Wilting World, & You

“Power of Knowledge and Understanding” (PKU) teaching segment: 1. _xx_________2. _xx_________

SPRING BREAK

WEEK 10 | Capitalism and progress/development-- Labor and inequality

T 3/17

Read/process carefully and be prepared to discuss:

1. Woody Holton, "The Capitalist Constitution" (RR#)

2. Ott: "Slavery: The Capital that Made Capitalism" (RR#)3. David Graeber, “On the Phenomenon of Bullshit Jobs”

Th 3/19

Read/process carefully and be prepared to discuss:

1. Taggart:  “If Work Dominated Your Every moment would Life be Worth Living? (RR #)

2. Colin Gordon, Labor and Inequality (RR #)

“Power of Knowledge and Understanding” (PKU) teaching segment: 1. _xx_________2. _xx_________

WEEK 11 | Capitalism and progress/development-- Democracy and freedom

T 3/24

Read/process carefully and be prepared to discuss:

1. Gary Cross, An All-Consuming Century (RR#2. Colin Leys, “Commodification – The Essence of Our Time”  3. Brennan, “In Defense of Commodification” 

Th 3/26

Read/process carefully and be prepared to discuss:

1. Francis Moore Lappé, “Daring Democracy”  (RR #)2.

“Power of Knowledge and Understanding” (PKU) teaching segment: 1. _xx_________2. _xx_________

First drafts of LIFE WITHIN CAPITALISM paper due today  (by 5PM; submit via Sakai link in Assignments; submit in MS Word; make sure to follow instructions in syllabus and remember word count is different for first draft than for final -- first draft: 900 to 1,100 words)

WEEK 12 | Capitalism and progress/development-- Colonialism, imperialism, globalization

T 3/31

Read/process carefully and be prepared to discuss:

1. Andrew Bacevich, " The Crisis of Profligacy "  (RR #)2. Jason Hickel, “Aid in reverse: how poor countries develop rich countries” (RR

#)

Th 4/2

Read/process carefully and be prepared to discuss:

1. Colin Leys, “Commodification – The Essence of Our Time”  (RR #)2. Brennan, “In Defense of Commodification” (RR #)

“Power of Knowledge and Understanding” (PKU) teaching segment: 1. _xx_________2. _xx_________

WEEK 14 | Culture, values, and community in capitalism

T 4/7

Read/process carefully and be prepared to discuss:

1. Mosley, chs. 3, 4 and 5 (RR #)2. Crawford, " Shop Class as Soulcraft "  (RR #)

Th 4/9

Read/process carefully and be prepared to discuss

1. Speth, ch. 7 “Consumption” (RR #)2. Derek Thompson, “A Brief Economic History of Time” (RR#)

“Power of Knowledge and Understanding” (PKU) teaching segment:

1. _xx_________2. _xx_________

WEEK 15 | Alternatives to capitalism

T 4/14

Read/process carefully and be prepared to discuss:

1. Review of Mark Fisher’s “Capitalist Realism:” “It’s easier to imagine the end of the world than the end of capitalism”

2. Tim Jackson, “Beyond Consumer Capitalism” (RR #)3. Robert Costanza et.al, "Creating a Sustainable and Desirable Future

Please note:  You have to submit your "Life Within Capitalism" final papers to me by midnight today (via Sakai assignment page - not dropbox, and not via email; I will have comments back to you at least 5 days before your final presentation in class)Your paper needs to:

in MS Word format be written in the style/format of a publishable newspaper op-ed (indeed, if you

get it published at any reputable publication until a day before I have to hand in grades, you will automatically receive an A+ for this assignment - this does not include any of the Duke publications) 

be between 750 and 900 words (without bibliography) contain a bibliography of complete citations of best available knowledge

sources you used for paper and presentation (not included in word-count) have (1) your name on it, (2) name of class, (3) date, and, please don't forget

(4) a clear and evocative title provide a clearly developed argument about your choice of core characteristic

of capitalism be written in clear and good English (please proofread and edit accordingly) contain possible attachments of visuals and/or audio/video you may be using

for your presentation on May 1 (though I am flexible on you changing and/or adding to it between now and actual presentation)

OPPORTUNITY: if you can get your paper published in a reputable publication (none of the many Duke publications are eligible), you will earn an automatic A

Th 4/16

Read/process carefully and be prepared to discuss:

1. Gus Speth, “The Joyful Economy” 2. David Brooks, “What’s Wrong with Radicalism”3. Andy Fitzgerald, "The Need for Radicalism"

“Power of Knowledge and Understanding” (PKU) teaching segment: 1. _xx_________2. _xx_________

WEEK 16 | Conclusions

Th 4/21

Summary, Evaluation, Preparation for Final Presentations

WE DID IT!

watch in class: Chimamanda Adichie, "The Danger of a Single Story"

READING RESPONSES DUE TODAY!!  - Please make sure that you

1. have a total of xx Reading Responses, numbered and in sequential order (starting with #1)

2. submit in a folder with your name on it3. Make sure you include ALL of the already graded and reviewed RRs4. Your RR#4 grade will be determined by (1) completeness of package (every

missing RR means a 10pt deduction of grade for RR#4); and (2) quality of two randomly selected RR written since the last time your RRs were graded)

++++++Final Presentations: 27 April, 9 to noon (usual classroom)

_______________

Some suggestions on news sources - ways to stay updated:

Being informed about the state of the world is, both despite and because of a rapidly proliferating number of sites, increasingly difficult.  Below you can find some basic sources that I found valuable (even though, in some cases, also at times very aggravating):

1. The New York Times (the paper of record in the U.S.): https://www.nytimes.com/

2. BBC News (England and U.K.’s TV/radio/webnews of choice): https://www.bbc.com/

3. The Guardian (England and U.K.’s best critical newspaper): https://www.theguardian.com/us

4. Grist (“a source of intelligent, irreverent environmental news and commentary that’s been around since 1999, when the internet was made of rubber bands”): http://grist.org/ Resilience (website of the Post-Carbon Institute, which features longer than news analysis essays on topics of sustainable development, social movements, and the current crisis): https://www.resilience.org/

5. EcoWatch (“a leading news website reporting on environmental issues and news that helps transform the ability of individuals to learn about them and take action”): https://www.ecowatch.com/

6. The Next System Project (A NYC-based, nerdier and more in-depth collage of thinking and research on sustainable development): https://thenextsystem.org/

7. The Real News Network (“daily television news that reports with ordinary people’s interests in mind. The Real News is … the missing link in the global media landscape”), at https://therealnews.com/

8. Democracy Now! with Amy Goodman, perhaps the best source of critical global political journalism in the U.S., along with much other excellent political reporting, with transcripts archived (you can receive a daily summary by e-mail), at https://www.democracynow.org/

9. National Public Radio, another excellent radio station, found at https://www.npr.org/ and can be listened to at: WUNC 91.5 FM

10. and, of course, a noteworthy attempt to bring people from all over the world together for a future of wellbeing for planet and people, The Wellbeing Economy Alliance, or WEAll: https://wellbeingeconomy.org/

11. And, last but not least, our own operation - an attempt to collect and curate some of the more important articles on sustainable development: http://www.smart-development.org/news