разрушение системы высшего образования в Америке
Support for free speech continues to fall among american students
- as fewer and fewer college students believe their First Amendment rights are safe
- Just 64% of college students say freedom of speech is secure or very secure
- down 9 points from last year
- while the perceived security of the freedom of press is down 21 points
- from 81% to 60%
Примеры реальнo идиотских университетских курсов в США
Начиная с 1995 г. Фонд «Молодая Америка» выпускает отчеты под названием «Комедия и трагедия» (Comedy and Tragedy), где документирует интеллектуальное насилие и явное воздействие на умы молодежи посредством ужасающих образовательных программ, предлагаемых самыми так наз. престижными колледжами страны.
- MCL 135: Вампиры: эволюция сексуального чудовища (Университет Кентукки)
- HIST 336: Святые, ведьмы и безумные (Университет Небраски)
- WOMGEN 1225: Как завоевать внимание и правильно снять партнера (Гарвардский университет)
- SOAN 261: Студенческий секс в эпоху цифровых технологий (Университет Вашингтона и Ли)
- GSWS 434: Политика уродов (Университет Пенсильвании)
- AMS 398: ЖИР: Неприличное слово и публичность (Принстонский университет)
- GWS 462: Хип-хоп феминизм (Университет Иллинойса)
- GWS 255: Голубая жизнь, голубая политика (Университет Иллинойса)
- SOC 388: Матримония в эпоху Трампа (Колледж Дэвидсона)
- HISTORY 330-0: Средневековая сексуальность (Северо-Западный Университет)
- AI 318: Зомби: современные мифы, раса и капитализм (Университет Де-Поля)
- SOCI 332: Альтернативные гендеры (Техасский университет A&M)
- AMCULT 103: Гомосексуализм в Америке (Мичиганский университет)
- AMCULT 334: Раса, пол, сексуальность и американская культура в видеоиграх (Мичиганский университет)
- AMCULT 411: Пейзане, голубые и музыка кантри (Мичиганский университет)
- AMCULT 255: Деконструкция образа дивы (Университет Де-Поля)
- GLBT 3404: Транснациональные сексуальности (Университет Миннесоты)
- GSFS 0208: Непокорные тела: чернокожая женщина в поп-культуре (Миддлбери-колледж)
- MC 2002: СМИ, спорт и культура: распространение спортизма (Университет штата Луизиана)
- THEO 025: Библия и ужасы (Джорджтаунский университет)
- SOAS 3500: Голубизна в литературе и кинематографе Южной Азии (Университет Айовы)
- AADS 2204: Черные женщины и политика чернокожести и красоты (Vanderbilt University)
- AFR 334: Радикальные теории политической борьбы: античерный расизм и администрация Обамы (Колледж Уилиямс)
- COLT 0510F: Фидель Кастро и Че Гевара, люди и мифы (Университет Брауна)
- HIST 379: Гомосексуальный колониализм (Университет Вашингтона и Ли)
- AMST 274: Радужные ковбои (и ковбойши): гендерная, расовая, классовая и сексуальная принадлежность в вестернах (Колледж Уэллсли)
- AFA 4430: Жизнь чернокожих имеет значение (Университет Флориды)
- RELI GU 4355: Пророческая политическая традиция афроамериканцев от Дэвида Уокера до Барака Обамы (Колумбийский университет)
- RELG 032: Оголубление бога: феминистское и голубое богословие (Суортморский колледж)
- RELG 033: Оголубление Библит (Суортморский колледж)
- ENVS 042: Экофеминизм (Суортморский колледж)
- FRSEMR 61D: Суд над Сократом в эпоху Трампа (Гарвардский университет)
- GSWS 2219: Деконструкция маскулинности (Боудин-колледж)
- GSFS 0325: Мужской шовинизм в Америке (Миддлбери-колледж)
- BLSTU 3850: Гендер, хип-хоп и политика репрезентации (Университет Миссури)
- AAS 301: Назад в будущее: наука, фантазия и общество (Принстонский университет)
- SOC 105: Раса, религия и Дональд Трамп (Колледж Дэвидсона)
Бонус: еще 20 безумных курсов американских колледжей
1. “What If Harry Potter Is Real?” (Appalachian State University) - This course will engage students with questions about the very nature of history. Who decides what history is? Who decides how it is used or mis-used? How does this use or misuse affect us? How can the historical imagination inform literature and fantasy? How can fantasy reshape how we look at history? The Harry Potter novels and films are fertile ground for exploring all of these deeper questions. By looking at the actual geography of the novels, real and imagined historical events portrayed in the novels, the reactions of scholars in all the social sciences to the novels, and the world-wide frenzy inspired by them, students will examine issues of race, class, gender, time, place, the uses of space and movement, the role of multiculturalism in history as well as how to read a novel and how to read scholarly essays to get the most out of them.
2. “God, Sex, Chocolate: Desire and the Spiritual Path” (UC San Diego) - Who shapes our desire? Who suffers for it? Do we control our desire or does desire control us? When we yield to desire, do we become more fully ourselves or must we deny it to find an authentic identity beneath? How have religious & philosophical approaches dealt with the problem of desire?
3. “GaGa for Gaga: Sex, Gender, and Identity” (The University Of Virginia) - In Graduate Arts & Sciences student Christa Romanosky’s ongoing ENWR 1510 class, “GaGa for Gaga: Sex, Gender, and Identity,” students analyze how the musician pushes social boundaries with her work. For this introductory course to argumentative essay writing, Romanosky chose the Lady Gaga theme to establish an engaging framework for critical analysis.
4. “Lady Gaga and the Sociology of Fame” (The University Of South Carolina) - Lady Gaga may not have much class but now there is a class on her. The University of South Carolina is offering a class called Lady Gaga and the Sociology of Fame. Mathieu Deflem, the professor teaching the course describes it as aiming to “unravel some of the sociologically relevant dimensions of the fame of Lady Gaga with respect to her music, videos, fashion, and other artistic endeavours.”
5. “Philosophy And Star Trek” (Georgetown) - Star Trek is very philosophical. What better way, then, to learn philosophy, than to watch Star Trek, read philosophy, and hash it all out in class? That’s the plan. This course is basically an introduction to certain topics in metaphysics and epistemology philosophy, centered around major philosophical questions that come up again and again in Star Trek. In conjunction with watching Star Trek, we will read excerpts from the writings of great philosophers, extract key concepts and arguments and then analyze those arguments.
6. “Invented Languages: Klingon and Beyond” (The University Of Texas) - Why would anyone want to learn Klingon?
7. “The Science Of Superheroes” (UC Irvine) - Have you ever wondered if Superman could really bend steel bars? Would a “gamma ray” accident turn you into the Hulk? What is a “spidey-sense”? And just who did think of all these superheroes and their powers? In this seminar, we discuss the science (or lack of science) behind many of the most famous superheroes. Even more amazing, we will discuss what kind of superheroes might be imagined using our current scientific understanding.
8. “Learning From YouTube” (Pitzer College) - About 35 students meet in a classroom but work mostly online, where they view YouTube content and post their comments. Class lessons also are posted and students are encouraged to post videos. One class member, for instance, posted a 1:36-minute video of himself juggling.
9. “Arguing with Judge Judy” (UC Berkeley) - TV “Judge” shows have become extremely popular in the last 3-5 years. A fascinating aspect of these shows from a rhetorical point of view is the number of arguments made by the litigants that are utterly illogical, or perversions of standard logic, and yet are used over and over again. For example, when asked “Did you hit the plaintiff?” respondents often say, “If I woulda hit him, he’d be dead!” This reply avoids answering “yes” or “no” by presenting a perverted form of the logical strategy called “a fortiori” argument [“from the stronger”] in Latin. The seminar will be concerned with identifying such apparently popular logical fallacies on “Judge Judy” and “The People’s Court” and discussing why such strategies are so widespread. It is NOT a course about law or “legal reasoning.” Students who are interested in logic, argument, TV, and American popular culture will probably be interested in this course. I emphasize that it is NOT about the application of law or the operations of the court system in general.
10. “Elvis As Anthology” (The University Of Iowa) - The class, “Elvis as Anthology,” focuses on Presley’s relationship to African American history, social change, and aesthetics. It focuses not just on Elvis, but on other artists who inspired him and whom he inspired.
11. “The Feminist Critique Of Christianity” (The University Of Pennsylvania) - An overview of the past decades of feminist scholarship about Christian and post-Christian historians and theologians who offer a feminist perspective on traditional Christian theology and practice. This course is a critical overview of this material, presented with a summary of Christian biblical studies, history and theology, and with a special interest in constructive attempts at creating a spiritual tradition with women’s experience at the center.
12. “Zombies In Popular Media” (Columbia College) - This course explores the history, significance, and representation of the zombie as a figure in horror and fantasy texts. Instruction follows an intense schedule, using critical theory and source media (literature, comics, and films) to spur discussion and exploration of the figure’s many incarnations. Daily assignments focus on reflection and commentary, while final projects foster thoughtful connections between student disciplines and the figure of the zombie.
13. “Far Side Entomology” (Oregon State) - For the last 20 years, a scientist at Oregon State University has used Gary Larson’s cartoons as a teaching tool. The result has been a generation of students learning - and laughing - about insects.
14. “Interrogating Gender: Centuries of Dramatic Cross-Dressing” (Swarthmore) - Do clothes make the man? Or the woman? Do men make better women? Or women better men? Is gender a costume we put on and take off? Are we really all always in drag? Does gender-bending lead to transcendence or chaos? These questions and their ramifications for liminalities of race, nationality and sexuality will be our focus in a course that examines dramatic works from The Bacchae to M. Butterfly.
15. “Oh, Look, a Chicken!” Embracing Distraction as a Way of Knowing (Belmont University) - Students must write papers using their personal research on the five senses. Entsminger reads aloud illustrated books The Simple People and Toby’s Toe to teach lessons about what to value by being alive. Students listen to music while doodling in class. Another project requires students to put themselves in situations where they will be distracted and write a reflection tracking how they got back to their original intent.
16. “The Textual Appeal of Tupac Shakur” (University of Washington) - The UW is not the first college with a class dedicated to Shakur - classes on the rapper have been offered at the University of California Berkeley and Harvard - but it is the first to relate Shakur’s work to literature.
17. “Cyberporn And Society” (State University of New York at Buffalo) - With classwork like this, who needs to play? Undergraduates taking Cyberporn and Society at the State University of New York at Buffalo survey Internet porn sites.
18. “Sport For The Spectator” (The Ohio State University) - Develop an appreciation of sport as a spectacle, social event, recreational pursuit, business, and entertainment. Develop the ability to identify issues that affect the sport and spectator behavior.
19. “Getting Dressed” (Princeton) - Jenna Weissman Joselit looks over the roomful of freshmen in front of her and asks them to perform a warm-up exercise: Chart the major moments of your lives through clothes. “If you pop open your closet, can you recall your lives?” she posits on the first day of the freshman seminar “Getting Dressed.”
20. “How To Watch Television” (Montclair) - This course, open to both broadcasting majors and non-majors, is about analyzing television in the ways and to the extent to which it needs to be understood by its audience. The aim is for students to critically evaluate the role and impact of television in their lives as well as in the life of the culture. The means to achieve this aim is an approach that combines media theory and criticism with media education.
Are you starting to understand why our college graduates can’t function effectively when they graduate and go out into the real world?
All of this would be completely hilarious if not for the fact that we have millions of young people going into enormous amounts of debt to pay to go to these colleges.
In America today, college education has become a giant money making scam (http://endoftheamericandream.com/archives/29-shocking-facts-that-prove-that-college-education-in-america-is-a-giant-money-making-scam).
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http://www.gopusa.com/?p=41300
http://goldenfront.ru/articles/view/vampiry-zombi-i-syom-37-primerov-realnyh-i-idiotskih-vuzovskih-kursov-v-ssha
http://theeconomiccollapseblog.com/archives/20-completely-ridiculous-college-courses-being-offered-at-u-s-universities