Wm cohen & sons inc

2

3

EMERGING CONTEMPORARY READINGS FOR

WRITERS

4

EMERGING CONTEMPORARY READINGS FOR

WRITERS

FOURTH EDITION

BARCLAY BARRIOS

Florida Atlantic University

5

For Bedford/St. Martin’s Vice President, Editorial, Macmillan Learning Humanities: Edwin Hill Executive Program Director for English: Leasa Burton Senior Program Manager: John E. Sullivan III Executive Marketing Manager: Joy Fisher Williams Director of Content Development: Jane Knetzger Executive Developmental Editor: Christina Gerogiannis Associate Content Project Manager: Matt Glazer Workflow Project Manager: Lisa McDowell Production Supervisor: Robert Cherry Photo Researcher: Kerri Wilson, Lumina Datamatics, Inc. Media Product Manager: Rand Thomas Manager of Publishing Services: Andrea Cava Editorial Assistant: Cari Goldfine Project Management: Lumina Datamatics, Inc. Composition: Lumina Datamatics, Inc. Text Permissions Researcher: Elaine Kosta, Lumina Datamatics, Inc. Photo Permissions Editor: Angela Boehler Permissions Manager: Kalina Ingham Design Director, Content Management: Diana Blume Cover Design: William Boardman Cover Image: Leonard Gertz / Getty Images

Copyright © 2019, 2016, 2013, 2010 by Bedford/St. Martin’s.

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,

6

electronic, mechanical, photocopying, recording, or otherwise, except as may be permitted by law or expressly permitted in writing by the Publisher.

1 2 3 4 5 6   23 22 21 20 19 18

For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116

ISBN 978-1-319-10522-8 (epub)

Acknowledgments Text acknowledgments and copyrights appear at the back of the book on pages 483–484, which constitute an extension of the copyright page. Art acknowledgments and copyrights appear on the same page as the art selections they cover.

7

PREFACE FOR INSTRUCTORS Emerging/Thinking One of the fundamental facts of teaching writing is that when students leave our classrooms, they go: They go to other classes, go to their jobs after school, go hang out with friends, go into their disciplines, go into their careers, go into the world, in so many ways go back to their increasingly busy lives. The challenge for us as instructors is to help students acquire the skills of critical reading, thinking, and writing that will allow them to succeed in these diverse contexts.

Emerging seeks to address this challenge. It offers sustained readings that present complex ideas in approachable language; it encourages critical thinking and writing skills by prompting students to make connections among readings; it draws from a broad cross section of themes and disciplines in order to present students with numerous points of entry and identification; and it introduces emerging problems — such as cultural polarization (in social, educational, and political dimensions), the impact of technology (from Twitter to brain science), race and social issues (such as privilege, microaggressions, and gender roles), and the dilemmas of ethics (ways to advocate change, for instance, and the relations between art and philanthropy) — that have not yet been solved and settled.

The readings are organized alphabetically to open up possibilities for connections. (Alternative tables of contents highlight disciplinary concerns and thematic clusters.) Because they consist of entire book chapters or complete articles, readings can stand on their own as

8

originally intended. However, the readings in Emerging were chosen because they connect to each other in interesting and illuminating ways. The issues under discussion resonate across readings, genres, and disciplines, prompting students to think about each selection in multiple dimensions. These resonant connections are shown through “tags” indicating central concepts treated in the selections. Several tags for each piece are listed in the table of contents, in each headnote, and for each assignment sequence — highlighting concepts such as “community,” “globalism,” “identity,” “culture,” “social change” and “adolescence and adulthood.” Thus one can see at a glance the possibilities for thematic connections among the readings. Connections with other authors are also highlighted in the table of contents, in each headnote, and through the assignment sequences (included at the back of the book; see p. 463). The assignment sequences suggest a succession of readings that are linked conceptually so that one assignment sequence provides the structure for an entire semester. (Sequences are further explained on the next page.)

Emerging/Reading Because students ultimately enter diverse disciplines, the readings are drawn from across fields of knowledge located both inside and outside the academy. Political science, sociology, journalism, anthropology, economics, and art are some of the disciplines one might expect to find in such a collection, but Emerging also includes readings from photography, public health, psychology, philosophy, epigenetics, technology, and law. The author of each selection addresses his or her concerns to an audience outside the discipline — a useful model for students who eventually will need to communicate beyond the

9

boundaries of their chosen fields. Many of the readings also represent cross-disciplinary work — a photographer thinking about economics, a musician thinking about education — since the walls between departments in academia are becoming increasingly permeable.

Yet despite this disciplinary grounding, the readings, though challenging, are accessible, written as they are with a general audience in mind. The readings thus demonstrate multiple ways in which complex ideas and issues can be presented in formal yet approachable language. The accessible nature of the essays also allows for many readings longer than those typically seen in first-year composition anthologies, because the level of writing makes them comprehensible to students. Yet even the briefer readings are substantive, providing numerous opportunities for nuanced arguments.

Of course, in addition to referencing emerging issues, the title of this collection refers also to the students in first-year composition courses, who themselves are emerging as readers, thinkers, and writers. By providing them with challenging texts along with the tools needed to decode, interpret, and deploy these texts, Emerging helps college readers develop the skills they will need as they move into working with the difficult theoretical texts presented in their choice of majors — and ultimately into their twenty-first-century careers.

Emerging/Writing One of the philosophical tenets supporting Emerging is that students need to be prepared to deal with emerging issues in their jobs and lives, and to do so, they not only must acquire information about these issues

10

(since such information will continually change) but also must possess an ability to think critically in relation to them. The editorial apparatus in Emerging includes the following features that will help students develop the skills needed to become fluid, reflective, and critically self- aware writers:

► Part One: Emerging as a Critical Thinker and Academic Writer. Part One presents the key skills of academic success: the ability to read critically, argue, use evidence, research, and revise.

► Part Two: Readings. Each reading in Part Two includes a variety of questions to help students practice the skills of critical thinking, explained in detail on pages 2–3.

► Part Three: Assignment Sequences. In order to stress the iterative processes of thinking and writing, eight assignment sequences are included in the back of the book, each of which uses multiple selections to engage students’ thinking about a central theme, issue, or problem. Each sequence frames a project extensive enough for an entire semester’s work and can be easily adapted for individual classes, and two of the sequences prompt students to conduct outside research.

Additionally, the apparatus accompanying each reading provides substantial help for students while featuring innovative approaches to understanding the essays and their relation to the world outside the classroom:

► Headnotes. A headnote preceding each reading selection provides biographical information about the author and describes the context of the larger work from which the reading has been

11

taken.

► Questions for Critical Reading. These questions direct students to central concepts, issues, and ideas from the essay in order to prompt a directed rereading of the text while providing a guide for the students’ own interpretive moves.

► Exploring Context. In order to leverage students’ existing literacies with digital technologies, these questions ask students to use the web and other electronic sources to contextualize each reading further, using sites and tools such as Facebook and Twitter.

► Questions for Connecting. Because thinking across essays provides particular circumstances for critical thinking, these opportunities for writing ask students to make connections between essays and to apply and synthesize authors’ ideas.

► Language Matters. The Language Matters questions are a unique feature of this reader. These questions address issues of grammar and writing through the context of the essays, presenting language not as a set of rules to be memorized but as a system of meaning-making that can also be used as a tool for analysis.

► Assignments for Writing. Each reading has Assignments for Writing questions that ask students to build on the work they’ve done in the other questions of the apparatus and create a piece of writing with a sustained argument supported by textual engagement.

What’s New New readings on a wider variety of topics. Fifteen selections are

12

new, broadening the range of topics in Emerging. Authors of the readings include public intellectuals, many with familiar names. For instance, novelist Michael Chabon reflects on his son’s love of fashion and the universal search for community, a place where you belong. Essayist Leslie Jamison traces the complicated path to obtaining an elusive medical diagnosis in order to consider the limits of our compassion for another’s suffering. And journalist Adrien Chen explores the influence of social media on our beliefs — and makes a case for radical empathy.

An overarching theme explores the central question of our time: How can we get along? While the readings in the fourth edition span a variety of topics — and can be read and taught any number of ways — the through-line of this edition is one of the most urgent ethical and practical questions in America today: What do we do about polarization? Divergence of opinion is part of the problem; the larger part is an increasing refusal to even talk to others who are different in terms of their politics, culture, or social position. The lack of conversation stymies any solution and initiates a solipsistic cycle that only exacerbates the problem. In a diverse and connected world, we must find a way to get along. Instructors will find the materials and advice necessary to stage productive conversations across these social and political divides in order to encourage conversation, understanding, and empathy.

New multimodal assignments throughout the book offer instructors new options for students to write and compose in a variety of media.

13

Four new or substantially revised assignment sequences provide a convenient way to structure selected readings into a coherent course. They ask four challenging questions to spark students’ interest and to guide them on a substantive academic project: How Do We Face the Challenge of Race?, What Does Ethical Conflict Look Like in a Globalized World?, How Can We Get Along?, and What Is the Role of Art in the World?

Acknowledgments This collection itself has been a long time emerging, and I would be remiss not to thank the many people who contributed their time, energy, feedback, and support throughout the course of this project.

I would first like to acknowledge past and current colleagues who have played a role in developing this text. Richard E. Miller and Kurt Spellmeyer, both of Rutgers University, through their mentorship and guidance laid the foundations for my approach to composition as reflected in this reader. My department chairs during my time here at Florida Atlantic University, Andrew Furman and Wenying Xu, provided reassurance and support as I balanced the work of this text and the work of serving as Director of Writing Programs. The members of the Writing Committee for Florida Atlantic University’s Department of English — Jeff Galin, Joanne Jasin, Jennifer Low, Julia Mason, Daniel Murtaugh, and Magdalena Ostas — generously allowed me to shape both this reader and the writing program. The dean’s office of the Dorothy F. Schmidt College of Arts and Letters of Florida Atlantic University provided a Summer Teaching Development Award, which aided in the creation of the materials that form the core of the

14

Instructor’s Manual.

For this fourth edition I’d like to thank as well Wendy Hinshaw, who took my place as Director of Writing Programs at Florida Atlantic University, and Janelle Blount, who serves as Associate Director of Writing Programs, both of whom enriched this project with input, suggestions for readings, and frequent conversations about the shape of this work. Thanks to Kathleen Moorhead, who has always been a committed and engaging colleague and who offered readings and assignments for this edition as well. Valerie Duff-Strautmann’s work on the Instructor’s Manual was invaluable; I thank her for coming on board with this project.

I continue to be grateful for the many reviewers who offered helpful suggestions for the first three editions of Emerging. Their valuable feedback continues to shape the book. I also wish to thank the reviewers who helped me plan the fourth edition: Bridgett Blaque, Truckee Meadows Community College; Carole Center, University of New England; Jonathan Ceniceroz, Mt. San Antonio College; Michael Cripps, University of New England; Joshua Dickinson, Jefferson Community College; Ana Douglass, Truckee Meadows Community College; Donita Grissom, University of Central Florida; Molly Guerriero, Casper College; Laura Headley, Monterey Peninsula College; Lisa Hibl, University of Southern Maine; Wendy Hinshaw, Florida Atlantic University; Michael Piotrowski, The University of Toledo; Danielle Santos, North Shore Community College; and Carlton Southworth, SUNY Jefferson Community College.

15

I cannot say enough about the support I have received from Bedford/St. Martin’s. The enthusiasm of Edwin Hill, Leasa Burton, and John Sullivan for this project was always appreciated. My editor, Christina Gerogiannis, reassured me often, kept this project moving along, and came through more than once. Cari Goldfine, in her role as editorial assistant, really helped take some of the load off my plate. I am grateful to Kalina Ingham and Elaine Kosta for clearing text permissions and to Angela Boehler and Kerri Wilson for obtaining art permissions. Matt Glazer and Sumathy Kumaran, along with her colleagues at Lumina Datamatics, expertly guided the manuscript through production. I appreciate their help, as well as the work of marketing manager Joy Fisher Williams.

My thanks to Tom Edwards, who was there when this edition started, and to Tom Elliott, Trae Ellison, and Eric Bladon who offered me support as it drew to a close. I offer this edition in loving memory of my dear and dearly missed husband, Joseph Tocio, who passed away as the third edition was going to press.

—BJB

We’re all in. As always. Bedford/St. Martin’s is as passionately committed to the discipline of English as ever, working hard to provide support and services that make it easier for you to teach your course your way.

Find community support at the Bedford/St. Martin’s English Community (community.macmillan.com), where you can follow our Bits blog for new teaching ideas, download titles from our professional

16

http://community.macmillan.com
resource series, and review projects in the pipeline.

Choose curriculum solutions that offer flexible custom options, combining our carefully developed print and digital resources, acclaimed works from Macmillan’s trade imprints, and your own course or program materials to provide the exact resources your students need. Our approach to customization makes it possible to create a customized project uniquely suited for your students, and based on your enrollment size, return money to your department and raise your institutional profile with a high-impact author visit through the Macmillan Author Program (“MAP”).

Rely on outstanding service from your Bedford/St. Martin’s sales representative and editorial team. Contact us or visit macmillanlearning.com to learn more about any of the options below.

Choose from Alternative Formats of Emerging Bedford/St. Martin’s offers a range of formats. Choose what works best for you and your students:

► Paperback. To order the paperback edition, use ISBN 978-1-319- 05629-2.

► Popular e-book formats. For details of our e-book partners, visit macmillanlearning.com/ebooks.

Select Value Packages Add value to your text by packaging a Bedford/St. Martin’s resource, such as Writer’s Help 2.0, with Emerging at a significant discount.

17

http://macmillanlearning.com
http://macmillanlearning.com/ebooks
Contact your sales representative for more information.

Writer’s Help 2.0 is a powerful online writing resource that helps students find answers, whether they are searching for writing advice on their own or as part of an assignment.

► Smart search. Built on research with more than 1,600 student writers, the smart search in Writer’s Help provides reliable results even when students use novice terms, such as flow and unstuck.

► Trusted content from our best-selling handbooks. Choose Writer’s Help 2.0, Hacker Version, or Writer’s Help 2.0, Lunsford Version, and ensure that students have clear advice and examples for all of their writing questions.

► Diagnostics that help establish a baseline for instruction. Assign diagnostics to identify areas of strength and areas for improvement and to help students plan a course of study. Use visual reports to track performance by topic, class, and student as well as improvement over time.

► Adaptive exercises that engage students. Writer’s Help 2.0 includes LearningCurve, gamelike online quizzing that adapts to what students already know and helps them focus on what they need to learn.

Student access is packaged with Emerging at a significant discount. Order ISBN 978-1-319-02578-6 for Writer’s Help 2.0, Hacker Version, or ISBN 978-1-319-02576-2 for Writer’s Help 2.0, Lunsford Version, to ensure your students have easy access to online writing support. Students who rent or buy a used book can purchase access and

18

instructors may request free access at macmillanlearning.com/writershelp2.

Instructor Resources You have a lot to do in your course. We want to make it easy for you to find the support you need — and to get it quickly.

Resources for Teaching Emerging is available as a PDF that can be downloaded from macmillanlearning.com. Visit the instructor resources tab for Emerging. In addition to chapter overviews and teaching tips, the instructor’s manual includes sample syllabi, correlations to the Council of Writing Program Administrators’ Outcomes Statement, and classroom activities.

19

http://macmillanlearning.com/writershelp2
http://macmillanlearning.com
CONTENTS PREFACE FOR INSTRUCTORS

Part 1 EMERGING AS A CRITICAL THINKER AND ACADEMIC WRITER

WHAT’S EMERGING?

READING CRITICALLY

THINKING CRITICALLY

MAKING AN ARGUMENT

USING SUPPORT

ABOUT RESEARCH

REVISING, EDITING, AND PROOFREADING

SAMPLE STUDENT PAPER

Part 2 THE READINGS

KWAME ANTHONY APPIAH

Making Conversation and The Primacy of Practice

A prominent philosopher argues, “In the wake of 9/11, there has been a lot of fretful discussion about the divide between ‘us’ and ‘them.’ What’s often taken for granted is a picture of a world in which conflicts arise, ultimately, from conflicts between values. This is what we take to be good; that is what they take to be good. That picture of the world has deep philosophical roots; it is thoughtful, well worked out, plausible. And, I think, wrong.”

► TAGS: collaboration, community, conversation, ethics, globalism, identity, judgment and decision making, politics,

20

social change

► CONNECTIONS: Chen, DeGhett, Epstein, Gladwell, Jamison, Lukianoff and Haidt, Southan, Stillman, van Houtryve, Turkle, Watters, Yoshino

NAMIT ARORA

What Do We Deserve?

A writer and photographer examines three forms of economic systems — the libertarian, meritocratic, and egalitarian models — asking, “‘What do we deserve?’ In other words, for our learning, natural talents, and labor, what rewards and entitlements are just? How much of what we bring home is fair or unfair, and why?”

► TAGS: economics, ethics, social justice

► CONNECTIONS: Appiah, Chabon, Coates, Fukuyama, Gilbert, Gladwell, Henig, Watters

MICHAEL CHABON

My Son, the Prince of Fashion

A novelist reflects on his son’s love of fashion and the universal search for people who will understand you and share your passions, noting, “You are born into a family and those are your people, and they know you and they love you and if you are lucky they even, on occasion, manage to understand you. And that ought to be enough. But it is never enough.”

► TAGS: adolescence and adulthood, beauty, community, culture, gender, identity, relationships, sexuality

► CONNECTIONS: Appiah, Chen, Fukuyama, Gilbert, Gladwell, Henig, Provan

21

ADRIAN CHEN

Unfollow

A journalist explores the influence of social media on belief. Documenting the experiences of Megan Phelps-Roper, a former prominent member of the Westboro Baptist Church, and the way social media challenged her relationship to the group, he writes, “It was easy for Phelps-Roper to write things on Twitter that made other people cringe. She had been taught the church’s vision of God’s truth since birth.”

► TAGS: adolescence and adulthood, censorship, community, conversation, empathy, identity, judgment and decision making, media, relationships, religion, social change, social media, tradition, war and conflict

► CONNECTIONS: Appiah, DeGhett, Gilbert, Klosterman, Konnikova, Turkle, Yoshino

TA-NEHISI COATES

From Between the World and Me

A writer reflects on his experiences growing up as a black American, critiquing the American education system: “Why, precisely, was I sitting in this classroom? The question was never answered. I was a curious boy, but the schools were not concerned with curiosity. They were concerned with compliance.”

► TAGS: adolescence and adulthood, civil rights, education, law and justice, race and ethnicity, religion

► CONNECTIONS: Appiah, Cohen, Das, Fukuyama, Gilbert, Holmes, Ma, Yang, Yoshino

22

ANDREW COHEN

Race and the Opioid Epidemic

A legal analyst appraises the racial dimensions of the current United States opioid epidemic, asking, “Can we explain the disparate response to the ‘black’ heroin epidemic of the 1960s, in which its use and violent crime were commingled in the public consciousness, and the white heroin ‘epidemic’ today, in which its use is considered a disease to be treated or cured, without using race as part of our explanation?” The answer? No, we cannot.

► TAGS: ethics, health and medicine, law and justice, politics, race and ethnicity

► CONNECTIONS: Appiah, Coates, Das, Fukuyama, Holmes, Lukianoff and Haidt, Yang, Yoshino

KAVITA DAS

(Un)American, (Un)Cool

A writer considers the historical roots and inherent American- ness of the concept “cool,” as well as the lack of Asian Americans represented in that category. Discussing a National Portrait Gallery exhibit, she contends that “The underrepresentation of Asian Americans in the American Cool exhibit likely has less to do with the lack of iconic and transgressive Asian Americans who embody American Cool and more to do with the fact that the exhibit’s definition of American Cool is at odds with pervasive stereotypes of Asian Americans.”

► TAGS: art, community, culture, identity, photography and video, race and ethnicity

23

► CONNECTIONS: Chabon, Coates, Cohen, DeGhett, Fukuyama, Holmes, Lukianoff and Haidt, Provan, Southan, van Houtryve, Watters, Yang, Yoshino

TORIE ROSE DEGHETT

The War Photo No One Would Publish

A journalist examines the decisions around a graphic war photo that no one would publish. She writes, “Some have argued that showing bloodshed and trauma repeatedly and sensationally can dull emotional understanding. But never showing these images in the first place guarantees that such an understanding will never develop.”

► TAGS: art, censorship, empathy, ethics, judgment and decision making, media, photography and video, politics, science and technology, trauma and violence, war and conflict

► CONNECTIONS: Appiah, Chen, Das, Fukuyama, Lukianoff and Haidt, Paumgarten, Provan, Singer, Southan, van Houtryve

HELEN EPSTEIN

AIDS, Inc.

A biologist and expert in public health examines a new approach to preventing AIDS: “LoveLife’s media campaign … was positive and cheerful, and resembled the bright, persuasive modern ad campaigns that many South African kids were very much attracted to.” It was a failure.

► TAGS: adolescence and adulthood, collaboration, community, conversation, culture, education, globalism, health and medicine, judgment and decision making, media,

24

politics, sexuality, social change

► CONNECTIONS: Appiah, Chen, Cohen, Gilbert, Southan, Watters, Yoshino

FRANCIS FUKUYAMA

Human Dignity

A prominent political scientist says, “What the demand for equality of recognition implies is that when we strip all of a person’s contingent and accidental characteristics away, there remains some essential human quality underneath that is worthy of a certain minimal level of respect — call it Factor X.”

► TAGS: civil rights, empathy, ethics, genetics, identity, science and technology, social change

► CONNECTIONS: Appiah, Coates, Klosterman, Lukianoff and Haidt, Moalem, Singer, Stillman, Turkle, Watters, Yoshino

ROXANE GAY

Bad Feminist

An English professor and novelist questions what it takes to be a good feminist, deciding “I would rather be a bad feminist than no feminist at all.”

► TAGS: community, gender, identity, judgment and decision making, media, race and ethnicity

► CONNECTIONS: Appiah, Chabon, Fukuyama, Gilbert, Klosterman, Lukianoff and Haidt, Serano, von Busch

DANIEL GILBERT

Reporting Live from Tomorrow

An influential social psychologist asserts that “the production of

25

wealth does not necessarily make individuals happy, but it does serve the needs of an economy, which serves the needs of a stable society, which serves as a network for the propagation of delusional beliefs about happiness and wealth.”

► TAGS: adolescence and adulthood, conversation, culture, empathy, judgment and decision making, psychology

► CONNECTIONS: Appiah, Chabon, Klosertman, Ma, Moalem, Serano, Stillman, Yang

MALCOLM GLADWELL

Small Change

A journalist probes the effects of social media on social activism and protest, claiming that social media campaigns are most successful when they ask little of participants. Differentiating between the strong and weak ties that bind us, he contends, “weak ties seldom lead to high-risk activism.”

► TAGS: civil rights, Facebook, social change, strong tie, technology, Twitter, weak tie

► CONNECTIONS: Appiah, Chen, Epstein, Konnikova, Turkle, von Busch, Yoshino

ROBIN MARANTZ HENIG

What Is It about 20-Somethings?

A science journalist considers the appearance of “emerging adulthood,” answering the question, “21 grow up” by tracing the emergence of this new life stage.

► TAGS: adolescence and adulthood, economics, identity, psychology, science and technology, social change

► CONNECTIONS: Appiah, Chabon, Chen, Gilbert,

26

Klosterman, Konnikova, Lukianoff and Haidt, Paumgarten, Singer, Turkle, Watters

ANNA HOLMES

Variety Show

A blogger and editor discusses the way the term diversity has lost meaning in corporate and cultural environments, noting that rather than engendering social change, the term “has become both euphemism and cliché, a convenient shorthand that gestures at inclusivity and representation without actually taking them seriously.”

► TAGS: civil rights, culture, identity, media, race and ethnicity, social change

► CONNECTIONS: Appiah, Coates, Cohen, Das, Gay, Gilbert, Lukianoff and Haidt, Watters, Yoshino

LESLIE JAMISON

Devil’s Bait

A novelist and essayist writes about attending a Morgellons conference, and the nature of belief. Investigating reality, our relationships with our own bodies, and how we relate to others, she concludes, “wanting to be different doesn’t make you so.”

► TAGS: community, empathy, health and medicine, identity, judgment and decision making, psychology

► CONNECTIONS: Appiah, Chabon, Epstein, Fukuyama, Gilbert, Stillman, Turkle

CHUCK KLOSTERMAN

Electric Funeral

A cultural critic and ethicist explores the nature of villainy in a

27

digital age by looking at two controversial figures, Kim Dotcom and Julian Assange, both assisted by the inevitability of technology. “The future makes the rules,” he argues.

► TAGS: culture, ethics, media, politics, science and technology, social change, social media

► CONNECTIONS: Appiah, Chen, Cohen, Gilbert, Konnikova, Lukianoff and Haidt, Paumgarten, Singer, Turkle, van Houtryve

MARIA KONNIKOVA

The Limits of Friendship

A science journalist answers questions about the limits of friendship in the digital age. It turns out there is a natural limit to how many people we can really know, a specific number known as the Dunbar Number. As we press up against that limit in social media we’re also changing the ways in which we relate to others. She asks, “So what happens if you’re raised from a young age to see virtual interactions as akin to physical ones?”

► TAGS: community, culture, identity, media, psychology, relationships, science and technology, social change, social media

► CONNECTIONS: Appiah, Chen, Epstein, Friedman, Gilbert, Klosterman, Pollan, Singer, Turkle

GREG LUKIANOFF AND JONATHAN HAIDT

The Coddling of the American Mind

An attorney and a social psychologist inspect the rising use of trigger warnings and the increase of speech restrictions on college campuses. Using the term vindictive protectiveness to

28

describe the impulse to punish those who may, even accidentally, create discomfort for others, they argue the current focus on emotional well-being negatively affects student thought processes and “presumes an extraordinary fragility of the collegiate psyche.”

► TAGS: adolescence and adulthood, censorship, civil rights, education, identity, law and justice, psychology, race and ethnicity, social change, trauma and violence

► CONNECTIONS: Appiah, Chen, Coates, DeGhett, Fukuyama, Gay, Gilbert, Holmes, Klosterman, Ma, Moalem, Serano, Singer, Stillman, Turkle, von Busch, Yoshino

YO-YO MA

Necessary Edges: Arts, Empathy, and Education

An internationally famous cellist argues that the arts are essential to education, adding a necessary element of empathy. He warns us that “what is dangerous is when the center ignores the edges or the edges ignore the center — art for art’s sake or science without a humanist and societal perspective. Then we are headed for doomsday without knowing it.”

► TAGS: art, collaboration, culture, education, empathy, globalism, science and technology

► CONNECTIONS: Appiah, DeGhett, Fukuyama, Klosterman, Provan, Southan, Turkle, von Busch, Yang

ROBINSON MEYER

Is It OK to Enjoy the Warm Winters of Climate Change?

An associate editor for The Atlantic considers the individual pleasure felt in response to warmer winters. He voices the

29

unease that surrounds this enjoyment, asking, “How much should we really be enjoying weather so unseasonal, so suggestive of the consequences of climate change, when we’re doing so little to combat the larger phenomenon?”

► TAGS: ethics, globalism, judgment and decision making, science and technology, social change

► CONNECTIONS: Appiah, Epstein, Gilbert, Gladwell, Pollan

SHARON MOALEM

Changing Our Genes: How Trauma, Bullying, and Royal Jelly Alter Our Genetic Destiny

A doctor explains the mechanisms of epigenetics, in which environmental conditions and lifestyle choices change our genetic code. Epigenetics explains how a regular bee becomes a queen; it also explains how bullying can have consequences across generations. He cautions, “the choices you make can result in a big difference in this generation, the next one, and possibly everyone else down the line.”

► TAGS: adolescence and adulthood, food and agriculture, genetics, health and medicine, science and technology, trauma and violence

► CONNECTIONS: Appiah, Chabon, Chen, DeGhett, Fukuyama, Lukianoff and Haidt, Pollan, Serano, Stillman, Watters

NICK PAUMGARTEN

We Are a Camera

A journalist documents the rise of the GoPro, a point-of-view

30

video camera. Popular among skiers, surfers, and increasingly just everyday folk, these cameras allow us to record our lives. But how are these cameras changing the nature of experience? “Now the purpose of the trip or trick is the record of it. Life is footage.”

► TAGS: art, culture, economics, empathy, media, photography and video, relationships

► CONNECTIONS: DeGhett, Klosterman, Ma, Provan, Singer, Southan, Watters

MICHAEL POLLAN

The Animals: Practicing Complexity

An award-winning professor and journalist explains, “‘Efficiency’ is the term usually invoked to defend large-scale industrial farms, and it usually refers to the economies of scale that can be achieved by the application of technology and standardization. Yet Joel Salatin’s farm makes the case for a very different sort of efficiency — the one found in natural systems, with their coevolutionary relationships and reciprocal loops.”

► TAGS: collaboration, economics, education, food and agriculture

► CONNECTIONS: Appiah, Fukuyama, Gilbert, Ma, Moalem, Wallace

ALEXANDER PROVAN

The Future of Originals

A magazine editor examines our conception and valuation of the concept “original” in a time when technology makes

31

copying easier and copies of a quality nearly indistinguishable from the original. What is the role of museums in a world where digital images and 3D reproductions proliferate? Concerned by the relationship between representation and technology, he writes, “I’m unsure what, if anything, ‘original’ and ‘copy’ mean, given that everything so frequently and promiscuously manifests as objects, images, texts, series of zeros and ones.”

► TAGS: art, culture, ethics, science and technology, tradition

► CONNECTIONS: Das, DeGhett, Klosterman, Ma, Paumgarten, Singer, Southan, van Houtryve, von Busch

JULIA SERANO

Why Nice Guys Finish Last

A biochemist and transgender activist reveals the ways in which our culture’s treatment of men contributes to rape culture. The idea that “nice guys finish last” subtly encourages men into offensive behavior. We need to dismantle that system of thinking in order to combat rape culture. She writes that “we won’t get to where we want to be until the men-as- predator/sexual aggressor assumption no longer dominates our thinking. It’s difficult to imagine getting there from here,” she admits, “but we’re going to have to try.”

► TAGS: culture, empathy, gender, identity, media, race and ethnicity, relationships, sexuality, social change, trauma and violence

► CONNECTIONS: Appiah, Chabon, Coates, Epstein, Gay, Gilbert, von Busch, Yang, Yoshino

PETER SINGER

32

Visible Man: Ethics in a World without Secrets

An ethicist examines issues of privacy in the connected digital world: “The modern Panopticon is not a physical building, and it doesn’t require the threat of an inspector’s presence to be effective.”

► TAGS: censorship, ethics, law and justice, photography and video, politics, science and technology, social change

► CONNECTIONS: Appiah, Chen, Gilbert, Klosterman, Konnikova, Paumgarten, Turkle, van Houtryve, von Busch, Watters, Yoshino

RHYS SOUTHAN

Is Art a Waste of Time?

A freelance writer and blogger evaluates the relevance of art within the philosophical framework of Effective Altruism, whose goal is “doing as much good as you possibly can with your life.” He asks, “if we were to consult our magic utilitarian consequences calculator, how often would it tell us to bother making art at all?”

► TAGS: art, community, economics, empathy, ethics, globalism, judgment and decision making, social change

► CONNECTIONS: Appiah, Das, DeGhett, Epstein, Klosterman, Ma, Paumgarten, Pollan, Provan, von Busch, Wallace, Watters

SARAH STILLMAN

Hiroshima and the Inheritance of Trauma

A journalist unearths the trans-generational effects of trauma on families and communities by looking at survivors of the atomic

33

bombing of Hiroshima. She observes, “A wide range of studies have examined evidence of ‘secondary trauma’ in the children of Holocaust survivors, the wives of Vietnam veterans, and, more informally, in the families of U.S. veterans who’ve faced PTSD after deployments to Iraq and Afghanistan.”

► TAGS: genetics, health and medicine, psychology, trauma and violence, war and conflict

► CONNECTIONS: Appiah, Coates, DeGhett, Epstein, Gilbert, Lukianoff and Haidt, Moalem, Paumgarten, Serano, Turkle

SHERRY TURKLE

The Empathy Diaries

A sociologist specializing in science and technology investigates the effects of social media and personal devices on the development of empathy, arguing that technology inhibits conversation and personal development. “But these days we find ways around conversation. We hide from each other even as we’re constantly connected to each other. For on our screens, we are tempted to present ourselves as we would like to be.” The solution? Put down the phone, and have a conversation.

► TAGS: adolescence and adulthood, conversation, empathy, relationships, science and technology, social media

► CONNECTIONS: Appiah, Chen, Epstein, Gilbert, Jamison, Klosterman, Konnikova, Ma, Mann, Paumgarten, Provan, Singer, von Busch, Watters, Yoshino

TOMAS VAN HOUTRYVE

From the Eyes of a Drone

34

A photographer explores the weaponization of drones in words and images. “The trend of drones used by government security forces is only likely to increase, and some companies such as Amazon are lobbying to put drones to commercial use too.” How do we reconcile the artistic and recreational potential of drones with their deployment in war?

► TAGS: ethics, photography and video, science and technology, war and conflict

► CONNECTIONS: Das, DeGhett, Klosterman, Paumgarten, Provan, Singer, Southan, Stillman

OTTO VON BUSCH

Crafting Resistance

A professor of integrated design argues for the connection between crafts and activism, examining how crafts can resist consumer culture and the underlying power structures of society: “Fashion may be an identity struggle between belonging and independence, but it is a struggle manifested as part of our social skin, and it is often made from materials open to our intervention.”

► TAGS: art, beauty, civil rights, collaboration, community, culture, economics, globalism, social change, tradition

► CONNECTIONS: Appiah, Chabon, Ma, Provan, Southan, Turkle, Yoshino

DAVID FOSTER WALLACE

Consider the Lobster

A famed novelist and essayist ponders the moral complexities of enjoying the Maine Lobster Festival: “And it takes a lot of

35

intellectual gymnastics and behaviorist hairsplitting not to see struggling, thrashing, and lid-clattering as just such pain- behavior.”

► TAGS: empathy, ethics, food and agriculture, judgment and decision making

► CONNECTIONS: Appiah, Fukuyama, Ma, Moalem, Pollan, Watters

ETHAN WATTERS

Being WEIRD: How Culture Shapes the Mind

A journalist examines the work of an anthropologist who argues that much of the work done in the social sciences erroneously assumes that American minds represent certain universals. What happens when researchers use Americans as models? “Given the data, they concluded that social scientists could not possibly have picked a worse population from which to draw broad generalizations. Researchers had been doing the equivalent of studying penguins while believing that they were learning insights applicable to all birds.”

► TAGS: community, culture, economics, education, globalism, psychology

► CONNECTIONS: Appiah, Das, Epstein, Fukuyama, Gilbert, Holmes, Konnikova, Lukianoff and Haidt, Ma, Serano, Southan, Turkle, von Busch, Wallace

WESLEY YANG

Paper Tigers

A contributing editor to New York magazine looks at Asian culture and its effects on Asian American self-esteem and

36

success. “It is a part of the bitter undercurrent of Asian- American life that so many Asian graduates of elite universities find that meritocracy as they have understood it comes to an abrupt end after graduation.”

► TAGS: adolescence and adulthood, civil rights, community, culture, economics, education, identity, race and ethnicity

► CONNECTIONS: Appiah, Das, Gilbert, Holmes, Ma, Watters, Yoshino

KENJI YOSHINO

Preface and The New Civil Rights

A professor of constitutional law argues, “The reason racial minorities are pressured to ‘act white’ is because of white supremacy. The reason women are told to downplay their child- care responsibilities in the workplace is because of patriarchy. And the reason gays are asked not to ‘flaunt’ is because of homophobia. So long as such covering demands persist, American civil rights will not have completed its work.”

► TAGS: civil rights, community, conversation, identity, law and justice, politics, race and ethnicity, social change

► CONNECTIONS: Appiah, Chabon, Chen, Coates, Cohen, Das, Epstein, Fukuyama, Holmes, Lukianoff and Haidt, Serano, Southan, Watters, von Busch, Yang

Part 3 ASSIGNMENT SEQUENCES

SEQUENCE 1

How Is Technology Changing Us?

MARIA KONNIKOVA, The Limits of Friendship

SHERRY TURKLE, The Empathy Diaries

37

NICK PAUMGARTEN, We Are a Camera

ROBIN MARANTZ HENIG, What Is It about 20- Somethings?

CHUCK KLOSTERMAN, Electric Funeral

PETER SINGER, Visible Man: Ethics in a World without Secrets

Assignments

1. KONNIKOVA

2. KONNIKOVA AND TURKLE OR KONNIKOVA AND PAUMGARTEN

3. KONNIKOVA, TURKLE, AND HENIG

4. KLOSTERMAN AND ONE OTHER OR SINGER AND ONE OTHER

We tend to think of technology as a neutral tool for connection, but as the readings in this sequence make clear, technology such as social media influences our growth, development, and the ways in which we connect to others. These assignments examine the impact of technology not only on our world but also, more profoundly, on what it means to be human.

► TAGS: community, conversation, culture, empathy, ethics, identity, media, photography and video, psychology, relationships, science and technology, social media

SEQUENCE 2

How Do We Face the Challenge of Race?

ANNA HOLMES, Variety Show

38

TA-NEHISI COATES, From Between the World and Me

ANDREW COHEN, Race and the Opioid Epidemic

GREG LUKIANOFF AND JONATHAN HAIDT, The Coddling of the American Mind

KENJI YOSHINO, Preface and The New Civil Rights

ETHAN WATTERS, Being WEIRD: How Culture Shapes the Mind

WESLEY YANG, Paper Tigers

Assignments

1. HOLMES

2. HOLMES AND COATES OR COHEN

3. LUKIANOFF AND HAIDT, HOLMES, AND COATES OR YOSHINO, HOLMES, AND COHEN

4. WATTERS AND ONE OTHER OR YANG AND ONE OTHER

Race remains a contentious issue even after decades of work toward civil rights and despite the reality of a diverse and deeply interconnected world. Notwithstanding any progress made in legal and political arenas, race continues to have fractious social and cultural implications. This sequence of assignments considers the factors that cause race to persist in order to foster conversations on why racial categories continue to have such critical relevance to our world.

► TAGS: civil rights, community, culture, diversity, education, empathy, globalism, identity, psychology, race and ethnicity, social change, tradition

39

SEQUENCE 3

How Does Gender Shape Us, and How Do We Shape Gender?

JULIA SERANO, Why Nice Guys Finish Last

ROXANE GAY, Bad Feminist

MICHAEL CHABON, My Son, the Prince of Fashion

MALCOLM GLADWELL, Small Change

DANIEL GILBERT, Reporting Live from Tomorrow

Assignments

1. SERANO

2. SERANO AND GAY

3. CHABON, SERANO, AND GAY

4. GLADWELL AND ONE OTHER OR GILBERT AND ONE OTHER

Gender is a fundamental category of identity that can be simultaneously enabling and disabling to our growth as human beings. But although gender works to determine who we are and who we can be, we also have the ability to change the meaning of gender for ourselves and our world. These assignments explore the consequences of our current system of gender and the ways in which we can work to alter the meaning, function, and relevance of gender.

► TAGS: adolescence and adulthood, community, culture, gender, identity, judgment and decision making, psychology, relationships, sexuality, social change, tradition

40

SEQUENCE 4

What Does Ethical Conflict Look Like in a Globalized World?

SARAH STILLMAN, Hiroshima and the Inheritance of Trauma

TORIE ROSE DEGHETT, The War Photo No One Would Publish

TOMAS VAN HOUTRYVE, From the Eyes of a Drone

KWAME ANTHONY APPIAH, Making Conversation and The Primacy of Practice

DAVID FOSTER WALLACE, Consider the Lobster

Assignments

1. STILLMAN

2. STILLMAN AND DEGHETT

3. STILLMAN, DEGHETT, AND VAN HOUTRYVE

4. APPIAH AND ONE OTHER OR WALLACE AND ONE OTHER

Living in a globalized world doesn’t mean we all have to get along; it does mean, however, that we must learn how to mediate cultural differences in order to solve the problems we face in common with others. War, conflict, and terrorism are the alternatives. This sequence of assignments examines an array of issues related to peace and conflict. The essays and assignments suggest tools and concepts needed to advocate for ethical solutions to conflict in a globalized world.

► TAGS: censorship, community, culture, empathy,

41

ethics, globalism, law and justice, media, photography and video, politics, trauma and violence, war and conflict

SEQUENCE 5

How Can You Make a Difference in the World?

MALCOLM GLADWELL, Small Change

RHYS SOUTHAN, Is Art a Waste of Time?

KENJI YOSHINO, Preface and The New Civil Rights

NAMIT ARORA, What Do We Deserve?

HELEN EPSTEIN, AIDS, Inc.

ROBINSON MEYER, Is It OK to Enjoy the Warm Winters of Climate Change?

Assignments

1. GLADWELL

2. GLADWELL AND SOUTHAN

3. GLADWELL, SOUTHAN, AND YOSHINO OR GLADWELL, SOUTHAN, AND ARORA

4. EPSTEIN AND ONE OTHER OR MEYER AND ONE OTHER

Few of us are completely happy with the world around us, but each of us can work toward the world we want to see. Advocating for change is a fundamental ability we can choose to exercise. The readings in this sequence offer strategies and tools for creating small- and large- scale social change.

► TAGS: art, civil rights, collaboration, community,

42

conversation, culture, economics, empathy, ethics, identity, judgment and decision making, law and justice, politics, psychology, race and ethnicity, relationships, social change, tradition

SEQUENCE 6

What Should Be the Goal of an Education?

YO-YO MA, Necessary Edges: Arts, Empathy, and Education

MICHAEL POLLAN, The Animals: Practicing Complexity

TA-NEHISI COATES, From Between the World and Me

WESLEY YANG, Paper Tigers

DANIEL GILBERT, Reporting Live from Tomorrow

GREG LUKIANOFF AND JONATHAN HAIDT, The Coddling of the American Mind

Assignments

1. MA

2. MA AND POLLAN

3. MA, POLLAN, AND COATES OR YANG

4. LUKIANOFF AND HAIDT AND ONE OTHER OR GILBERT AND ONE OTHER

Education is a political act, since the choice of what is taught, studied, and learned encodes a set of values and a particular way of looking at the world. As students, you might have a particular investment in the ends of education and, certainly, you have ideas about the goals for your own education. These assignments explore

43

education as it exists today and as it may take shape in the future.

► TAGS: adolescence and adulthood, art, community, culture, education, empathy, identity, psychology, race and ethnicity, relationships, social change, tradition

SEQUENCE 7

How Can We Get Along?

FRANCIS FUKUYAMA, Human Dignity

SHARON MOALEM, Changing Our Genes: How Trauma, Bullying, and Royal Jelly Alter Our Genetic Destiny

LESLIE JAMISON, Devil’s Bait

ADRIAN CHEN, Unfollow

SHERRY TURKLE, The Empathy Diaries

Assignments

1. FUKUYAMA

2. FUKUYAMA AND MOALEM OR FUKUYAMA AND JAMISON

3. FUKUYAMA, MOALEM, AND CHEN OR TURKLE

4. RESEARCH PROJECT

Polarization is an increasing problem. People aren’t simply disagreeing with each other; they’re refusing to listen as well. This lack of communication often leads to conflict and only exacerbates issues of polarization. The readings in this sequence of assignments explore what happens when we don’t get along while offering tools of

44

empathy and understanding that each of us can use to resolve this problem.

► TAGS: adolescence and adulthood, community, conversation, culture, empathy, ethics, genetics, identity, judgment and decision making, psychology, relationships, social change, social media, trauma and violence

SEQUENCE 8

What Is the Role of Art in the World?

RHYS SOUTHAN, Is Art a Waste of Time?

TORIE ROSE DEGHETT, The War Photo No One Would Publish

TOMAS VAN HOUTRYVE, From the Eyes of a Drone

KAVITA DAS, (Un)American, (Un)Cool

ALEXANDER PROVAN, The Future of Originals

OTTO VON BUSCH, Crafting Resistance

Assignments

1. SOUTHAN

2. SOUTHAN AND DEGHETT, VAN HOUTRYVE, OR DAS

3. PROVAN, SOUTHAN, AND DEGHETT, VAN HOUTRYVE, OR DAS OR VON BUSCH, SOUTHAN, AND DEGHETT, VAN HOUTRYVE, OR DAS

4. RESEARCH PROJECT

We may think of making art or other creative activities as somehow set apart from the “real world.” Aesthetic

45

activities might appear to be about pleasure and recreation. These readings instead ask you to consider the ways in which the arts can change the world and reveal the deep connections between creative activity and politics, culture, and social change.

► TAGS: art, community, culture, economics, ethics, politics, science and technology, social change, tradition, trauma and violence, war and conflict

46

ALTERNATIVE CONTENTS BY DISCIPLINE

ARTS

MICHAEL CHABON, My Son, the Prince of Fashion

KAVITA DAS, (Un)American, (Un)Cool

TORIE ROSE DEGHETT, The War Photo No One Would Publish

YO-YO MA, Necessary Edges: Arts, Empathy, and Education

NICK PAUMGARTEN, We Are a Camera

ALEXANDER PROVAN, The Future of Originals

RHYS SOUTHAN, Is Art a Waste of Time?

TOMAS VAN HOUTRYVE, From the Eyes of a Drone

OTTO VON BUSCH, Crafting Resistance

BUSINESS

NAMIT ARORA, What Do We Deserve?

HELEN EPSTEIN, AIDS, Inc.

ROBIN MARANTZ HENIG, What Is It about 20-Somethings?

NICK PAUMGARTEN, We Are a Camera

MICHAEL POLLAN, The Animals: Practicing Complexity

OTTO VON BUSCH, Crafting Resistance

ETHAN WATTERS, Being WEIRD: How Culture Shapes the Mind

WESLEY YANG, Paper Tigers

EDUCATION

47

TA-NEHISI COATES, From Between the World and Me

HELEN EPSTEIN, AIDS, Inc.

GREG LUKIANOFF AND JONATHAN HAIDT, The Coddling of the American Mind

YO-YO MA, Necessary Edges: Arts, Empathy, and Education

MICHAEL POLLAN, The Animals: Practicing Complexity

WESLEY YANG, Paper Tigers

ENGINEERING, TECHNOLOGY, AND COMPUTER SCIENCE

ADRIAN CHEN, Unfollow

FRANCIS FUKUYAMA, Human Dignity

ROBIN MARANTZ HENIG, What Is It about 20-Somethings?

CHUCK KLOSTERMAN, Electric Funeral

MARIA KONNIKOVA, The Limits of Friendship

YO-YO MA, Necessary Edges: Arts, Empathy, and Education

ROBINSON MEYER, Is It OK to Enjoy the Warm Winters of Climate Change?

NICK PAUMGARTEN, We Are a Camera

ALEXANDER PROVAN, The Future of Originals

PETER SINGER, Visible Man: Ethics in a World without Secrets

SHERRY TURKLE, The Empathy Diaries

TOMAS VAN HOUTRYVE, From the Eyes of a Drone

HEALTH, MEDICINE, AND NURSING

ANDREW COHEN, Race and the Opioid Epidemic

48

HELEN EPSTEIN, AIDS, Inc.

LESLIE JAMISON, Devil’s Bait

SHARON MOALEM, Changing Our Genes: How Trauma, Bullying, and Royal Jelly Alter Our Genetic Destiny

SARAH STILLMAN, Hiroshima and the Inheritance of Trauma

HUMANITIES

KWAME ANTHONY APPIAH, Making Conversation and The Primacy of Practice

NAMIT ARORA, What Do We Deserve?

ADRIAN CHEN, Unfollow

TA-NEHISI COATES, From Between the World and Me

KAVITA DAS, (Un)American, (Un)Cool

HELEN EPSTEIN, AIDS, Inc.

FRANCIS FUKUYAMA, Human Dignity

ROXANE GAY, Bad Feminist

DANIEL GILBERT, Reporting Live from Tomorrow

MALCOLM GLADWELL, Small Change

ANNA HOLMES, Variety Show

LESLIE JAMISON, Devil’s Bait

CHUCK KLOSTERMAN, Electric Funeral

MARIA KONNIKOVA, The Limits of Friendship

GREG LUKIANOFF AND JONATHAN HAIDT, The Coddling of the American Mind

YO-YO MA, Necessary Edges: Arts, Empathy, and Education

SHARON MOALEM, Changing Our Genes: How Trauma,

49

Bullying, and Royal Jelly Alter Our Genetic Destiny

ALEXANDER PROVAN, The Future of Originals

JULIA SERANO, Why Nice Guys Finish Last

PETER SINGER, Visible Man: Ethics in a World without Secrets

RHYS SOUTHAN, Is Art a Waste of Time?

SARAH STILLMAN, Hiroshima and the Inheritance of Trauma

SHERRY TURKLE, The Empathy Diaries

OTTO VON BUSCH, Crafting Resistance

DAVID FOSTER WALLACE, Consider the Lobster

WESLEY YANG, Paper Tigers

KENJI YOSHINO, Preface and The New Civil Rights

NATURAL SCIENCES

DANIEL GILBERT, Reporting Live from Tomorrow

ROBIN MARANTZ HENIG, What Is It about 20-Somethings?

MARIA KONNIKOVA, The Limits of Friendship

ROBINSON MEYER, Is It OK to Enjoy the Warm Winters of Climate Change?

SHARON MOALEM, Changing Our Genes: How Trauma, Bullying, and Royal Jelly Alter Our Genetic Destiny

NICK PAUMGARTEN, We Are a Camera

MICHAEL POLLAN, The Animals: Practicing Complexity

SARAH STILLMAN, Hiroshima and the Inheritance of Trauma

DAVID FOSTER WALLACE, Consider the Lobster

ETHAN WATTERS, Being WEIRD: How Culture Shapes the

50

Mind

SOCIAL SCIENCES

NAMIT ARORA, What Do We Deserve?

ANDREW COHEN, Race and the Opioid Epidemic

TORIE ROSE DEGHETT, The War Photo No One Would Publish

HELEN EPSTEIN, AIDS, Inc.

FRANCIS FUKUYAMA, Human Dignity

DANIEL GILBERT, Reporting Live from Tomorrow

MALCOLM GLADWELL, Small Change

ROBIN MARANTZ HENIG, What Is It about 20-Somethings?

CHUCK KLOSTERMAN, Electric Funeral

MARIA KONNIKOVA, The Limits of Friendship

NICK PAUMGARTEN, We Are a Camera

JULIA SERANO, Why Nice Guys Finish Last

PETER SINGER, Visible Man: Ethics in a World without Secrets

SARAH STILLMAN, Hiroshima and the Inheritance of Trauma

ETHAN WATTERS, Being WEIRD: How Culture Shapes the Mind

WESLEY YANG, Paper Tigers

KENJI YOSHINO, Preface and The New Civil Rights

51

THEMATIC CONTENTS AESTHETICS

MICHAEL CHABON, My Son, the Prince of Fashion

KAVITA DAS, (Un)American, (Un)Cool

TORIE ROSE DEGHETT, The War Photo No One Would Publish

HELEN EPSTEIN, AIDS, Inc.

YO-YO MA, Necessary Edges: Arts, Empathy, and Education

NICK PAUMGARTEN, We Are a Camera

ALEXANDER PROVAN, The Future of Originals

RHYS SOUTHAN, Is Art a Waste of Time?

TOMAS VAN HOUTRYVE, From the Eyes of a Drone

OTTO VON BUSCH, Crafting Resistance

CATEGORIZING PEOPLE

MICHAEL CHABON, My Son, the Prince of Fashion

TA-NEHISI COATES, From Between the World and Me

ANDREW COHEN, Race and the Opioid Epidemic

KAVITA DAS, (Un)American, (Un)Cool

HELEN EPSTEIN, AIDS, Inc.

ROXANE GAY, Bad Feminist

ROBIN MARANTZ HENIG, What Is It about 20-Somethings?

ANNA HOLMES, Variety Show

LESLIE JAMISON, Devil’s Bait

GREG LUKIANOFF AND JONATHAN HAIDT, The Coddling of the American Mind

52

JULIA SERANO, Why Nice Guys Finish Last

WESLEY YANG, Paper Tigers

KENJI YOSHINO, Preface and The New Civil Rights

FEELING AND THINKING

KWAME ANTHONY APPIAH, Making Conversation and The Primacy of Practice

MICHAEL CHABON, My Son, the Prince of Fashion

ADRIAN CHEN, Unfollow

TA-NEHISI COATES, From Between the World and Me

TORIE ROSE DEGHETT, The War Photo No One Would Publish

HELEN EPSTEIN, AIDS, Inc.

FRANCIS FUKUYAMA, Human Dignity

ROXANE GAY, Bad Feminist

DANIEL GILBERT, Reporting Live from Tomorrow

MALCOLM GLADWELL, Small Change

ROBIN MARANTZ HENIG, What Is It about 20-Somethings?

LESLIE JAMISON, Devil’s Bait

MARIA KONNIKOVA, The Limits of Friendship

GREG LUKIANOFF AND JONATHAN HAIDT , The Coddling of the American Mind

YO-YO MA, Necessary Edges: Arts, Empathy, and Education

ROBINSON MEYER, Is It OK to Enjoy the Warm Winters of Climate Change?

NICK PAUMGARTEN, We Are a Camera

53

JULIA SERANO, Why Nice Guys Finish Last

RHYS SOUTHAN, Is Art a Waste of Time?

SARAH STILLMAN, Hiroshima and the Inheritance of Trauma

SHERRY TURKLE, The Empathy Diaries

DAVID FOSTER WALLACE, Consider the Lobster

ETHAN WATTERS, Being WEIRD: How Culture Shapes the Mind

GETTING ALONG

KWAME ANTHONY APPIAH, Making Conversation and The Primacy of Practice

NAMIT ARORA, What Do We Deserve?

ADRIAN CHEN, Unfollow

TA-NEHISI COATES, From Between the World and Me

ANDREW COHEN, Race and the Opioid Epidemic

KAVITA DAS, (Un)American, (Un)Cool

HELEN EPSTEIN, AIDS, Inc.

ROXANE GAY, Bad Feminist

DANIEL GILBERT, Reporting Live from Tomorrow

MALCOLM GLADWELL, Small Change

ANNA HOLMES, Variety Show

LESLIE JAMISON, Devil’s Bait

MARIA KONNIKOVA, The Limits of Friendship

GREG LUKIANOFF AND JONATHAN HAIDT, The Coddling of the American Mind

YO-YO MA, Necessary Edges: Arts, Empathy, and Education

54

MICHAEL POLLAN, The Animals: Practicing Complexity

JULIA SERANO, Why Nice Guys Finish Last

SHERRY TURKLE, The Empathy Diaries

KENJI YOSHINO, Preface and The New Civil Rights

GLOBAL PROBLEMS AND SOLUTIONS

KWAME ANTHONY APPIAH, Making Conversation and The Primacy of Practice

NAMIT ARORA, What Do We Deserve?

TORIE ROSE DEGHETT, The War Photo No One Would Publish

HELEN EPSTEIN, AIDS, Inc.

ROBIN MARANTZ HENIG, What Is It about 20-Somethings?

YO-YO MA, Necessary Edges: Arts, Empathy, and Education

ROBINSON MEYER, Is It OK to Enjoy the Warm Winters of Climate Change?

SHARON MOALEM, Changing Our Genes: How Trauma, Bullying, and Royal Jelly Alter Our Genetic Destiny

NICK PAUMGARTEN, We Are a Camera

MICHAEL POLLAN, The Animals: Practicing Complexity

RHYS SOUTHAN, Is Art a Waste of Time?

SARAH STILLMAN, Hiroshima and the Inheritance of Trauma

TOMAS VAN HOUTRYVE, From the Eyes of a Drone

OTTO VON BUSCH, Crafting Resistance

DAVID FOSTER WALLACE, Consider the Lobster

ETHAN WATTERS, Being WEIRD: How Culture Shapes the

55

Mind

WESLEY YANG, Paper Tigers

GROWING UP

MICHAEL CHABON, My Son, the Prince of Fashion

ADRIAN CHEN, Unfollow

TA-NEHISI COATES, From Between the World and Me

HELEN EPSTEIN, AIDS, Inc.

DANIEL GILBERT, Reporting Live from Tomorrow

ROBIN MARANTZ HENIG, What Is It about 20-Somethings?

MARIA KONNIKOVA, The Limits of Friendship

GREG LUKIANOFF AND JONATHAN HAIDT, The Coddling of the American Mind

SHARON MOALEM, Changing Our Genes: How Trauma, Bullying, and Royal Jelly Alter Our Genetic Destiny

JULIA SERANO, Why Nice Guys Finish Last

SARAH STILLMAN, Hiroshima and the Inheritance of Trauma

SHERRY TURKLE, The Empathy Diaries

WESLEY YANG, Paper Tigers

ME AND WE

KWAME ANTHONY APPIAH, Making Conversation and The Primacy of Practice

MICHAEL CHABON, My Son, the Prince of Fashion

ADRIAN CHEN, Unfollow

KAVITA DAS, (Un)American, (Un)Cool

HELEN EPSTEIN, AIDS, Inc.

56

FRANCIS FUKUYAMA, Human Dignity

ROXANE GAY, Bad Feminist

MALCOLM GLADWELL, Small Change

ROBIN MARANTZ HENIG, What Is It about 20-Somethings?

LESLIE JAMISON, Devil’s Bait

MARIA KONNIKOVA, The Limits of Friendship

JULIA SERANO, Why Nice Guys Finish Last

RHYS SOUTHAN, Is Art a Waste of Time?

SHERRY TURKLE, The Empathy Diaries

ETHAN WATTERS, Being WEIRD: How Culture Shapes the Mind

WESLEY YANG, Paper Tigers

KENJI YOSHINO, Preface and The New Civil Rights

MEDIA AND CULTURE

MICHAEL CHABON, My Son, the Prince of Fashion

ADRIAN CHEN, Unfollow

KAVITA DAS, (Un)American, (Un)Cool

TORIE ROSE DEGHETT, The War Photo No One Would Publish

HELEN EPSTEIN, AIDS, Inc.

ROXANE GAY, Bad Feminist

DANIEL GILBERT, Reporting Live from Tomorrow

CHUCK KLOSTERMAN, Electric Funeral

MARIA KONNIKOVA, The Limits of Friendship

YO-YO MA, Necessary Edges: Arts, Empathy, and Education

57

NICK PAUMGARTEN, We Are a Camera

ALEXANDER PROVAN, The Future of Originals

JULIA SERANO, Why Nice Guys Finish Last

PETER SINGER, Visible Man: Ethics in a World without Secrets

RHYS SOUTHAN, Is Art a Waste of Time?

TOMAS VAN HOUTRYVE, From the Eyes of a Drone

ETHAN WATTERS, Being WEIRD: How Culture Shapes the Mind

WESLEY YANG, Paper Tigers

RIGHTS AND WRONGS

KWAME ANTHONY APPIAH, Making Conversation and The Primacy of Practice

NAMIT ARORA, What Do We Deserve?

ADRIAN CHEN, Unfollow

TA-NEHISI COATES, From Between the World and Me

ANDREW COHEN, Race and the Opioid Epidemic

TORIE ROSE DEGHETT, The War Photo No One Would Publish

HELEN EPSTEIN, AIDS, Inc.

FRANCIS FUKUYAMA, Human Dignity

MALCOLM GLADWELL, Small Change

ROBIN MARANTZ HENIG, What Is It about 20-Somethings?

ANNA HOLMES, Variety Show

CHUCK KLOSTERMAN, Electric Funeral

58

MARIA KONNIKOVA, The Limits of Friendship

GREG LUKIANOFF AND JONATHAN HAIDT, The Coddling of the American Mind

SHARON MOALEM, Changing Our Genes: How Trauma, Bullying, and Royal Jelly Alter Our Genetic Destiny

JULIA SERANO, Why Nice Guys Finish Last

SARAH STILLMAN, Hiroshima and the Inheritance of Trauma

TOMAS VAN HOUTRYVE, From the Eyes of a Drone

OTTO VON BUSCHE, Crafting Resistance

59

EMERGING CONTEMPORARY READINGS FOR

WRITERS

60

Whenever we solve problems or make decisions, we use critical thinking because we gather, evaluate, and apply knowledge to the situation at hand.

Part One EMERGING AS A CRITICAL THINKER AND ACADEMIC WRITER

IN SOME CLASSES, such as biology, sociology, economics, or chemistry, what you learn and what you’re tested on is content — a knowledge of terms and concepts. In contrast, what you need to learn in a composition class is a process — an approach to reading and writing that you will practice with the essays in this book, in class discussions, and by responding to essay assignments. This class is not just about the readings in this book but also about what you can do with them. What you will do with them, of course, is write. And yet it’s not entirely accurate to say you’re here to learn how to write, either. After all, you already did a lot of writing in high school, and if you couldn’t write, you wouldn’t have gotten into college. But you will learn a particular kind of writing in this class, one that may be new to you: academic writing — joining a conversation by researching, weighing, and incorporating what others say into your own work in

61

order to make a point of your own. You’ll use academic writing throughout your college career, and the skills you learn in this class will also help you throughout your life. That’s because academic writing involves critical thinking — the ability to evaluate, assess, apply, and generate ideas — an essential skill no matter what career you choose. Thriving in a career — any career — is never about how much you know but about what you can do with the knowledge you have. College will prepare you for your career by providing you with knowledge (your job here is part memorization), but college will also help you learn how to evaluate knowledge, how to apply it, and how to create it. These are the skills of critical thinking.

62

What’s Emerging? The Readings College is also, of course, a time for change. You’re not just moving into your career — you’re moving into a new phase of your life. In this sense, you might think of yourself as an emerging thinker and writer, one who builds on existing skills and expands them in an academic context. In some ways, emerging is also very much the theme of the readings. Each was chosen to give you an opportunity to practice critical thinking through academic writing. But each one also concerns an emerging issue in the world today, something you might have already encountered but also something you will have to deal with as you move on in your life.

Take, for example, Kwame Anthony Appiah’s selections “Making Conversation” and “The Primacy of Practice,” taken from his best- selling book Cosmopolitanism: Ethics in a World of Strangers. Although Appiah is a noted philosopher, he’s also very skilled at writing to everyday readers like you and me. At the same time, his argument — about how to get along with others who are different from us — requires a lot of thinking. Comprehension is not so much the issue. Appiah lays out his argument logically and supports it with many kinds of evidence (as you will learn to do as well). But the ideas he proposes about cosmopolitanism, about the relationship between what we do and what we value, and about how practices change over time, will require you to think about the implications of his argument, and that kind of work is the start of critical thinking. Figuring out what’s in

63

the text is challenging, but even more challenging is figuring out what’s not in the text: the examples that would challenge Appiah’s argument, or new areas where his ideas have value, or modifications of his argument based on your experience or on other things you have read. That’s critical thinking.

Other essays invite you to do critical thinking to unearth the ideas that drive the essay. For example, Michael Chabon’s “My Son, the Prince of Fashion” appears on the surface to be a simple narrative about a father taking his son to Paris Fashion Week. As a narrative it’s easy to follow and maybe even enjoyable to read. But it also works with several ideas about masculinity, sexuality, fashion’s relation to hip-hop culture, identity, and family. You just need to do a little critical thinking to find them. What follows will help you do that thinking.

The Support To support you, each of the readings comes with a set of tools to help you develop your skills as a critical reader, thinker, and writer:

Tags. If you look in the table of contents and at the end of each headnote, you’ll find that each reading comes with a number of tags. These tags give you a quick sense of the topics — such as gender or technology — covered in the reading.

Headnotes. The headnotes that appear before each reading provide context. In addition to finding out about the author, you’ll learn about the larger context of writing from which the reading is taken, so that you can have a sense of the author’s overall project or the other issues in conversation at the time of the essay’s

64

publication. Headnotes help you prepare for the reading by giving you a quick sense of what you’re about to encounter.

Questions for Critical Reading. As you read the headnotes, you may find that you are already developing questions about the selection you’re about to read, questions that can serve as the basis of your critical thinking. Your own questions can be supplemented by the Questions for Critical Reading at the end of each selection, which are specifically designed to focus your reading and thinking in ways that will develop your critical thinking skills while helping you produce the writing asked of you in this class.

Exploring Context. The Exploring Context questions use technology to deepen your understanding of the essay and its context in the world. These questions also underscore the fact that the readings have a life outside of this text where their ideas are discussed, developed, refuted, and extended — a life to which you will contribute through your work in this class.

Questions for Connecting. These questions prompt you to apply your critical reading and thinking skills by relating the current reading to other selections in the book. Connecting the ideas of one author to the ideas or examples of another author is a key skill in critical thinking.

Language Matters. The Language Matters questions at the end of each reading will help you practice skills with language and grammar by asking you to look at how meaning is created in these readings. Thinking critically about the language used by these authors will help you think critically about the language you use in your writing as well, so that you can take these insights back to

65

your own writing.

Assignments for Writing. These questions provide opportunities to join the conversation of these essays. Your instructor may assign these to you or you may wish to use them more informally to help you develop a deeper understanding of the text. Occasionally, these assignments might be multimodal, which means you might respond to them using other tools besides just writing.

Assignment Sequences. There are also a series of assignment sequences in this text; your instructor may choose to use or adapt one for your class. They’re termed sequences because each assignment builds on the one that came before. In this way, you’ll get to see how your understanding of a reading changes as you work with it alongside other readings from the text. As you return to previous readings while developing a central theme of thinking through these assignments, you will refine your critical thinking skills by paying close attention not only to each text but also to the relationships among groups of texts.

Fortunately, just as you’ve entered class with many writing skills, so too do you enter with skills in critical thinking. Critical thinking, after all, involves processing information, and we live in an information-rich world. So chances are that many of the things you do every day involve some kind of critical thinking; this class will hone those skills and translate them into the academic realm.