SPRING 2007 FAMILY BELIEF SYSTEMSFamily and Consumer Studies 3240 4:35 - 6:25 p.m., Tuesdays and Thursdays AEB 340Requires CONCURRENT ENROLLMENT in FCS 3905, section 1, Modes of Learning:Writing and Communication in FCS, for Upper-division Communication/Writing CreditDon Herrin, Ph.D.Department of Family and Consumer StudiesOffice: AEB 236; Phone: 581-3497; E-Mail: [email protected] Hours: Mondays thru Thursdays 2:00 - 3:00 p.m., and/or by appointmentON-LINE COPY OF COURSE SYLLABUS IS AVAILABLE AT:Web site: http://www.fcs.utah.edu/faculty/herrin/NOTE: The texts listed below were used for the SPRING 2006 Semester. Someof these may change for the SPRING 2007 Semester. The dates in the remainderof the syllabus are from the SPRING 2006 Semester. I am in the midst of reviewingthe readings and the relevant dates. The reading assignments and dates includedbelow can be used as an approximation of when and what we will be doing during thesemester. Thanks for your interest. Hope to see you sometime in the future.COURSE FOCUS AND CONTENT OBJECTIVESThis course develops your capacity to think and learn critically, actively, and deeply about different world views orviewpoints and their corresponding belief systems or ideologies about the purposes and realities of (a) families; (b)family phenomena such parenting, care-giving, etc.; (c) family values; (d) family policy; (e) the contexts in which theseconcerns are embedded; and (f) your analysis, evaluation, and synthesis of these concerns as you discover their relevanceand application to your own family belief system. A belief system or ideology or world view is a composite perspectiveof organized beliefs, values, ideals, assumptions, attitudes, ideas, etc., for thinking about and understanding people,groups, institutions, as well as issues, problems, phenomena, research findings, policies, the relationships between anyand all of these, and many other things. Belief systems help explain the world, the universe, life itself, and virtually allthings that “should” or “should not” be a particular way according to the corresponding belief system. Political parties,religions, social movements, artists, scientists, professors, students, parents, and children all utilize them. Each systemyou study helps you think differently about things you already know as it uncovers new content and considerations.We study beliefs and expectations about women, men, children, and families in different parts of society and how theyhave been maintained and/or changed over time. We consider different strategies for coping with such changes, forcreating changes in the future, and for understanding the implications of these changes for ourselves and others. To helpus accomplish this we focus on the ways these and related matters are conceptualized and perceived within some of themore influential and important belief systems in our society (e.g., conservative, liberal, feminist) and between societiesand their cultures. The course assumes that a discussion of these issues must take into account the diversity of men,women, and children and the role in their everyday lives of things such as culture, language, race, ethnicity, social class,education, employment, sexual orientation, human reproduction, religious participation, and political affiliation. Theseare essential elements of an education that respects and reflects diversity and complexity. Given this introduction, thefollowing COURSE CONTENT OBJECTIVES can be articulated:1. Develop a deeper understanding of and consciousness of different beliefs about families and how they make adifference in the ways we perceive and think about families, their purposes and problems, related family phenomena,and your own family experience within the context of our contemporary society.2. Develop a deeper understanding of the rich, intricate complexity of issues pertaining to the well-being of familiesand family members, their development, and the always problematic role of family policy and the family beliefs andvalues that policies are based on in securing and providing for family well-being.3. Develop a deeper understanding of some of our society’s more problematic family concerns as they are diverselystudied by researchers, therapists, educators, policy makers, and concerned citizens so you are able to see the relevantapplications of these things to your personal world of experience, your family, and to different parts of our society.4. Develop a deeper understanding of the central ideas, values, assumptions, and practices of those who espousedifferent important contemporary social, political, and philosophical viewpoints.5. Develop a deeper understanding of personal and collective beliefs, values, and assumptions; how they are acquiredand developed; how resistant they are to change; and how they can be changed.6. Develop a deeper understanding of the processes that influence the congruity or disparity between beliefs peopleprofess to hold, the related practices or behaviors they enact, and how people can acquire the consistency betweenbeliefs and practices that is necessary for ethical and morally responsible decisions, choices, and actions.This course is also designed as a writing emphasis (i.e., earns upper-division communication/writing credit) course fora variety of reasons: (a) to provide you with more integrated, holistic, and meaningful learning experiences; (b) to furtheryour understanding of some of the processes of communicating in the social and behavioral sciences; and (c) to help youdiscover greater depths of understanding about yourself, your personal system of thinking, and the course content. Youwill have many opportunities to reflect on and articulate through writing and class discussion your questions, learning,and insights.REQUIRED COURSE READINGS AVAILABLE IN THE BOOKSTORE 1. Coontz, Stephanie. (2005.) Marriage, a history: From obedience to intimacy, or how love conquered marriage.New York: Viking Adult (Penguin Putnam). 2. Gottman, John M., and Joan DeClaire. (1998). Raising an emotionally intelligent child. New York: Fireside. 3. There are several course readings on “Electronic Reserve” at the Marriott Library General Reserve. They are alsoavailable in printed form at the General Reserve Desk in the Marriott Library. 4. A few required readings can be accessed directly from web pages on the internet.ALSO CHOOSE ONE OF THE FOLLOWING TWO BOOKS 5. DeLoache, Judy S., and Alma