2. To live in harmony with all things is what we are intended to do.
It is my belief that there is this energy or spirit in all things, the animals, birds, fish, and humans.
To live in harmony with all things is what we are intended to do.
To see the oneness of the spirit in all things, in one another.
My art is an expression of gratitude for these gifts.
All these things are inter-connected and are to be respected.
Mark Anthony Jacobson

3. who you are
1. Think of your first memory
2. Where did it occur? [e.g., Seattle; Australia; Ocean beach; etc.]
3. Arrange yourselves alphabetically by the place of your first memory
4. In pairs, introduce yourselves
5. Talk a bit about what you would like to do in this class in the next ten weeks

4. who I am

5. pedagogy
* Maintaining a sense of inclusivity and community
* Maintaining a sense of place, especially in seeing the land as a teacher
* Recognition of the complex nature of truth
* Respect – for people outside one’s culture, for oneself, and for everything
* Humor
* Visioning / creativity / imagination
* Preserving positive self-identities
* Developing forgiveness
* Pragmatism    

6. * Oral tradition, orality, orature, and listening
* Storytelling
* Relationships
* Balance
* Observation of and participation in lived experiences
* Uniting past, present, and future: that is, acknowledging the past to imagine a better future to work toward in the present
* Accretive thinking
* Remaining open to mystery
* Training to task mastery as opposed to grading level of task achievement

7. course description
* interactive class
* a space to critically analyze notions of love
* where our understandings of love have come from
* where we can now go with a love consciousness
* ponder & attempt to perceive how love is incorporated into our daily lives
* vision possible logic trajectories of love, or lack thereof, individually and societally
* learning through our explorations
* interdisciplinary & inter-knowledge systems
* drawing on the expertise of our guests

8. description
* ways in which love is expressed by human people
* words and metaphors associated with love in English and other languages
* where love is placed in different philosophical and scholarly schema
* historical concepts and discourses regarding human love
* how love can be a force for social action, resistance against oppressions, & positive change
* within our societal institutions
* what sorts of actions are attributed to human love

9. objectives
* To examine historic, contemporary, local and global conversations about love
* To underscore tensions and intersections between love and practices of social justice, social equity and community building
* To explore the politics and categorizations of love
* To explore love in politics, both in collective and individual roles
* To challenge ourselves to find and/or imagine love-based social systems
* To render visible places of love within complexities of global social justice issues
* To think critically about, discuss and apply knowledge of love to enact positive social change
* To engage both personally, communally, and conceptually with the course content
* To empower us to be conscious of the power of love and the possibility of practicing it in everyday life

10. skills
building community, working together, developing awareness, sharing diverse ideas, listening/hearing, reading, writing, speaking, singing, finding joy and humor, making connections, balancing, fostering wonder, respecting, imagining, visioning,

11. texts and sources will draw from: (in progress)
hooks, bell All about Love : New Visions. New York: William Morrow.
Hanh, Thich Nhat. (trans. by Sherab Chödzi). 2004, True Love: A Practice for Awakening the Heart. Boston: Shambhala.
Teodros, Gabriel Lovework. Seattle: Massline Media.
Files on course webpage under “Files”

12. acknowledgements
Many thanks
* to anthropology graduate student, Acquanda Stanford, for the original idea of a course on love; to UW students, Ada Waelder, Don Smith, and Paul Grosart, for their original syllabus, “Love as Resistance”;
* to Stanford University professor, Anne Firth Murray, for sharing about her course, “Love as a Force for Social Justice”;
* to Third Andresen and Gabriel Teodros for teaching me about love of community through music;
* to the interdisciplinary honors program at the University of Washington for perceiving value in love.

13. March 27, Monday.
In Class: Introductions of people and course ideas. Discuss class logistics and a bit about pedagogy
March 29, Wednesday.
In Class: Syllabus refinement – especially assignments. Come with specific plans for how you want this class to progress. First stories.
Read: hooks title page to 14, Lakoff
Turn In Wednesday: Think about your future plans – how you envision the trajectory of your life, career, family, communities. In words, identify times, spaces, places, human people, animal people, our built environment, our natural environment, etc., where you can imagine love will play a role.

14. schedule
Week 1. introductions and beginnings
Week 2. guest Jen Moore, musician, meditation adept
Week 3. guest Cass Hartnett, government documents librarian
Week 4. guest Gabriel Teodros, writer, musician, community builder
Week 5. guest Juliette Olivos, artist, community builder
Week 6.
Week 7.
Week 8.
Week 9.
Week 10. Last day on May 31.

16. Day Two

17. threads of this course -- posted on course webpage “Home”
1)  love work; love stories
2)  philosophies; politics of stories and knowledges; places we find stories about love in our lives, what they look like and what they teach us; history; social equity/social justice; interconnectedness
3)  Guest scholars from whom stories, knowledges, and skills are shared.
4) Skill development – [a] critical thinking; [b] write, draw, dance, game, perform, and tell a (your) story relating to love; [c] engage in purposeful conversations.
5) Indigenous pedagogy

18. TODAY – groups of 5 to begin then full class
Thoughts on today’s readings and essay.
If we do this first, we’ll have a better idea of the content we are dealing with as we decide on course assignments.
Decide on course assignments.
If we do this first, we’ll have somewhat ‘safer’ content to discuss as we get to know each other better.

19. TODAY – groups of 5 then full class
Share your thoughts on today’s readings and essay.
Some of my questions from these texts:
*Where was there love in my childhood? Have I been telling myself a rosier or blacker story than reality – maybe based on the idea of love?
*What in public has touched me with love?
*Where do I encounter public conversations about love?
*What part of my daily routine includes thoughts or action of love?
*Can love be learned? If so, how?
*Is all love really the same thing or are there different types of love?
*What actions are driven by love? Such as: care, respect, trust, affection, commitment, understanding, intention, communication, …
*What words do I use with love, i.e. ‘falling in love’, ‘I love chocolate’,

20. TODAY – groups of 5 then full class Decide on course assignments.
1) Do we want everyone doing the exact same assignments or shall there be a menu of assignment options? - if menu, folks will need to turn in written plan indicating their chosen assignments on Monday, April 3
2) Which of these? How many of each? At least one of them should be graded. % of grade will somewhat depend on how many.
Media Analysis –
Language Conversation – could be a challenge to do
Concept Conversation –
Love Actions – ? weekly, ? or a certain number during the quarter
Group Novel –
3) Final ?% – Essays Project or Syllabus Project
percentage of grade
can folks do one or the other?

21. assignments
Participate | 60%, C/NC
daily conversations, constant questions, new words, regular responses & sharings
You will be asked to turn in something written or rewritten every week in class. Hard copy please. Hand written is fine.

22. conversations:
Learning during this interactive course occurs mostly during in-class discussions and activities. Attendance will be taken each day. We are all expected to have completed any activities and readings assigned for the day and be prepared to discuss ideas candidly, critically, and in-depth.  Everyone will be invited to talk and share ideas every class session.

23. questions:
Learning and knowledges are all about questions. What do you wonder about? How do ideas in this class mesh with your current knowledges? How can you evaluate claims and what do you think about these processes? Please share your questions during class and in writing when assigned.

24. words: The words we use and how we use them both reflect and define our conceptual understandings of everything. “The concepts that govern our thought are not just matters of the intellect. They also govern our everyday functioning… Our concepts structure what we perceive, how we get around in the world, and how we relate to other people.” (Lakoff, 1980, pg. 3) As you move through the next ten weeks, note the words that you read and use that might relate to love and other course ideas. Create a working word list for yourself and to share with the class.  Words may include ones that are new to you, words that are used in ways that are new to you, and/or words you commonly use in discussions like ours.  Turn in one word each week. For each word, give a thorough definition with some discussion as to how the word is being used in our class.

25. For example,
Pedagogy:
process, strategies, activities and style of teaching. In Pedagogy of the Oppressed, Paulo Friere claims that “There is no such thing as a neutral educational process.” Rather, the process of education can function either to maintain or transform systems that are in currently in place. (15) Dr. Bushnell ascribes to a pedagogy of inclusivity, balance, respect, and connectedness.

26. assignments
the other 40%... which in many ways enhances the 60% participation…
First Week Essay – today, C/NC
Media Analysis –
Language Conversation – could be a challenge to do
Concept Conversation –
Love Actions –
Group Novel –
Final – graded, Essays Project or Syllabus Project

27. Media Analysis –
Music Analysis ?Visual Art ?News Analysis |
?? % C/NC paper and presentation due on ____
Individually or with a partner(s), analyze a piece of popular media, music, art, news using class concepts. Expand on &/or complicate the definitions of love that are being shown through this media. Discuss the context of the piece.

28. Language Conversation – could be a challenge to do
?? % C/NC paper and presentation due on ____
Individually or with a partner(s), talk with someone whose first language is not English, preferably not from western Europe. Ask about words and concepts from the other language that are about love and other course topics.

29. Concept Conversation –
?? % C/NC paper and presentation due on ____
Individually or with a partner(s), talk with someone outside this class about their experiences, ideas and concepts of love. Students can work individually or with others but should have at least one interviewee per student for their write-up. Write-ups should include direct quotes, analysis and summary.

30. Love Actions – from Stanford’s syllabus
?? % each, C/NC papers and presentations due on ____
Weekly Activity: Carry out an act of love as a force for social justice (i.e., an act of compassion or an act of loving kindness) or notice such an act of love by someone else. Describe it at a length equivalent to one page double-spaced, and explain why you think this act was an expression of agape love. Post it on the Practicing Love blog.
My revision: Individually or with a partner(s), carry out an act of love or notice such an act by someone else. Describe it and analyze why you perceive this act as an expression of love.

31. Group Novel
??% paper & panel
With other in your group, read your chosen novel – read to perceive content that relates to love. Identify ‘love’ in the novel you read.
Alvarez, Julia. In the Time of the Butterflies
Angelou, Maya. I know why the caged bird sings
Atwood, Margaret. The Handmaid’s Tale
Erdrich, Louise. Love Medicine
Morrison, Toni. Beloved
Walker, Alice. The Color Purple; In search of our Mother’s Gardens
Wallis, Velma. Two Old Women

32. Final ?% – Essays Project or Syllabus Project
Essays Project as Portfolio Item | Due Wednesday, May 31
Revisit your assigned work and develop one assignment into a more fully developed project – paper, visual art, video, spoken word, music, performance, etc.
In-Class, Group Final: | Wednesday, May 31
This syllabus is unfinished and could use refinement. On the last day of class, via a pre-determined process, we will develop a more complete syllabus for the next offering of the class. We can drop activities, assignments, and readings that were not useful to our learning.

33. Week 2 ___________________________________________________________________________________________________________________________________________________________________________________________________________
April 3, Monday – Guest Jen Moore
April 5, Wednesday – Review Monday activities and discuss readings
Read: Thich Nhat Hanh to page 84
hooks pages 15-49
Optional: Thich Nhat Hanh page 85 to end
Turn In Wednesday:
1) word
2) dependent on class decisions about assignments