Project Due Date: Monday, March 30

OBSERVING CULTURE:
A Critical Look at Everyday Culture, Everyday Argument
Seeing comes before words. The child looks and recognizes before it can speak. But there is also another sense in which seeing comes before words. It is seeing which establishes our place in the surrounding world; we explain that world with words, but words can never undo the fact that we are surrounded by it. The relation between what we see and what we know is never settled. Each evening we see the sun set. We know that the earth is turning away from it. Yet the knowledge, the explanation, never quite fits the sight. John Berger Ways of Seeing (1972) p. 7

PURPOSE
How do we learn to see the world around usto make sense of it and interact with it in meaningful ways? Throughout the semester, weve read other peoples arguments, and these arguments have helped us see the world the way the authors do. In the final unit of our semester together, were going to extend this exploration. Now, I invite you to consider a few questions: What do you think of when you think of culture? What is it, and where does it come from? Moreover, is there a relationship between culture and public argument, and, if so, how would you describe the dynamics of that relationship? This research assignment asks you to explore these questions in the context of our ongoing discussion about place, environment, and community. Weve looked at textual arguments, but what about the arguments that occur in everyday places, in everyday lives? This research assignment invites you toin small groupsgo out into the world and conduct your own investigation of public argument, place, and culture. What connections do you see every day?

ASSIGNMENT
In class (March 23), well establish our project groups for the rest of the semester. As a group, you should select a public place to investigatea site for inquiry. Because this assignment asks you to observe human interactions, youll want to choose a place where people are likely to congregate. Some possible places to think about: locations within or near the Student Union; a local restaurant or caf; public events such as film showings, concerts, poetry readings, or holiday celebrations, etc. In class, well discuss possible locations, and well discuss the ethical considerations that are relevant to different locations. And please keep this in mind: This assignment entails quite a bit of work, but it should be fun! Once your group has collaboratively selected a site for inquiry, proceed through the steps listed on page two.

2 PROJECT STEPS
1. Scheduling: As a group, compare your schedules and arrange to meet at your research site. Expect to spend at least 30 minutes observing human interactions and artifacts at your site. Assigning Roles: Within your groups, some of you will record observations, and some of you will record inferences. Make sure that each person in your group is fulfilling one of these roles. Guidelines for observations: If you are observing, you should take notes about what you experience with your senses. When you see something that seems argumentative, record only what you can see and aim for thorough description. Remember, observations are descriptions of facts. Guidelines for inferences: Inferences are a bit trickier. When we infer something, we draw conclusions from what we experience. In other words, when we make inferences, we are interpreting what we seefacts. For example, if I see a dog running down the street and a man chasing after her with a leash in his hand, I might infer that (1) the dog is his pet and (2) she has run away. This might be true, butunless I askit remains an inference. If it is your job to collect inferences, simply take notes about the things that come to mind whenever you see examples of public arguments. 3. Organizing Information: After everyone in your group has had enough time to collect their notes, you should collaboratively fill out the Observation/Inference Worksheet on pages 3-4. Once you have filled out your worksheet, make sure everyone in your group receives a copy of it. (Youll need it to compose your Individual Reflection.) Individual Reflections: On your own, compose a 1-2 page (full page, single-spaced, please) reflection essay in response to the prompt on page five. On Monday (March 30), you should turn in: Your individual reflection essay (typed) One copy of your groups Observation/Inference Worksheet

2.

4.

Friendly Reminder: For this assignment, think broadly about the phrase public argument. Feel free to consider dialogue, posters, signs, clothing, actions, furniture, plants, technology, candy wrappers, water bottles... This is your opportunity to investigate a claim: Is everything really an argument?

OBSERVATION/INFERENCE WORKSHEET
DIRECTIONS
As a group, read through the notes that you collected at your research site, and record summaries of them in the columns below (if you need more room, use another sheet of paper). Next, lets try to make some connections. Which items in the observations list seem to support some of the items in the inferences list? Which connections appear to be missing or fuzzy or strange? Write about these connections in the space below. When youre finished, please proceed to page 4.

OBSERVATIONS
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

INFERENCES
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Connections?

OBSERVATION/INFERENCE WORKSHEET

Continued
1. Which connections were easy to make? Which connections were more difficult or puzzling? Why?

2. Briefly describe the disagreements that emerged in your group. In other words, did some of you see connections that others did not? Why do you think this happened?

INDIVIDUAL REFLECTION ESSAY

DIRECTIONS
You should compose this Individual Reflection Essay on your own. Bring a paper copy (1-2 pages, typed, single-spaced) to class on Monday, March 30. I would like you to see this essay as an opportunity to reflect on what you learned during your research and as a chance to develop questions (those puzzling/interesting moments of dissonance) that emerged from your research. To accomplish this, please compose your essay in response to the questions listed below. However, please feel free to include your own questions: What did this research exercise invite you to question or (re)consider? Moreover, feel free to answer the following questions in the order that seems most logical or reasonable to you. Thus, the questions I have provided are a starting point; you should decide where your writing will take you.

1.

Earlier this week, I asked you to define culture in your own words and in light of your own experiences. Please take a moment to reread your culture journal. How did you define culture? To what extent has your definition changed, evolved, or remained the same? How? Why?

2.

This past week, weve talked a lot about the ethics of sight and the difference between inference and observation. What are your thoughts on these issues? What connections do you see between culture, sight, and public argument?

3.

Think back to last week. I asked you to read two texts about culture: Raymond Williamss Culture is Ordinary and an excerpt called Thinking about Culture (both texts are on D2L). At this point, it might be helpful to reread the texts and refresh your memory. (Or perhaps youre reading them now for the first time? ) Please consider these questions: Williams says that culture consists of both known meanings and directions and new observations and meanings. What does he mean by these two aspects of culture? Next, try to apply these aspects of culture to your research experience: What did you know about public argument and culture before you began your research? Where did this knowledge come from? What new observations and meanings emerged from your research?