College of Arts and Letters
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Curricula and Degrees. The College of Arts and Admission Policies. Admission to the College of College of Arts Letters offers curricula leading to the degree of bach- Arts and Letters takes place at the end of the first elor of fine arts in Art (Studio and Design) and of year. The student body of the College of Arts and and Letters bachelor of arts in: Letters thus comprises sophomores, juniors and American Studies seniors. Anthropology The prerequisite for admission of sophomores The College of Arts and Letters is the oldest, and Art: into the College of Arts and Letters is good standing traditionally the largest, of the four undergraduate Studio at the end of the student’s first year. colleges of the University of Notre Dame. It houses Design The student must have completed at least 24 17 departments and several programs through Art History credit hours and must have satisfied all of the speci- which students at both undergraduate and graduate Classics: fied course requirements of the First Year of Studies levels pursue the study of the fine arts, the humani- Classical Civilization Program: University Seminar; Composition; two se- ties and the social sciences. Latin mester courses in mathematics; two semester courses Greek in natural science; one semester course chosen from Liberal Education. The College of Arts and Let- East Asian Languages and Literatures: history, social science, philosophy, theology, litera- ters provides a contemporary version of a tradi- Chinese ture or fine arts; and two semester courses in physical tional liberal arts educational program. In the Japanese education or in ROTC. (The University seminar will college, students have the opportunity to under- Economics satisfy the relevant requirement in fine arts, litera- stand themselves as heirs of a rich intellectual and English ture, history, social science, philosophy or theology.) spiritual tradition and as members of a complex na- Film, Television, and Theatre Two semesters of physical education are also re- tional and international society. The faculty of the German and Russian Languages and quired. A student who does not meet all of these college are committed to the life of the mind, to Literatures: conditions is retained in the First Year of Studies un- the critical and constructive engagement with the German til all of the conditions are met. The deficiencies whole of human experience. On the basis of a firm Russian must be removed at the Notre Dame Summer Ses- yet broad foundation, graduates of the college are Government and International Studies sion or in the student’s third semester at Notre equipped for a lifetime of learning in an ever- History Dame. changing world. The overall curriculum and the Mathematics (honors only) specific major programs encourage students to ap- Medieval Studies Description of General College Requirements. proach issues reflectively, to analyze them carefully Music Every student graduating from the College of Arts and to express their reasoned conclusions with Philosophy and Letters must have a minimum of 120 credit clarity. Philosophy/Theology (joint major) hours and must have fulfilled all University, college The intellectual quest conducted in the College Program of Liberal Studies and major requirements. Unless special permission of Arts and Letters takes place in an explicitly Psychology has been obtained from the Office for Undergradu- Catholic environment. Here ultimate questions of Romance Languages and Literatures: ate Studies, special studies and directed readings the meaning and value of human life before God Spanish courses do not satisfy university or college are welcome, and efforts to deal with such ques- French requirements. tions utilize the immense resources of the Catholic Italian University Requirements Courses tradition. Inquiry and faith are seen not as oppos- Sociology Composition 1 ing forces but as complementary elements of the Theology Mathematics 2 fully human pursuit of truth. Natural Science 2 The college also offers supplementary majors, but *History 1 Organization. The college’s administrative center, not standalone first or degree-yielding majors, in: *Social Science 1 the Office for Undergraduate Studies, is located in Arts and Letters Preprofessional Studies (ALPP) *Theology 2 101 O’Shaughnessy Hall. Sophomores who have African and African American Studies *Philosophy 2 not yet declared a major and anyone with questions Art History (24 hours) *Fine Arts or Literature 1 about college or University requirements should Chinese (24 hours) (Physical Education-two hours) 2 seek advising there. Staff members are also available Computer Applications (CAPP) —— to discuss academic progress, problems or career Gender Studies 14 courses goals with all students. Pre-law and preprofessional German (24 hours) advisors are also available in this office. Greek (24 hours) * One of these requirements must be a University Semi- Because education is not limited to the class- French (24 hours) nar 180. room, the college also sponsors or helps to subsi- Italian (24 hours) dize events which are intended to enrich the Japanese (24 hours) undergraduate experience and facilitate faculty-stu- Latin (24 hours) dent interaction both on and off campus. Medieval Studies (24 hours) Music (36 hours) Philosophy (24 hours) Russian (24 hours) Spanish (24 hours) Theology (25 hours)
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Arts and Letters Requirements Registering for these courses will not affect a Dual Degree. Programs leading to dual degrees Arts and Letters Core 2 student’s overload status. These credits do not count (two undergraduate degrees, such as a bachelor of Language 1-3 toward a student’s 17 semester hours. If students arts and a bachelor of business administration) are +History/Social Science 1 complete more than three of these courses, these will distinct from programs in which a student receives *Literature and Fine Arts appear on a student’s transcript, but the extra credits one degree with two majors (such as a bachelor of (whichever is not taken above) 1 will be subtracted from the student’s total number of business administration with a major in finance and Major 8-12 hours at the time the graduation check is made; a major in government). Dual degree programs re- hence, these will not count toward the 120 hours quire the permission of the deans of both colleges. + In addition to the University requirement of one his- needed to graduate. There are additional requirements which usually re- tory and one social science course, the college requires a sult in the need for a fifth year. Dual degree students third course, which can be either history or social sci- Pass-Fail. Juniors and seniors may take one non- in the college are required to take the Arts and Let- ence. major, non-required elective course each semester on ters Core Course (CORE 211 and CORE 212). * The arts and letters student is required to complete a pass-fail grading basis. These declarations must be Dual degree programs require a minimum of 154 one fine arts and one literature course. made during the enrollment period of each semester, hours, but the total number of hours is dependent University requirements are described on and once made, these declarations are upon the specific program. pages 18-19. irreversible. International Studies. In light of the expansion of Course Load. The normal course load in Arts and Letters Degree Credit. Students should Notre Dame’s international study programs, the the College of Arts and Letters is five courses. The not have both examination and degree credit for the provost’s office has asked that students be encour- maximum number of credit hours per semester is 17. same course. For example, if students have examina- aged to participate in University programs whenever Overloads for juniors and seniors are accepted only tion placement credit for German 101, then they possible. Limited exceptions, however, will be made with the permission of the deans in the Office for should neither take nor receive credit for German for students whose academic or programmatic needs Undergraduate Studies and only during the desig- 101 or German 105. Similarly, students should take cannot be met through existing Notre Dame pro- nated days of the enrollment period. either Theology 100 or 200 and Philosophy 101 or grams, i.e., Chinese or Russian majors who wish to 201, but not both. Economics 115 and 225 are con- pursue language instruction in Beijing or St. Peters- Writing Requirement. Students in arts and letters sidered to be equivalent courses, as are Economics burg, or art history majors who may require a semes- are required to complete one course in their major at 123 and 223. Students should take only one of each ter in Florence. These exceptions will be made on an the 300 or 400 level designated as a writing intensive pair but not both. In cases where students have individual basis after extensive consultation with course. This course may satisfy other distributional double credit for the same course (that is, both ex- both the students and their faculty advisors. requirements within the major. Writing intensive amination and degree credit), the examination credit courses require the student to work closely with a will not be counted toward a student’s degree credit professor throughout the semester on a significant despite the fact that it will be included on the written project. student’s transcript. A list of equivalent math and science courses can be found on page 151. The same Activity and Experiential Learning Courses. rules about double credit apply to them also. Three elective credits of the required 120 hours can No courses in Logic will satisfy the University be derived/obtained from the following activity philosophy requirement for students in arts and let- courses: ters. After matriculation into the college, it is the ex- Band (Marching and Concert) pectation that arts and letters students will complete Orchestra any outstanding math or science requirements at Chorale Notre Dame. Glee Club Liturgical Choir ROTC. First-year students enrolled in any of the Folk Choir three ROTC programs are exempted from the Music Lessons and Ensembles University’s physical education requirement. Credits Ballet received for 100- and 200-level ROTC courses do Debate not count toward a student’s 120 credit hours, de- Social Concerns Seminars spite the fact that they appear on the transcript. They will be manually subtracted from the student’s Exceptions will be made for music majors. total number of hours appearing thereon. Credits re- ceived for 300- and 400-level courses will count as elective credit in the College of Arts and Letters.
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CLASSICS GERMAN AND RUSSIAN LANGUAGES Student Awards Departmental Award in Greek, Latin or Arabic — AND LITERATURES awarded when merited to a graduating senior for The Rev. Lawrence G. Broestl, C.S.C., Award — and Prizes excellence in study of: Greek, Latin or Arabic. presented to the graduating senior with the best academic achievement in German. EAST ASIAN LANGUAGES COLLEGIATE AWARD IN MODERN Jeffrey Engelmeier Award — presented to the out- AND LITERATURES AND CLASSICAL LANGUAGES standing student of German whose leadership and Departmental Awards in Chinese and Japanese— contribution to the life of the department are espe- The Robert D. Nuner Modern and Classical Lan- awards given when merited to graduating seniors cially conspicuous. guage Award — presented to the graduating senior for excellence in Chinese and Japanese language The Russian Language and Literature Award — pre- in the College of Arts and Letters with a first or studies. sented to the graduating senior with the best aca- second major, in any classical or modern foreign demic achievement in Russian. language, who has earned the highest cumulative ECONOMICS Delta Phi Alpha German Honor Society Award — grade point average. The Weber Award — awarded to the senior eco- awarded to a graduating senior for outstanding AMERICAN STUDIES nomics major who has achieved the highest aca- achievement in the study of German language and demic average. literature. James E. Murphy Award for Excellence in Journalism John Harold Sheehan Prize Essay Award — given to — open to graduating American Studies majors or the senior Economics major who has written the GOVERNMENT non-majors with an interdisciplinary minor in best senior honors essay in economics. Paul Bartholomew Essay Prize — awarded to the se- Journalism, Ethics and Democracy. The John Joyce Award on the American Worker — nior major submitting the best senior honors essay Paul Neville Award for Journalism — awarded to The award is given as merited to the best under- in the fields of American politics or political a senior in American studies for excellence in graduate short story or poem on the “American theory. journalism. Worker,” by the Higgins Labor Research Center The Stephen Kertesz Prize — awarded to a senior Hugh A. O’Donnell Award in American Studies — and the Economics Department. (There is also a major submitting the best senior honors essay in awarded to a senior in American studies for supe- graduate award for the best graduate essay). the fields of international relations or comparative rior academic achievement. politics. Prof. James Withey Award — awarded to a senior in ENGLISH American studies for notable achievement in The Academy of American Poets Award — awarded HISTORY writing. to the undergraduate or graduate student submit- The Monsignor Francis A. O’Brien Prize — pre- ANTHROPOLOGY ting the best collection of original poetry. sented to the senior who has achieved distinction in The Ernest Sandeen Poetry Award — awarded to the best essay in History. The Kenneth E. Moore Founding Chair Award — the best original poetry submitted by an The O’Hagan Award —awarded to the undergradu- awarded to the outstanding senior in cultural undergraduate. ate who has submitted the best original essay on a anthropology. Eleanor Meehan Medal for Literary Merit — pre- phase of Irish history. The Rev. Raymond W. Murray, C.S.C., Award in sented to the English major who submits the best The O’Connell Award — an annual award for the Anthropology — awarded to the outstanding senior original critical essay written for an English course. best sophomore or junior essay in History. majoring in anthropology. The Richard T. Sullivan Award for Fiction Writing LATIN AMERICAN STUDIES ART, ART HISTORY, AND DESIGN — awarded to the undergraduate who submits the best original fiction manuscript. John J. Kennedy Prize for Latin American Studies — Grief Art Awards — awarded to oustanding senior awarded to the senior who has written an outstand- B.F.A. students to defray the cost of their thesis FILM, TELEVISION, AND THEATRE ing essay on Latin America. (Occasionally there is a exhibitions. Joseph P. O’Toole Jr. Award — The award was es- runner-up award). Emil Jacques Medals for Work in the Fine Arts — tablished by Joseph P. O’Toole Jr. (B.A., 1948) of The department awards a gold medal and a silver San Jose, California, and goes to the outstanding MEDIEVAL STUDIES medal for excellence in studio art to undergraduates graduating senior in film and television. Michel Prize in Medieval Studies — given to gradu- pursuing a B.F.A. Catherine Hicks Award — This award was estab- ating senior who has written the best essay on a Mabel L. Mountain Memorial Art Award — lished by Catherine Hicks (B.A.., 1974—Saint medieval subject. awarded for excellence in studio art. Mary’s) of Los Angeles and goes to the outstanding The Radwan and Allan Riley Prize in Design — graduating senior in theatre. MUSIC awarded to a senior design major for excellence in Department of Music Senior Award — awarded to his or her respective field. GENDER STUDIES the outstanding senior in the music department. The Radwan and Allan Riley Prize in Studio The David and Shari Boehnen Internship Awards— Art — awarded to a senior studio art major for awarded for outstanding summer internships won PHILOSOPHY excellence in his or her respective field. by Gender Studies students. The Dockweiler Medal for Philosophy — presented The Radwan and Allan Riley Prize in Art History Gender Studies Outstanding Essay Award — to the senior submitting the best essay on a philo- and Criticism — awarded for the best essay in art awarded to the best undergraduate essay. sophical subject. history or criticism submitted by an undergraduate The John A. Oesterle Award in Philosophy — awards or graduate student. given when merited to graduating philosophy ma- Eugene M. Riley Prize in Photography — awarded to jors for excellence in philosophy. an undergraduate or graduate photography major for excellence in photography. Judith A. Wrappe Memorial Award — awarded to an outstanding junior studio/design major. It is presented at the beginning of the student’s senior year of study.
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PROGRAM OF LIBERAL STUDIES The Edward J. Cronin Award — awarded annually to a student in the Program of Liberal Studies for excellence in writing in regular coursework. The Willis D. Nutting Award — given to the senior major who has contributed most to the education of fellow students. The Otto A. Bird Award — awarded to the senior in the Program of Liberal Studies who has written the best senior essay.
PSYCHOLOGY Senior Recognition Award in Psychology — given in recognition of outstanding achievement in re- search, academic performance and student-life ac- tivities, while pursuing a major course of study in psychology. The John F. Santos Award for Distinctive Achieve- ment in Psychology — to a senior psychology major in recognition of outstanding achievement in re- search, academic performance and student-life activities.
ROMANCE LANGUAGES AND LITERATURES Walter Langford Awards for Excellence in Spanish Literature and Excellence in French Literature — two awards — to the graduating senior majors in French and Spanish literature whose work was deemed most outstanding by the Romance lan- guages and literatures faculty. The Joseph Italo Bosco Senior Award — awarded to a graduating senior for excellence in Italian studies.
SOCIOLOGY The Margaret Eisch Memorial Prize in Sociology — awarded to the outstanding graduating senior ma- GOVERNMENT Terry Baum Secretary Prize — awarded for the sec- joring in sociology. George Brinkley Service Award — awarded to the retary of the band presented by the University of The Sociology Major Essay Award — presented to student who best exemplifies the government Notre Dame. the senior sociology major who has written the best department’s ideal of public service through service Halland President’s Prize — annual award for the essay. to the department, the University, or the wider outgoing president of the band. community. Social Chairperson Award — plaque given annually THEOLOGY to the social chairperson in appreciation for dedica- The Gertrude Austin Marti Award in Theology — MUSIC tion and service to the Notre Dame Bands. presented to a graduating senior who has evidenced The Daniel H. Pektke Memorial Award — pre- qualities of personal character and academic sented to two underclassmen in the Notre Dame ROMANCE LANGUAGES achievement in theological studies. Glee Club in recognition of musical leadership, ex- AND LITERATURES The Rev. Joseph H. Cavanaugh, C.S.C., Award — emplary personal character and overall contribution William Richardson Award in Hispanic Culture for awarded to the senior who has evidenced high to the success of the group. an African American Student — given to a graduat- qualities of personal character and academic Outstanding Band Member — for loyalty, dedica- ing African American student who has shown an achievement, particularly in theological studies. tion and leadership. unusually strong interest in Hispanic Culture Gerald J. Smith Memorial Award — awarded for through his or her active participation in campus citizenship and loyalty to band. and/or community projects or activities. SERVICE AWARDS Outstanding Marching Band Award — awarded for José Tito Sigüenza Award for Service to Hispanic dedication, ability and leadership during marching Youth — awarded to the senior who has studied AMERICAN STUDIES band season. Spanish at Notre Dame and contributed outstand- J. Sinnot Meyers Award — awarded to a senior in The Kobak Memorial Scholarship — for outstanding ing service to Hispanic youth. American studies for outstanding service to the aca- instrument achievement for band. Carlos Aballí Award in Hispanic Cultural Awareness demic community. Robert F. O’Brien Award — for outstanding service — given to a graduating Hispanic student who has and dedication to the band. taken Spanish at Notre Dame and has been active ECONOMICS Thomas J. Kirschner Band Treasurer Prize — in promoting Hispanic cultural awareness at Notre Lawrence J. Lewis Award — awarded to the senior annual award to the elected band treasurer. Dame. in the Department of Economics who has best dis- Band Vice President Prize — annual award to the The Mara Fox Award for Service to the Hispanic tinguished himself or herself in community service. elected vice president of the band. Community — awarded to a graduating senior who has peformed outstanding service to benefiting the Hispanic community.
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Special Arts and Letters Requirements
Language Requirement. Students in arts and letters are required to reach intermediate profi- ciency in a foreign language, but “intermediate pro- ficiency” is defined differently in each of the languages, depending on the complexity of the lan- guage itself and the intensity of the course. Stu- dents with some background in the language they elect will be placed by examination: the CEEB Achievement Test, AP and SAT II tests, or the de- partmental placement examinations given during first-year orientation and prior to spring preregis- tration. Depending upon the outcome of these ex- aminations, students may receive up to six credits in a given language. If for some reason a student re- ceives more than six hours of credit, which appears on the transcript, they will be manually subtracted from the total number of degree credits. Regardless of the scores on these exams, it is impossible for a student to test out of the language requirement in the College of Arts and Letters. Everyone must take at least one course at the appropriate level which deals with texts in the original language. For the specific details of a given language offering or pro- gram, check with the relevant department.
Core Course. All sophomores in the College of Arts and Letters enroll in the two-semester core course — Ideas, Values, Images. Through a careful selection of readings and problems, the course in- troduces the new liberal arts students to the disci- plines and subject matter normally encountered in the college’s various departments. A special effort is made to recognize the questions of value which un- derlie the various topics studied in the course. The course is normally taught in semester sec- tions of 18, and the students stay together for the entire academic year. Authors of some of the books Arts and Letters Majors being read, special contributions by the fine arts departments of the college, and audiovisual materi- Programs als supplement the ongoing class discussions. A major sequence is a carefully chosen combination With the introduction of a core course into the of courses from an individual department or pro- curriculum for the academic year 1979-80, the col- The programs offered by the College of Arts and gram that stand alone in qualifying students for an lege acknowledged the increasingly urgent question Letters include majors, supplementary majors, and undergraduate degree. They usually consist of be- of the nature and purpose of liberal education and minors, which may be either departmental or inter- tween eight and 12 courses. In contrast to the Uni- attempted to provide its students with some pro- disciplinary. The latter includes what were formerly versity and college requirements that provide ductive ways to think about that question. called concentration and area study programs. Ev- students with broad exposure to a variety of the lib- For descriptions of the University and other ery student in the college must complete one major eral arts and sciences, the major affords the student colleges’ requirements, see pages 18-19. sequence. Supplementary majors and minors are an opportunity to gain more specialized knowledge optional and may be taken to supplement or en- of a particular field or discipline. hance a student’s major but do not lead to gradua- The major in liberal arts programs is normally tion in and of themselves. chosen during the sophomore year and is com- pleted during the junior and senior years. Each spring before preregistration, the college holds a se- ries of programs and meetings to inform the stu- dents about the various majors so that they may make intelligent choices. Students pursue their ma- jors under the direction of the departmental or pro- gram chair and its advising staff.
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Supplementary majors are those that cannot Self-Designed Majors. A new program for a spe- stand alone in qualifying a student for an under- cial self-designed major was approved by the col- Minors graduate degree but must be taken in conjunction lege council during the 1994-95 year. This is a with a primary major. They include both interdis- special program for self-designed majors that will Minors are five course sequences that can either be ciplinary and departmental offerings. be conducted on a limited, experimental basis. departmental or interdisciplinary. The college has While it is not the intent to predetermine the kind three categories of minors: Departmental, Interdis- Arts and Letters Preprofessional Studies (ALPP) and nature of majors to be proposed, it is the ex- ciplinary (formerly Concentrations) and Area African and African American Studies pectation that they will involve substantive integra- Studies. Art History (24 hours) tion of the subject matter in ways that cannot be Chinese (24 hours) undertaken within any existing major, minor, area Departmental: Computer Applications (CAPP) studies or concentration program. African and African American Studies Gender Studies Anthropology German (24 hours) The Process: Art History Greek (24 hours) 1. Interested students, in consultation with three Classics French (24 hours) faculty sponsors from at least two departments, East Asian Languages and Literature: Italian (24 hours) should present a detailed written proposal of their Chinese Japanese (24 hours) major (which has been signed by their faculty spon- Japanese Latin (24 hours) sors) to the Undergraduate Studies Advisory Com- German Medieval Studies (24 hours) mittee no later than Friday before the midsemester Italian Music (36 hours) break of each semester. One of the faculty sponsors Music Philosophy (24 hours) should be identified as the chair of the supervising Russian Russian (24 hours) committee. Theology Spanish (24 hours) For details, see the departmental descriptions in the Theology (25 hours) 2. Approval of the special major will be granted by section “Programs of Study.” the dean, on the recommendation of the Under- graduate Studies Advisory Committee. The com- Interdisciplinary (formerly called Concentrations): mittee will review the proposals and communicate Catholic Social Tradition their recommendations to the students before the Education, Schooling, and Society preregistration period begins. As it deliberates, the Gender Studies committee may ask for additional information Hesburgh Program in Public Service from the student, faculty sponsors and other col- Journalism, Ethics, and Democracy leagues in related areas to assist in further refining Medieval Studies and rewriting the original proposal. It is the expec- Peace Studies tation that the on-campus portions of the major Philosophy and Literature will rely heavily on existing courses. Philosophy, Politics, and Economics (PPE) 3. Special majors must culminate in a capstone es- Religion and Literature say or where appropriate, other work, which will be Science, Technology, and Values evaluated by more than one faculty member. (In most cases, it is assumed that the faculty evaluators Area Studies: will be the faculty sponsors). A detailed proposal of African the capstone project must be submitted to the fac- Asian ulty sponsors by November 1 of the senior year. It European is expected that a capstone essay will consist of be- Irish tween 30 and 50 pages (7,500-15,000 words). Latin American Mediterranean/Middle East 4. Changes in an individual program need the ap- Russian and Eastern European proval of the chair of the supervising committee and the dean. If students discover midstream that they are unable to complete the special major, it Electives may be “dropped,” but they must then complete one of the traditional departmental majors. Retro- active proposals will not be considered. Thus, these In addition to the University and college require- programs should be well under way by the end of ments and the major, the balance of a student’s the junior year. usual five-course-per-semester program consists of elective courses, which can be drawn from the of- 5. Administration of special majors will take place ferings of any department or college that are open through the Office of Undergraduate Studies in a to non-majors who have met the necessary manner similar to that of the ALPP program; i.e., prerequisites. students will pick up their PINs in 101 O’Shaughnessy. 6. The college council will periodically review the special major program.
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P r o g r a m s o f S t u d y
American Studies Course Descriptions. The following course de- 258. American Art: History, Identity, Culture scriptions give the number and title of each course. (3-0-3) Schlereth Lecture hours per week, laboratory and/or tutorial Introductory and historical overview of the role Chair: hours per week and credits each semester are in pa- that several arts—architecture, painting, Benedict F. Giamo rentheses. The instructor’s name is also included. sculpture—played in American cultural history, Professors: 1640-1940. In addition to surveying major high style trends, attention is given to selected regional, Thomas J. Schlereth (on leave academic year BEGINNING COURSES 2001-02); F. Richard Ciccone (adjunct); H. folk, and vernacular artistic traditions. Basically a Ronald Weber (emeritus); Robert P. Schmuhl lecture-format course in which the student prepares 250. Victorian America: Transformations in two short papers, researches and assembles a 15- (on leave spring 2002), Thomas J. Stritch Everyday Life, 1876-1915 (emeritus) page visual portfolio, and takes two exams, a mid- (3-0-3) Schlereth term and a final. Associate Professors: An introductory American Studies course designed Elizabeth Christman (emerita); Walton Collins to interpret and integrate the cultural and social 264. American Social Experience: Traditions of (adjunct); Jack Colwell (adjunct fall semester ideas, institutions, and artifacts of average Protest only); Benedict F. Giamo; John J. Powers (ad- Americans in the period 1876-1915. Within this (3-0-3) Ardizzone junct spring semester only) Victorian era, the course will explore the changes This interdisciplinary survey of civil rights and Assistant Professor: and continuities in domestic life and housing social protest movements in the United States Susan Ohmer arrangements, common foodways of eating and examines suffrage inclusion, abolitionism and Black Visiting Welch Chair Professor: drinking, working places and patterns of civil rights movements, labor organizing, and Alex Kotlowitz (fall semester only) recreational and leisure pursuits. women’s rights in the nineteenth and twentieth Visiting Professor: centuries, as well as several contemporary protest Heidi Ardizzone; Joel C. Hodson 251. Visual America movements. These movements certainly question (3-0-3) Schlereth selected American ideologies, but they also draw on The Department of American Studies provides An introductory course, offered as a sequel to Arts American values and practices. We will use history, students with a unique opportunity to study in America (AMST 357), that will explore film, fiction, journalism, and autobiographies to American culture and society in challenging and in- dimensions of several types of visual expression— trace a tradition of protest which both depends on novative ways. Students majoring in American popular photography, cartography, genre and and offers challenges to a democratic society. Studies explore the American experience from both historical painting, chromolithography, the 282. American Political Life integrative and disciplinary perspectives by select- commercial and graphic arts—in American cultural (3-0-3) Schmuhl ing interdisciplinary courses taught by the history from Louis Daguerre’s development of An introductory and interdisciplinary examination Department’s faculty as well as cross-listed classes photography in 1839 to the public exhibition of of American political culture, particularly offered by Anthropology, English, Government, television at the 1939 New York World’s Fair. contemporary political thought and behavior. History, and Sociology. With help from a faculty 254. The Technological American Although we will trace the development of our advisor, a student plans a curriculum of 12 courses, (3-0-3) Ohmer political culture from the nation’s beginning to the six from within American Studies and six in Ameri- In this course we will explore the impact new present, a principal concern of the class will be the can subjects offered in cognate departments. The technologies have had on our domestic and eco- involvement of the mass media in recent political interdisciplinary courses housed in the Department nomic lives. We also will discuss how new history. In short, we will attempt to come to terms technolo-gies have changed the way we of American Studies span a broad range of aca- with questions about the role and influence of mass communicate and the kinds of leisure demic interests: Arts and Material Culture; Journal- communications in modern politics. ism and Media Studies; Literature and Society; and entertainment we enjoy. Though technology is Social History/Movements. Additional areas under often celebrated for the promise of liberation, we development include Cultural Journalism and will see how new inventions have also raised fears INTERMEDIATE COURSES American Narrative as well as Regional and Com- of alienation and loss of control. parative Cultures. Courses in these academic areas 256. American Conditions: Poverty and 301. Fundamentals of Journalism typically include an historical dimension, insights Affluence in the United States, 1930-1990 (3-0-3) Ciccone gathered from a variety of sources, perspectives (3-0-3) Giamo What is news? What are the most effective ways of drawn from traditional disciplines, and an integra- To advance our inquiry, we will take an presenting news to the public? What ethical tive approach that complements specialism. Be- interdisciplinary perspective on the relationship decisions are involved in gathering and reporting cause of its breadth, the major enables students to between poverty and affluence in American culture news? These are a few of the questions addressed in experience much of the richness of the College of and society. What is the nature of reality—the “Fundamentals of Journalism.” Arts and Letters. Internships are available which of- meaning and significance—concerning each realm fer practical experience in the potential career areas of social existence? In addressing that question, we of historical research, journalism, publishing, and will explore the social conditions, values, and social service. Special features include an affiliated attitudes associated with each dimension, especially interdisciplinary minor in Journalism, Ethics, and in relationship to the broader American experience. Democracy. Historical, socioeconomic, and political approaches will be considered. In addition, we will focus on cultural perceptions of poverty and affluence, as seen through literature, photography, and film.
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350. The Craft of Journalism (3-0-3) Schmuhl This class will focus on how print and broadcast journalists work—how they think and act as well as the dilemmas they face in delivering news, analysis, and commentary. Several sessions will be devoted to presentations by visiting correspondents, editors, and producers, explaining their approaches to specific stories and circumstances. In addition, students will discuss the issues and questions raised in a few books. 351. Visual America (3-0-3) Schlereth Offered as a sequel to American Art (AMST 258). The course has two objectives: First, to introduce students to the various methods scholars have developed to use visual evidence in cultural history research; and second, to provide students with a content course in United States history, one where they receive an overview of the various roles that the art forms noted above have played in nineteenth and twentieth century American life. Iconographic analysis—the uncovering of past and present, conflicting and paradoxical layers of cultural meanings within an image or assemblage of images—will be an important part of the course. 354. America Abroad: U.S. Media in a Global Robert P. Schmuhl, professor of American studies Context (3-0-3) Ohmer 311. Television in American Culture 337. Race and Ethnicity in American Television This course investigates the strategies companies (3-0-3) Ohmer (3-0-3) Ohmer adopt when fashioning media for overseas markets. This course examines the formation of commercial This course examines the formation of commercial The course will begin during the 1940s, when broadcast television in the United States, focusing broadcast television in the United States, focusing America moved aggressively outward after the isola- on the industrial, economic, technological and on the industrial, economic, technological and so- tionism of the 1930s. We will examine how U.S. social forces that have shaped the images we see. cial forces that have shaped the images we see. We media companies tried to export American values We will look at how American television developed will look at how American television developed in to Latin America during the war and to Japan after in the competitive business climate of the 1920s the competitive business climate of the 1920s and its surrender. The impact of satellites during the and 1930s, and how advertiser-supported networks 1930s, and how advertiser-supported networks 1960s will also be noted. In discussing the 1970s came to dominate. We then analyze the role of came to dominate. We then analyze the role of tele- and 1980s, we will examine international responses television in America’s social and political life: its vision in America’s social and political life: its links to American television news, game shows and dra- links to suburbia and consumerism, its impact on to suburbia and consumerism, its impact on the mas. In looking at media today we will analyze in- the political movements of the 1960s, and the ways political movements of the 1960s, and the ways it ternational co-productions that use American stars it has represented America’s changing ideas of race, has represented America’s changing ideas of race, and studios but are intended to reach a wider gender and ethnicity. gender and ethnicity. audience. 330. Culture and Society in the Great 340. Witnessing the Sixties 357. The Arts in America Depression (3-0-3) Giamo (3-0-3) Schlereth (3-0-3) Giamo The purpose of this interdisciplinary course is two- Introductory and historical overview of the role This course explores the culture and society of one of fold: to examine the social context and cultural that several arts—architecture, painting, sculpture, the most turbulent periods in American history. The change of the sixties, on the one hand, and on the photography, and the decorative arts—played in economic collapse and ensuing national crisis altered other to explore the various journalistic representa- American cultural history, 1640-1940. In addition the political, social, and symbolic landscape of the tions of events, movements, and transformation. to surveying major high style trends, attention will country. We will examine the historical context and We will focus on the manner in which each writer also be given to selected regional, folk, vernacular, social activism of this period (1929-1941), including witnessed the sixties and explore fresh styles of and popular artistic traditions. Basically a lecture- the conditions and responses of those affected by writing, such as the new journalism popularized by format course in which the student prepares one various hardships. Also, we will be concerned with the Tom Wolfe. Major topics for consideration include research essay and takes two exams, a midterm and cultural expression of Depression America as depicted the counterculture and the movement—a combina- a final. in literature, film, the art of social realism, and various tion of civil rights and anti-war protest. documentary formats.
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360. News in American Life 425. Religion and Women’s Rights 436. Writing and Editing (3-0-3) Ciccone (3-0-3) Ardizzone (3-0-3) Powers This course seeks to promote an understanding of This course focuses on religious aspects of the Basic nonfiction writing skills: the processes in- modern media by examining the goals and motiva- women’s rights movement and women’s volved in the role of writer and the role of editor. tions of newsmakers, the power of instant informa- movements within religious communities. Focusing This course requires a previous writing course tion, the future of news delivery and an exam- primarily on the Protestant, Catholic and Jewish above the freshman level or some genuine news ination of how the traditional principles of fairness, traditions, we will examine how women have experience. Students will study the processes privacy and ethics are treated. Students will read understood the relationship between their religious involved in the role of the writer and that of the several books and newspaper articles dealing with beliefs and their interest in expanding women’s editor. Writing assignments will involve techniques the history and the business of the media, and will roles. From this beginning, we will explore several of contemporary journalism but will be more use daily newspapers throughout the course. historical and contemporary examples of the complex than basic news stories. Writing will culminate in a lengthy, in-depth article. Students 380. The Presidency in American Culture influence of religion on the women’s rights will also practice copy editing and they will (3-0-3) Ohmer movement and, by the 20th century, the influence examine the relationship of the editor to the This course examines the interactions among of the women’s movement in American religion. assignment of an idea and to the finished product. journalists, media companies, and Presidents in the 427. Jack Kerouac and the Beats The teacher of this course is the retired executive United States since the Great Depression. (3-0-3) Giamo editor of the South Bend Tribune. Throughout the term we will emphasize several This seminar will reexamine Kerouac and his prose general principles or trends. We will explore how in relation to Beat subculture and the larger context 437. Online America new forms of technology have triggered changes in of post-World War II American society. Although (3-0-3) Ohmer political practice, a trend that becomes clear when the work of other Beat writers, such as William S. This seminar offers students the opportunity to we analyze the role the Internet has taken in this Burroughs, Allen Ginsberg, and Gary Snyder will explore one of the newest and most challenging year’s campaign. During the semester we will look be considered, the primary focus will be on forces that are reshaping American culture today: at representations of Presidents and the Presidency Kerouac. Moreover, the seminar will question the the Internet. The class will explore several issues that are embodied in films and television programs. cultural codification of Kerouac as “King of the together before focusing on individual student Beats” and advance the notion that he was a prose projects. We will read about the history of this wired medium and compare its development to ADVANCED COURSES artist on a spiritual quest. Or, as Ginsberg aptly put it—an “American lonely Prose Trumpeter of that of more established technologies. Then we will drunken Buddha Sacred Heart.” examine how the Net is affecting communication 412. Comparative Cultural Studies and information processing in journalism, politics 429. Race and Ethnicity in U.S. Media and corporate life, to see how this new medium (3-0-3) Giamo (3-0-3) Ohmer The purpose of this seminar is to introduce changes the ways we relate to each other and learn This course analyzes how racial and ethnic about our social environment. students to comparative dimensions of American differences have been addressed in a variety of Studies. International perspectives will be explored media contexts from the 1950s through today, 440. Persuasion, Commentary, Criticism and approaches that compare American culture including narrative films, talk shows, situation (3-0-3) Collins with another national culture will be encouraged. comedies, music videos and news. We will look at This course will consider the roles of persuasion, Intranational comparative topics will also be how film and television both shape and are shaped commentary and criticism in contemporary welcome (example: Asian-American studies). by social change and struggle, and how discourses American culture, and will explore the techniques Concepts, methods, and materials related to on race and ethnicity intersect with issues of class, of these forms of expression. Following intro- comparative studies will be examined. Students will gender and national identity. ductory sessions dealing with principles and work on selecting appropriate comparative topics, concerns, students will prepare and discuss their 430. American Spaces organizing information and ideas, developing own writing assignments—including opinion (3-0-3) Schlereth themes, and designing an interdisciplinary columns, editorials and book or performance A comparative survey of the multiple histories of framework for their projects. reviews. several natural and human-made environments 422. Confronting Homelessness created in America from the New England 441. Literary Journalism in American Culture and Society common to the Los Angeles freeway. Using specific (3-0-3) Collins (3-0-3) Giamo cases studies, the course will analyze sites such as This writing course is open by application to a few The purpose of this seminar is to examine the the Mesa Verde pueblo, Rockefeller Center, the students who have shown unusual promise in other conditions of extreme poverty and homelessness Southern plantation, the Midwest Main Street, the journalism courses and/or have demonstrated within the broader context of American culture and Prairie style residence, the Brooklyn Bridge, New superior writing skills in student publications or society. In order to confront the nature of these Harmony (Indiana), U.S. Route 40, the American media internships. Literary journalism is a demand- conditions, this seminar will draw upon insights college campus, Pullman (Illinois), the skyscraper, ing form of communication that combines fictional from history, literature, documentary film and Spring Grove Cemetery (Cincinnati), the Victorian techniques with scrupulous adherence to fact. photography, and the social sciences. We will focus suburb, Grand Central Station, Golden Gate Park, Students will be responsible for two to three major on the degree of permanence and change in our Coney Island, Yosemite National Park, pieces of writing and will work closely with one approach to both traditional and modern forms of Chautauqua (New York), and the 1939 New York another and the instructor, who is the editor the social problem. There will be an experiential World’s Fair. emeritus of Notre Dame magazine and an component to the seminar as well. experienced freelance writer.
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450. Writing for Publication 498. Special Studies: Reading and Research (3-0-3) Collins (0-9-3) Giamo Anthropology This course is designed to improve and extend Special Studies offers students the opportunity to student skills in writing non-fiction articles, with pursue an independent, semester-long reading or Chair: emphasis on writing for magazines. It will touch research project under the direction of a faculty James J. McKenna on freelancing, researching markets, understanding member. The subject matter of Special Studies Edmund P. Joyce Professor of Anthropology: audience, finding salable topics, writing query must not be duplicated in the regular curriculum. Roberto A. DaMatta (on leave spring 2002) letters, and working with editors. Students will be Professors: expected to write several short articles and one INTERNSHIPS Leo A. Despres (emeritus); James J. McKenna; major one, and they will be responsible for Carl W. O’Nell (emeritus); Irwin Press developing a marketing plan for the long article. (emeritus) The instructor of this course is the editor emeritus AMERICAN STUDIES INTERNSHIPS Associate Professors: of Notre Dame magazine. All American Studies Internships provide opportu- James O. Bellis; Susan D. Blum; Rev. Patrick 460. Politics, Policy, and the Media nities for practical work experiences under the su- D. Gaffney, C.S.C.; Ian Kuijt; Joanne M. (3-0-3) Schmuhl pervision of a professional. Students will spend Mack (concurrent); Cynthia Mahmood; Ken- The seminar will also explore how popular commu- nine to twelve unpaid, supervised hours per week neth E. Moore (emeritus); Carolyn R. nications affect the policy process and political life on the job, the hours to be arranged between the Nordstrom (on leave 2001-02); Susan G. as well as the formation of public opinion. Al- student and the “employer.” Intern candidates Sheridan; Robert J. Wolosin (adjunct) though the majority of the seminar’s time will be should so arrange their academic schedule as to al- Assistant Professors: devoted to analyzing contemporary, practical mani- low large chunks of time for internship work, such Thomas E. Bogenschild (concurrent); Douglas festations of the policy, politics, press relationships, as entire days or entire mornings. E, Bradley (concurrent); Meredith S. Chesson; we will also consider theoretical principles that Gregory J. Downey; Satsuki Kawano; Karen E. serve as the foundation for the interplay between 496A. Publishing Internship Richman; Victoria D.L. Sanford; Mark R. our democratic/republic system and our “free (0-9-3) Collins Schurr; Cecilia Van Hollen; Tammy press.” Apprentice training with Notre Dame magazine. Windfelder (visiting) 480. American Architecture Satisfactory/unsatisfactory credit only. (3-0-3) Schlereth Program of Studies. The undergraduate pro- 496B. Community Service Internship A course designed to examine the social factors, gram in anthropology is designed to help students (0-9-3) technological innovation and artistic impulses that move toward a number of possible career choices Apprentice training with community social service have produced the American built environment, while simultaneously offering an intellectual core of organizations. Satisfactory/unsatisfactory credit 1740-1940. Comparing several building types—the understanding about human life essential to a lib- only. private residence, the workplace, and the public eral education. As a broad field of study, anthropol- building—the seminar will explore structures and 496C. Historical Research Internship ogy is basic in that it addresses fundamental spaces as material culture evidence of American (0-9-3) Schlereth questions relating to the meaning of human nature. technological, artistic, and social history. Apprentice training in archives or museums or his- It is comprehensive in that it deals with human life torical preservation with local organizations. Satis- in virtually every aspect of activity ranging across 484. Material America: Creating, Collecting, Consuming factory/unsatisfactory credit only. the political, artistic, social, religious, psychological (3-0-3) Schlereth 496D. News Internship and economic spheres. Anthropology offers its stu- A seminar exploring how historians, archaeologists, (0-9-3) Schmuhl dents a well-rounded view of what it means to be art historians, folklorists, geographers, and cultural Apprentice training with newspapers. Satisfactory/ human. It does this through time comparisons, ex- amining human adaptation from remote past to the anthropologists use material culture as important unsatisfactory credit only. evidence in interpreting the American historical present moment and group comparisons, examin- and contemporary experience. Research fieldwork ing the rich array of cultural diversities from their in area museums and historical agencies such as the simplest to most complex forms. It is through the Snite Museum, the Northern Indiana Center For comparative perspective that students of anthropol- History, National Studebaker Museum, and ogy achieve a depth of appreciation for things hu- Copshalolm/Oliver Mansion will be part of the man that is the hallmark of the field. seminar. Anthropology provides an excellent back- ground for careers demanding expertise in under- 487. Building America: Architecture, standing human relations, motivations and Economics, Politics activities; for example, law, business, education, (3-0-3) Schlereth public service and medicine. Should a student as- A seminar designed to examine the social and pire to a career in anthropology, the undergraduate economic factors, energy and land use policies, major constitutes an important step in preparing demographic urban/suburban trends, technological for entrance to a graduate program. innovations and artistic impulses that have In addition to the major, other programmatic produced the American built environment, 1640- options are available. Some students will find it ad- 1940. Comparing several building types—the vantageous to take, in addition to anthropology, a private residence, the workplace, and the public major or supplementary major in another disci- building—the seminar will explore structures and pline. Still other students may elect to minor in an- spaces as material culture evidence of American thropology. The requirements for these options are domestic, real estate, political and cultural history. described below. Students are welcome to come to the departmental office in 611 Flanner for further information.
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Major Programs: Area Studies (three hours) SUBAREAS 1. The Major. There are no prerequisites to the 322. Black Music, World Market major. The major requires 27 hours, six of which 340. Ancient Cities and States must be in the sequence of fundamentals,either Courses and Major Subareas 353. Societies and Cultures of South Asia ANTH 326 (Fundamentals of Linguistic Anthro- of the Department. The department offers 354. Japanese Society pology) or ANTH 328 (Fundamentals of Social courses in four major subareas in addition to the 359. Peoples of Africa and Cultural Anthropology), and either ANTH fundamentals (ANTH 326, 327, 328, and 329), 361. Societies and Cultures of Latin America 327 (Fundamentals of Archaeology) or ANTH theory (ANTH 430), and capstone seminar 365. The Contemporary Middle East 329 (Fundamentals of Human Evolution). ANTH (ANTH 495). See “The Major” on this page. Mini- 368. Native Peoples of North America 430 (Development of Anthropological Theory) mum required hours in each subarea are indicated 370. Caribbean Diasporas and ANTH 495 (Advanced Seminar) are also re- in parentheses. 389. Prehistory of Eastern North America quired of all students in the major sequence. It is 390. World Prehistory and Archaeology recommended that students take the fundamentals, Approaches and Methods (six hours) 391. Prehistory of Western North America ANTH 326 or 328 and ANTH 327 or 329, by the 305. Introduction to Human Ethology 408. Native North American Art end of their junior year, whereas ANTH 430 is 310. Health, Healing and Culture 414. Transnational Societies and Cultures usually taken as a junior or senior. ANTH 495 is 322. Black Music, World Market 421. Religious Life in Asian Cultures designed as a senior capstone seminar. The remain- 326. Fundamentals of Linguistic Anthropology 423. Tribe, Religion, Nation in Africa ing 15 hours must be apportioned among various 327. Fundamentals of Archaeology 435. The Brazilian Experience subareas as follows: Approaches and Methods (six 382. The Anthropology of Gender 436. Society and Culture Through Films hours); Evolutionary Perspectives and Cultural Ad- 386. Religion, Myth and Magic aptation (three hours); Area Studies (three hours); 403. Anthropology of Art Topics in Anthropology (three hours) and Topics in Anthropolgy (three hours). Courses 405. Biological Anthropology 382. The Anthropology of Gender taken for pass-fail credit will not satisfy require- 407. Human Osteology 386. Religion, Myth, and Magic ments for the major. 408. Native North American Art 414. Transnational Societies and Cultures 2. The Major with Senior Thesis. Students may 420. Person, Self, and Body 420. Person, Self, and Body elect to complete a senior thesis (see ANTH 499) 451. Anthropology of Reproduction 421. Religious Life in Asian Cultures for six credits in addition to the requirements for 463. Gender and Power in Asian Cultures 423. Tribe, Religion, Nation in Africa the major. 470. Engendering Archaeology 425. Religion and Politics in Latin America 3. The Minor in Anthropology. The minor re- 472. Theory and Method in Archaeology 431. Race, Ethnicity and Power quires 15 credit hours. There are no prerequisites. 473. The Archaeology of Death 432. Anthropology of War and Peace Students must take either ANTH 326 or 328 and 475. Archaeological Materials Analysis: 435. The Brazilian Experience either ANTH 327 or 329 and are free to elect the Lithic Technology 436. Society and Culture Through Films 484. Museum Anthropology: An Introduction remaining nine hours from among the 300- and 440. Native Americans in Fact and Fiction 486. Mother-Baby Behavioral Sleep Laboratory 400-level courses in the department. Courses taken 451. Anthropology of Reproduction for pass-fail credit will not satisfy requirements for 454. Cultural Aspects of Clinical Medicine Evolutionary Perspectives and Adaptation 463. Gender and Power in Asian Cultures the minor. (three hours) 4. Anthropology and the Preprofessional Program. 305. Introduction to Human Ethology Course Descriptions. The following course de- Preprofessional students will find anthropology to 336. Human Diversity scriptions give the number and title of each course. be a highly relevant major. For example, the unique 340. Ancient Cities and States Lecture hours per week, laboratory and/or tutorial ANTH 454 (Cultural Aspects of Clinical Medi- 389. Prehistory of Eastern North America hours per week and credit hours per semester are cine) offers majors the opportunity for clinical ex- 390. World Prehistory and Archaeology enclosed within parentheses. The names of the perience through internship in a local hospital 391. Prehistory of Western North America instructors normally responsible for courses are emergency room as patient-family liaisons. 405. Biological Anthropology indicated. 406. Primate Behavior Courses in which graduate students may enroll 407. Human Osteology and for which graduate credit may be obtained are 452. Evolutionary Medicine indicated with an asterisk (*) before the course num- 458. Infancy: Evolution, History and Development ber. Special requirements are made of graduate stu- 470. Engendering Archaeology dents who enroll in these courses. 474. Environmental Archaeology 477. Forager/Farmer Transition 109. Introduction to Anthropology (3-0-3) Staff This course deals with the nature of anthropology as a broad and diverse area of study. The anthropologi- cal study of humankind will be approached from the perspectives of physical anthropology; prehistory and archaeology; linguistic anthropology and sociocul- tural anthropology. The diversity of humankind will be explored in all its aspects from times past to the present.
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327. Fundamentals of Archaeology (3-0-3) Chesson, Kuijt This course is an introduction to the methods, goals, and theoretical concepts of archaeology, with a primary focus on that practiced in the Middle East, North America, and Europe. Case studies of survey, excavation, and analytical techniques will focus on recent or ongoing investigations of ar- chaeological sites in North America, Central America, Europe, Africa, and the Middle East. 328. Fundamentals of Social and Cultural Anthropology (3-0-3) Gaffney, Kawano, Nordstrom, Richman, Van Hollen This course addresses the question of how and why cultures differ, the relationship between environment and culture and how humans use culture to solve common problems while creating unique behavioral systems. Students examine the cultural nature of lan- guage, personality, religion, economics, politics, fam- ily and kinship, play and even deviant behavior. 329. Fundamentals of Human Evolution (3-0-3) Bellis, McKenna, Schurr, Sheridan This course deals with human evolution in both bio- Players of “capoeira,” an Afro-Brazilian martial art and dance, prepared to start a game in Salvador, Brazil. logical and cultural terms. Topics covered will in- clude primate behavior, the mechanisms of evolution, the fossil record and the characteristics of 180. Social Science University Seminar 310. Health, Healing, and Culture prehistoric cultures. (3-0-3) Staff (3-0-3) Nordstrom, Van Hollen Anthropology, the holistic study of humans and Disease has been a constant companion of humanity, 336. Human Diversity their societies and cultures, is the focus of this semi- shaped by the culture and through human impact on (3-0-3) Sheridan nar course. Through discussion and analysis of a va- the environment. All societies have responded by Issues concerning the nature of human diversity riety of anthropology texts, this seminar course aims creating medical systems to cope with poor health. (race, intelligence, sex, gender, etc.) are a continuing to develop writing skills among first-year students After introducing the student to the discipline of source of social and scientific debate. This course is while exposing them to some central problems and medical anthropology, the course focuses on the in- designed to present the issues and methods used by issues within anthropology. Adopting an approach teraction between disease and culture and on the physical anthropologists to study both the biological which reflects the four-field character of anthropol- characteristics and functions of diverse medical basis of human differences, as well as the ongoing ogy, the seminar will encourage students to explore systems. process of human adaptation and evolution in re- topics such as: (1) anthropology as a way of know- sponse to climate, nutrition and disease. 322. Black Music, World Market ing; (2) anthropology as an encounter with and ef- (3-0-3) Downey 340. Ancient Cities and States fort to explain human diversity; (3) anthropology as Slavery and the coerced migration of Africans to (3-0-3) Chesson a discipline which uniquely contributes to our un- the New World left a multitude of popular musical Ancient civilizations are interesting not only for their derstanding of the symbolic dimensions of human styles, the result both of seemingly inexhaustible often spectacular remains but also for what they can behavior and communication; (4) anthropology as a musical creativity and of exchange among Black tell us about our own urban society. This course discipline which uniquely contributes to our under- peoples (and others) on both sides of the Atlantic. looks at the archaeology of ancient cities and states, standing of human strategies for subsistence and sur- This course is an examination of the diversity of with a special emphasis on those of the eastern vival; (5) anthropology as a discipline which Black popular musics on a global scale. Mediterranean and the Near East. It also explores uniquely contributes to our understanding of human theories about why ancient civilizations rose and fell. biological and cultural origins. This course satisfies 326. Fundamentals of Linguistic Anthropology 353. Societies and Cultures of South Asia the University social science requirement. (3-0-3) Blum, Gaffney An inquiry into the origins of language, the nature of (3-0-3) Van Hollen 205/305. Introduction to Human Ethology meaning, the power of language and how language This course provides a broad introduction to soci- (3-0-3) McKenna systems are acquired and variously function in cul- eties and cultures of South Asia (including India, This course explores the cultural and evolutionary ture and society. Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, origins of language, non-verbal communication, in- and the Maldives). Emphasis will be on the Indian fant behavior, parenting, human aggression, sexual subcontinent. Central themes and topics of the behavior, gender development and human courtship course include religious pluralism and communal- rituals. Each subject is examined from a cross-spe- ism; linguistic pluralism and ethnonationalism; the cies, cross-cultural, evolutionary and developmental ideologies and practices of caste, class, and gender; (including historical) perspective. colonialism and postcolonial development projects; healing and the construction of the body; aesthetic traditions (film, dance, music, art); and experiences of the South Asian Diaspora (particularly in North America).
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354. Japanese Society 382. Anthropology of Gender 391. Prehistory of Western North America (3-0-3) Kawaro (3-0-3) Richman (3-0-3) Mack This course presents a survey of the social structures This course introduces students to the main issues Archaeological data and cultural life of prehistoric and forms of expression that make up the complex and debates characterizing the anthropology of Western North America over the last 20,000 years society of contemporary Japan. Drawing on a range gender. Through cross-cultural studies, students ex- will be covered. This course emphasizes origins and of sources, including anthropological writings, his- plore the manifold ways in which gender is con- cultural development from an early pioneer stage to tory, reporting, film, and fiction, the course will ex- structed in human societies. The class contrasts and the later, sophisticated, diverse cultures of Native plore the basic institutions that underlie Japanese compares the representation of women and men in Americans and focuses on material cultures, envi- life, including family, work settings, religious tradi- different kinds of societies and in different politi- ronmental relationships and technology to explore tions, urban and rural dynamics, political and eco- cal-economic contexts. Students explore the con- cultural change, land-use patterns, economics and nomic order, gender relations, youth, and popular struction of gender in different contexts and also political complexity. culture, as well as an inquiry into recent controver- how anthropologists, through various paradigms, *403. Anthropology of Art sies reflecting changing attitudes toward Japan’s na- have attempted to understand changing roles, (3-0-3) Bellis tional identity. sexual asymmetry and stratification. Prerequisite: ANTH 109, 328 or 329, or art major. 359. Peoples of Africa 386. Religion, Myth, and Magic This course will examine art as a functional part of (3-0-3) Bellis (3-0-3) Gaffney, Richman culture from an anthropological point of view. At- This course is designed to provide an introduction to The study of religious beliefs and practices in tribal tention is given to evolution of art as part of hu- the societies of Sub-Saharan Africa. It examines cul- and peasant societies emphasizing myths, ritual, man culture and to evolution of the study of art by tures in present-day Africa as well as in the past in symbolism and magic as ways of explaining man’s anthropologists. Open to graduate students. order to lend an understanding to the developmental place in the universe. Concepts of purity and pollu- 405. Biological Anthropology processes which led to their modern forms. The im- tion, the sacred and the profane, and types of ritual (3-1-4) Sheridan portance of the relation between a culture and its specialists and their relation to social structure will Prerequisite: ANTH 329. physical environment is stressed. also be examined. Biological anthropology is one of the four major 361. Societies and Cultures of Latin America 389. Prehistory of Eastern North America fields of anthropology (i.e., cultural, biological, ar- (3-0-3) Downey (3-0-3) Schurr chaeology and linguistics). It includes areas such as This course introduces students to the diverse This course traces the development of a Native research pertaining to human evolution and to epi- cultures and societies of Latin America. Through American culture from its earliest beginnings in demiological and nutritional studies both now and historical, ethnographic and literary study, it North America to the time of European contact. in the remote past. There are also fields of applied explores relations of power, ideology and resistance The Native American tribes had no written histo- physical anthropology in fields such as the forensic from the colonial conquest to the present, including ries, so archaeology is the best (and perhaps only) sciences and genetics. This course is designed as a economic dependency, underdevelopment and way to learn about the prehistory of the American survey of some of these endeavors that will help the development, political institutions, the churches, the Indian. The course shows how archaeology has undergraduate student understand the range of military, social movements, religious expressions, sought to learn such things as when the American work possible in biological anthropology. and ethnic and class relations. Contemporary issues Indians first entered North America, who the 406. Primate Behavior of globalization, violence and migration will Moundbuilders were, how the Native Americans (3-0-3) Sheridan, McKenna preoccupy our discussion of Central and South invented agriculture, how they developed sophisti- Prerequisite: ANTH 329. America and the Caribbean today. cated societies and why historic American Indian This course will explore the similarities and differ- 365. The Contemporary Middle East tribes were so diverse. ences in behavior among members of the order of (3-0-3) Gaffney 390. World Prehistory and Archaeology Primates. Investigations of the form, function and Surveys Islamic civilization, the most important cul- (3-0-3) Schurr adaptations of our closest living relatives are essen- tural influence in the Middle East, as context for dis- This course is an introduction to archaeology and tial to the study of human evolution. Understand- cussion of the life of Middle Eastern peoples. Topics to world prehistory. It will provide students with a ing the behavior of the primates provides a model explored include the foundations of Islam, Muslim basic understanding of what archaeology is, how it for investigating the biological and cultural adapta- ethics, Sunni-Shi’a split, religious pilgrimage, is done and what it has produced. Fundamental tions of early humans. Aspects of primate social in- ethnicity, ecological adaptations, religious brother- principles of archaeological theory and practice will teraction — mother/infant bonds, male/female hoods and sisterhoods, Sufism and concepts of the be illustrated by examples from throughout the interactions, dominance hierarchies, communica- state. world in order to introduce important themes such tion, reproductive strategies, and aberrant behav- 370. Caribbean Diasporas as the origins of food production, the rise of civili- iors — will be explored in light of their (3-0-3) Richman zation (and its decline), the peopling of the New relationship to human origins. Prerequisite: ANTH 109 or 328. World, and the evolution of human thought. The 407. Human Osteology The movement of money and raw materials as well course covers cultural evolution from the invention (3-1-4) Sheridan as the displacement of people have long structured of the first stone tools through the rise of ancient Prerequisite: ANTH 329. the Caribbean experience. This course explores the civilizations such as those of the Mayan, Incas, This is a lab-intensive course that explores the transnational orientations and the multidimensional Egyptians and the Near East. methods used in physical anthropology for study- consequences of movement from the Carribean as it ing individual human skeletal remains, as well as affects sites in Miami, London, Paris or Brooklyn as those employed to establish biocultural connections well as Havana, Jamaica, Haiti or Belize. Reading at the population level. Forensic techniques utilized works of ethnography, fiction and history, questions in individual identification will be developed in the about the construction and reconstruction of family first third of the course. bonds, community identity, religion, political power and economic relations will be treated in the domes- tic and the global context.
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408. Native North American Art *423. Tribe, Religion, Nation in Africa 432. Anthropology of War and Peace (3-0-3) Mack (3-0-3) Gaffney (3-0-3) Mahmood, Nordstrom Prerequisite: ANTH 326 or 328 or ARHI 169. Prerequisite: ANTH 109, 326, or 328. Prerequisite: ANTH 109, 326, or 328. Contact with Western Europeans and their art tra- This course will examine the key theoretical issues This class will explore the human capacity for war ditions beginning about A.D. 1600 and thereafter in this difficult process of the formation of large, and peace. Anthropology provides a unique per- with the art traditions of Africans, Asians and culturally heterogeneous and complex social group- spective on violence and conflict resolution as an- South Americans modified form, technique and ings from many smaller and more homogeneous thropologists often go to the front lines to context of Native North American art. However, ethnic groups. Special attention will be given to the document the experience of war and peacebuilding traditional form, technique and context continued influence of religion in this process, both conceptu- firsthand. The course will explore examples of the through the centuries since 1600. The perception ally and institutionally. The role of Christianity many forms of war in the world today, from tribal of this art also changed. The collections of Native and Islam as well as the influence of traditional Af- conflicts through guerilla warfare to conventional North American art curated at the Snite Museum rican religions and the many efforts at their revival and nuclear war. It will also study societies without of Art exemplify the changing content, technique will be considered as major forces in the establish- war and populations with innovative ideas about and context of this art. This course will allow stu- ment and advancement of some shared notions of peace. dents to work with our collections under direct su- the ideologies of peoplehood, nationhood and the *435. The Brazilian Experience pervision. growing awareness of the need for transnational (3-0-3) DaMatta 414. Transnational Societies and Cultures movements. Open to graduate students. Prerequisite: ANTH 109, 326, or 328. (3-0-3) Richman 425. Religion and Politics in Latin America In this course we will discuss Brazil as a society and Prerequisite: ANTH 109, 326, or 328. (3-0-3) Bogenschild as a culture, taking as our main frame of reference This course analyzes how cultural identities and be- Prerequisite: ANTH 326 or 328. for discussion its daily routines, its basic values and haviors are formed in the context of global systems. This course will examine the role of religious dis- its ritual system. Thus, we will see how popular Through specific case studies, students will explore course—sacred and secular—in the construction, music, carnival festivity, civic ceremonies, religious how different social groups construct their cultures maintenance and defense of cultural identities in beliefs and folklore shape the life of this social in interaction with other cultures and how, in so complex societies. Readings will be drawn from a space called Brazil. Open to graduate students. doing, these groups are both responding to and variety of inspirational, critical and analytical texts 436. Society and Culture Through Films shaping global agendas. This course will expose stu- to stimulate discussion and debate on the broad in- (3-0-3) DaMatta dents to different theories of globalization and dis- terface between religion and politics. Particular em- Prerequisites: ANTH 109, 326, or 328 or SOC cuss why the study of regional, national and phasis will be placed on the rise of Protestantism in 102. international linkages has become a critical compo- Latin America and on broader international rela- This course will deal with a variety of social issues nent of contemporary anthropological research. tionships between religious ideologies and political as they are perceived, conceived, represented and 420. Person, Self, and Body power. Students will address issues of cultural im- understood by movies. The focus of this course will (3-0-3) Blum perialism and autonomy, relativism, syncretism, not be on cinema history, cinema structure or Prerequisite: ANTH 109, 326 or 328. nativism, secularization and relationships between moviemaking processes but on how important hu- How is the private self different from the public church and state in cross-national perspective. man problems such as cultural diversity, race rela- person, and how do these contrasts vary in different 430. Development of Anthropological Theory tions, the crafting of national identity and national societies? How is the body valued, situated, and (3-0-3) Blum, DaMatta, Sanford heroes, urban life, class conflict, family structure, contested? What are the sources of conflict within a Prerequisite: ANTH 326 or 328. war, and values such as success, love, happiness, person, between persons, and with the material The material to be covered in this course includes fairness, misfortune, destiny, honesty, faith and the world? How is identity constructed from these the seminal contributions to American and Euro- like are depicted and treated by movies. components? This course will examine contempo- pean anthropological thought as these emerged in 440. Native Americans in Fact and Fiction rary and classical theoretical works as well as ethno- approximate chronological order. Ideas about the (3-0-3) Mack graphic accounts of persons, selves, and bodies to place of human beings in nature, the uniqueness of Prerequisite: ANTH 109, 326, or 328. address these questions. For juniors and seniors the human condition and the evolution of all na- This course focuses on our images of Native only. ture dominated the intellectual ferment that gave Americans and how these images may have been rise to anthropology. This initial stage was followed *421. Religious Life in Asian Cultures shaped by popular and scientific writing and film. by varied reactions to and revisions of the evolu- (3-0-3) Kawano Using an anthropological perspective, students read tionary scheme, including controversy over the cul- Prerequisite: ANTH 109, 326 or 328. fiction and factual accounts of Native Americans ture concept and the inception of theoretical This course examines diverse religious expressions and their cultures, both past and present, allowing schools such as functionalism, historicism, materi- and lives of contemporary Asian peoples from an them to build a more accurate image of Native alism and structuralism, as well as the advancement anthropological perspective. This course explores Americans. The course uses books and film to of systematic field research, the primary tool in an- topics such as ritual, ancestor worship, shamanism, broaden the understanding of Indian stereotypes, thropological study. Anthropology majors only. spirit possession, divination, and festivals in chang- and students will compare them to ethnographic ing Asian societies. Ethnographic examples will be 431. Race, Ethnicity, and Power studies which reveal much more realistically the taken from a variety of Asian societies, such as Ja- (3-0-3) diversity of Native American beliefs, lifestyles and pan, Korea, China, Malaysia, and India. Prerequisite: ANTH 109, 326, or 328. material culture. Presents a review and discussion of social scientific research concerning the nature of race and ethnicity and their expression as social and cultural forces in the organization of multiethnic societies. The focus is multidisciplinary while giving primary focus to literature drawn from anthropology, politi- cal science, and sociology. The course uses a mixed case study/theoretical approach.
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451. Anthropology of Reproduction 463. Gender and Power in Asian Cultures *473. The Archaeology of Death (3-0-3) Van Hollen (3-0-3) Kawano (3-0-3) Schurr Prerequisite: ANTH 310 or 328. Prerequisite: ANTH 109, 326 or 328. Prerequisite: ANTH 327 or 329. This course examines how societies throughout the This course examines diverse gender roles and rela- Our species is unique because it is the only species globe view and manage reproductive processes. The tions in contemporary Asian societies from an an- that deliberately buries its dead. Mortuary analysis emphasis will be primarily, though not exclusively, thropological perspective. The class studies the (the study of burial patterns) is a powerful ap- on women’s reproductive health throughout the representations of women and men in different proach that archaeologists use for the study of pre- life cycle, including puberty, pregnancy, family Asian societies and in different political, social, and historic social organization and ideology. This planning, childbirth, and menopause. This course economic contexts, and their affect on kinship, course explores the significance of prehistoric hu- provides a global perspective on reproduction by family, work, religion, and the state. Ethnographic man mortuary behavior, from the first evidence of both examining reproduction cross-culturally and studies will cover Japan, Korea, China, Malaysia, deliberate burial by Neanderthals as an indicator of looking at reproduction in the context of Indonesia, and India, with a special emphasis on the evolution of symbolic thought, to the analysis globalization. A key question to be debated contemporary Japan. of the sometimes spectacular burial patterns found throughout the course will be: to what extent is the 468. Household Archaeology in the complex societies such as ancient Egypt and biomedicalization of reproductive health occurring (3-0-3) Chesson Megalithic Europe. Open to graduate students. in a uniform way across the globe? Prerequisite: ANTH 327, 329, 340, 389 or 390. 474. Environmental Archaeology 452. Evolutionary Medicine This course explores the theoretical and method- (3-0-3) Schurr (3-0-3) McKenna ological challenges faced by archaeologists excavat- Prerequisite: ANTH 109, 327, 329, 389, or 390. Prerequisite: ANTH 205, 305, 329, 394 or 458. ing ancient households, one of the most common This course explores the relationships between past This course will reconceptualize a variety of human contexts encountered in archaeological excavations societies and the ecosystems they inhabited and diseases, syndromes and disorders from the stand- throughout the world. Students will explore topics constructed. It will show how archaeologists inves- point of evolution, in the modern cultural context. which include the social, economic, political and tigate the relations between past societies and their The evolution of infectious diseases, menopause, physical characteristics of households, the relation- environments using concepts from settlement ar- women’s reproductive cancers, allergy, pediatric ship between households and communities, and the chaeology, human geography, and paleoecology topics (colic, physiologic jaundice, sleep problems, contribution of household archaeology to architec- (the study of ancient ecosystems). SIDS), breastfeeding, obstetrics, geriatric medicine, tural, artifactual, and social analyses of ancient 475. Archaeological Materials Analysis: Lithic structural and genetic abnormalities, psychiatric communities. Technology disorders, psychological health, eating disorders, 470. Engendering Archaeology (3-1-4) Kuijt nutrition, obesity, myopia, emotional disorders, (3-0-3) Chesson Prerequisite: ANTH 109, 327, 329, 389, or 390. touch therapy and massage will be examined in the Prerequisite: ANTH 327, 329, 340, 389 or 390. The course will cover laboratory procedures and context of this exciting and emerging new field. This course will consider the historical and theo- techniques used in the analysis of a range of exca- 454. Cultural Aspects of Clinical Medicine retical foundations of creating an engendered past, vated chipped stone artifacts from prehistoric con- (3-1-4) Wolosin the methodological and practical aspects of “doing” texts. Major lecture topics will include Permission required. engendered archaeology, and the intersection be- procurement and production of stone tools, typol- The course examines popular medical concepts and tween political feminism, archaeological knowledge ogy, debitage analysis, style, ethnicity, and experi- expectations patients bring with them to the clini- production, and the politics of an engendered mental technology. Students will gain familiarity cal or hospital setting, as well as the attitudes, orga- archaeology. with these topics in a laboratory context by partici- nization and goals of clinical medical care. The pating in flintknapping practice and working inten- 472. Theory and Method in Archaeology interface between these sets of concepts and expec- sively with several archaeological collections. (3-0-3) Bellis tations is examined with regard to health care man- Prerequisite: ANTH 327, 329 or 488. 477. The Forager/Farmer Transition agement and outcome of treatment. Students Archaeology is not a discipline but a methodologi- (3-0-3) Kuijt divide their time between classroom and service as cal approach to an understanding of the human Prerequisite: ANTH 109, 327, 329, 389, or 390. patient-family liaisons in an area emergency room. condition which relies on an analysis of the mate- The course explores the transition from hunting Enrollment is by consent of instructor only and rial culture remains of a society. Many different and gathering ways of life to agricultural societies limited to anthropology and premedical majors. disciplines (e.g., anthropology, history, theology, and systems of food production in the Old and Student access to a car is necessary. Open only to classics and art history) use the method, and the New Worlds. This course examines the origins of juniors and seniors. course may be found useful for individuals from food production in diverse areas as a long-term so- 458. Infancy: Evolution, History, and any of these disciplines who may have an interest in cial, conceptual and economic process. Development archaeological problems in their own field of study. 484. Museum Anthropology: An Introduction (3-0-3) McKenna The practice of archaeological research will be cov- (3-0-3) Mack Prerequisite: Senior majors and minors only. ered, from the various methods of identifying sites Prerequisite: ANTH 326, 327, or 328. This course explores aspects of infant biology and in the field, to excavation procedures, to analysis of An introduction to the history, philosophy, and socio-emotional development in relationship to material in the laboratory. professional practices of museums. It includes an Western child care practices and parenting. West- examination of the ethical and practical issues of ern pediatric approaches to infancy and parenting museum work through readings, discussions, and are evaluated in light of Western cultural history hands-on experience. Emphasis is on the role of an- and cross-cultural, human evolutionary and devel- thropologists in museums and the exhibition of opmental data. A variety of mammals are included non-Western European art. as a comparative background to explore the rela- tionships between infant physiology, mental and physical health and contemporary infant caregiving concepts.
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486. Mother-Baby Behavioral Sleep Laboratory 497D. Directed Readings in Bioarchaeology 499. Anthropology Senior Thesis (1-2-3) McKenna (V-V-V) Schurr, Sheridan (V-V-V) Various Prerequisite: ANTH 205, 305 or 394. Permission Prerequisites: Junior or senior standing, dean’s list, Prerequisites: Senior standing, dean’s list, consent of required. consent of instructor. instructor. This course examines the sleeping arrangements of Intensive independent readings on a special prob- This course, which continues for two semesters, infants and children, nighttime nurturing patterns lem area in biological anthropology and/or archae- provides the student with the opportunity for inde- by parents, and the cultural values and ideologies ology about which the student will be expected to pendent study and the development of skills in re- that underlie them. The focus will center largely on produce a detailed annotated bibliography and search and writing during the senior year of American and European societies. Research will be write a scholarly paper. undergraduate work. The effort is the student’s conducted in a sleep laboratory on the sleep behav- 498A. Directed Research in Archaeology own, from the choosing of a topic to the conclu- ior of mothers, fathers and children from the local (V-V-V) Bellis, Chesson, Kuijt, Mack, Schurr sion presented in the final paper. A thesis director community. Prerequisites: Junior or senior standing, dean’s list, is chosen to guide the student and provide 495. Advanced Seminar consent of instructor. assistance. (3-0-3) Various Intensive independent research on a special prob- Prerequisite: ANTH 430. lem area in archaeology about which the student This course will provide an opportunity for stu- will be expected to produce a detailed annotated dents to apply theoretical knowledge and critical bibliography and write a scholarly paper. thinking skills that they have acquired in their an- 498B. Directed Research in Biological thropology courses, especially ANTH 430, which is Anthropology a prerequisite. The course is designed to be a (V-V-V) McKenna, Sheridan capstone requirement to the anthropology major. A Prerequisites: Junior or senior standing, dean’s list, research paper will be completed by the end of the consent of instructor. ANTH 497B. course. This course may be used as the first semes- Intensive independent research on a special prob- ter of the two semester senior thesis sequence. lem area in biological anthropology about which 497A. Directed Readings in Archaeology the student will be expected to produce a detailed (V-V-V) Bellis, Chesson, Kuijt, Mack, Schurr annotated bibliography and write a scholarly paper. Prerequisites: Junior or senior standing, dean’s list, 498C. Directed Research consent of instructor. in Sociocultural Anthropology Intensive independent readings on a special prob- (V-V-V) Blum, DaMatta, Downey, Gaffney, lem area in archaeology about which the student Kawano, Nordstrom, Richman, Sanford, Van will be expected to produce a detailed annotated Hollen bibliography and write a scholarly paper. Prerequisites: Junior or senior standing, dean’s list, 497B. Directed Readings in Biological consent of instructor. Anthropology Intensive independent research on a special (V-V-V) McKenna, Sheridan problem area in sociocultural anthropology about Prerequisites: Junior or senior standing, dean’s list, which the student will be expected to produce a consent of instructor. detailed annotated bibliography and write a Intensive independent readings on a special prob- scholarly paper. lem area in biological anthropology about which 498D. Directed Research in Bioarchaeology the student will be expected to produce a detailed (V-V-V) Schurr, Sheridan annotated bibliography and write a scholarly paper. Prerequisites: Junior or senior standing, dean’s list, 497C. Directed Readings consent of instructor. in Sociocultural Anthropology Intensive independent research on a special prob- (V-V-V) Blum, DaMatta, Downey, Gaffney, lem area in biological anthropology and/or archae- Kawano, Nordstrom, Richman, Sanford, Van ology about which the student will be expected to Hollen produce a detailed annotated bibliography and Prerequisites: Junior or senior standing, dean’s list, write a scholarly paper. consent of instructor. 498E. Directed Research Sleep Lab Intensive independent readings on a special prob- (V-V-V) McKenna lem area in sociocultural anthropology about which Prerequisites: Junior or senior standing, dean’s list, the student will be expected to produce a detailed consent of instructor. annotated bibliography and write a scholarly paper. Intensive independent research at the Mother-Baby Behavioral Sleep Laboratory about which the stu- dent will be expected to produce a detailed anno- tated bibliography and write a scholarly paper.
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The art history classrooms, slide library and end of the fourth semester, students who have Art, Art History, faculty offices are housed on the first floor of earned a minimum 3.25 grade point average in O’Shaughnessy Hall near the central department their studio core courses will be accepted as candi- and Design office. Riley Hall houses all the visual arts activities dates for the B.F.A. degree. Students who do not in well-equipped studios that are always available qualify are eligible for the B.A. degree. B.F.A. can- for student use; faculty studios and the Isis Gallery didates are waived from the second History/Social Chair: are also in Riley Hall. Skilled technical staff and Science requirement and the University Fine Arts Rev. Austin I. Collins, C.S.C. support facilities are available as appropriate for requirement. Professors: each medium that is offered. Frederick S. Beckman (emeritus); Douglas B.F.A. Junior and Senior Years Kinsey (emeritus); William J. Kremer; Dean A. Students accepted into the B.F.A. program begin a Porter; Charles M. Rosenberg THE STUDIO ART AND DESIGN two-year primary concentration in one of the fol- Associate Professors: lowing studio areas: ceramics, design, painting, Charles E. Barber; Robert R. Coleman; Rev. MAJOR photography, printmaking or sculpture. The con- Austin I. Collins, C.S.C.; Jean A. Dibble; Paul centration requires 15 hours of study in a major A. Down (on leave 2001-02); Rev. James F. Bachelor of Arts Degree in Studio Art concentration area during the last four semesters. Flanigan, C.S.C.; Richard L. Gray; Martina A. and Design Teaching in the major is highly individualized and Lopez; Kathleen A. Pyne (on leave 2001-02); The Bachelor of Arts degree program in art and de- stresses the creative development and preparation Robin F. Rhodes; Maria C. Tomasula sign is defined as a general liberal arts degree. The of the student for the professional world. In addi- Assistant Professors: B.A. degree is ideal for the student who desires a tion to pursuing a concentration, all B.F.A. majors John K. Caruso; Meredith Gill; Robert liberal education with a strong emphasis in art. Stu- must enroll in the B.F.A. Seminar and the Senior Haywood (on leave 2001-02); Rev. Martin dents enrolling in the B.A. degree program are re- Thesis Course. The culmination of the B.F.A. de- Lam Nguyen, C.S.C.; Robert P. Sedlack quired to complete a five-course core curriculum gree is the completion of a senior thesis. This two- Associate Professional Specialist: during their first three semesters. These courses are: semester senior project, directed by a faculty John F. Sherman Drawing I, 2-D Foundations, 3-D Foundations, Art member, will be exhibited and approved by the fac- Assistant Professional Specialist: Traditions I and Art Traditions II. Students are not ulty as a requirement for graduation. Derek L. Chalfant required to select a major concentration for the Visiting Associate Professors: B.A. degree, but some focus of study is encouraged. Karen Hayes-Thurman The B.A. degree consists of 36 hours in art and STUDIO ART AND DESIGN Concurrent Assistant Professors: design, of which 27 are in studio and nine in art Douglas E. Bradley; Dennis A. Doordan; history. CONCENTRATIONS Stephen R. Moriarty Bachelor of Fine Arts Degree in Studio Art Ceramics Concentration The department. The Department of Art, Art and Design Ceramics is a concentration emphasizing clay as the History, and Design at the University of Notre The bachelor of fine arts degree program in art and primary vehicle for expression. Pottery, vessel mak- Dame, as part of the College of Arts and Letters, is design is intended for the student who wishes to ing and sculpture may be addressed through a vari- dedicated to the liberal education of the whole per- pursue a professional career in the visual arts. The ety of processes to include hand-building, throwing son. The art and design student, guided by an ac- program is organized into a four-year sequence of and casting. As students develop technical skill tive faculty, can expect to become critically aware study that provides a solid understanding of art and with the medium, they will create and explore of the rich artistic past and challenged to become a art history. The student has an opportunity to ex- forms and ideas of their own choosing. Beyond thoughtful maker of contemporary visual expres- plore a variety of curricular options and then clay, students will be encouraged to study and uti- sion. The art history student, under the tutelage of chooses an intensive and professional major con- lize other sculptural media as well as become famil- an expert faculty, will achieve a broad and evalua- centration. In addition to a primary concentration, iar with contemporary and historical source tive knowledge of the art of the Western world. An B.F.A. students are encouraged to select a second- material which will inform their own direction in active lecture and visiting artist series and the ex- ary area of interest to broaden their thinking and to ceramics. tensive collections of the Snite Museum of Art enrich their creative study. B.F.A. candidates share strengthen and broaden the work in the classroom a close working relationship with the department’s Design Concentration and studio. The South Bend and Chicago area pro- faculty who are active professional artists and de- The design program offers courses in graphic vide additional cultural activities and experiences. signers. Intensive studio work is complemented by design, product design and digital design. These The department has 14 visual art and design an academic education with strong art history and three disciplines can overlap, creating a unique and seven art history faculty. The student may pur- liberal arts component. The B.F.A. degree consists design educational offering. sue one of three degrees at the undergraduate level: of 66 credit hours in art, of which 54 are in studio Graphic Design is concerned with issues in vi- the bachelor of arts (B.A.) in studio art and design and 12 in art history. sual communication through an understanding of or a B.A. in art history, or the bachelor of fine arts the use of symbols, typography and images. (B.F.A.) in studio art and design. Studio concentra- B.F.A. Freshman and Sophomore Years Courses concentrate on the conceptual develop- tions are offered in ceramics, design, painting, pho- Students beginning in the program are required to ment and craft involved in the design of various tography, printmaking and sculpture. The size of complete a seven-course studio core curriculum types of communication projects. The graphic de- the department enables the serious student to re- during their first two years. Five of these courses signer has a profound influence on the visual style ceive a solid foundation and, through personal con- are mandated: Drawing I, Figure Drawing, 2-D of today’s society. Everything published in every tact with the faculty, to develop a creative Foundations, 3-D Foundations and Photography I. media, from print to video, is the potential domain individual direction in a discipline. The depart- The remaining two studio courses are optional, of the designer. It is therefore a concern of the pro- ment is further enriched by an active graduate pro- based on the student’s interest. This intensive cur- gram to be sensitive to the designer’s ethical role in gram offering the M.F.A. degree in studio art and riculum establishes a base for the studio practices society. Design need not only concern itself with design and the M.A. degree in art history. and principles for all visual art expression. At the commerce but can also serve society by playing a key role in the positive communication of ideas.
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Product Design strives to give society the best Photography Concentration 133S-134S. Basic Painting products within the context of a specific industry. Photographs mediate our experiences with the (0-6-3) (0-6-3) The product designer is concerned with human physical world experiences that take place at the in- Open to all students. needs as well as with the function and appearance tersection between art, culture and our own indi- This course is an introduction to oil painting tech- of the product. In this sense, the contemporary de- vidual perceptions. The concentration in niques and to stretcher and canvas preparation. signer influences the aesthetic and human con- photography is designed to inform students of pho- The emphasis is on finding a personal direction. science of industry. The introductory studio tographic traditions while engaging them in issues 149S. 3-D Foundations courses emphasize a pragmatic/technical problem- of contemporary art practice. The photography (0-6-3) (0-6-3) solving methodology. The design student learns program seeks to facilitate growth and development This required core course for all art majors intro- skills in visual sensitivity and gains experience with of the art student through a full range of courses duces the student to three-dimensional art by pro- a variety of materials, methods of construction, dealing with technical, historical, critical and aes- ducing sculptures (both figurative and abstract) in a mechanisms and surfaces that are currently avail- thetic concerns. The goal of the program is to en- variety of media. Contemporary movements in able to designers for manufactured objects. Upper- able students to be conversant with these issues and sculpture are examined through slide lectures and level design studios stress the importance of to recognize the power of photography as a attendance at visiting artist lectures and visits to ex- conveying reason, justification and content to uniquely flexible medium for both personal and hibitions. design. The program aims to address cultural, cultural expression. social and technological concerns through progres- 209S-210S. Ceramics I sive and communicative solutions. Emphasis is Printmaking Concentration (0-6-3) (0-6-3) placed on design interaction throughout the art The printmaking concentration emphasizes a man- Open to all students. and design studios. Students are encouraged to es- ner of thinking and making images that This course examines basic techniques of wheel- tablish a meaningful theme throughout their work. printmaking techniques allow and encourage. As thrown and hand-built clay structures for sculpture Digital Design is an introduction to the tech- students become familiar with the various tech- and pottery. nology that has redefined the design field. Under- niques and technologies of lithography, intaglio, re- 231S-232S. Watercolor I standing this technology and its non-linear-based lief and silkscreen, they learn methods of (0-6-3) (0-6-3) form is imperative in today’s design education. developing images and ideas. Experimentation and Open to all students. Digital imagemaking focuses on various ways of exploration of mixed print media images are en- This course is an introduction to the watercolor assembling image, from video capture, scanners, couraged. The courses are designed to progressively medium and deals with a variety of methods, mate- computer programming and graphic software. develop skill, creativity, personal imagery and rials and techniques (both realistic and abstract) Upper-level classes explore the presentation of knowledge of relevant current issues. Advanced stu- with special emphasis on color and composition. information by nontraditional methods such as the dents are encouraged to work on a professional 241S-242S. Wood Sculpture Internet, hypermedia, CD-ROM and information level by creating a cohesive body of work and by (0-6-3) (0-6-3) kiosks. striving toward exhibiting that work. Open to all students. By combining the advantages of this technol- This course uses wood as a primary medium. Em- ogy with a foundation in graphic and/or product Sculpture Concentration phasis is placed on individual concept and design. design, the student will establish a sensitivity and The goal of the sculpture program is to offer stu- Students learn the use of hand and power tools as thorough working platform from which to enter dents a solid understanding of sculptural materials, well as techniques of joining, laminating, fabricat- the world of the professional designer. tools and techniques which will enable them to ex- ing and carving. The design faculty at Notre Dame are profes- pand their ideas into skillful and thoughtful indi- sionals in their fields. Their diverse experiences, as vidual expression. Students work in well-equipped 243S-443S. Metal Foundry well as their commitment to quality design educa- studios under the direction of the sculpture faculty. (0-6-3) tion, complement an atmosphere for creative learn- A full range of sculptural experiences in traditional Open to all students. ing and problem solving. The faculty’s range of and nontraditional media are available in specific This course focuses on work in fabricated and qualifications extend internationally to include courses. Independent study, visiting artist lectures welded steel and cast bronze sculptures. Students Eastern and Western Europe, into the corporate and visits to area museums and galleries supple- learn basic welding techniques using oxygen and realm as design managers, design and manufactur- ment course offerings. By blending required and acetylene, and arc and heliarc welding. ing entrepreneurs, professional design consultants elective courses, students may design a curriculum Moldmaking, working in wax, and metal finishing and experts in digital design technologies. These that will respond to their particular needs and techniques are also explored. credentials present the students with a rich comple- direction. 245S-246S. Metal Sculpture I ment of educational resources plus a professional (0-6-3) (0-6-3) base in which to network, both nationally and Course Descriptions. The following course de- Open to all students. internationally. scriptions give the number and title of each course. Metal is the medium of choice in this course de- Lecture hours per week, studio hours per week and signed to explore three-dimensional design with a Painting Concentration credits each semester are in parentheses. “V” indi- variety of projects grounded in historical prece- Painting is a traditional visual expression of human cates variable. dents. Students become familiar with as many met- experience that combines the direct manipulation alworking techniques as time and safety allow, such of materials with an illusion of the world in space. as gas and arc welding, basic forge work, and sev- ART STUDIO COURSES Paintings can report what the eye sees as well as eral methods of piercing, cutting and alternative what the eye might see; it is fact and fantasy. A joinery. painting can also stimulate and delight the con- 121S-122S. Basic Drawing 247S-248S. Figure Sculpture sciousness with formulations of colored pastes on a (0-6-3) (0-6-3) (0-6-3) (0-6-3) flat surface. The concentration in painting exposes Open to all students. students to the varied traditions of the medium and Open to all students. This course deals with form depiction in its many This course concentrates on modeling from the fig- encourages them to explore their own capacity to aspects and modes and is intended for beginning create. Emphasis is placed on discovering the ure. Work is predominantly in clay, but mold-mak- students as well as advanced students who need ad- ing and casting techniques are also explored. student’s individual values and developing tech- ditional experience in drawing. niques that elucidate and clarify those values.
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285S. Photography I (0-6-3) Open to all students. This course is an introduction to the tools, materi- als and processes of black-and-white photography. Lectures and demonstrations expose students to both traditional and contemporary practices in photography. Critiques of ongoing work encourage students to begin discovering and developing their individual strengths and interests in the medium. 287S-288S. Relief and Collography (0-6-3) (0-6-3) Open to all students. This course investigates various relief methods of printmaking, including linocut, woodcut and collograph. Emphasis is on experimentation and combining media. 289S. Silkscreen I (0-6-3) Open to all students. This course is an introduction to stencil processes and printing. Hand-drawn and photographic stencil-making techniques are explored. Mono- printing and discovery of unique aspects of serigraphy are encouraged. Emphasis is on explora- tion of color and development of student’s ideas and methodologies. Jean A. Dibble, associate professor of art, art history, and design 291S-292S. Etching I 366S-367S. Photography II (0-6-3) 309S-310S. Ceramics II (3-3-3) (0-6-3) Open to all students. (0-6-3) (0-6-3) Prerequisite: Photography I. This basic studio class introduces techniques of Prerequisite: Ceramics I. This course extends and develops the skills and etching. Students learn basic plate making and This course explores advanced processes in clay concepts initiated in Photography I. Students are printing techniques while learning to incorporate for pottery and sculpture as well as techniques of also introduced to a variety of photographic possi- their own drawing skills and points of view. His- glazing. bilities outside traditional black-and-white print- torical and contemporary prints are reviewed. 325S. Figure Drawing ing. Techniques explored include darkroom 293S. Lithography (0-6-3) (0-6-3) manipulations, photo-constructions, Polaroid (0-6-3) Open to all students. transfers, installations and non-silver processes. Open to all students. The emphasis is on drawing in all its aspects: mate- Projects encourage students to continue defining This course is an introduction to planographic rials, methods, techniques, composition, design and their own areas of interest and to locate their own print techniques including drawing, painting, and personal expression. The human figure is the sub- concerns within the broad range of photographic photographic transfer on stone and metal plate. ject matter. While anatomy is studied, the course is issues. Basic black-and-white and color printing tech- not an anatomy class. Male and female models, 375S. Color Photography niques are practiced. Contemporary and historical clothed and nude, are used. (3-3-3) prints are reviewed. Emphasis is on development of 333S-334S. Painting II Prerequisite: Photography I. the student’s own ideas and methodology. (0-6-3) (0-6-3) This course is an introduction to the tools, materi- Prerequisite: Painting I. 294S. Photolithography als and processes used in color photography. The This course is devoted to painting from models. (0-6-3) assignments explore the use of color prints, slides The emphasis is on observing nature and incorpo- Photolithography is a method of printmaking uti- and Polaroid materials, emphasizing the develop- rating figures into a composition. lizing a metal plate that is photosensitive. Hand- ment of personal imagery. Slide lectures, demon- drawn and computer-generated images as well as 349S-350S. Advanced Sculpture strations and critiques help students to refine their traditional photographs are used to create prints (0-6-3) (0-6-3) technical and creative skills in the medium. that reflect an individual’s creativity. Emphasis is Prerequisites: 3-D Foundations, Wood Sculpture or 377S. Documentary Photography placed on the student developing his or her own vi- Metal Sculpture. (0-6-3) sion and its expression. This sculpture course allows students to work in Prerequisite: Photography I. one or a combination of the following media: clay, 297S. Artists’ Books and Papermaking Through individual projects, readings and slide lec- (0-6-3) metal, wood, plaster, resins or concrete. Students tures, students explore the history and implications Open to all students. are encouraged to develop an individual direction. of the documentary tradition. Major styles, practi- This introductory course explores the making of tioners and techniques are discussed. Special atten- artists’ books and papermaking. Students learn ba- tion is paid to issues of truth and realism including sic bookbinding techniques for books and printing the impact of digital imaging on the medium. Stu- techniques for stationery and posters. They also dents produce several creative projects. learn how to make handmade papers. Part of the focus is on historical books as well as on what con- temporary artists are doing with books.
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400S. B.F.A. Seminar 485S. Studio Photography (0-6-3) (0-6-3) DESIGN COURSES B.F.A. Majors Only. Prerequisites: Photography I and Photography II or Required of all B.F.A. studio and design majors. B.A. Color Photography I. 111S. 2-D Foundations students who have had four studio courses beyond the This course introduces the student to the funda- (0-6-3) core program are also eligible. mentals of studio photography. Included are light- Art majors only. This course is designed to broaden the context of ing skills and the basics of large-format cameras. This course deals with fundamentals of two-dimen- the student’s chosen major in the department by The course serves as an introduction to both com- sional design and is intended for students entering introducing the student to alternative and inte- mercial illustration and methods for personal work studio practice for the first time. The course is also grated points of view from all areas of study that with the view camera. open to more advanced students who wish to in- crease their knowledge of the elements and prin- are represented by the studio and design field. This 491S-492S. Printmaking Studio—Etching ciples of design. The course is project-oriented. course will help junior B.F.A. majors to orient to- (0-6-V) (0-6-V) Studio practice in the basic principles of design em- ward their chosen direction and project for the Permission required. ploying color theory, form and space organization, B.F.A. senior thesis year. Critical writing and di- This course offers advanced experience in as well as materials and processes used in the design rected readings will be assigned throughout the se- printmaking. The emphasis is on developing per- process, are emphasized. mester. Slide lectures, visiting artist interviews, sonal imagery and techniques. gallery visits, student presentations, portfolio 217S. Visual Dialogue 493S-494S. Printmaking Studio—Lithography preparation and graduate school application proce- (0-6-3) (0-6-V) (0-6-V) dures will supplement the course. Open to all students. Permission required. Emphasis is placed on developing a sensitive visual 409S-410S. Ceramics Studio This course offers advanced experience in mixed thinking process and acquiring drawing skills essen- (0-6-V) (0-6-V) print media printmaking. The emphasis is on de- tial to both Product Design and Graphic Design. Prerequisites: Ceramics I and II. veloping personal imagery and techniques. This advanced course is for students pursuing an The course is intended for students entering studio individual direction in ceramics. Emphasis is on in- 495S. Topics in Photography practice for the first time as well as for advanced dividual concepts and techniques. (0-6-3) students who wish to deepen their visualization and Permission required. illustration skills. 433S. Painting Studio This is a topics course for advanced photography 218S. Product Design I (0-6-V) students. Students are engaged in critical issues in- (0-6-3) Permission required. volving contemporary studio practice through slide This foundation 3-D design studio begins as a This course is devoted to defining personal paint- lectures, discussions, visiting artist interviews, gal- ing directions (oil/acrylic). Students gain experi- natural extension of Basic Design. Students are en- lery visits and student presentations. Directed read- ence in criticism and in exhibition techniques. couraged to think and work in three-dimensional ings and critical writings will be assigned during media. A series of fundamental design problems are 449S-450S. Sculpture Studio the semester. Students will concurrently develop a assigned during the course of the semester. Empha- (0-6-V) (0-6-V) creative project. sis is placed on the transformation of imagination Prerequisites: 3-D Foundations, Wood Sculpture or 498. Special Studies from mind to paper to model. Sculpture Studio. (0-V-V) This advanced sculpture course offers serious stu- 281S. Graphic Design I Permission required. dents an opportunity to pursue a sculptural direc- (0-6-3) Independent study in art studio: directed readings, tion and to carry that direction to a professional Prerequisite: 2-D Foundations. research or creative projects. Open to qualified se- level of competence. It also develops the student’s This is an introductory course in the use of materi- niors with permission of the instructor. awareness of definitions and criticism of sculpture. als and processes related to the production of The work may be done in any three-dimensional 499S. B.F.A. Thesis graphic media. Laboratory applications in typogra- medium. (0-6-3) phy, photographic processes, and printing technol- Prerequisite: B.F.A. candidacy. ogy are utilized in the development of 476S. Advanced Photography The B.F.A. Thesis is defined by an independent student-designed projects. (0-6-3) thesis project, continuing for two semesters during Prerequisite: Color Photography or Photography II. 314S. Digital 3-D the senior year. The B.F.A. Thesis is a personal vi- This is an advanced photography course that allows (0-6-3) sual statement that is the culmination of a student’s students to explore their own areas of interest while Permission required. collective development within the department. The learning about a broad range of contemporary pho- This course introduces students to sophisticated, B.F.A. Thesis can be the extension of an ongoing tographic issues. Students may work in any photo complex three- and four-dimensional computer body of work or a defining project. The thesis medium (black-and-white, color, digital, etc.) they software for designing objects and images and ani- project is supported by a written statement defining choose. Emphasis is on creating a portfolio of im- mated graphic sequences. In this digital explora- the project, which is due at the end of the first se- ages. tion, computer technology will be used to generate, nior semester. The thesis project culminates in the modify and present design ideas. An intense session 480S. Digital Photography second senior semester with a B.F.A. Thesis Exhibi- of CAD instruction for technical documentation (3-3-3) tion. The B.F.A. Thesis student signs up with a fac- will be included. Permission required. ulty member working in the student’s area of This course explores the use of computers for cre- interest, who serves as an advisor for the thesis 316S. Graphic Design — Brands ative imagemaking. Students are introduced to the project. (3-0-3) practices and procedures of digital imaging with an Open to sophomores and juniors. emphasis on exploring their own personal work. This course focuses on creative projects in advertis- ing campaigns employed in the demand creation strategies for brands and services.
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317S. Product Design II — Materials 418S. Product Design V and Processes (0-6-3) THE ART HISTORY MAJOR (0-6-3) Prerequisite: Product Design IV. Prerequisites: Visual Dialogue, Introduction to This advanced-level studio is directed toward the The bachelor of arts degree program in art history Product Design. product design student who is preparing to enter is a 30-credit-hour major. An art history major This course exposes Art and Art Design students to either graduate school or professional practice. Ful- should strive to achieve a broad knowledge of the common low- and high-production manufacturing fillment of this studio requires the completion of development of the art of the Western world. Ma- processes. Students use these methods to execute one research and design project. In addition, port- jors are required to take Art Traditions I and II (six their own original designs. Students are introduced folios and resumes are prepared. Emphasis is placed credit hours) and the Art History Methods seminar to plastic thermoforming, injection molding, sheet on knowledge, analytical skills, logic, creativity, ex- (three credit hours). In addition, the department and profile extrusion, blow-molding, rotational cellence in visualization and modeling skills, as well offers courses in four areas of Western art: ancient, molding, reaction-injection molding, and open as on oral presentation skills. medieval, Renaissance and baroque, and modern mold laminating. Metal processes include roll 430S. Furniture Design Studio (19th and 20th centuries). An art history major forming, foundry sand casting, die casting, extru- (0-6-3) must take at least one course in each of these areas sion, stamping, anodizing and plating. Open to all students. (12 credit hours). The remaining nine credit hours 318S. Product Design III This course offers advanced students an opportu- can be taken in any period. The sequence in which (0-6-3) nity to develop a personal direction, using wood as the area and elective courses are taken is left to the Prerequisite: Product Design II. a material of expression. discretion of the individual student. The Art His- This Design Research Studio challenges the ad- tory Methods seminar should be taken in the senior 481S-482S. Multimedia Design vanced student with problems requiring a combina- year. Majors are also encouraged to take six elective (0-6-3) (0-6-3) tion of skills. Investigation leads to an identifi- hours of studio or design courses. Permission required. cation of needs. Final proposals will demonstrate All 400-level art history courses include an in- This advanced digital imagemaking course gives the concern for human factors, knowledge of material tensive writing component for art history majors. studio or design major the opportunity to pursue and process and a sensitivity of form. Presentations In addition, all majors are required to write a re- research and development in an advanced area of typically include project documentation, concep- search paper in the context of their fulfillment of technology. In some semesters, a topic is an- tual information, control drawings, renderings, and the required course in art history methods (ARHI nounced as a focus for the course, such as finished presentation models. National and re- 496). PostScript programming or hypermedia design. gional industry-sponsored projects are employed on Students with a first major in another depart- occasion. 490. Design Internship ment can complete a second major in art history (V-V-V) Down by taking Art Traditions I and II, the Art History 330S. Furniture I Permission required. Methods seminar, one course in each of the four (0-6-3) This course provides an opportunity for the design departmental areas, and one optional art history Open to all students. student to earn credit at an approved design office. course (24 credit hours total). In this course, students gain an understanding of Students wishing to minor in art history can the design and construction of furniture. Lectures 498. Special Studies do so by taking five art history courses, typically and demonstrations expose students to the history (0-V-V) (0-V-V) Art Traditions I and II and three additional 400- of furniture, basic woodworking techniques, and Permission required. level courses (15 credit hours total). the use of woodworking tools and equipment. Stu- Independent study in design. Courses taken for the second major or the mi- dents construct full-scale furniture of their original 499S. B.F.A. Thesis nor cannot be counted in more than one University design. (0-6-3) program, with the exception of undergraduate ma- 415S. Graphic Design II Prerequisite: B.F.A. candidacy. jors in studio art or design. (0-6-3) The B.F.A. Thesis is defined by an independent Prerequisite: Graphic Design I. thesis project, continuing for two semesters during Course Descriptions. The following course de- This advanced course in Visual Communication is the senior year. The B.F.A. Thesis is a personal vi- scriptions give the number and title of each course. for students interested in the layout and production sual statement that is the culmination of a student’s Lecture hours per week, laboratory and/or tutorial of advertising campaigns, corporate identity and collective development within the department. The hours per week, and credits each semester are in pa- packaging. B.F.A. Thesis can be the extension of an ongoing rentheses. “V” indicates variable. Prerequisites, if body of work or a defining project. The thesis 416S. Graphic Design III any, are also given. Most of the following courses project is supported by a written statement defining (0-6-3) are offered at least once over a three-year period. Be the project, due at the end of the first senior semes- Prerequisite: Graphic Design II. sure to consult the course elective booklet pub- ter, and is represented in the second senior semester This advanced course in Visual Communication is lished by the department each semester for particu- with a B.F.A. Thesis Exhibition. The B.F.A. Thesis for students interested in the layout and production lar offerings. student will sign up with a faculty member, work- of advertising campaigns, corporate identity and ing in the student’s area of interest, to serve as an 180. Fine Arts University Seminar: Topics packaging. in Art History advisor for the thesis project course. 417S. I.D. Research Project (3-0-3) (0-6-3) University seminars will address a variety of topics Prerequisite: Product Design II. in the history of art depending on the interests of This advanced-level studio is directed toward the the professor. Topics which have been treated in product design student who is preparing to enter the past in the context of this course are visual nar- either graduate school or professional practice. Ful- rative and biography, the art of Andy Warhol and fillment of this studio requires the completion of the language of art. These courses require several one research and design project. In addition, port- short papers as well as a final written exercise ap- folios and resumes are prepared. Emphasis is placed propriate to the material. on knowledge, analytical skills, logic, creativity and excellence in visualization.
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230. Survey of Medieval Art 269. Understanding Museums 331. Late Antique and Early Christian Art (3-0-3) (3-0-3) (3-0-3) Open to all students. Open to all students. Open to all students. This course will provide an introduction to the vi- This course is designed to present the museum as a Art in late antiquity has traditionally been charac- sual arts of the period c. A.D. 300 to c. A.D. 1300. resource from the past, present, and future for terized as an art in decline, but this judgment is In the course of the semester, we shall devote much learning and enjoyment. It introduces the student relative, relying on standards formulated for art of time to considering the possibility of a history of to the issues that challenge art museums in general other periods. Challenging this assumption, we will Medieval art, as the objects and practices of the and The Snite Museum of Art in particular. It examine the distinct and powerful transformations Middle Ages will be shown to make our assump- provides the tools that make a museum visit more within the visual culture of the period between the tions about the nature of art history problematic. meaningful and immediate. third and the eighth centuries A.D. This period Working from individual objects and texts we will 311: Pre-Columbian Art: The Olmec witnesses the mutation of the institutions of the construct a series of narratives that will attend to and Their Legacy: 1500 B.C.–A.D. 1500 Roman Empire into those of the Christian Byzan- the varieties of artistic practices available to the (3-0-3) tine Empire. The fundamental change in religious Middle Ages. From these, it will be shown that art Open to all students. identity that was the basis for this development had was a vital, complex, lucid and formative element The Olmec civilization was the mother culture of a direct impact upon the visual material that sur- in the societies and cultures, both secular and sa- Mesoamerica, and beginning in 1500 B.C. It vives from this period, such that the eighth century cred, that shaped this period. forged the template of pre-Columbian cultural witnesses extensive and elaborate debates about the 231. Survey of Early Christian and Byzantine Art development for the next 3,000 years. This course status and value of religious art in Jewish, Moslem, (3-0-3) will introduce the student to the Mesoamerican Byzantine and Carolingian society. This course will Open to all students. worldview by tracing the origins of Mexican art, examine the underlying conditions that made im- This course will provide an introduction to the vi- religion and culture from the development of the ages so central to cultural identity at this period. sual arts of the period c. A.D. 200 to c. A.D. 1600. Olmec civilization up to Aztec times. Each week’s 332. Early Medieval Art We will begin by examining the complex relations classes will consist of a thorough examination of (3-0-3) between Early Christian iconography and its Late the iconography and function of art objects Open to all students. Antique context. We will then consider the birth through slide lectures, as well as hands on, in-depth This course will investigate the art produced in and history of the icon, the development of an im- study of individual pieces of sculpture. Special western Europe in the period between the seventh perial art, the theological implications of art, and emphasis will be placed upon the essential unity of and 11th centuries. Often characterized as a Dark the question of colonialism and cultural exchange religious concepts as iconography evolved over this Age, this period in fact demonstrates a fertile, fluid in a Medieval context. 3,000-year time span.This will be an object- and inventive response to the legacy of Late An- oriented course. Students will be called upon to 251. Art Traditions I tique Christianity. The course will focus on the reason logically, voice opinions, and make aesthetic (3-1-4) production and reception of illuminated manu- judgments. A good visual memory is helpful. Open to all students. Required — Major/Minor. scripts, using facsimiles of these works as a basis for A chronological survey of Western art from prehis- 321. Survey of Greek Art and Architecture teaching. Students will become familiar with art- toric times to the end of the 15th century. This (3-0-3) historical methods for the examination of such course is team-taught by three faculty members in Open to all students. works and will be invited to contemplate the inter- three, five-week sections. The course is designed to This course analyzes and traces the development of play of word and image that these books propose. introduce students to fundamental issues in the his- Greek architecture, painting, and sculpture in the Categories of material discussed include: insular tory of art, to acquaint them with certain key historical period from the eighth through second art, the Carolingian scriptoria, Ottonian imperial monuments (e.g. the Parthenon, Chartes Cathe- century B.C., with some consideration of prehis- image making, Anglo-Saxon art, Spanish dral, Ghiberti’s Gates of Paradise) and to equip toric Greek forebears of the Mycenaean Age. Par- apocalypses, and Italian exultets. them to speak intelligently about art. There is no ticular emphasis is placed upon monumental art, its 333. Byzantine Art assumption of any prior knowledge about art. historical and cultural contexts, and how it reflects (3-0-3) changing attitudes toward the gods, human 252. Art Traditions II Open to all students. achievement, and the relationship between the di- (3-1-4) Byzantine art has often been opposed to the tradi- vine and the human. Open to all students. Required — Major/Minor. tions of Western naturalism and, as such, has been This course is a discussion of major themes in the 324. Etruscan and Roman Art and Architecture an undervalued or little known adjunct to the story later history of Western art from the High (3-0-3) of Medieval art. To develop a more sophisticated Renaissance to contemporary culture. These Open to all students. understanding of this material, we will examine the themes are considered in their historical context Roman art of the Republic and Empire is one focus art produced in Byzantium in the period from the and will include constructions of power and art, of this course, but other early cultures of the Italian ninth to the 12th century, a period that marks the gender identities in art, the emergence of the avant- peninsula and their rich artistic production are also high point of Byzantine artistic production and in- garde, and conflicts between secular and religious considered. In particular, the arts of the fluence. Stress will be placed upon the function of spheres of culture. The course is team- taught by Villanovans and the Etruscans are examined and this art within the broader setting of this society. three faculty members in three, five-week sections. evaluated as both unique expressions of discrete Art theory, the notions of empire and holiness, the It is designed as an introduction to art history cultures and as ancestors of and influence on burdens of the past and the realities of contempo- which will acquaint students with certain key Rome. The origins and development of monumen- rary praxis will be brought to bear upon our various monuments (e.g., St. Peter’s, Impressionist tal architecture, painting, portraiture and historical analyses of material from all media. How art histo- painting, Pop Art) and will equip them to speak relief sculpture are isolated and traced from the rians can write the history of this rich culture will intelligently about art. There is no assumption of early first millennium B.C. through the early be a central issue of this course. any prior knowledge about art. fourth century of the modern era.
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334. Romanesque Art and artists from all over Europe, and ends with the 367. Twentieth-Century Art II: 1955 to present (3-0-3) early years of Enlightenment. From Northern Italy (3-0-3) Open to all students. came Caravaggio and the Carracci, artists who were Open to all students. This course will examine the place of art in an responsible for creating a new style based upon This introductory course is subtitled “Techno- expanding culture. The 11th and 12th centuries High Renaissance principles and a new kind of Capitalism and the Art of Accommodation.” The witnessed the economic and military expansion of naturalism derived from the study of life. There post-World War II era, particularly in the United the societies of Western Europe. This growth was Bernini, whose architectural and sculptural States, is marked by the greatest expansion of cor- produced a complex and rich art that can be monuments almost singlehandedly gave Rome its porate and consumer capitalism in history. Massive broadly labeled as Romanesque. The course will Baroque character. Other artists and architects of wars are fought to defend capitalist ideology. (A investigate this phenomenon (or rather these this era under discussion include such diverse case in point is the tragic Vietnam War.) How has phenomena) through three actual and metaphorical personalities as Borromini, Guarini, Algardi, art figured into these social transformations? Has journeys: the pilgrimage to Santiago de Artemisia Gentileschi, and the great ceiling painters art protested these conditions or easily accommo- Compostela, a journey to the ruins of ancient Pietro da Cortona, Baciccio, Pozzo, and Tiepolo. dated itself to overpowering economic, political, Rome, and a visit to the Palestine of the Crusades. and legalistic techno-capitalist regimes? These ques- 347. Survey of European Baroque Art These journeys, in many ways typical of this tions arise throughout this course, which concen- (3-0-3) period, will provide the means of examining how trates on selective artistic events in the United Open to all students. the art of this period responds to the various new States and Europe during the second half of the This course will examine the art of Europe during demands of an increasing knowledge provoked by 20th century. Movements considered include pop the 17th century. The first third of the semester travel. art, minimalism, op art, arte povera, will be devoted to the world of Counter-Reforma- postminimalism, earth art, conceptual art, photo- 335. Gothic Art in France tion Italy and the work of individual artists such as realism, video and performance art, and other re- (3-0-3) Caravaggio and Gian Lorenzo Bernini. The second cent picture/theory approaches to art making. This Open to all students. third of the term will focus on Spanish painting, course focuses on recent developments in painting This course will examine the art produced in particularly the work of Francisco Zurbáran and and sculpture. It also examines associated theories France in the 13th and 14th centuries. Alongside Diego Velázquez. The final section of the course of art criticism. the more traditional discussions of court culture will consider painting in the Low Countries, look- and of the development of Gothic architecture, this ing at the art of Rubens, Rembrandt, Vermeer and 370. Modeling Sanctity: The Saint in Image and class will use the power, class, gender, spirituality, others. Among the issues to be addressed are art Text identity, and learning. The first half of this course and spirituality, shifting modes of patronage, art (3-0-3) will treat such institutions as Saint-Denis, Chartres, and politics, and definitions of gender. Open to all students. and the Sainte-Chapelle as complex cultural This course examines the lives and legacy of se- phenomena that weave together a variety of visual 365. History of Photography lected saints with a view to defining the ideal quali- media into strong political and spiritual messages. (3-0-3) ties and criteria by which sainthood is made The second half of the course will examine Open to all students. known. devotional practices and their importance in This course deals with the development and use of Incorporating visual as well as textual materials, defining responses to the arts available at this photography as an artistic medium from the time hagiographies, theological writings and written tes- period. of its invention in the mid-19th century to the timonies, this course will consider the varieties of present. Besides viewing slides, the student will be 342. Survey of Italian Renaissance Art evidence that testify to sanctity. An important part able to view a large number of original photographs (3-0-3) of this course will be a discussion of how different from the Snite Museum of Art. Open to all students. kinds of evidence must be evaluated according to This course will examine the painting, sculpture 366. Modern Art I — 1900 to 1955: their medium and audience — for example, how and architecture produced in Italy from the very Utopianism and Iconoclasm visual portraits (whether portrait, narrative cycle or end of the 12th through the beginning of the 16th (3-0-3) manuscript representations) can be compared to century, from Giotto’s Franciscan spirituality to Open to all students. written ones and differentiated from textual sources Michelangelo’s heroic vision of man and God. A This introductory course focuses on early 20th-cen- not only in iconographic terms but as unique and wide variety of questions will be considered in the tury art and cultural politics in Europe, Russia and forceful forms of knowledge in their own right. context of this chronological survey, including the United States. In the early modern period, The saints we will focus on during the semester changing conventions of representation, the social many of the most ambitious and innovative artists (concentrating on the period extending from late function of art, and the impact of the Renaissance strove to destroy old models of art, often replacing medieval times through the 17th century) include, ideology of individual achievement on the produc- them with models that advocate revolutionary most prominently, Saints Augustine, Bernard, tion of art and the role of the artist. forms for a new, imaginary society; at other times, Dominic, Francis, and Theresa of Avila. Each artists have employed art to undermine accepted member of the class will choose a saint other than 346. Survey of Italian Baroque Art: norms of bourgeois culture and to liberate art and those studied as a case study and the subject of the From Caravaggio to Tiepolo experience from convention. These are themes ad- student’s independent research. (3-0-3) dressed in this course, along with the contradictory Open to all students. reality in which the art arose: an era defined by This course surveys Italian painting, sculpture, and massive wars, racist ideologies, and violent suppres- architecture of the 17th and 18th centuries, a sions. Among the selected artists analyzed are Pablo period which also witnessed the foundation and Picasso, Henri Matisse, Piet Mondrian, Marcel suppression of the Jesuit Order, the Counter- Duchamp, Hannah Höch, Lyubov Popova, Salva- Reformation, absolute monarchy, and democratic dor Dali, Walter Gropius, Diego Rivera and Jack- nations. Thus, the course begins with the “new son Pollock. Rome” of Pope Sixtus V, which attracted pilgrims
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371. Art of the Mexican Ballgame 408. Native North American Art 425. Roman Architecture (3-0-3) (3-0-3) (3-0-3) Open to all students. Art department majors only. Open to all students The ritual ballgame was an athletic event that Native North American art existed for thousands of The content of this course spans 11 centuries, from formed one of the major religious expressions of years and continues to be created today. Its original the eighth century B.C. to the fourth century of the Mexican culture from 1500 B.C. to A.D. 1521. context was most often sacred (both public and modern era, and traces the development of Roman The ceramic, stone and wood sculptures used to private) and/or political. Contact with Western architecture from its origins in Iron Age huts on depict players, to protect them, to hit the ball, and Europeans and their art traditions beginning about the Palatine Hill and Etruscan temples and tombs, to mark the position of the ball in the ball court A.D. 1600 and thereafter, along with the art through the Roman colonization of the Italian pen- reflect the basic themes of Mesoamerican existence: traditions of Africans, Asians, and South Ameri- insula and the establishment of basic tenets of town the concern with the promotion of life and fertility, cans, modified form, technique, and context of planning, through the conquest of Greece and the the necessity of human sacrifice to maintain order Native North American art. consequent Hellenization of Rome, through the in- in the universe, and the duality expressed in the This course will allow students to work with the vention of Roman concrete and the gradual explo- tension between these two forces. Ballgame collections of Native North Americans curated at ration of its practical properties and its potential sculptures remain among the finest art objects the Snite Museum. Students will observe some of for spatial manipulation, through the architectural produced in Mesoamerica. This course will the changes in art which have occurred in the last expression of propaganda and ideal in the great introduce the student to the Mesoamerican 150 years. Students’ final projects will include a building programs of the emperors, to the creation worldview by tracing the origins of ballgame art visual presentation of a particular change in con- of a specifically Christian architecture from the from the Olmec civilization — the mother culture tent, context or technique, which they have deter- combined architectural forms and spirit of Greece of Mesoamerica that forged the template of pre- mined through research and direct examination of and Rome. Columbian cultural development — down to Aztec selected pieces from our collections. The course is 441. Trecento: Giotto to the Duomo times. Each week’s classes will consist of a thorough limited to 15 students and will be held in the Snite (3-0-3) examination of the iconography and function of art Museum. Open to all students. objects through slide lectures, as well as hands on, 421. Classical Greek Art Beginning with Giotto’s Scrovegni Chapel in in-depth study of individual pieces of sculpture (3-0-3) Padua, we will examine the arts in Italy in the from the collections of the Snite Museum of Art. Open to all students. 1300s, concluding with Brunelleschi’s Special emphasis will be placed upon the essential This course analyzes and traces the development of revolutionary design for the dome of Florence unity of religious concepts as iconography evolved Greek architecture, painting and sculpture from the Cathedral of 1436. We will consider the regional over a 3,000-year time span. This will be an object- beginning of the fifth century B.C. through the traditions of Rome and the city-states, including oriented course. Students will be called upon to death of Alexander the Great in 323 B.C. Particu- Siena, Venice, Florence and Pisa and as expressed reason logically, voice opinions, and make aesthetic lar emphasis is placed upon the monumental arts, in narrative fresco programs, altarpieces, sculpture judgments. A good visual memory is helpful. their historical and cultural contexts, and how they and architecture. Among our subjects are the royal 374. African Art and Culture reflect changing attitudes toward the gods, human tombs in Naples and Milan, the evolution of the (3-0-3) achievement, and the relationship between the di- equestrian monument, St. Mark’s in Venice, the Open to all students. vine and the human. character of Gothic expression in Italy, and the This course outlines the power and elegance of 422. Hellenistic Art impact of the Black Death. African sculpture from the last 500 years against (3-0-3) 442. 15th-Century Italian Art the rich fabric of constantly evolving African Open to all students. (3-0-3) cultures. This will be an object-oriented course, This course examines the complex artistic produc- Open to all students. and typical works of art from the five sculpture- tion of the Greek world in the three centuries fol- This course investigates the century most fully producing culture areas of the continent will be lowing the death of Alexander the Great in 323 identified with the Early Renaissance in Italy. Indi- examined in each session. Slide lectures will B.C. and the division of his immense empire into vidual works by artists such as Brunelleschi, provide the cultural context of each style. Students separately administered kingdoms. The relationship Donatello, Ghiberti, Botticelli, and Alberti are set will be called upon to reason logically, voice of Hellenistic art and culture to their Classical fore- into their social, political and religious context. opinions, and make aesthetic judgments. A good bears, the development of an artistic and cultural Special attention is paid to topics such as the ori- visual memory is helpful. koine in the Hellenistic world, and the Helleniza- gins of art theory, art and audience, portraiture and 403. Anthropology of Art tion of Republican Rome will all be considered. the definition of self, Medician patronage, and art (3-0-3) 423. Greek Architecture for the Renaissance courts of northern Italy and Open to all students. (3-0-3) Naples. This course is an examination of art as a functional Open to all students. 443. Northern Renaissance Art part of culture from the anthropological point of In this course, the development of Greek monu- (3-0-3) view. Attention will be given to both the evolution mental architecture and the major problems that Open to all students. of art as part of human culture and to the evolution define it will be traced from the eighth through the This course traces the development of painting in of the study of art by anthropologists. second centuries B.C., from the late Geometric northern Europe (France, Germany, Flanders, and through the Archaic, Classical and Hellenistic peri- Holland) from approximately 1300 to 1560. ods. Among themes to be treated are the relation- Special attention is given to the art of Jan van ship between landscape and religious architecture, Eyck, Heironymus Bosch, Albrecht Dürer, and the humanization of temple divinities, the architec- Pieter Brueghel. In tracing the evolution of tural expression of religious tradition and even spe- manuscript and oil painting and the graphic media, cific history, architectural procession and hieratic students become conscious of the special wedding direction, emblem and narration in architectural of nature, art, and spirit that defines the sculpture, symbolism and allusion through archi- achievement of the northern Renaissance. tectural order, religious revival and archaism, and the breaking of the architectural and religious canon.
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444. Italian High Renaissance and 449. Seminar in 18th-Century European Art Jacques-Louis David, Eugène Delacroix, Francisco Mannerist Art (3-0-3) Goya, Jean-Auguste-Dominique Ingres, Caspar (3-0-3) Open to all students. David Friedrich, Joseph Mallard William Turner, Leonardo, Michelangelo, Bramante and Raphael Profound and universal inquiry into all aspects of John Constable, Gustave Courbet, Camille Corot, provide the basis for a study of one of the most im- knowledge marked the history of the century of the Jean- François Millet, Édouard Manet, Claude pressive periods of artistic activity in Italy — the Enlightenment and the Grand Tour. The rise of Monet, Pierre-Auguste Renoir, and Edgar-Hilaire High Renaissance in Rome and Florence. The the collective idea of nature, the study and instru- Degas. Some of the major themes addressed are the course also investigates the origins of Mannerism in mentality of the antique, the foundations of relationships between tradition and innovation, the expressive achievements of such notable figures religion, the state, morality and reason, the rela- between the artist and the public, and between the as Jacopo Pontormo, Rosso Fiorentino and the suc- tionship of the arts to the state, the philosophy of artist and nature. These topics are set against the ceeding generation of late-Renaissance maniera art- aesthetic were all critically analyzed and dynamic forces of change released with the French ists who helped to formulate a new courtly style. questioned. revolution and the urban and industrial 446. Seminar: Venetian and Northern Italian This course investigates various stylistic trends revolutions. Art in 18th-century art in Italy, France and England 463. History of Design: Form, Values, (3-0-3) with a focus on the institutionalization of art and Technology This course focuses on significant artistic develop- through the academies. Discussion also centers on (3-0-3) ments of the 16th century in Venice, with brief ex- classical art theory and its relationship to the acad- Open to all students. cursions into Lombardy and Piedmont. Giorgione, emies in light of the social, political and religious This course will provide a historical perspective on Titian and Palladio, the formulators of the High climate of the period. We will also consider the the development of industrial, product and graphic Renaissance style in Venice, and subsequent artists aesthetical, art historical and social consequences of design in the 19th and 20th centuries. More than such as Tintoretto and Veronese are examined. An the writings of Kant, Burke and Winckelmann. the aesthetic styling of products, design mediates investigation of the art produced in important pro- The course begins with the late baroque paintings the intersection of technology and cultural values vincial and urban centers such as Brescia, Cremona, of Carlo Maratti and his followers and then moves in the modern era. The role of the modern designer Milan, Parma, Varallo and Vercelli also provide in- to subsequent stylistic trends as neoclassicism, as both a facilitator and a critic of industrial tech- sight into the unique traditions of the local schools Egyptian revival, and the rococco. Attention is also nology will be examined. and their patronage. given to the vedute painters and to such diverse personalities as Piranesi, Mengs, Kauffmann, 471. Topics in Greek and/or Roman Art 447. Italian Baroque Art Tiepolo, Watteau and Chardin. (3-0-3) (3-0-3) Topics course on special areas of Greek and/or The focus of this course is on Roman art of the 451. American Art Roman art. 17th century. The evolution of the style and con- (3-0-3) 472. Topics in Byzantine Art tent of painting, sculpture and architecture in ba- This course examines American painting, architec- (3-0-3) roque Italy is considered in light of the social, ture and sculpture from Puritan culture to the end Prerequisite: 200- or 300-level Art History course political and religious climate of the period. Among of World War I. The approach is to examine the or permission. the artists considered are Caravaggio, the Bolognese development of American art under the impact of The content of this course will change from year to Carracci and their followers, Guercino, Artemisia social and philosophical forces in each historical year. Intended for senior undergraduates, it will ex- Gentileschi, Bernini and Borromini. era. The course explores the way in which artists and architects give expression to the tensions and amine narrow themes. Readings and discussion will 448. Northern Baroque Painting sensibilities of each period. Among the major be central to this class. Topics that might be ad- (3-0-3) themes of the course are the problem of America’s dressed include gender and sexuality, court culture, Open to all students. self-definition, the impact of religious and scientific monasticism and spirituality, and colonialism. Epitomized by the self-conscious art of Rembrandt, thought on American culture, Americans’ changing 473. Topics in Renaissance Art Northern Baroque painting and printmaking not attitudes toward European art, and the American (3-0-3) only became a domestic commodity sold in a more contribution to modernism. Topics course on special areas of Renaissance art. modern-looking marketplace, it also continued to serve its traditional political, moral and spiritual 452. British Art 474. Topics in Baroque Art functions. This course will concentrate on (3-0-3) (3-0-3) paintings and prints produced in Flanders, Spain, This course is a general survey of the development Topics course on special areas of Baroque art. and the Dutch Republics during the 17th century, of British painting from 1560 to 1900. In this con- 475. Topics in American Art an era of extraordinary invention. The work of text, the relationship between English 17th-century (3-0-3) artists such as Rubens, van Dyck, Velázquez, and early 18th-century and American colonial Topics course on special areas of American art. Zurbarán, Leyster, Hals, and Rembrandt will be painting are considered, alongside a discussion of considered in the context of a number of uniquely British traditions. 476. Topics in British Art (3-0-3) interrelated themes, including the business of art, 453. Nineteenth-Century European Art Topics course on special areas of British art. the status of the artist, art in service of the state, the (3-0-3) rise of genre, gender stereotypes, allegory, and art, Open to all students. 477. Topics in Modern European Art religion, and spirituality. This survey of 19th-century painting treats the (3-0-3) major figures of the period within the context of Topics course on special areas of 19th-century and the social, political, and intellectual ferment that 20th-century European art. shaped the culture. Among the artists included are 478. Topics in Contemporary Art (3-0-3) Topics course on special areas of Contemporary art.
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481. Seminar in Greek and/or Roman Art* In addition to the other University require- (3-0-3) Classics ments, students majoring in classics will, under Permission required. normal circumstances, complete at least 10 Seminar on specific subjects in Greek and/or courses in one of three areas of concentration: Chair: Roman art. Greek, Latin or Classical Civilization. W. Martin Bloomer 482. Seminar in Medieval Art* Professor: Greek major (3-0-3) Daniel J. Sheerin 5 courses in Greek language/literature: Permission required. Associate Professors: 103 and above 15 Seminar on specific subjects in Medieval art. Joseph P. Amar (Classics: Arabic); W. Martin 2 courses in Latin 6 Bloomer; Elizabeth Forbis Mazurek; J. William 483. Seminar in Renaissance Art* 2 courses in classics or related subjects approved Hunt (emeritus); Brian A. Krostenko; David J. (3-0-3) by the department 6 Ladouceur Permission required. Greek History 3 Assistant Professors: Seminar on specific subjects in Renaissance art. ———— Asma Afsaruddin (Classics: Arabic); Rev. 484. Seminar in Baroque Art* 30 Leonard N. Banas,C.S.C. (emeritus); Li Guo Latin major (3-0-3) (Classics: Arabic); Chris McLaren; Peter T.G. 5 courses in Latin language/literature: Permission required. McQuillan (Classics: Irish); Catherine M. 103 and above 15 Seminar on specific subjects in Baroque art. Schlegel; Peter J. Smith; Robert A. Vacca 2 courses in Greek 6 485. Seminar in American Art* Concurrent Associate Professors: 2 courses in Classics or related subjects approved (3-0-3) Blake Leyerle; David O’Connor; Robin Rhodes by the department 6 Permission required. Concurrent Assistant Professor: Roman History 3 Seminar on specific subjects in American art. Tadeusz R. Mazurek Visiting Assistant Professor: 486. Seminar in British Art* ———— Éamonn ÓCiardha (Classics: Irish) (3-0-3) 30 Permission required. The department. The Department of Classics of- Seminar on specific subjects in British art. Classical Civilization major fers programs of courses in the languages, litera- Supplementary majors in Greek are exempt from 487. Seminar in Modern European Art* tures, archaeology, history and civilization of the the Latin requirement. Supplementary majors in (3-0-3) ancient world. Cooperation with other departments Latin are exempt from the Greek requirement. Permission required. of the college makes available to Classics students Supplementary majors in Classical Civilization are Seminar on specific subjects in 19th-century and additional courses in the art, philosophy, political exempt from the Latin or Greek requirement but 20th-century European art. theory and religions of antiquity. are expected to take an additional course in classics. 488. Seminar in Contemporary Art* The department also provides the administra- All other requirements are the same as those for the tive home for the programs in the languages and (3-0-3) primary major. Permission required. cultures of the Middle East and in Irish literature and culture. Seminar on specific subjects in Contemporary art. Greek Literature and Culture 490. Art History Methods (or approved equivalent) 3 (3-0-3) MAJORS IN CLASSICS Roman Literature and Culture Required of all art history majors. Permission re- (or approved equivalent) 3 quired. Classics majors encounter at their sources the pe- Greek & Roman Mythology 3 This seminar is a survey of the historiography of art rennial cultures of Greece and Rome, cultures that 2 additional courses in Classics or related subjects history, with special attention paid to the various continue to exercise a profound influence on Euro- approved by the department 6 types of methodology which have been applied to American civilization. Classical training imparts Greek History 3 the analysis of art. Special attention is given to enhanced skills in close reading and analysis of lit- Roman History 3 19th-century and 20th-century art historical meth- erary and rhetorical forms, as well as repeated expe- 3 courses in Greek or Latin 9 ods, including connoisseurship, biography, rience of the integration of literature, history and ———— iconology, psychoanalysis, and semiotic and femi- ancillary studies. Thus, a major in classics provides 30 nist approaches. the archetypal humanistic education and an ideal 498. Special Studies preparation for entry into any of the professions MINORS IN CLASSICS (V-V-V) which require mastery of language, close analysis of Permission required. documents and integration of multiplex details. Minors provide students majoring in other areas Independent study in art history under the direc- The lower-level courses equip the student with with structure and certification for a variety of ap- tion of an individual faculty member. rudimentary knowledge of languages and with a proaches to the study of Greek and Latin language, conspectus of ancient history and culture. Ad- literature and civilization. * In seminars, the particular area of concentration vanced courses in Latin and Greek literature and will be determined each time the course is offered. the limited-enrollment courses in Ancient Civiliza- Students will be expected to research a topic, present tion provide opportunities for more focused and their findings to the seminar, and submit a paper detailed study and are conducted in a seminar for- summarizing their conclusions. mat with emphasis on research and writing.
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Latin minor 475. Greek Philosophical Texts The Latin minor provides a solid grounding in the GREEK (3-0-3) Vacca philological and literary study of Latin texts of the Reading and analysis of selected Platonic dialogues. classical period, or, for those who prefer, of Chris- 101-102. Beginning Greek I and II Consideration of political, moral and metaphysical tian Latin literature. It consists ordinarily of five (3-0-3) (3-0-3) Mazurek, Vacca topics in Platonic philosophy. Current scholarly courses (15 hours) in Latin: (1) Intermediate Latin For beginning language students. The course aims issues. or its equivalent. This can be fulfilled by successful at developing a reading knowledge of Attic prose. 498. Special Studies in Greek Literature completion of Intermediate Latin or by advanced Plato and Xenophon are the primary authors. (3-0-3) Staff placement; (2) Latin Literature and Stylistics; (3-5) Permission of department required. three courses to be chosen from Latin courses at the 103. Intermediate Greek 300/400 level. Students interested in later Latin (3-0-3) Vacca texts are directed to the joint offerings of the de- Prerequisite: 102 or the equivalent. LATIN partment and the Medieval Institute. Practice in reading Greek literature. Selections from Homer, Greek tragedy and philosophy. 101-102. Beginning Latin I and II Greek minor 325. Greek Literature and Stylistics (3-0-3) (3-0-3) Staff The minor in Greek provides a solid grounding in (3-0-3) McLaren An introductory course for students beginning their the philological and literary study of Greek texts Provides an introduction to the advanced study of study of Latin. of the classical and Hellenistic periods. It consists Greek literary texts through close reading of se- 103. Intermediate Latin ordinarily of five courses (15 hours) in Greek: lected texts combined with practice in Greek com- (3-0-3) Staff (1) Intermediate Greek, or equivalent; (2) Greek position. Prerequisite: 102 or the equivalent. Literature and Stylistics; (3-5) three courses to be 410. Greek Historians For students with two semesters of college-level chosen, with departmental approval, from Greek (3-0-3) Ladouceur Latin or the equivalent, this course aims both to courses at the 300/400 level. Readings in Herodotus and Thucydides. Close lit- consolidate knowledge of Latin vocabulary and erary and historiographical analysis of texts. syntax and to introduce students to Latin Classical Civilization minor literatures through readings of more extensive 421. Homer This minor provides a broadly based orientation to selections. the history and civilization of the classical world. (3-0-3) Vacca The three specifically required courses supply the Reading and analysis of selections from Iliad and 103A. Intermediate Latin: Accelerated needed framework of study of history and religious Odyssey. Theory of oral composition. Current issues (3-0-3) Staff thought. Requirements for the minor: (1) Greek in Homeric scholarship. For students with two semesters of college-level Latin or the equivalent, this course aims both to History; (2) Roman History; (3) Greek and Roman 450. Early Greek Poetry consolidate knowledge of Latin vocabulary and Mythology; (4-5) two courses chosen either from (3-0-3) Mazurek syntax and to introduce students to Latin CLAS courses, whether offered by the department Readings in Hesiod and the Homeric Hymns. Lit- literatures through readings of more extensive or crosslisted courses offered by other programs, or erary and cultural developments of Archaic Greece. from Greek or Latin language courses above the in- selections. Latin 103A is an accelerated troductory level. 457. Hellenistic Literature intermediate language course. This course has the (3-0-3) Staff same prerequisites as Latin 103 but prepares the Classical Literature (in Translation) minor Texts from Aristotle, Theophrastus, Menander and student for upper level course work. Plutarch. Analysis of the development of fiction af- The minor in Classical Literature in translation is 118. Intensive Latin I and II ter the classical period. designed to provide a broad experience of Greek (5-0-5) Ladouceur and Latin literature studied in English translation. 460. Greek Comedy This course is intended for students who wish to Requirements for the minor: (1) Greek Literature (3-0-3) Vacca learn a full year of Latin in one semester. Successful and Culture; (2) Roman Literature and Culture; Reading and analysis of selected comic plays of completion of the course leads students to Latin (3) Classical Mythology; (4-5) two electives chosen, Aristophanes. The role of the comic theatre in the 103, after which they will have satisfied the college subject to departmental approval, either from Athenian community. language requirement. CLAS courses (whether offered by the department 465. Tragedy 325. Latin Literature and Stylistics or cross-listed courses offered by other programs) (3-0-3) Schlegel (3-0-3) Mazurek or from Greek or Latin language courses above the Texts selected from Aeschylus, Sophocles and Provides an introduction to the advanced study of introductory level. Euripides. Tragedy as a dramatic genre and as a Latin literary texts through close reading of selected view of life. Introduction to scholarship in this texts combined with practice in Latin composition. Course Descriptions. The following course de- subject. scriptions give the number, title and a brief charac- 345. Roman Imperial Rhetoric terization of each course. Lecture or class hours per 467. Advanced Greek: Plato (3-0-3) Bloomer week, laboratory or tutorial hours per week and (3-0-3) Vacca In Roman Imperial Rhetoric, we will study the an- credits each semester are in parentheses. Not all of This course will consider Plato’s rejection of his cient system of communication and persuasion. these courses are offered every year. own Athenian culture and efforts to establish the These practices and theories continue to be of the philosophical life as a comprehensive personal alter- greatest importance because they have set the terms NOTE: All literature courses at the 300 level or native. Texts from Plato’s middle period, particu- of debates about the relation of power and language above, whether in translation or in the original, larly Gorgias and Republic, will be central. and about the nature of civic and civil communica- will satisfy the arts and letters elective option in 470. Greek Orators tion and community. Students of ancient rhetoric literature. (3-0-3) Ladouceur include St. Paul, Augustine, Nietzsche, Jefferson Historical and cultural examination of the speeches and Marx. Find out what they knew. of Lysias and Demosthenes. Discussions of Attic Law, stylistic analysis and compositional exercises.
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350. Age of Cicero 307. Introduction to Egyptology (3-0-3) Staff CLASSICS COURSES IN ENGLISH (3-0-3) Ladouceur Readings in historical and literary texts of the late A methods-oriented course that provides an intro- Republic; to include works by Sallust and No prerequisites. duction to the discipline of Egyptology; areas cov- Lucretius, as well as the letters of Cicero and 121. Ancient Greece and Rome ered include the history of Egyptology, interpre- Caesar’s Civil War. (3-0-3) Mazurek tation of archeological evidence, the reading of hi- 355. Age of Augustus An introduction to the major historical and eroglyphic texts, the establishment of chronology, (3-0-3) Mazurek cultural periods of ancient Greek and Roman and the use of comparative social science models. Roman history and literature from 44 B.C.-A.D. civilization through close reading of texts central to Prior enrollment in Egyptian Civilization is not re- 14. A study of Augustus as a social, political and the Classical Greek and Latin literary traditions. quired but strongly advised. cultural focal point. Texts: Res Gestae, texts by Topics to be considered include: concepts of the 308. Roman Law and Governance Suetonius, Horace, Vergil, Ovid. divine; heroism and virtue; concepts of gender; (3-0-3) Mazurek democracy, empire, and civic identity. The course 365. Later Latin Literature Students will study all branches of Roman govern- aims to deepen students’ appreciation for the (3-0-3) Sheerin ment, with special emphasis on the judiciary and Classical roots of their own social, intellectual, and An introduction to the Latin fathers, with attention the development of Roman law from the XII religious lives. given to the development of Christian Latin idiom, Tables to Justinian’s Digest. Students will gain a the emergence of new literary genres and the 180J. Literature University Seminar thorough understanding of the bureaucratic opera- Christianization of classical genres. (3-0-3) Staff tion of the ancient Roman state. Introduces first-year students to the study of classi- 326. Medieval Latin Literature in Translation 400. Latin Lyric Poetry cal literature on a comparative basis, with readings (3-0-3) Schlegel (3-0-3) Sheerin from Greco-Roman, Irish and Arabic literature. Extensive readings in the lyrics of Catullus and A survey of works of Medieval Latin literature from Horace. 207. Egyptian Civilization the sixth through the 13th century read in English (3-0-3) Ladouceur translation. 410. Roman Historians An introduction to the history and culture of (3-0-3) Staff 330. Hieroglyphs and History pharaonic Egypt, with particular attention to the A survey of Roman historical writings from the fall (3-0-3) Ladouceur history of Egyptian religion, literature, art and ar- of the Republic to the early Principate. Readings in This course focuses on Egyptian hieroglyphs both chitecture. Sallust, Caesar, Livy and Tacitus. as a means to reconstruct Egyptian history and cul- 300. Greek Literature and Culture ture as well as a reflection of that culture. The stu- 415. Roman Satire (3-0-3) Staff dent will be taught to translate and interpret (3-0-3) Schlegel Survey of masterpieces of Greek literature, history primary sources, especially on monuments and ar- A study of satire as a mockery of Roman society and philosophy, designed as classical background chaeological finds. and its anomalies. Readings in Lucilius, Horace and for humanities students. Readings from Homer, Juvenal. 335. History of Ancient Medicine Aeschylus, Sophocles, Euripides, Thucydides, Plato (3-0-3) Ladouceur 420. Roman Epic: Virgil and Aristotle. This course will trace the development of ancient (3-0-3) Staff 301. Roman Literature and Culture medicine from the neolithic period down to the An introduction to the poetry of Virgil, covering (3-0-3) Staff second century after Christ. The emphasis will be selections from the Georgics and the Aeneid. Survey of masterpieces of Latin literature, history on three cultures, Egyptian, Greek, and Roman. 465. St. Augustine’s Confessions and philosophy designed as classical background How historians use the three main categories of (3-0-3) Sheerin for humanities students. Readings from Catullus, evidence (written documents, human remains and This course provides an introduction to St. Lucretius, Cicero, Virgil, Ovid, Tacitus and artistic representations) will be clearly illustrated. Augustine’s Confessions, through reading of Juvenal. 355. Women in Antiquity extensive selections from the Latin text, a careful 305. Greek History (3-0-3) Mazurek reading of the entire work in English translation, (3-0-3) Vacca An examination of women’s roles in ancient Greek and the application of a variety of critical Ancient Greek history from the Bronze Age to the and Roman society. A comparison of mythological approaches, old and new. Roman conquest and the appearance of Christian- and literary images of women with everyday lives of 475. Medieval Latin ity. Emphasizes social and cultural developments as Greek and Roman women. Origins of Western at- (3-0-3) Sheerin well as political history. titudes toward women. An introduction to Medieval Latin, its philology 356. Portraits of Heroic Women 306. Roman History and literary history and to the instrumenta for study from Classical and Early Christian Literature (3-0-3) Staff and research in the field. (3-0-3) Sheerin Introduction to the history of the Roman Empire, Figures to be studied include Helen of Troy and 498. Special Studies in Latin Literature from the founding of Rome in the eighth century Mary of Egypt, Hypatia and Lysistrata, (3-0-3) Staff B.C . to the collapse of the western empire in the Clytemnestra and Alcestis; particular attention will Permission of department required. fifth century A.D. Special topics include the politi- be given to the fragmentary self-portraits left by cal careers of Cicero, Julius Caesar and Augustus, Sappho and Vibia Perpetua. social issues such as warfare and slavery, and the legacy of Roman historical writing. 360. Classical Love Literature (3-0-3) Sheerin A survey of the Greco-Roman literature of love: amatory poetry, drama, romance and theoretical treatments of love and friendship. Both pagan and Christian texts will be explored.
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450. Greek and Roman Mythology Course Descriptions. The following course de- Arabic Major (3-0-3) McLaren scriptions give the number, the title and a brief 4 semesters of Arabic 12 The major mythical tales and figures from the clas- characterization of each course. Lecture or class 2 literature courses in Classics sical world which have influenced world literature. hours per week, laboratory or tutorial hours per taught by the Arabic faculty 6 Study of the Olympic and vegetation cults. Homer week and credits each semester are in parentheses. 2 courses in Middle East history 6 and Hesiod, national and local myth, Syncretism, Not all of these courses are offered every year. 1 course in Islam 3 Mysteries. 1 elective, subject to departmental approval 3 101-102. Beginning Irish I and II ———— 455. Classical Epic (3-0-3) (3-0-3) Staff 30 (3-0-3) Vacca The first two courses in Irish; see preceding for A study of the epic literature of classical antiquity description of program. Mediterranean/Middle East Area Studies in English translation, this course will give students 103. Intermediate Irish Minor a solid grasp of the texts of the classical epics and (3-0-3) McQuillan This is a broad-based program that includes all as- the cultural contexts in which they were set. Prerequisite: 102 or the equivalent. pects of the ancient and modern cultures that sur- 460. Greek Tragedy (in translation) Continuation of the study of the Irish language round the Mediterranean. Courses from three (3-0-3) McLaren through the intermediate stage. regions apply. In Europe, this includes the study of Origins and functions of tragedy. Readings from 301. The Irish in Their Own Words Classical Greece and Rome as well as modern Italy, Aeschylus, Sophocles, Euripides. France, Spain and Portugal in Europe. Courses on (3-0-3) McQuillan the Middle East are related to the study of Semitic 470. Roman Satire This course is designed as an introduction to the peoples and their cultures, languages, religions and (3-0-3) Mazurek literature of Medieval Ireland. Particular emphasis politics. In North Africa, Arab and Francophone A study of the origins, forms and influence of Ro- will be placed on the prose saga texts like the T/ain history and civilization are the focus. man Satire. Readings from the works of Lucilius, B/o Cuailnge or Cattle Raid of Cooley, which fea- Students are required to fulfill a sequence of 12 Horace, Persius, Petronius, Juvenal, Lucian, Swift tures the legendary hero C/u Chulainn; also the credits (four courses distributed over the area). In and Pope. various texts in both prose and poetry of the Fenian addition, they are required to write a major re- cycle of Fionn Mac Cumhaill (Finn McCool). The 498. Special Studies search essay under the direction of one of the advi- manner in which such texts shed light on the na- (V-V-V) sors for three credits. ture of medieval Irish society will be examined. There will be regular reading and writing assign- Arabic PROGRAM IN IRISH ments, and students will be expected to take part in class discussion. 101-102. Beginning Arabic I and II The program in Irish offers language courses at the (3-0-3) Staff beginning (two semesters) and intermediate (one An introduction to modern standard Arabic. Prin- PROGAM IN SEMITIC LANGUAGES semester) levels. Irish is the Celtic language often ciples of basic grammar, syntax and vocabulary. called “Gaelic.” It is one of the languages of the so- Courses in Arabic, Syriac and Hebrew offer instruc- 103. Intermediate Arabic called “Celtic fringe” of northwest Europe and is (3-0-3) Staff related, most closely, to Scottish Gaelic and, more tion in the languages, literatures and cultures of the Middle East. The study of these languages is neces- A continuation of Arabic I and II with emphasis on distantly, to Welsh and Breton (northwest France). writing and speaking for self-expression. These are all fully-fledged modern languages in sary for an understanding of Semitic culture and as their own right, but they offer something fascinat- background for the development of Judaism, 104. Continuing Arabic ingly “different” in the Western European context. Christianity, Islam and Middle Eastern contacts (3-0-3) Guo Irish is the oldest attested written European lan- with the Classical world, with Africa, Europe and Continues the study of Arabic beyond the interme- guage outside the classical languages and, as such, America. diate level and introduces students to modern jour- offers a window on a kind of civilization long In recent years, the West has become increas- nalistic texts. passed away in most of Western Europe. The em- ingly aware of the Arabic-speaking East. Courses in 410. Advanced Arabic I phasis of these courses is, however, very much a Arabic language and literature are a prerequisite for (3-0-3) Staff modern one: They teach the contemporary lan- an understanding of the rise of Islam, the literature Commences study of formal Arabic literary texts guage as spoken in the “Gaeltacha/i” (Irish-speak- it produced and subsequent developments among with additional emphasis on classroom discussion ing areas) of Ireland today. The initial emphasis is Arabic-speaking Moslems and Christians. in Arabic. on basic listening, speaking and writing. At least Courses in Syriac taught at the graduate level 415. Advanced Arabic II one class per week is conducted in the Language are available to qualified undergraduates by (3-0-3) Staff Resource Center to enable students to work on permission. Continuation of advanced study of literary Arabic. pronunciation and communicative skills. Students Course Descriptions. The following course de- are also introduced to various aspects of Irish lan- scriptions give the number, the title and a brief Courses in English guage and culture through the reading of simple characterization of each course. Lecture or class texts in the original language. hours per week, laboratory or tutorial hours per 235. Arabic Literature in English Translation: Interested students should also consult the list- week and credits each semester are in parentheses. Fiction ings in this Bulletin under Irish studies, English, Not all of these courses are offered every year. (3-0-3) Guo government and international studies, history, and The object of this course is to introduce the stu- medieval studies for complementary courses in dent to Arabic literature — a major world literature Irish studies. Graduate students should consult the that remains largely unexplored in the West — Graduate School Bulletin for information on the from its beginning to the present. The course will appropriate 500-level “Studies in the Irish Lan- read and discuss, in a seminar context and from a guage” courses. broadly comparative perspective, key works of me- dieval Arabic narrative prose, the Arabian Nights
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and the Maqmat, and selected works of modern Topics include the Semitic approach to Jesus and Arabic fiction by the Nobel laureate Naguib the Gospel; Christianity and the Arabs; the impact East Asian Languages Mahfouz (Egypt), among others. There will also be of the Crusades. The course concludes with an several screenings of the film adaptations. Some of investigation of Islamic fundamentalism and the and Literatures the issues to be discussed are the influence of the diaspora of Middle Eastern Christians in Europe Arabian Nights in Western literature, representa- and the Americas. Drawing from local history, Chair: tion and interpretation, and literary compositional native accounts and archaeological evidence, we Lionel M. Jensen strategies in “domesticating” an “imported” genre, piece together the largely untold story of Associate Professors: namely fiction, used by modern Arab writers. Christianity in the Middle East. Michael C. Brownstein; Lionel M. Jensen; Rev. 240. Middle East History 360. Canon and Literature of Islam George H. Minamiki, S.J. (emeritus) (3-0-3) Amar (3-0-3) Afsaruddin Assistant Professors: A survey of the Middle East from ancient to This course is an introduction to the religious Liangyan Ge; Lili I. Selden; Margaret Baptist modern times. literature of the Arab-Islamic world. Emphasis is on Wan; Xiaoshan Yang (on leave fall 2001) 255. Women’s Memories, Women’s Narratives works from the classical and medieval periods of Associate Professional Specialist: Islam, roughly from the seventh to the 14th (3-0-3) Afsaruddin Noriko Hanabusa century of the common era. We will read selections This course will focus primarily on women’s mem- Assistant Professional Specialists: from the Qur’an (the sacred scripture of Islam), the oirs, autobiographies, and fiction to analyze the Setsuko Shiga; Chengxu Yin Hadith literature (sayings attributed to the prophet construction of the feminine self and identity in Muhammed), the biography of the Prophet, modern Arab societies. Rather than look at these The peoples of East Asia comprise one quarter of commentaries on the Qur’an, historical and works through the prism of sweeping gender para- the world’s population and account for a similar philosophical texts, and mystical poetry. All texts digms, we will be more concerned with letting the proportion of the world’s production and con- will be read in English translation. No prior women speak for themselves through the imme- sumption. This, along with the contemporary fu- knowledge of Islam and its civilization is assumed, diacy of their own experiences. A broad knowledge sion of Asia and the West politically and although helpful. of Middle Eastern history and political events is economically, makes knowledge of the diverse lan- helpful but not vital. All readings are in English 400. Modern Arabic Fiction in Translation guages and cultures of East Asia vital to an under- translation. (3-0-3) Guo standing of our global community and An introduction to the Arabic short story and indispensable for the preparation of careers in the 260. The Golden Age of Islamic Civilization novel, with emphasis on the emergence of Arabic Pacific Rim focusing on business, public policy, lit- (3-0-3) Afsaruddin fiction in the 20th century. eratures, and the arts. The Department of East This course will deal with the period A.D. 750- Asaian Languages and Literatures provides the re- 405. Arabic Literature in Translation 1055, commonly dubbed the “golden age” of Is- sources and instruction necessary for success in all (3-0-3) Guo lamic civilization. This period under the Abbasid of these fields. The department is dedicated to pro- dynasty saw the greatest flowering of the arts, archi- (Crosslisted with ENGL 318C) viding rigorous language training in Chinese and tecture, literature, the sciences, and religious and A survey of the development of Arabic literature in Japanese as well as courses taught in English on English translation. From the Qur’an through the philosophical thought. This is the time, for ex- Chinese and Japanese philosophy, religion, litera- ample, of the caliph Harun al-Rashid of Arabian classical period. ture, and culture. Complementary courses in other Nights fame, a man of legendary wealth and gener- 455. Cross, Crescent, Kublai Khan disciplines are listed in this Bulletin under depart- osity, whose court attracted the best and the bright- (3-0-3) Amar ments such as history, philosophy, theology, gov- est of its time. The influence of medieval Islamic Study of the English translation of the diary of two ernment, economics, and anthropology. civilization upon Europe will be considered as well. 13th-century Christian monks of their journey Completion of First-Year Chinese or Japanese All readings will be in English translation; no prior from Beijing to the West. (10 credits) or Beginning Japanese (nine credits) knowledge of Islam and its civilization is assumed. will satisfy the language requirement for both the The course will supplement texts with audiovisual College of Arts and Letters and the College of Sci- materials to attempt to provide an authentic “taste” HEBREW ence. Although the College of Business does not of the age. have a language requirement, it strongly supports 350. Christianity in the Middle East: Origins to 481-482. Elementary Biblical Hebrew I-II integration of language courses into its curriculum the Present (3-0-3) (3-0-3) Kim and encourages students to participate in the Inter- (3-0-3) Amar A beginning course in classical Biblical Hebrew national Study Programs (See “International Study Crosslisted with HIST 462 and THEO 345. grammar and readings. An introduction to the He- Programs” under College of Business). The spread of Christianity from Jerusalem into brew language, principally Biblical Hebrew gram- Asia Minor and Europe is well documented. But mar, morphology, vocabulary, syntax. We will Placement and Language Requirement. Stu- Christianity is not a European phenomenon; it is work through a standard textbook of Biblical He- dents who wish to enroll in a Chinese or Japanese Middle Eastern and Semitic in its origins. Why was brew, incorporating some work in Mishnaic and language course beyond the 101 or 111 level must the existence of Christianity in the Middle East Modern Hebrew. No previous knowledge of He- take a placement examination administered by the marginalized by the earliest Christian historians? brew is assumed. Department. Students testing out of 100-level lan- Why is Christianity in the Middle East so guage courses must complete at least one course at inadequately understood today? This course the 200 level or higher to satisfy the language re- examines the evidence for Christianity articulated quirement. in the native Aramaic language and culture of the region. We investigate the origins and development of the indigenous “Oriental” churches of Syria, Lebanon, Jordan, Iraq and Iran, and the missionary activity that took the gospel into India and China.
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211-212. Second-Year Chinese I and II PROGRAM IN CHINESE SHANGHAI AND NAGOYA (5-0-5) (5-0-5) Yin PROGRAMS Prerequisite: 112 or instructor’s permission. The program in Chinese offers language classes in Grammar review and training in the four basic Mandarin Chinese at the first-, second-, third-, and skills to higher levels of sophistication: oral/aural fourth-year levels, as well as courses in English on The Shanghai and Nagoya programs provide stu- skills for fluency in communication, reading for classical and modern Chinese literature and culture. dents with the opportunity to spend an academic critical understanding, and the ability to write Qualified students also have the opportunity to at- year at Nanzan University in Nagoya, Japan, or a simple compositions. tend East China Normal University in Shanghai, semester or academic year at East China Normal People’s Republic of China. University in Shanghai, People’s Republic of 311-312. Third-Year Chinese I and II The Chinese program offers first and supple- China. To qualify for the Shanghai Program, stu- (3-0-3) (3-0-3) Yin mentary majors and a minor. dents must complete at least one semester of Chi- Prerequisite: 212 or instructor’s permission. Basic requirements: For the major, students nese language study at Notre Dame with at least a Development of advanced conversational, reading must complete 30 credit hours, including Third- 3.0 grade point average in the language courses. and writing skills, using a wide range of authentic Year Chinese. For the supplementary major, stu- For the Nagoya Program, at least one year of materials, including material from news media. dents must complete 24 credit hours, including Japanese language studies at Notre Dame with a 411-412. Fourth-Year Chinese I and II Third-Year Chinese. For the minor, students must 3.0 grade point average or better in the language (3-0-3) (3-0-3) Wan complete 15 credit hours, including two semesters courses is required. Students may attend Nanzan Prerequisite: 312 or instructor’s permission. of language classes beyond the first year. or East China Normal during their sophomore or Practice in advanced conversational, reading and Other requirements: In addition to the lan- junior year. Students who intend to combine a writing skills, using newspapers, short fiction, vid- guage course requirements described above, First First or Supplementary major in Chinese or Japa- eotapes and other authentic materials. and Supplementary majors as well as the Minor nese with a major in another discipline and who in- also requires one course in Chinese literature. Re- tend to apply for the Shanghai or Nagoya programs 498. Special Studies maining credit hours may be satisfied by taking ad- are urged to plan their course of studies carefully in (V-V-V) Staff ditional Chinese language and literature courses, or consultation with their advisors prior to applying Prerequisite: instructor’s permission. East Asia-related courses approved by the academic for either program. For more information and Requires “contractual agreement” with the profes- advisor. course listings, see “Nagoya Program” or “Shanghai sor prior to scheduling. For advanced students who Program” under “International Study Programs” in wish to pursue an independent research project this Bulletin. reading Chinese language materials. PROGRAM IN JAPANESE Course Descriptions. The following course de- JAPANESE LANGUAGE COURSES The program in Japanese offers language classes in scriptions give the number, title and brief charac- modern Japanese at the beginning, intermediate terization of each course. Lecture or class hours per and advanced levels, as well as courses in English week, laboratory or tutorial hours per week and 101-102-103. Beginning Japanese I, II, and III on classical and modern Japanese literature and credits each semester are in parentheses. Not all of (3-0-3) (3-0-3) (3-0-3) Hanabusa, Shiga culture. Qualified students also have the opportu- these courses are offered every year. For students with no background in Japanese. A nity to attend Nanzan University in Nagoya, three-semester sequence of three-credit courses cov- Japan. CHINESE LANGUAGE COURSES ering the same material as 111-112 and designed to The Japanese program offers first and supple- prepare students to enter 211. 101 and 103 are of- mentary majors and a minor. fered only in the spring semester, 102 only in the 101-102-103. Beginning Chinese I, II, and III Basic requirements: For the major, students fall. Introduction to the fundamentals of modern (3-0-3)(3-0-3)(3-0-3) Yin must complete 30 credit hours, including 22 cred- Japanese. Equal emphasis on speaking, listening, For students with no background in Chinese. A its in language classes beyond the first year. For the reading and writing. Introduction of the hiragana three-semester sequence of three-credit courses cov- supplementary major, students must complete 24 and katakana syllabaries, and 200 kanji. ering the same material as 111-112 and designed to credit hours, including 16 credits in language prepare students to enter 211. 101 and 103 are of- 111-112. First-Year Japanese I and II classes beyond the first year. For the minor, stu- fered only in the spring semester, 102 only in the (5-0-5) (5-0-5) Hanabusa dents must complete 15 credit hours including two fall. Equal emphasis on the basic skills of listening, Introduction to the fundamentals of modern Japa- semesters of language classes beyond the speaking, reading and writing. Students may expect nese. Equal emphasis on speaking, listening, read- first year. to master a spoken vocabulary of about 1,000 ing and writing. Introduction of the hiragana and Other requirements: In addition to the lan- words and a written vocabulary of 500 characters. katakana syllabaries, and 200 kanji. guage course requirements described above, first and supplementary majors as well as the minor also 111-112. First-Year Chinese I and II 211-212. Second-Year Japanese I and II require one course in Japanese literature. Remain- (5-0-5) (5-0-5) Ge (5-0-5) (5-0-5) Shiga ing credit hours may be satisfied by taking addi- For students with no background in Chinese. In- Prerequisite: 112 or instructor’s permission. tional Japanese language and literature courses, or troduction to Mandarin Chinese using traditional Continued training in the fundamentals of the East Asia-related courses approved by the characters. Equal emphasis on the basic skills of lis- modern language. Equal emphasis on speaking, lis- academic advisor. tening, speaking, reading and writing. Students tening, reading and writing. Introduction of ap- may expect to master a spoken vocabulary of proximately 200 kanji. about 1,000 words and a written vocabulary of 500 characters.
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311-312. Third-Year Japanese I and II 253. Introduction to Chinese Civilization 378. Japanese Women Writers (3-0-3) (3-0-3) Hanabusa (3-0-3) Staff (3-0-3) Prerequisite: 212 or instructor’s permission. This course provides general historical and cultural A study of Japanese “female” literature that reviews The first in a sequence of intermediate courses of- background with a view to preparing students for the important role of women writers in creating fered for those students who do not participate in more specialized courses in Asian studies. A histori- and maintaining the literary traditions of the land the Year-in-Japan Program. Development of oral/ cal overview accompanies thematic presentation of of the rising sun. aural skills with an emphasis on typical conversa- cultural achievements in philosophical and religious 380. Chinese Ways of Thought tional situations. Improvement of reading and thought, literature and the fine arts. (3-0-3) Jensen writing skills. 350. Japanese Classical Theater This is a special topics class on religion, philoso- 411-412. Fourth-Year Japanese I and II (3-0-3) Brownstein phy, and the intellectual history of China that in- (3-0-3) (3-0-3) Shiga A study of the plays from the Noh theater (13th- troduces the student to the world view and life Prerequisite: 312 or instructor’s permission. 14th century) and the Bunraku (puppet) and Ka- experience of Chinese as they have been drawn The second in a sequence of intermediate courses buki theaters (17th-18th century), along with their from local traditions, as well as worship and sacri- offered for those students who do not participate in social-historical background, religious-philosophi- fice to heroes, and the cult of the dead. Through a the Year-in-Japan. Aimed at achieving a high profi- cal views (Buddhism and Confucianism), and close reading of primary texts in translation, it also ciency in the four skills: speaking, listening, reading literary features. surveys China’s grand philosophical legacy of and writing. Daoism, Buddhism, “Confucianism,” and “Neo- 358. Gender Images in Modern Japanese Fiction 498. Special Studies Confucianism” and the later religious accommoda- (3-0-3) Selden tion of Christianity and Islam. (3-0-3) Selden An examination of the changing images of men and Prerequisite: Instructor’s permission based on women during the modern era as seen in the novels 384. Popular Religion and the Practice student’s performance on a placement exam and and short stories of Japan’s finest male and female of Philosophy in China oral interview at the beginning of the semester. writers. (3-0-3) Jensen This course takes students beyond textbook Japa- This lecture/discussion course will introduce the nese by introducing original materials created for 360. Heroism and Eroticism in Chinese Fiction student to the plural religious traditions of the Japanese audiences (literature, current events and (3-0-3) Ge Chinese as manifested in ancestor worship, video materials, etc.). Emphasis is on grammar and A study of selected readings from pre-modern Chi- sacrifice, exorcism, and spirit possession. From an syntax, vocabulary building, speaking, reading nese literature, and an examination of heroism and understanding of these practices, the course will and writing. eroticism as two major literary themes in the Chi- offer insight into the mantic foundations of nese context. Chinese philosophy, especially metaphysics. COURSES IN ENGLISH 362. The Image of Woman in Chinese Literature Readings will consist of texts in translation of (3-0-3) Wan popular cults, as well as scholarly interpretations of This course explores changing images of woman in these phenomena. The courses listed below use materials in English Chinese literature, from her early appearance in 386. Chinese Pop Songs: Global/Local translation and require no prior background in folk poetry to the dominant role she comes to play (3-0-3) Wan Asian studies. in the vernacular novel and drama. This course uses popular songs since the 1980s 180. Literature University Seminar 364. Scandal and Intrigue in Traditional from China, Taiwan, and Hong Kong to examine (3-0-3) Staff Japanese Literature various ways Chinese construct images of the self. An introduction to the study of East Asian (3-0-3) Selden Issues to be examined include nationalism, love as literature. Focus either on Chinese or Japanese Explore the aesthetics and politics of courtship and allegory, family, tradition versus modernity, and literature. marriage among the aristocracy of Japan. Readings language politics. Attention will be given to the include 10th- and 11th-century classics such as The contexts in which popular music is produced and 190. Chinese Calligraphy Pillow Book, The Tale of Genji, and The Gossamer consumed globally and locally. (1-0-1) Ge Years. A workshop for appreciating and practicing Chi- 460. The Garden in Chinese Literature nese calligraphy and studying the history of the art. 368. Self and Society (3-0-3) Yang in Modern Japanese Literature 250. Introduction to Traditional Chinese This course examines the literary representations of (3-0-3) Brownstein Literature the garden in the Chinese tradition. Supplemented A study of Japan’s modern masters of prose with a (3-0-3) Yang by visual materials, readings in poetry, fiction, focus on how writers address the problem of “self” A survey course introducing students to the major drama and prose illustrate the variegated configura- and the issue of what it means to be Japanese in the themes and genres of Chinese literature through se- tions of the garden as a religious, philosophical, modern world. lected readings of representative texts. moral and aesthetic space. 370. 20th-Century Chinese Literature . 252. Introduction to Japanese Civilization (3-0-3) Ge (3-0-3) Brownstein Crosslisted with HIST 362N. A survey of Japan’s cultural history from its origins A study of selected works from 20th-century Chi- in prehistoric times up to the middle of the 18th nese literature (mainly fiction but also drama), with century. a special focus on understanding literary develop- ments in their social context.
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In addition, students must satisfy the following Political Economy Economics Distribution Requirement: 315. Introduction to Political Economy 334. Topics in Political Economy Students must take one course in at least three of 411. Economics of Conflict and Cooperation Chair: the following 11 areas to fulfill a distribution 413. Marxian Economic Theory Richard Jensen requirement: 414. Beyond Economic Man Director of Undergraduate Studies: 416. Problems in Political Economy Frank J. Bonello Policy 418. African Americans and U.S. Political Director of Undergraduate Advising: 335. Economics of Poverty Economy 435. Law and Economics William H. Leahy 337. Economics of Education William and Dorothy O’Neill 340. Introduction to Public Policy Urban and Regional Economics Professor of Education for Justice: 404. Topics in Applied Microeconomics 410. Economics, Ethics and Public Policy 368. Approaches to Inner City Development Denis Goulet 441. Public Expenditure Policy 430. The New Urban Crisis and Economic Carl E. Koch Professor of Economics: 442. Tax Policy Analysis Philip Mirowski 446. Environmental Economics 489. Regional Economic Development Professors: 447. Seminar in Health Care Policy Rev. Ernest J. Bartell, C.S.C.; Charles Craypo 448. Seminar in Current Economic Policy The remaining two courses may be any other 300- (emeritus); John T. Croteau (emeritus); 449. Seminar in Policy Evaluation and 400-level courses the department offers, except Amitava K. Dutt; Rev. Mark J. Fitzgerald, 465. Stabilization Policy those specifically designated as not fulfilling major C.S.C. (emeritus); Richard A. Jensen; Kwan S. requirements. Kim; William H. Leahy; Jaime Ros; Roger B. Quantitative Methods In addition, the student must fulfill an inten- 405. Consumption and Happiness Skurski; Thomas R. Swartz; Charles K. Wilber 408. Game Theory sive writing requirement in one of the following (emeritus) 433. Mathematics for Economists ways: by taking a 300- or 400-level course specifi- Associate Professors: 490. Econometrics cally designated as an intensive writing course (stu- David M. Betson; Frank J. Bonello; Gregory 492. Applied Econometrics dents will receive information on this every term); Curme (emeritus); Byung-Joo Lee; Teresa by taking a special studies course which involves Ghilarducci; Lawrence C. Marsh; Vai-Lam Economic History writing a term paper under the supervision of a fac- Mui; James J. Rakowski; Kali P. Rath; David F. 481. History of Economic Development ulty member; or writing a senior essay. Ruccio; Jennifer Warlick; Martin H. Wolfson Assistant Professor: History and Philosophy of Economics Course Clusters Within Economics. The eco- Esther-Mirjam Sent 305. Philosophy of Economics nomics program offers the undergraduate student Assistant Research Professor: 306. History of Economic Thought the opportunity to concentrate in several different Kajal Mukhopadhyay 407. Seminar in History and Philosophy of areas that may correspond to a student’s career goal Economic Thought or that may represent a broad common theme Program of Studies. The undergraduate major within economics. These areas are only suggestions, Monetary and Financial Economics in economics within the College of Arts and Letters and there is no requirement that a student com- 421. Money, Credit, and Banking is designed to make a unique contribution to the 422. The Financial System plete a cluster. Indeed, the economics major may student’s liberal education. The program provides desire to pursue a different cluster or some combi- students with the insights of scientific analysis and Labor Economics nation of the clusters listed below. social perspective to deepen their understanding of 350. Labor Economics the complex economic forces at work in society. 450. Labor Relations Law Pre-law Cluster Such an understanding is an essential ingredient in 451. Employment Relations Law and Human 345. Industrial Organization the intellectual development of an educated person. Resources Practices 435. Law and Economics The program is also designed to prepare the stu- 453. Collective Bargaining: the Private Sector 441. Public Expenditure Policy 442. Tax Policy dent for a variety of professional objectives, includ- 454. Collective Bargaining: the Public Sector 455. Topics in Labor 445. The Economics of Industrial ing careers in public service and law as well as 456. U.S. Labor History Organization managerial positions in business and industry. 457. Economics of Gender and Ethnic 450. Labor Relations Law The major requires eight 300- and 400-level Discrimination 451. Employment Relations Law and Human courses in economics. The introductory course, 458. Labor Arbitration Resource Practices ECON 115/225 Introduction to Economics, is also 459. Comparative Labor Systems 453. Collective Bargaining — Private recommended but does not actually count as one of Sector the eight required courses. Development Economics 454. Collective Bargaining — Public 380. Development Economics Sector 458. Labor Arbitration All majors must take three courses: 400. Development — the Third World’s Quest for Justice 301. Intermediate Economic Theory — Micro 484. Economic Development of Latin America Pre-M.B.A. Economics Cluster 345. Industrial Organization 302. Intermediate Economic Theory — Macro 486. Ethics of Development 350. Labor Economics 303. Statistics for Economics International Economics 421. Money, Credit and Banking 471. International Economics 422. The Financial System 472. International Trade 434. Applied Econometrics 473. International Money 465. Stabilization Policy 471. International Economics 472. International Trade Industrial Organization 473. International Money 345. Industrial Organization 445. The Economics of Industrial Organization
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Labor Economics and Industrial Relations Departmental advisors will assist students in 223. Principles of Economics I Cluster designing a program of study that meets their edu- (3-0-3) Staff 350. Labor Economics cational and career goals. Students are also encour- An introduction to economics with emphasis on 450. Labor Relations Law aged to pursue related courses in other departments the nature and method of economics, national in- 451. Employment Relations Law and Human of the College of Arts and Letters and in the come and its determinants, fluctuations in national Resource Practices Mendoza College of Business. Materials relating to income, money and credit, fiscal and monetary 453. Collective Bargaining — Private Sector policies and economic growth. Not open to stu- 454. Collective Bargaining — Public Sector professional work in law, graduate study in business and graduate programs in public and foreign ser- dents who have taken ECON 123. International Development Cluster vice are available from the director of undergradu- 224. Principles of Economics II 345. Industrial Organization ate studies. (3-0-3) Staff 370. Comparative Economic Systems An introduction to economics, with particular at- 380. Development Economics Graduate Courses. Advanced undergraduate ma- tention to the pricing mechanism, competitive and 471. International Economics jors are encouraged (in consultation with their ad- monopolistic markets, government regulation of 472. International Trade visors) to select graduate courses as a part of their the economy, labor-management relations and pro- 473. International Money programs. The following are recommended. 482. Third-World Agricultural Development grams, income determination and public policy, 484. Economic Development of Latin America 501. Graduate Macroeconomic Theory I foreign trade and the international economy. Not 502. Graduate Microeconomic Theory I open to first-year students. 506. History of Economic Thought and Public Policy Cluster 225. Introduction to Economics Methodology 335. Economics of Poverty (3-0-3) Staff 345. Industrial Organization 522. Financial Institutions, Markets, 368. Approaches to Inner City Development and Instability A one-semester survey of micro- and macroeco- 416. Problems in Political Economy 541. Labor Economics nomics, national income, fiscal and monetary 421. Money, Credit and Banking 542. Labor Theory policy, supply and demand, stabilization policy and 422. The Financial System 561. Economic Development alternative views of the economy. Not open to stu- 430. The New Urban Crisis and Economic 562. International Trade dents who have taken ECON 115. Analysis 581. Industrial Organization 441. Public Expenditure Policy 591. Graduate Statistics 301. Intermediate Economic Theory — Micro 442. Tax Policy 592. Econometrics I (3-0-3) Betson, Che, Marsh, Mui, Rakowski, Rath 446. Environmetal Ecomonics Prerequisite: ECON 115 or 225 or 224. 445. The Economics of Industrial Organization Course Descriptions. The following course de- An examination of the language and analytical tools 448. Seminar in Current Economic Policy scriptions give the number and title of each course. of microeconomics, emphasizing the functional re- 451. Employment Relations Law and Human Lecture hours per week, laboratory and/or tutorial lationship between the factor and product markets Resource Practices hours per week and credits each semester are in pa- and resource allocation. 457. Economics of Gender and Ethnic rentheses. The instructor’s name, as available, is Discrimination 302. Intermediate Economic Theory — Macro 465. Stabilization Policy also included. (3-0-3) Bonello, Dutt, Mason, Ros, Sent 115. Introduction to Economics Prerequisite: ECON 115 or 225 or 123 or 223. Pre-Graduate Cluster (3-0-3) Staff An intensive examination of macroeconomics, with Students who plan to pursue graduate studies in A one-semester survey of micro- and macroeco- particular reference to the determination of na- economics are strongly advised to consider the fol- nomics, national income, fiscal and monetary tional income, employment and the general price lowing courses (graduate courses require permission policy, supply and demand, stabilization policy and level. from the student’s advisor): alternative views of the economy. 303. Statistics for Economics 123. Principles of Economics I 433. Mathematics for Economists (3-1-4) Betson, Lee, Marsh 434. Applied Econometrics (3-0-3) Staff The course is devised to present statistics and statis- 501. Graduate Macro Theory I An introduction to economics with emphasis on tical inference appropriately for economics stu- 502. Graduate Micro Theory I the nature and method of economics, national in- dents. There are two goals for the course: first, to 591. Graduate Statistics come and its determinants, fluctuations in national prepare the student to read elementary quantitative 592. Graduate Econometrics income, money and credit, fiscal and monetary analysis studies; and second, to prepare the student or a broad range of undergraduate field courses policies, economic growth. to undertake elementary quantitative analyses. such as: 180. Social Science University Seminar 305. Philosophy of Economics (3-0-3) Staff (3-0-3) Mirowski, Sent 350. Labor Economics Economics sections will deal with different aspects Prerequisites: ECON 115 or 225 or equivalent. 380. Development Economics of economic analysis and policy issues. The focus What does it mean to do good research in econom- 408. Game Theory will be on understanding how economists think ics? If you thought the answer to this question was 416. Problems in Political Economy 421. Money, Credit and Banking about theoretical issues and how they apply their straightforward, you will be in for a surprise! The 443. Public Finance analytical tools to real-world economic problems intention of the course is to problematize such no- 445. The Economics of Industrial and policies. No background in economics is as- tions as “prediction is the goal of economics” or Organization sumed. The seminars will satisfy the University and “there is progress in economics” or “assumptions in 471. International Economics College of Arts and Letters social science require- economics should be (un)realistic.” To do this, we ments in addition to the University seminar will explore literature on philosophy of science, so- as well as courses that are crosslisted with the requirement. ciology of scientific knowledge, and economic graduate program. It is also recommended that stu- theory. dents take a course in linear algebra and a one-year sequence of calculus courses.
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306. History of Modern Economic Thought 340. Introduction to Public Policy 400. Development — The Third World’s Quest (3-0-3) Mirowski, Sent (3-0-3) Betson for Justice The problems of the construction of a scientific dis- This course focuses on the policy process from the (3-0-3) Goulet cipline of economics are surveyed from the perspective of both the policymaker and analyst of Third World development is an important arena in Physiocrats to the early 20th century. Particular policy. To achieve these two perspectives, this which the quest for justice goes on around issues of emphasis is placed upon the theories of value, pro- course will make substantial use of case studies of mass poverty, dependency and hopelessness. The duction and distribution. While the major stress public policy problems and decisions. Among the course devotes special attention to normative theo- will focus upon the history of classical political subjects of these case studies will be the areas of tax ries of development and the troubling ambiguities economy and neoclassical economics, some atten- reform, social welfare and defense. surrounding various development strategies and critically examines the hypothesis that states that tion will also be given to the German Historicist 345. Industrial Organization attempts to improve society cause more harm than and American Institutionalist schools. The course (3-0-3) Mui, Warlick good. relies upon a mixture of primary texts and second- Prerequisite: ECON 115 or 225. ary sources. Introduces the student to economic thinking about 401. Social Justice Biography 315. Introduction to Political Economy the role of industry organization in economic per- (3-0-3) Goulet (3-0-3) Ghilarducci, Ruccio formance. Traditional economic thinking that This course examines the life, work and impact of a Prerequisite: ECON 115 or 225. oligopolistic industry structures lead to poor per- contemporary individual struggling for social jus- An introduction to theoretical frameworks, eco- formance is contrasted to theories which suggest tice. Study is organized around a pedagogical tri- nomic policies, and social factors often downplayed that such organization may under some circum- angle of three points: personality, arena of struggle, or ignored in mainstream economics. Topics in- stances lead to superior performance. The two per- results. Biography serves as a vehicle for analyzing clude alternative theories of political economy, the spectives are used to evaluate the relative and evaluating the constraints and contests of effec- relationship between economics and politics and performance of U.S. and Japanese industries. tive social action. Relevant facts are related to val- ues and policies — as all three are affected by, and the analysis of institutions. 350. Labor Economics in turn affect, human subjects striving for justice. 333. Justice Seminar (3-0-3) Ghilarducci (3-0-3) Staff Prerequisite: ECON 115 or 225, or equivalent. 404. Topics in Applied Microeconomics The Justice Seminar undertakes a critical A survey course covering the economics of employ- (3-0-3) Rakowski, Mui examination of major theories of justice, both the ment and unemployment; wages and income distri- Prerequisite: ECON 301. deontological (e.g., contract theory) and teleologi- bution; poverty, education and discrimination; This course applies microeconomic analysis to un- cal (e.g., utilitarian and virtue-based theories). This unions and labor and industrial relations systems; derstand a selection of policy-related issues. The is the core course for the concentration in Philoso- comparative labor systems. topics chosen will vary from semester to semester, but there will be a coverage of issues highlighted in phy, Politics, and Economics (PPE). 368. Approaches to Inner-City Economic current policy debates. Examples of topics are dis- 334. Topics in Political Economy Development tributive effects of taxes, the effects of minimum (3-0-3) Ghilarducci, Wolfson (3-0-3) Staff wages, health insurance, immigration, trade policy. Seminar course concerned with policy problems Prerequisite: ECON 115 or 180 or 224 or 225, or such as unemployment, inflation, growth, balance permission of instructor. 405. Consumption and Happiness of payments and income distribution. Alternative This course examines alternative approaches to eco- (3-0-3) Dutt methods of analysis and policy prescriptions are nomic development in American inner cities. It We live in an age in which consumption in many discussed. Orthodox views are studied and pays particular attention to strategies designed to parts of the globe has increased to unprecendented compared to nontraditional approaches to the increase the economic well-being of the African levels and continues to rise. Many people take it for analysis of the United States and other advanced American community. Both private and public sec- granted that this increase in consumption is a good economics. tor initiatives, as well as individualist versus group- thing because it increases human happiness. But oriented strategies, are examined. others are more skeptical, arguing that increasing 335. Economics of Poverty consumption has adverse consequences on the 370. Comparative Economic Systems (3-0-3) Warlick poor, the environment, and future growth; that it (3-0-3) Staff Prerequisites: ECON 115 or 225 or 123 and 224. results in moral deprivation; and that it does not Prerequisite: ECON 115 or 225. An examination of the extent and causes of poverty even make those who consume more any happier. A comparative analysis of theoretical economic sys- in the United States. The current system of govern- This course critically examines this debate, which tems and an examination of the decision-making ment programs to combat poverty is analyzed. Re- relates to all of us as consumers, using the tools of process and the institutional framework of func- forms of this system are also considered. economic analysis. tioning economies relative to these theories. 337I. Economics of Education 407. Seminar in the History of Economic (3-0-3) Warlick 380. Development Economics Thought Prerequisite: ECON 115 or 225 or equivalent. (3-0-3) Dutt, Kim, Ros, Ruccio (3-0-3) Mirowski, Ruccio, Sent This course applies an economic perspective to cur- Prerequisite: ECON 115 or 225. Each seminar is devoted to a specific topic in meth- rent educational issues in America, including the The current problems of Third World countries are odology and the history of economic thought. Ex- adequacy of public education, how much education analyzed in a historical context, with attention amples include the problem of measurement errors, individuals should undertake, how we should fi- given to competing theoretical explanations and economics and natural images, postmodernism and nance elementary and secondary education, and policy prescriptions. The course will combine the economics, Keynes and the Bloomsbury Group, what should be done about the rising costs of study of the experiences of Latin American, African feminist criticisms of “economic man,” and the role higher education. The class as a whole will research and Asian countries with the use of the analytical of the gift in economic thought. All seminars in- a single issue, with each student assuming responsi- tools of economics. volve extensive reading, writing and independent bility for a unique aspect of that issue, with the 398. Special Studies research. Graduate students and undergraduate stu- goal of developing a comprehensive understanding (3-0-3) Staff dents outside economics are encouraged to enroll, by sharing results. with permission from the instructor.
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408. Game Theory and Strategic Analysis we examine some of the implications of the femi- Class participants are expected to generate an (3-0-3) Mui nist critique of economic theory in specific areas original research product. The focus of this research Prerequisites: MATH 104 or equivalent, MATH such as the household, labor, industrial policies and product varies from term to term. Some issues con- 105 or equivalent, ECON 301 or permission of in- Third World development. sidered in the past have been (1) “working and structor. 416. Problems in Political Economy poor in urban America,” (2) “the collapse of urban The objective of this course is to help students de- (3-0-3) Wolfson commercial and residential property markets and velop a good understanding of the basic concepts in Prerequisite: ECON 115 or 225. the resulting impact on property taxation” and (3) game theory and learn how to employ these con- A seminar course concerned with policy problems “the changing face of fiscal federalism.” cepts to better understand strategic interactions. such as poverty, unemployment, quality of 433. Mathematics for Economists Topics covered will include normal form games, worklife, energy and the environment, corporate (3-0-3) Dutt, Lee, Mukhopadhyay extensive form games, pure and mixed strategies, power, military power and discrimination. Alterna- Prerequisite: ECON 301, ECON 302, or permis- Nash Equilibrium, subgame perfect equilibrium, tive policy prescriptions and methods of analysis sion of instructor. repeated games, and introduction to games of in- are discussed. Orthodox, conservative and liberal Exposition of mathematical methods used in eco- complete information. Selected applications will in- views are studied and later compared with nontra- nomic theory and analysis, with application of clude competition and collusion in oligopoly, entry ditional approaches to the analysis of American these methods to economic theory. Major methods deterrence, political competition and rent seeking, capitalism and its institutional modifications. covered include differential and integral calculus social norms and strategic interaction. 418. African Americans and U.S. Political and matrix algebra. Recommended for students 410. Economics, Ethics, and Public Policy Economy planning to go to graduate school in economics. (3-0-3) Staff (3-0-3) 434. Applied Econometrics Prerequisite: ECON 301 or permission of This course examines the market, institutional, (3-0-3) Lee instructor. governmental, and social processes which have con- Prerequisites: ECON 301 or permission of A study of the interaction of economics and ethics, tributed to the economic well-being of African instructor. both in economic theory and economic policy. Fo- Americans. We pay particular attention to the in- This course introduces the statistical and econo- cus will be on selected economic issues, employ- teraction between race and class as determinants of metric methods using the least squares estimation ment policy, international trade policy, etc. the life chances of African Americans. method in empirical economic applications. It is Theoretical issues will include process vs. end-result oriented toward the practical applications of eco- theories of justice, Pareto optimality vs. the Com- 421. Money, Credit, and Banking nomic theory with econometric methods rather mon Good, etc. Special attention will be given to (3-0-3) Bonello, Wolfson than the theoretical development of these subjects. the Catholic contribution to the debates. Prerequisite: ECON 302. An examination of the money and credit-supply Emphasis will be placed on the analysis of eco- 411. Economics of Conflict and Cooperation processes and the role of money and credit in the nomic problems such as the capital asset pricing (3-0-3) Staff economy. Topics include financial intermediaries, model, wage discrimination, and the married Prerequisite: ECON 301 or permission of financial markets, the changing regulatory environ- women workforce participation decision issues. instructor. ment, monetary policy and international monetary 435. Law and Economics This course starts with the assumption that eco- arrangements. (3-0-3) Skurski nomic actors have only imperfect information and Prerequisite: ECON 301. therefore are driven to engage in strategic behavior. 422. The Financial System An introduction to the use of economic methods Emphasis will be placed on the resulting impact on (3-0-3) Wolfson for the analysis of legal rules and decisions. Empha- labor, capital and output markets. Elementary Prerequisite: ECON 115 or 225 or equivalent. sis will be in applications. Much of the course ma- game theory will be taught in the context of eco- An examination of the functioning of the U.S. fi- terial will come from cases. A variety of subjects, nomic issues in addition to war and peace issues. nancial system, both domestically and internation- such as torts, contracts, and labor law, will be cov- The role of social norms and institutions in con- ally. The emphasis will be on understanding ered. Students are not presumed to have any legal straining behavior will be covered. current developments in historical context. Ex- amples of topics include financial crises; financial knowledge. 413. Marxian Economic Theory innovation and deregulation; the changing roles of 441. Public Budget Expenditure Policy (3-0-3) Ruccio commercial banks, investment banks, and savings (3-0-3) Betson Prerequisites: ECON 115 or 225 or equivalent. and loan associations; the evolution of the interna- Prerequisite: ECON 301. An introduction to Marxian economic analysis. tional monetary system; and the implications of This course will introduce students to normative Topics include the differences between mainstream corporate and government debt. and positive economic theories of the role of gov- and Marxian economics, general philosophy and ernmental agencies in the economy, privatization methodology, Marxian value theory, and critical 430. The New Urban Crisis: An Economic and the role of nonprofits; discussion of what level appraisals and current relevance of Marx’s “critique Analysis of government should undertake collective action of political economy.” (3-0-3) Swartz Prerequisite: ECON 301 or 303. (fiscal federalism); examination of the level and 414. Beyond Economic Man Intensive writing. composition of our federal and local governments’ (3-0-3) Ruccio, Sent The purpose of this seminar/lecture course is to in- budgets as well as the current budgeting process; The aim of this course is to explore the presence troduce class participants to a series of economic cost-benefit analysis, theoretical and pragmatic and effects of feminist theory in contemporary eco- problems and issues surrounding the public finance practices; and the impact of governmental rules and nomics. We begin by examining some of the basic of urban America. In our federal system of govern- regulations on the economy. themes and concepts of feminist theory and the de- ment, which is undergoing a radical transformation bates surrounding the history of feminism in rela- through devolution, fiscal responsibility is prima- tion to economics. Then we look at the impact that rily the concern of state and local governments. feminist theory is having on contemporary discus- Thus, this course will focus on the often neglected sions in economics, especially the idea that main- area of state and local public finance. stream economics is a gendered discourse. Finally,
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442. Tax Policy (3-0-3) Betson Prerequisite: ECON 301. This course will introduce students to the following topics: description of alternative tax instruments; historical trends of tax policies of the federal and state governments; discussion of what would be a “good” tax and criteria for choosing among differ- ent taxes; theoretical analysis of taxes on household and business decisions; empirical evidence of the distribution and efficiency consequences of differ- ent taxes; debt and deficits. 445. The Economics of Industrial Organization (3-0-3) Warlick Prerequisite: ECON 301 or 302. An investigation into the structure of American in- dustry and an analysis of the implications of corpo- rate economic power for public welfare. 446. Environmental Economics (3-0-3) Jensen An analysis of the welfare economics of environ- mental problems, emphasizing market failures due to negative environmental externalities. Air, water, and land pollution are classic examples of these ex- ternalities, which occur when third parties bear costs resulting from the transactions of the two pri- mary market participants. The theory and practice of environmental policy to promote efficiency at the U.S. local, state, and federal levels and in other countries is explored. International problems such as transboundary pollution and global warming are also studied. Jaime Ros, professor of economics and fellow in the Helen Kellogg Institute for International Studies 447. Seminar in Health Care Policy 453. Collective Bargaining: The Private Sector (3-0-3) Betson 449. Seminar in Policy Evaluation Prerequisite: ECON 301 or premission of (3-0-3) Leahy (3-0-3) Warlick An analysis of the procedures and economic impli- instructor. Prerequisite: ECON 303 or equivalent. What has caused the dramatic rise in health care cations of collective bargaining as it now operates Nontraditional seminar in which students collec- in the United States. Emphasizes a game theory expenditures? Are we getting our money’s worth tively analyze a current policy issue relevant to St. from our health care dollar? Who is paying the approach resulting in the negotiation of a labor Joseph County, Indiana. The majority of the se- contract. bills? Is the health care system equitable? In this mester is spent outside the classroom. Research ac- seminar we will attempt to answer these questions tivities include conducting interviews, data 454. Collective Bargaining: The Public Sector from not only an economic perspective but also collection and report writing. (3-0-3) Leahy from a historical and political perspective. This course will examine the relevant state and fed- 450. Labor Relations Law 448. Seminar in Current Economic Policy eral laws covering public-sector collective bargain- (3-0-3) Leahy ing. It will examine the various issues and (3-0-3) Betson A study of the development of common and statu- Prerequisites: ECON 301, 302 and 303 or equiva- techniques covering collective bargaining in gov- tory law with reference to industrial relations in the ernment. The major part of this course will be a lent. Writing intensive. United States, giving emphasis to the case method. The purpose of the seminar is to discuss current game theory in which an actual contract will be economic policy issues. Students will be required to 451. Employment Relations Law bargained. and Human Resource Practices read newspapers (Wall Street Journal/New York 455. Topics in Labor Times) on a daily basis and be prepared to discuss (3-0-3) Leahy (3-0-3) Ghilarducci the economics of what was in the newspapers. Peri- A case approach using primarily U.S. Supreme Topics vary with instructors and current trends. odically throughout the semester, the students will Court cases of the various federal laws that are en- Examples include employment and earnings experi- write one- to two-page critiques of the coverage of countered in personnel management. The course ences of professional and managerial employees, an issue they found in the newspaper and will write will cover the impact of law in such areas of the new managerial systems, incentive and compensa- a major paper on a current issue and make a pre- personnel function as recruitment and selection of tion systems, the health care crisis, decline of sentation in the seminar. employees, training, promotion, affirmative action, unions, increasing poverty and working poor, labor testing, evaluation, wages, fringe benefits and safety market regulations. and health.
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456. U.S. Labor History 472. International Trade 490. Econometrics (3-0-3) Staff (3-0-3) Dutt, Kim, Rakowski (3-0-3) Lee, Marsh, Mukhopadhyay Analysis of economic themes in U.S. labor history Prerequisite: ECON 301 or equivalent. Prerequisite: ECON 303 or permission of from Colonial America to the present. Topics in- This course examines major theoretical, empirical instructor. clude pre-Civil War artisans, immigrant labor in and institutional issues in the study of international Provides students with an understanding of when the Gilded Age, welfare capitalism in the 1920s, in- trade and international factor movements. The top- and how to use basic econometric methods in their dustrial unionism in the Great Depression, post- ics covered include determinants of trade patterns, work as an economists, including the ability to rec- war labor relations stability and the current decline trade and welfare, commercial policy, trade and ognize which econometric technique is appropriate in labor standards. Analysis of the development of growth, customs unions, international capital and in a given situation as well as what explicit and im- labor theories. labor movements, and trade and development. plicit assumptions are being made using the 457. Economics of Gender 473. International Money method. Topics covered include estimation and hy- and Ethnic Discrimination (3-0-3) Kim, Ros pothesis testing using basic regression analysis, (3-0-3) Ghilarducci Prerequisite: ECON 302 or equivalent. problems with basic regression analysis, alternative Women and ethnic minorities have the lowest in- This course examines major institutional changes econometric methods, limited dependent variables comes, worst jobs and highest levels of unemploy- in the international financial system, theoretical de- and simultaneous equation models. ment and poverty in the United States today. This velopments in the field of international monetary course examines the role of racism and sexism in economics, and policy issues in the contemporary the U.S. economy. global financial market. Topics include balance- READING AND RESEARCH 458. Labor Arbitration of-payments accounts, exchange rate markets and COURSES (3-0-3) Leahy systems, open-economy macroeconomics, interna- Prerequisite: Permission of instructor. tional debt, and contemporary international mon- 398. Special Studies: Readings and Research Analysis of the practice and procedures of arbitra- etary and financial arrangements. (3-0-3) Staff tion in labor grievances, with emphasis on rights 481. History of Economic Development Prerequisites: Junior standing, dean’s list average and interest issues in both public- and private-sec- (3-0-3) Ruccio and written consent of instructor. tor employment. Course stresses an analysis of Prerequisite: ECON 115 or 225. Independent study under the direction of a faculty arbitral awards. This course focuses on the history of modern capi- member. Course requirements may include sub- 459. Comparative Labor Systems talist and socialist development around the world. stantial writing as determined by the director. The (3-0-3) Staff Particular emphasis will be given to the history of director will disenroll a student early for failure to This course contrasts the industrial relations of six economic development in Latin America. Both meet course requirements. Students who have been advanced industrial economies: the United States, theoretical models and historical cases will be disenrolled or who have failed at the end of the first Britain, France, Germany, Sweden and Japan. The studied. semester are disqualified for Special Studies in the discussion focuses on the development and func- 484. Economic Development of Latin America following term. tioning of trade unions, employer associations and (3-0-3) Bartell 495. Senior Honors Essay I and II collective bargaining institutions in each country. Prerequisite: ECON 115 or 225. (3-0-3) (3-0-3) Staff Two types of explanation for international differ- An examination of the roots of dependence in Senior economics majors only. ences are considered: those emphasizing industrial Latin America. An analysis of the key problems of A two-semester tutorial requiring a completed essay structure and managerial strategies, and those em- economic development and the policies prescribed on a selected topic in economics in depth. The phasizing the role of the state, political parties and for their solution. John Harold Sheehan Prize Essay Award with in- the legal system. In this manner, industrial rela- 486. Ethics of Development scribed plaque is awarded by the Department of tions are related to the wider economic and politi- (3-0-3) Goulet Economics to the graduating senior who has writ- cal conditions in each country. This interdisciplinary course examines critical nor- ten the best Senior Honors Essay. Senior econom- 465. Stabilization Policy mative questions posed by processes of develop- ics majors only. (3-0-3) Ros ment, in poor and rich countries alike. Four major 498. Special Studies: Readings and Research Prerequisite: ECON 302. questions are raised in the course: the role of ethics (3-0-3) Staff An in-depth examination of the various actions and values in development, competing views of Prerequisites: Senior standing, dean’s list average that have been and may be used to achieve the goals and human needs, opposing theories of and written consent of instructor. See above. macroeconomic objectives of economic growth, full development and the human costs of development employment and price stability. The actions in- processes. clude monetary and fiscal policy, wage and price 489. Regional Economic Development controls and other types of income policies. The (3-0-3) Leahy actions are compared at both the theoretical level Prerequisite: ECON 115 or 225 or equivalent. and in terms of the results obtained in the past. Al- An analysis of regional economic problems in the though the primary focus is on the United States, United States and selected European countries, the student will be exposed to policies and experi- with a focus on regional theory, methods of re- ences of other countries. gional analysis and pertinent development 471. International Economics programs. (3-0-3) Kim, Rakowski Prerequisites: ECON 115 or 225 or equivalent. A study of the general theory of international trade; the pattern of trade, gains from trade, tariffs, trade and special interest groups, trade and growth, for- eign exchange markets, balance-of-payment prob- lems and plans for monetary reform.
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and in other literatures written in English; in the 201. Introduction to Fiction Writing English genres of literature, in major authors, in rhetorical, (3-0-3) Staff linguistic and literary theory, and in expository and A workshop on the writing of fiction. creative writing. All courses taught in the Chair: 202. Introduction to Poetry Writing department, not just those designated as writing Chris Vanden Bossche (3-0-3) Staff courses, contain significant writing components. Assistant to the Chair: A workshop on the writing of poetry. All majors also take a research seminar that Matthew Benedict 300A. 20th-Century Ethnic American Novels emphasizes intensive writing. Director of Undergraduate Studies: (3-0-3) Todorova The English major at Notre Dame studies the James P. Dougherty This class explores several ethnic American novels English language both as it has been used by skilled Director of Graduate Studies: by focusing on the theme of memory, specifically artists and as it can be used by the student. Pre- Greg P. Kucich on the ways in which remembering one’s own or cisely how the study proceeds is a matter of con- Director of Creative Writing: one’s ancestors’ past becomes part of one’s self- tinuing decision by the student major. Sonia G. Gernes identification as an ethnic American. The department, then, makes available a wide Assistant to Director of Creative Writing: variety of courses, encouraging each major to de- 300D. Image and Text Kymberly Taylor velop a program of selections suitable to his or her (3 0 3) Montgomery Professors: desires and needs; each major is assigned a faculty This course investigates the interaction between the Joseph X. Brennan (emeritus); Jacqueline advisor to assist in this planning. The English ma- verbal language of poetry and prose on both the Vaught Brogan; Gerald L. Bruns (William B. jor is thus able to select from a broad spectrum of page and the visual images which are designed to and Hazel White Professor of English); Joseph possible combinations in designing a comprehen- accompany them. A. Buttigieg (William R. Keenan Chair of En- sive education in the humanities. Of course, each 300Q. History, Memory, and the Novel in the glish); Donald P. Costello (emeritus); Seamus major will vary his or her program to select courses 20th Century Deane (Donald and Marilyn Keough Professor appropriate to individual postcollege plans which (3-0-3) Hinojosa of Irish Studies); Margaret Anne Doody (John might include careers in, e.g., education, business, This course explores how history and memory are and Barbara Glynn Family Professor of Litera- journalism, government service or a graduate de- narrated and constructed in several 20th-century ture); James P. Dougherty; Christopher B. gree in business, law school, medical or dental novels. Fox; Stephen A. Fredman; Dolores W. Frese; school, graduate study for an M.A., M.F.A., or Sonia G. Gernes; Luke Gibbons; Thomas J. 300S. Getting Medieval: From Beowulf to Monty Ph.D. or some less overtly vocational notion or Python Jemielty; Edward A. Kline (emeritus); Michael purpose. (3-0-3) Trilling Lapidge (Notre Dame Chair); Robert Lordi The requirements for the English major in- This course examines how the Medieval Period has (emeritus); Jill Mann (Notre Dame Chair); clude: a minimum total of 10 courses (30 credit been fictionalized through its own texts as well as John E. Matthias; Katherine O’Brien O’Keeffe hours) in addition to the courses required by the the modern texts that represent it. (Notre Dame Chair); William O’Rourke; college (two first-year courses and one literature Valerie Sayers; Chris Vanden Bossche; Edward 301. Fiction Writing course). The total credit hours must include three Vasta (emeritus); James H. Walton; Barbara (3-0-3) O’Rourke, Sayers, Gernes, Walton, courses (nine credit hours) in British and Ameri- Walvoord (concurrent); Thomas Werge Benedict, Tomasula can Literary Traditions and seven other courses Associate Professors: A course in writing the short story and related (21 credit hours) at the 400- or 500-level includ- James M. Collins (concurrent); Stephen M. forms of brief fiction. ing a one-semester course designated “Methods” Fallon (concurrent); Barbara J. Green; Stuart early in the major and a one-semester course des- 302. Poetry Writing Greene; Sandra Gustafson; Cyraina Johnson- ignated “Seminar” to be taken in the senior year. (3-0-3) Matthias, Gernes, Taylor, Menes Roullier; Theresa Krier; William J. Krier; A workshop on writing poetry, from exercises on Greg P. Kucich; Leslie H. Martin (emeritus); Course Descriptions. The following course de- the making of images to poetry as objective narra- Lewis E. Nicholson (emeritus); Kathy scriptions give the number and title of each course. tive, subjective journal, monologue and direct Psomiades; Paul A. Rathburn (emeritus); Lecture hours per week, laboratory, and/or tutorial address. Donald C. Sniegowski; Ewa Ziarek; Krzysztof hours per week and credits each semester are in pa- 305B. Writing, Rhetoric, and Public Life Ziarek rentheses. The instructor’s name is also included. (3-0-3) Duffy Assistant Professors: For fuller descriptions and recent additions to This course is devoted to the study and practice of Kate Baldwin; John Duffy; Graham Hammill; course offerings, consult the department course writing in public life, or writings about political, Susan Harris; Glenn Hendler; Antonette description booklet for the current semester, or the environmental, and cultural issues. Irving; Jesse Lander; Holly Martin Department’s Web site, www.nd.edu/~english/. 309A. Creative Non-Fiction (concurrent); Orlando Menes; Maura Nolan; John Staud (concurrent) 110. Composition (3-0-3) Staff This is a course in “close writing” in a wide range Professional Specialists: (3-0-3) Staff of dynamic and innovative genres of creative non- Matthew Benedict; J. Anne Montgomery; Training in the art of clear and effective expository fiction, from the personal essay to meditations to Noreen Deane-Moran; Stephen Tomasula; prose. literary journalism. Kymberly Taylor 180J. Literature University Seminar Visiting Faculty: (3-0-3) Staff 313. Introduction to Linguistics Roger Lundin An introduction to the seminar method of instruc- (3-0-3) Brogan, Ziarek, Montgomery tion, emphasizing the analysis of literary texts. Study of the basic forms and syntax of the English Program of Studies. The Department of language with application to teaching, writing, and 200. Introduction to Creative Writing English offers its majors a variety of courses in literature. language and literature. The offerings include (3-0-3) Staff courses in the several periods of British literature An introduction to writing fiction and poetry, with from medieval to modern times, in American outside readings and coverage of basic critical literature from colonial to modern times, in terms. In-class discussion of student work. certain aspects of classical and European literature,
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315A. Self and Society In Modern Japanese 372C. Irish Writing and Colonial Experience, 398. Special Studies Fiction 1600-2000 (3-0-3) Staff (3-0-3) Brownstein (3-0-3) Sundell Prerequisites: Junior or senior standing, dean’s list Crosslisted with LLEA 368. Crosslisted with IRST 379. average, written consent of instructor and approval This class explores how writers responded to the The course surveys Irish literature from the 18th of the chair. challenges of an “imported” “modern” Japan, through the 20th century, from the time of Independent study under the direction of a faculty particularly after World War II. Ireland’s colonization to its current prosperity and member. 316I. Late 20th-Century Canadian Literature status in the European Union. 400M-499M. Methods Course (3-0-3) LeMay 373A. Writing and Politics in Northern Ireland (3-0-3) Staff The course examined selected works by (3-0-3) Smyth Methods courses encourage the student to see contemporary Canadian authors, including those Crosslisted with IRST 372B. English as a discipline, having its own assumptions, from Quebec. This course explores the politics of culture, and the procedures, and outcomes. The content and 319A. Native American Literature cultures of politics, in the North of Ireland during approach of each methods course is chosen by the (3-0-3) Staff the 20th century, using a multiplicity of genres: instructor. This course serves as an introductory exploration of drama, fiction, poetry, film, painting, and 400Z-499Z. Research Seminars documentary material. the literatures written by Native American au- (3-0-3) Staff thors—oral literatures, transitional literatures (a 373C. Imprisonment in Irish Literature Seminar classes on various literary topics for sec- combination of oral and written expression), and (3-0-3) O’Brien ond-semester junior and first-semester senior En- contemporary poetry and prose. Crosslisted with IRST 380. glish majors, emphasizing literary research and 319D. A Survey of Black Women Writing in Confinement (literal or metaphorical) in Irish lit- intensive writing. America erature from 1842 to 1925. 401. Advanced Fiction Writing (3-0-3) Irving 381. Readings in 19th-Century (3-0-3) Walton, O’Rourke, Sayers This course is designed to familiarize students with American Literature A seminar in the students’ own writing of prose fic- the diverse concerns of Black women’s writing (3-0-3) Staud tion; for students with previous experience or from the first novel written in 1854 through the This course focuses on major literary figures and coursework in writing. present. works of 19th-century America, focusing chiefly on 401A. Fiction Writing for English Majors the two decades before the Civil War, a period of- 322. Point-of-View of the Novel (3-0-3) Sayers, O’Rourke, Gernes, Walton ten hailed as the first flowering of a genuine (3-0-3) Deane-Moran An intensive fiction workshop for English majors. This course focuses on an introduction to the novel “American” literature. 402. Advanced Poetry Writing as a form, as a means to view the world of the au- 381A. Literature of America I (3-0-3) Matthias, Gernes, Taylor, Menes thor/artist and that of the reader. (3-0-3) Lundin A course in poetry writing for students with previ- This course eamines the literature of America from 322E. Realism and the Supernatural ous experience or coursework in writing. (3-0-3) Walton the 17th century through the Civil War, with the 402B. Poetry Writing for English Majors This course is an attempt to develop a theory of the central focus being the question of identity in (3-0-3) Taylor, Gernes, Matthias, Menes supernatural and the uncanny in “realistic” fiction American culture. A intensive poetry workshop for English majors. from Daniel Defoe to Henry James. 390. Travel in American Literature 405. Writing About Literature 324. Crime and Detection in Popular Culture (3-0-3) Gustafson (3-0-3) Vanden Bossche (3-0-3) Harris This course focuses on how the notion of travel is Reading, discussing, and writing about literary An overview of the development of crime fiction as represented and explored, through a survey of texts. a genre, from its origins in Victorian sensationalist American literature across the centuries. fiction to the proliferation of sub-genres in contem- 392B. American Novel 405C. Rhetoric and Public Life porary American film and television. (3-0-3) Dougherty, Werge (3-0-3) Duffy Intensive practice in mastering the skills of exposi- 328. Satire Novels from Hawthorne to Morrison. tory and argumentative writing. (3-0-3) Jemielity 393B. Paranoia, Identity, and the Narrative Studies in satirical literature from the classical Crisis in the 20th Century 407. Perspectives on Literacy period to the present. (3-0-3 ) Hansen (3-0-3) Greene What it means to be “literate” and the conditions 328B. Studies in Comedy The course evaluates the ways in which narrative fills that enable literacy to flourish. (3-0-3) Jemielity the implied need of the self to find a comfortable Various forms of comic literature through the ages. pattern for life, even if that pattern is self-destructive. 408A. Philosophy and Literature Seminar 393C. “Testimonios” as Literature, Story, and (4-0-4) Bruns, K. Ziarek 333. Arthurian Literatures Holy Texts The introduction to the Concentration in Philoso- (3-0-3) Frese (3-0-3) Moreno phy and Literature. Survey of Arthurian literature. Crosslisted with ILS 393B. 410. British Literary Traditions I 366. The Romantic Tradition This course explores “testimonios,” statements or (3-0-3) Staff (3-0-3) Norton testaments by Latina women about their lives, as Intensive survey of British writers and literary Crosslisted with GE/RU 330. literature, life stories, and “holy” texts. forms from the beginnings through the This course focuses principally on the German 395. Leaving the 20th Century Renaissance. contribution to the movement known as (3-0-3) Hertz Romanticism by tracing its origins, development 411. British Literary Traditions II This course maps out the stylistic and ideological and eventual decline in works of literature, (3-0-3) Staff preoccupations of British novelists at the end of the philosophy, theology, music, painting, and Intensive survey of British writers and literary 20th century. architecture. forms of the 18th and 19th centuries.
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412-413. American Literary Traditions I and II (3-0-3) Staff Intensive survey of American writers and literary forms. 413E. Greek Tragedy (3-0-3) McLaren Crosslisted with CLAS 460 This course acquaints students with the tragic philosophy and the dramatic techniques of classical Greek theater. 414M. Methods: Approaches to Otherness: The American Context (3-0-3) Baldwin This course explores different theoretical approaches to conventional categories of “otherness.” 415B. Religious Imagination in American Literature (3-0-3) Werge The ways in which selected American writers and works are informed and illuminated by religious traditions, ideas, and concerns. 418G. Dramatic Literature Before 1900 (3-0-3) Arons Crosslisted with FTT 482. This survey of theatrical literature from the earliest plays to the 20th century examines the ways theatre reflected and shaped people’s perception of them- selves through history, paying particular attention to issues of gender and power as depicted in plays. 425. Comparative Studies of Modern Poetry (3-0-3) K. Ziarek English translations of 20th-century poetry origi- nally written in various languages. 428C. Studies in Comedy Krzysztof Ziarek, associate professor of English (3-0-3) Jemielity A multimedia examination of recurring patterns 448. Milton 470A. Anglo-Irish Identities 1600-1800 and themes in comedy. (3-0-3) Hammill (3-0-3) Fox 430B. History of the English Language This course includes close readings of Milton’s Crosslisted with IRST 470. (3-0-3) O’Brien O’Keeffe work, from all stages of his career, and discussions Focusing on the 200-year historical period that was This course is designed to introduce students to the of his highly self-conscious attempt to make crucial in the formation of “Ireland”, this course historical development of the English language, himself into England’s greatest poet. explores the complex and contested cultural, from its earliest recorded appearance to its current 451Z. Seminar: Virtue, Sex, and the Good Life: political, and ideological identities of a group we state as a world language. 18th-Century Novels have come to call the Anglo-Irish. (3-0-3) Doody 472E. Modernism/Modernity 430C. Introduction to Old English The 18th-century novel deals with the questions of (3-0-3) Lapidge, O’ Brien O’Keeffe (3-0-3) E. Ziarek social, political, sexual, and economic identities and Training in reading the Old English language, and Changing contours of literary modernism in the choices in a time of great change, and this course study of the literature written in Old English. larger context of the philosophical, social, and po- examines several novels representative of the time litical culture of modernity. 438A. Falling in Love in the Middle Ages period. 472I. Becoming Modern: The European Novel (3-0-3) Mann 455B. Irish and British Literature, 1790-1815 This course attempts to explore the variety of (3-0-3) Hertz (3-0-3) Deane medieval representations of love, and to show how This course is intended to introduce students to Crosslisted with IRST 455. they are intimately bound up with questions of free Modernism as it formed in Europe. Burke, Paine, Godwin, Wordsworth, Edgeworth, will and destiny, gender relations, the secularization 472M. Art, Technology, the Avant-Garde and Scott in the context of the French Revolution of learning, time, and eternity. (3-0-3) K. Ziarek and the Irish political situation at the end of the This course explores the importance of technology 442Z. Seminar: Shakespeare and His 18th century. Contemporaries for the radical 20th-century art and literature. 468B. Victorian Fiction (3-0-3) Lander This seminar places Shakespeare’s plays within the (3-0-3) Vanden Bossche, Psomiades vibrant world of Tudor-Stuart drama. An examination of major Victorian novels.
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473C. Studies in Modern Poetry 493C. American Women Writers (3-0-3) K. Ziarek (3-0-3) Baldwin, Brogan Film, Television, This course focuses on four highly important and This course examines literature written by Ameri- innovative, though still often underrated, poets: can women during the middle decades of the cen- and Theatre Velimir Khlebnikov, Gertrude Stein, Mina Loy, tury, investigating intersections between race, and Miron Biaoszewski. gender and nation in the war years and early Cold (Fomerly Communication and Theatre) 475. Phantoms of Modernity: Gothic War period. Of key interest is the place of Ameri- Imagination and Literary Modernism can women within the concurrent political dis- Chair: (3-0-3) Hansen courses of containment and expansionism. Donald Crafton The course explores the ways in which such themes 493Z. Seminar: American Women Writers Associate Chair/Director of Undergraduate Studies: as doubling, haunting, terror, and sexual anxiety, (3-0-3) Brogan Bruce C. Auerbach themes that inhere in the Gothic novel, operate in This course will focus on the work of women Director of Theatre: modernist fiction. writers after World War II and up to the end of Richard E. Donnelly 475Z. T.S. Eliot, David Jones, and W.H. Auden this past century, with the idea of gaining an Professors: (3-0-3) Matthias understanding of the range of women writers in Donald Crafton; Vincent Friedewald Jr. This course is an in-depth study of three major this country during this period. (visiting); Jill Godmilow; Mark C. Pilkinton poets of the 20th century: T.S. Eliot, David Jones, 494G. Film Melodrama Associate Professors: and W.H. Auden. (3-3-3) Radner Reginald F. Bain (emeritus); James M. Collins; 480B. Nature in American Literature Crosslisted with FTT 470. Rev. Arthur S. Harvey, C.S.C. (emeritus); (3-0-3) Lundin This course looks at the influence of 19th-century Hilary Radner; Frederic W. Syburg (emeritus); This course examines the central and changing role melodramatic sensibilities on the development of Pamela Wojcik of nature in American literature, from the film drama, emphasizing the woman’s weepies of Assistant Professors: typological eschatology of the Puritans to the pop- the 1930s and the Hollywood family melodramas Wendy Arons; Christine Becker; Jessica culture apocalypticism of Don DeLillo’s White of the 1950s. Chalmers; Karen Heisler (adjunct); Gary Sieber Noise. 498. Special Studies (adjunct); William L. Wilson (visiting) 481M. Methods: Interpreting America in the (3-0-3) Staff Professional Specialists: 1850s Prerequisites: Dean’s list average, or written consent Bruce C. Auerbach; Thomas M. Barkes; (3-0-3) Hendler of instructor and approval of chair. For English Richard E. Donnelly This course focus on several widely discussed majors only. Associate Professional Specialists: American literary texts from the 1850s: Independent study under the direction of a faculty Kevin C. Dreyer; Theodore E. Mandell Hawthorne’s The Scarlet Letter, Stowe’s Uncle member. Assistant Professional Specialists: Tom’s Cabin, Melville’s “Benito Cereno,” and WIlliam Donaruma; Siiri Scott (artist in Jacobs’s Incidents in the Life of a Slave Girl. Graduate Courses. Courses numbered between residence) Instructor: 483Z. Writing the “New World”: Literatures of 500 and 599 are open to qualified students. the American Landscape Description of these courses and of graduate work Ava Preacher (adjunct) (3-0-3) Gustafson in English is in the Graduate School Bulletin of This course examines literary works that portray Information. The department. The Department of Film, Tele- the landscapes of North America and the places of vision, and Theatre curriculum includes study of 501. Graduate Fiction Writing Seminar humans within those landscapes. the arts of theatre and performance, film and video, 501C. Teaching Creative Writing and television. Our goal is to provide students with 485C. Mark Twain and the American 502. Graduate Poetry Writing Seminar intellectual and intuitive resources for analysis and Imagination 504. The Writing Profession production of these performing and media arts. We (3-0-3) Werge 505. English for Non-Native Speakers seek both to encourage and inspire intellectual dis- The influence of the literature of Mark Twain on 506. Introduction to Graduate Studies cipline and curiosity as well as to discover and nur- American culture. 531. Beowulf 533A. English Religious Writing ture student creativity. We offer, therefore, both a 488. American Film: Criminal Nemeses 538C. What Happened Before Chaucer? scholarly and creative context for education of the (3-0-3) Krier Literature 1066–1350 general liberal arts student at Notre Dame as well This course explores the many ways in which the 538. Canterbury Tales as the individual seeking an intensive preparation “darknesses that lurks in the human psyche” take 548A. Books, Authors & Readers in Early for advanced study in these fields. In an interdisci- shape in film. Modern England 553. The Stupendous, the Charming, the plinary spirit of collaboration, students in this de- 488A. American Film: Romance Comedies Grotesque, and the Strange: A Second partment investigate film, television, and theatre (3-0-3) Krier Look at the Aesthetics of Enlightenment (and occasionally other media) as complex cultural A study of romance comedies from It Happened 564. 19th-Century British Novel phenomena in order to develop skills in analysis, One Night to French Kiss. 573C. History and Theory of Aesthetics evaluation, and theory formation as well as to en- 579C. Modern Geographies 489M. Methods: Reading Ulysses gage in creative production. 596C. Poetics: Modern and Contemporary (3 0 3) Johnson-Roullier 603. Small-Press Literature and Publishing This course explores various ways to read literature 702A. Practicum: Preparation for Profession by employing different theoretical approaches to study James Joyce’s most famous text.
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Students graduating from this department have Several courses are offered in the summer ses- Co-curricular Activities: The department encourages numerous postgraduate choices. Many of our sion, including FTT 104/204 and 105/205. See the non-majors to elect courses, participate as audience graduates seek careers in law, medicine, business, Summer Session Bulletin for availability and further in our extensive film and theatre series, and involve education, public service, or other professions. information. themselves in film, television and theatre produc- Others will pursue careers in theatre, film, or televi- tion as a means of informing and complementing sion. However, we are not a professional training Film/Television Concentration. The unifying their liberal arts education at Notre Dame. Occa- program. Rather, we seek to provide the creative element in the Film/Television Concentration of sional guest artists and lecturers are also sponsored and technological tools for student scholar/artists the department is the four-course core requirement, by the department. Information on all department- to build a basis for advanced study and professional which provides students not only with resources for sponsored activities is available in the department careers in the arts should they so desire. It is our the critical examination of form, style, and mean- office and on the department’s Web site. hope that those whose work and determination ing of the media in contemporary culture but also a Course Descriptions. The following course de- lead them to seek careers in these fields will be theoretical foundation for intensive hands-on pro- scriptions give the number and title of each course. challenged and assisted by their liberal arts curricu- duction experience. Lecture hours per week, laboratory hours per week lum. Our courses provide tools to understand the Summary of Requirements: Basics of Film and and credits each semester are in parentheses. The analytical, technical and imaginative processes of Television (FTT 104/204), History of Film I (FTT instructor’s name is also included. Many courses re- the field, whether pursued as future work, study, or 310), History of Film II (FTT 311), Film and quire completion of prerequisite courses, early ap- as an enhancement of intellectual life. Television Theory (FTT 377). In addition to these plication and/or permission prior to registration in Most FTT courses fulfill the University fine four courses, students must elect six courses from order to assure the student’s readiness to take the arts requirement. among the many offerings of the department in the course and to control numbers in the class. Stu- For more information and up-to-date listings areas of film and television studies, film and televi- dents should discuss their interests and clarify of courses and FTT events, visit www.nd.edu/~ftt. sion production, theatre and other media studies for a total of at least 30 hours. At least three hours course registration requirements with the course in- structors and/or their advisors. Virtually all courses Program of Studies. In 1998, all COTH courses must be taken in an international area course. See in this department require attendance at cinema became FTT. Students interested in the major are advisors and the Web site for specific offerings. screenings (labs), plays and other arts events. encouraged to visit the departmental office (320 Normally, three of these electives must be at the O’Shaughnessy Hall) for information about the 400 level (not including internships). 104/204. Basics of Film and Television programs and faculty of the department. It is rec- (3-2-3) Staff ommended that interested majors complete one of Theatre Concentration. The Theatre Concen- Corequisite: FTT 104L/204L. the freshman/sophomore basic courses Basics of tration requires students to obtain a broad general This course introduces students to the study of film Film and Television (FTT 104/204) or Introduc- education in all areas of theatre study — history, and television, with particular emphasis on narra- tion to Theatre (FTT 105/205) prior to selecting theory, and production. Students may focus their tive. Students will learn to analyze audi-visual the major. These courses are essential introductions studies in selected areas by choosing electives in form, including editing, framing, mise-en-scène, and to the subjects and methodologies of the two de- their particular areas of interest. sound. Students will consider topics in film and partmental concentrations, as well as prerequisites Summary of Requirements: Introduction to The- television studies such as authorship, genre, star- for most departmental courses. When that is im- atre (FTT 105/205), Stage Management (FTT dom, and feminism. Focusing on Classical Holly- possible, students may be approved for concurrent 241), Theatre Seminar (FTT 494). Plus two of the wood and American TV, the course will also registration by the instructors of these courses. following three courses: Scene Design and Methodol- introduce students to international and/or alterna- Step-by-step instructions for becoming a major ogy (FTT 360), Lighting Design and Methodology tive cinemas and television styles. Evening screen- are available on our Web site. All students declar- (FTT 363), Costume Design and Methodology ings are required. Serves as prerequisite to most ing a major must first obtain the signature of the (FTT 364). Plus three of the following four courses: upper-level courses in film and television. department chair or associate chair and select a de- History of Theatre Before 1700 (FTT 411), His- 105/205. Introduction to Theatre partmental faculty advisor. Students will then con- tory of Theatre Since 1700 (FTT 413), Dramatic (3-2-3) Staff sult with that faculty advisor to prepare a plan of Literature and Criticism Before 1900 (FTT 482), A study of theatre viewed from three perspectives: study reflecting their educational interests and Dramatic Literature and Criticism Since 1900 historical, literary and contemporary production goals. Students may elect to major in the depart- (FTT 483). Plus two other courses within the depart- practices. Through lectures, readings and discus- ment as either a first or second major in accordance ment, selected in consultation with an advisor, for a sion, students will study this art form and under- with college guidelines. Normally, students concen- total of at least 30 hours. stand its relevance to their own life as well as to trate in either Film/Television or Theatre. Ten Students selecting the Theatre Concentration other art forms. A basic understanding of the his- courses for a total of at least 30 credit hours are as a supplementary major may do so by completing tory of theatre and the recognition of the duties needed to complete the major, at least three of only the eight core requirements. and responsibilities of the personnel involved in which must be at the 400 level, depending on the Complementary Nature of Departmental Concentra- producing live theatre performances will allow stu- choice of concentration. The Film/Television con- tions: There is a strong creative and scholarly rela- dents to become more objective in their own the- centration requires at least one elective in an in- tionship in the mix of courses and activities of the atre experiences. Requirements: attend classes and ternational area study. The department requires department of which students should be aware. live theatre performances, view videotapes, com- writing throughout the curriculum. The concentrations offered by this department can plete papers and projects, take one midterm exam (A major combining courses from both areas of provide many complementary areas of creative and and one final exam. the department is possible with approval of the de- technical study for students involved in film and partment chair.) television production, as well as overlapping his- The Department of Film, Television, and The- torical, theoretical and critical concerns. Similarly, atre participates in two International programs by those concentrating in theatre are urged to avail crosslisting courses and sponsoring internships. For themselves of the many opportunities for produc- more information, see the Bulletin descriptions for tion experience and critical, cultural and theoretical the Dublin program and the London program. studies offered by the film and television faculty.
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215. American Film Genres 230. Performance Workshop I 308. Broadcast Journalism (3-2-3) Staff (3-2-3) Chalmers (3-0-3) Sieber Corequisite: FTT 215L. Corequisite: FTT 230L. Prerequisite: By application only. This course explores the ways in which Hollywood This class represents an exciting new venture for Four major topics are covered: (1) Writing for has developed productions in waves and cycles of Notre Dame theater, introducing students to the broadcast: Emphasis on developing the student’s films with similar subjects and styles. In addition to alternative practices of performance art and perfor- understanding of grammar and style in the con- exploring the idea of genre itself as a critical issue, mance theater. “Performance” is not just one thing, struction of effective news stories. (2) Newsroom there are case studies of specific groups of films. but a diverse aesthetic with roots in the shock tech- structure: Understanding who does what in today’s These include the traditional American genres, e.g., niques of Dada and the dream-orientation of Surre- broadcast newsroom and how economics affects the gangster films, westerns and musicals, as well as alism at the beginning of the 20th century. flow of information. (3) Journalism ethics: Analysis lesser-known genres, which vary each year. Bringing together painters, video artists, musicians, of personal values, ethical principles, and journalis- 221. Acting: Process writers and performers (among others), perfor- tic duties that influence newsroom decisions. (4) (3-0-3) Scott, Staff mance has emphasized modernist and avant-garde Legal considerations in news gathering with special Prerequisite: FTT 105/205. experimentation, including formal innovation and, attention paid to libel laws and invasion of privacy. since the 1960s, political and autobiographical This is a basic introduction to the art and craft of 310. History of Film I themes. Actor Willem Dafoe, stand-up comic acting. It is a workshop course including lecture, (3-2-3) Crafton Sandra Bernhard, media artist Laurie Anderson, exercises, rehearsal techniques and scene study. The Prerequisite: FTT 104/204. Course not available to musician Phillip Glass and storyteller Spalding emphasis is on development and growth and not students who have taken FTT 210, which it Gray are some of the better known figures who had on finished work. In addition, students are re- replaces. their start in the performance underground of the quired to see the mainstage plays and keep a jour- Corequisite: FTT 310L. 1960s and ’70s. In the workshop, the work of these nal incorporating notes on class work, rehearsals This course traces the major developments within and other artists will be studied through readings and outside reading. the history of U.S. and international cinema from and film and video documentation. Students will its beginnings to 1946. It will look at films from 228. Irish and American Tap Dance also be asked to use these examples as models to the major cinematic movements and genres and (1.5-0-1.5) McKenna create a series of their own short performance from major filmmakers. These films and filmmak- This course will teach a range of fundmental pieces. Topics explored in both the readings and ers will be considered in terms of the social, eco- American tap steps in addition to at least two fin- class performances will include performance in ev- nomic, technological and aesthetic forces that have ished tap dance pieces set to music. Several hard eryday life, intervention/confrontation, site-speci- shaped them. shoe Irish tap dances will be taught, and depending ficity, audience participation and the differing on the ability of the students, several other com- effects of mediation. Students at all levels and from 311. History of Film II pleted dances are possible. The particular range of all disciplines are encouraged to enroll. A back- (3-2-3) Becker, Collins individual tap dances learned will permit the stu- ground in theater is not required — only a spirit of Prerequisite: FTT 310 or consent of instructor. dent to use these steps and expand them to fit a collaboration and of openness towards alternative (Course not available to students who have taken wide diversity of music types and rhythms. Al- uses of character, text, costume, space, lighting and FTT 211, which it replaces.) though the class is intended for students who have sound. Corequisite: FTT 311L. never learned tap previously, both elementary and 241. Stage Management This course is a continuation of FTT 310, examin- middle-range students have found the class suited (3-0-3) Dreyer ing the most important developments in world cin- to their needs. Tap shoes are a necessity and should Prerequisite: FTT 105/205 or permission. ema from 1946 to the present. be purchased before the class begins. This course will explore the duties and functions of 317. History of Popular Culture Does not fulfill the fine arts requirement. the stage manager in both the pre-production and (3-2-3) Collins 229. Ballet I production phases of the mounting of a show. Stu- Prerequisite: FTT 104/204. (3-0-1.5) Barkes dents will learn how to produce a promptbook and Corequisite: FTT 317L. Ballet I is an exploration of fundamental ballet to track and block a show. They will also learn The focus of this course is a consideration of the technique. It is an activity course that is heavily de- performance etiquette and documentation of a development of popular culture through a reinves- pendent upon attendance. The course will be production. tigation of its history and place within the past and geared toward those who have had little or no bal- 300. Principles of Television present cultures. Novels and other print media are let training, with the intention of getting the class and Multimedia Production considered, as well as film and television. moving quickly enough that those with some train- (3-2-3) Friedewald 322. Acting: Character ing will find it useful. Ballet, if pursued correctly, This course is designed to provide a fundamental (3-0-3) Scott can be a great help to those who engage in other understanding of video and multimedia program Prerequisite: FTT 105/205 or 221 or permission. movement activities. While it is a stylized form, production, from initial concept to final broadcast. The second course in the acting progression, this ballet fundamentals can provide a solid foundation The point of view is from the perspective of the ex- course expands on basic methodology and incorpo- for actors, athletes, and even normal pedestrians. ecutive producer, who oversees all business and cre- rates physical techniques for building a character. For example, good ballet placement is also good ative aspects of television programs. All media Students explore psychological gestures, Laban ef- posture. For the first class, dress comfortably and which incorporate video, including broadcast tele- fort shapes, and improvisation as they develop a be ready to move. The only monetary investment vision, CD-ROM, DVD and the Internet, will be personal approach to creating a role. for the course is a pair of ballet shoes, which may covered. Topics include proposal development and 325. Acting: Role/Modern be purchased at The Ballet Shop in the nearby budgets; understanding the target audience; audi- (3-0-3) Staff Town and Country Shopping Center. ence exposure, attention, perception and retention; Prerequisite: FTT 221 or permission. Does not fulfill the fine arts requirement. production elements; locations; the script; sponsor Advanced exploration of technique and methodol- relations; credibility and ethics; motivational televi- ogy focusing on problem solving in approaching sion; and on-camera interview techniques. roles from the literature of the modern theatre.
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326. Acting: Role/Classical 351. Playwriting and Screenwriting of a design. Specific topics covered will include (3-0-3) Scott (3-2-3) Pilkinton electricity, light, theatrical equipment and its devel- Prerequisite: FTT 221 or permission. Prerequisite: Majors only; non-majors require the opment, communication of the design, and the role This course looks at Shakespeare’s texts from the instructor’s permission, because of the limited en- of the designer within the artistic infrastructure. actors’ perspective. Various techniques for unlock- rollment. 364. Costume Design and Methodology ing meaning and emotional content will be intro- This creative-writing course deals with the prin- (3-0-3) Donnelly duced. Students will use the First Folio for textual ciples of dramatic construction with consideration Prerequisite: FTT 105/205 or permission. analysis and explore the fine arts in Elizabethan En- of character development, plot structure, dialogue This course teaches the principles of costume de- gland to discover the physical world of and critical analysis, as well as the evolution of dra- sign for the stage and the techniques of construct- Shakespeare’s characters. The course culminates in matic form into cinematic narrative. Students can ing costumes. The course will explore the use of a series of vignettes allowing each student to create choose to work in either (or both) formats, that is, costumes to express character traits by analyzing several different classical roles. theatre or film. Students will develop plays or play scripts. The course will include an introduc- screenplays appropriate for later production within 327. Acting: Role/Contemporary tion of the basic skills needed to construct the department and will analyze and evaluate each (3-0-3) Staff costumes. Prerequisites: FTT 221 or permission. other’s creative work. Screenings and play perfor- 365. Makeup for the Stage Advanced exploration of technique and methodol- mances outside class are required. Advanced (3-0-3) Donnelly ogy, focusing on problem solving in approaching students only. Prerequisite: FTT 105/205 or permission. roles from the literature of the contemporary 355. Topics in Performance Studies Theory and practice of makeup design, including theatre. (3-0-3) Chalmers basic, corrective, old-age and special character 328. Voice and Movement This course introduces students to performance makeup. (3-0-3) Scott studies, a new interdisciplinary field. This class will 366. History of Costume Prerequisites: FTT 105/205 and 221. explore the meanings of “performativity” as it has (3-0-3) Donnelly A course designed to help the advanced acting stu- been applied by scholars of performance studies to This course is an overview of the history of cos- dent focus on kinesthetic awareness. The actor will events both in and outside theater. We will begin tume and fashion from the prehistoric cultures identify and work to remove physical and vocal by looking at leading critic’s work on ritual and through the 20th century. The course will look at tensions which cause habituated movement and theater. Next, these founding concepts, developed the ever-changing trends in clothing and provide impede natural sound production. Through move- in an academic context, will be discussed in rela- an understanding of the cultural and historical ef- ment and vocal exercises created for actors, stu- tion to the practice of performance art and experi- fects of those changes. The class will investigate dents will experience what “prepared readiness” for mental theater since the late 1950s. how fabric, style, color and the psychology of the stage consists of, and how to meet the demands 360. Scene Design and Methodology clothing reflects personal choice, cultural impres- of a live performance. (3-0-3) Auerbach sions and historical perspectives. 334A. National Cinemas Prerequisite: FTT 105/205 or permission. 373. History of Documentary Film (3-2-3) Staff An introduction to the theories and practice of sce- (3-2-3) Godmilow Corequisite: FTT 334L. nic design for the stage. Students will explore the Prerequisite: FTT 104/204 or permission. Every industrialized country, and many nonindus- design process as well as study the practical consid- Corequisite: FTT 373L. trialized ones, have developed distinctive national erations of the execution of a design. Specific topics This course will track the history of nonfiction film cinemas. Often these productions are a dynamic covered will include elements of design, drafting, and television, examining various structures and mix of Hollywood influences, assertive local cul- construction techniques, model building and ren- formats including expository, narrative, experimen- tures, and government control. This course exam- dering. Various periods and styles will be explored tal, formalist, docudrama and “reality TV.” It will ines the films of one or more countries to reveal along with the role of the designer within the artis- also examine the uses of “actuality” footage in films their distinctive styles, stories, and visual and narra- tic infrastructure and play analysis from the that make no pretense to objectivity. At the center tive techniques. (The nationality varies each year.) designer’s point of view. of the course will be a deconstruction of the notion The idea of “nation” as a critical concept is also ad- 361. Introduction to Film and Video Production of “film truth.” Students will develop skills in the dressed. Satisfies the FTT “International Area” re- (3-3-4) Mandell critical analysis of documentary and examine the quirement for Film/TV concentrators. May be Prerequisite: Application to instructor. standards by which we evaluate them. repeated. Fulfills the University fine arts An introductory course in the fundamentals of requirement and the Film/TV international area shooting, editing and writing for film and video 374. The American Film Industry requirement. productions. This is a hands-on production course (3-2-3) Wojcik Corequisite: FTT 374L. 344. Directing: Process emphasizing aesthetics, creativity, and technical ex- Students survey critical moments in the develop- (3-0-3) Staff pertise. The course requires significant amounts of ment of Hollywood and American cinema from the Prerequisite: FTT 105/205 or permission. shooting and editing outside class. Students pro- early formation of the star system (c. 1910), All aspects of directing a play will be analyzed and duce short video projects using digital video and through the establishment and demise of the pro- discussed including working with text, space, actor Super 8mm film cameras and edit digitally on com- ducing studios, ending with the age of television and audience. There will be three exercises staged puter workstations. The principles of three-camera and the multiplex. Topics may include the effects in class. Each student will direct a one-act play and studio production are also covered. Materials fee of censorship and the rating system, economic as- submit a full detailed promptbook of that produc- required. pects of distribution and exhibition, and the chang- tion as a final project for the course. All work for 363. Lighting Design and Methodology ing film audience. the final is outside regular class time. (3-0-3) Dreyer Prerequisite: FTT 105/205 or permission. This course serves as an introduction to the theo- ries and practice of lighting design for the stage. Students will explore the design process as well as study the practical considerations of the execution
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377A, B. Film and Television Theory 407. Entertainment and Arts Law and scenes from the masters of modern theatre. (3-2-3) Collins, Radner (3-0-3) Wilson The course begins with the plays of Chekhov and Prerequisites: FTT 310 and FTT 311. Prerequisite: None. Open to majors and non- works through the 20th century to contemporary Corequisite: FTT 377L. majors. times. This course offers an introduction to the philo- Persons in various positions in the arts and enter- 444. Directing: Practice sophical, aesthetic, cultural and historical issues tainment communities encounter a wide range of (3-0-3) Staff that inform current scholarship and production in legal issues. Students will be introduced to the basic Prerequisites: FTT 344 and permission. film and television. The focus of the course may concepts of contract, copyright and First Amend- Advanced independent projects in directing. Stu- vary from semester to semester. Course not avail- ment issues. In addition, students will examine the dents considering this course should consult with able to students who have taken FTT 484. concepts of rights of publicity and privacy, story the instructor for departmental guidelines. 378. Acting in Film and Theatre ideas, receipt of credit, and trademarks. Students 445. Advanced Makeup for the Stage (3-2-3) Arons, Wojcik are also exposed to the inner workings of the film, (3-0-3) Donnelly Prerequisite: FTT 104/204 or 105/205. television, theatre, music, and publishing indus- Prerequisite: FTT 365. Corequisite: FTT 378L. tries. It is assumed the students have no prior expe- Advanced theory and practice of makeup design, This course provides an introduction to acting rience in the study of law. (Summers only.) including script analysis, character interpretation styles in theater and film, with particular interest in 411. History of Theatre Before 1700 and prosthetic work. the way in which theater and film influence each (3-0-3) Pilkinton other. Rather than “how-to” acting class, this A rigorous survey of the development of theatre as 446. Theatre for Youth course approaches acting from critical, historical, an art form from the recorded beginnings in fifth- (3-0-3) Staff and theoretical perspectives. Topics may include century B.C. Athens to the end of the 17th cen- Designed for both majors and non-majors, this silent film acting, melodrama, naturalism, the tury, including the physical theatre, dramatic class combines history, literature, theory and prac- Method, improvisation, the star system, alienation literature, production practices, cultural contexts tice for a hands-on experience of theatre for young effects, comedic practices, and performance in and theoretical foundations. audiences. The class takes a comprehensive look at the trends during the 100 years of theatre, profes- everyday life. Frequent screenings required. 413. History of Theatre Since 1700 sional and nonprofessional, that has been per- 389. Topics in Media Theory, History (3-0-3) Pilkinton formed by adults for a mainly child audience. The and Research A rigorous survey of the development of theatre as students are required to attend all Theatre for (3-2-3) Staff an art form during the 18th, 19th, and 20th centu- Youth productions in the area and will bring to- Prerequisites: FTT 104/204 or permission. ries, including the physical theatre, dramatic litera- gether their studies in a performance and an ac- Corequisite: FTT 389L. ture, production practices, cultural contexts and companying educational study guide. An investigation of selected topics concerning theoretical foundations. theory, history and research in film, television, the 448. Intermediate Film/Video Production 414. Cinema Ideologies media or cultural studies. (3-2-3) Donaruma (3-2-3) Godmilow Prerequisites: FTT 361 and application to 390. Theatre Production Workshop Prerequisite: FTT 104-204. department. (V-V-V) Donnelly Corequisite: FTT 414L. This film-production course will focus on 16mm Prerequisite: Instructor’s permission. Cinema, both in fiction and nonfiction forms, is black-and-white silent narrative film production. It A workshop course in the process of theatre pro- one of the major contributing forces to the con- will explore the technical and aesthetic aspects of duction, in which students assume a major nonper- struction of ourselves and our perception of “oth- the film camera and various equipment and focus formance production responsibility including, but ers,” in terms of class, gender and race. This course on narrative script development for the short film. not limited to, that of stage manager, assistant stage proposes to study and dissect these constructions in Students will shoot a composition video exercise, a manager, prop master, costumer, technical director films like Malcolm X, Schindler’s List, Philadelphia, film-lighting exercise and finally write, produce, and assistant director. Can be repeated for up to The Killing Fields and Striptease through a close- shoot and edit one 16mm black-and-white film in four hours of credit. reading practice. teams of two. Students will edit on film and com- 395. Broadcasting and Cable 415. Dramatic Theory and Criticism plete a cut workprint. There is a strong emphasis (3-0-3) Heisler (3-0-3) Pilkinton on cinematography, the technical skills involved This course examines the history and current prac- Prerequisite: Majors only or permission. and the process of working in a crew environment. tices of the broadcast and cable television industry This seminar-style course examines the work of ma- Also required are a midterm exam, some Friday and looks at its effect on American culture and jor dramatic theorists and critics from ancient workshops, evening screenings and a lab fee. society. Topics of discussion include important is- Greece to the 20th century. Theorists and critics 463. Professional Video Production sues in the industry, government regulation, news, covered include Plato, Aristotle, Tertullian, (3-2-3) Mandell sports and entertainment programming strategies Northbrooke, Collier, Congreve, Voltaire, Diderot, Prerequisites: FTT 447/448 or DESN 282S and ap- and practices, ratings and advertising. The course Lessing, Schiller, Hugo, Wagner, Ibsen, Shaw, plication to department. also offers an introduction to basic television pro- Brecht, Artaud and Schechner. duction through eight production sessions at A course for the advanced production student in- 419. Advanced Topics in Theatre Studies WNDU-TV. terested in the techniques and technology of the (3-0-3) Staff broadcast video industry, utilizing the following 401. Film and Cultural Studies Prerequisite: Permission of instructor. post-production software: Avid Media Composer, (3-2-3) Collins Advanced study in the areas of theatre history, dra- Adobe After Effects, Lightwave 3D, and Digidesign Prerequisite: FTT 104/204. matic literature, criticism and theory. Topics are Pro Tools. Students produce projects using Corequisite: FTT 401L. taught in a seminar format. May be repeated for BetacamSP and DV video equipment while learn- This course investigates the ways that film may be credit. ing the basics of non-linear editing, digital audio studied within a broader cultural context than 421. Advanced Scene Study sweetening, 2-D compositing and 3-D animation other courses in history or criticism. The chief in- (3-0-3) Staff techniques. Lab fee. terests here are how film relates to the culture that Prerequisite: FTT 221 and permission. produces it and how film study leads to larger ques- This course will be an in-depth look at the acting tions concerning how we conceptualize “culture.” process through a workshop study of monologues
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465. CAD for the Stage (3-2-3) Auerbach Prerequisite: Permission of instructor. The study of the use of the computer to design scenery and lighting for the stage. The course will begin at a rudimentary level of understanding of computer-aided design and progress to 2-D and then 3-D design techniques. A basic understanding of the Macintosh computer system is necessary. 470. Film and Melodrama (3-2-3) Radner Corequisite: FTT 470L. Melodrama, one of the most important literary and cinema modes, has its roots in the 19th century. This course incorporates recent critical thought on melodramatic forms into a study of (mostly) French cinema. Examples of films that may be studied include Written on the Wind, Quai des brumes, Les Enfants du Paradis, Vivre sa vie and Madame Bovary. 471. French Cinema and Culture (3-2-3) Radner Corequisite: FTT 471L. France has been a leading producer of films and an innovator in artistic form and content throughout the 20th century. This course, the focus of which varies each year, examines French cinema and its relations to political, social, and cultural develop- musical, detective fiction, the Western or the soap them from the Hollywood and European traditions ments. Satisfies the FTT “International Area” re- opera; or, it may offer a more general exploration that have dominated world cinema. We will not quirement for Film/TV concentrators. May be of the concept of “genre.” study these films merely as isolated masterpieces, repeated. 475. Film and Television Styles but rather in relation to their larger cultural, his- 473A. Feminist Theory and Representation (3-2-3) Crafton torical and theoretical contexts. To this end, the (3-2-3) Radner Prerequisite: FTT 104/204 and majors only. course readings will include essays concerning not Corequisite: FTT 473L. Corequisite: FTT 475L. only the films themselves but also the theoretical The course offers an introduction to feminist This is an advanced study of the use of film or tele- and political issues they engage: colonialism and theory and its relation to mass culture. The course vision technique. Students examine group styles — post-colonialism, cultural, ethnic, racial and sexual will look at how the representation of gender plays such as the Hollywood cinema or the European art difference, and questions of otherness and an important role in the way we see the world and cinema — or the individual styles of major film or multiculturalism. in the stories we tell ourselves about it. Recom- television artists. 478. Film Culture mended University elective. 476. Gender and Genre (3-2-3) Collins 473B. Sex and Gender in Cinema (3-2-3) Staff Prerequisite: FTT 104/204 or permission. Wojcik Prerequisite: FTT 104/204. Corequisite: FTT 478L. Corequisite: FTT 473L. Corequisite: FTT 476L. This course will investigate how films are circulated This course analyzes representations of and theories Starting from the fact that certain film genres have and evaluated throughout cultures at different about sex and gender in cinema. Students will read been seen as appealing largely to one gender, this points in the history of the medium. The focus will major texts in feminist theory, queer theory, and course will examine the connections between genre be on the way films acquire varying levels of cul- masculinity studies, in order to become familiar and gender, attempting to get beyond conventional tural significance in terms of how they are accessed with important concepts and debates within the explanations of the gendering of genres (e.g., “guys by which audiences and how they intersect with field. Topics covered will include “the male gaze,” like violence”; “women like romance”). The course other media: publishing industries, popular music, spectatorship, performance and stardom, camp, will consider various theories of male and female magazines, and literary culture. “reading against the grain,” consumption, gender spectatorship and attempt to assess their applicabil- 479. New American Cinema and Culture and genre, race and gender, masquerade, ity to different genres. At the same time, however, (3-2-3) Collins authorship, and masculinity “in crisis.” Students this course will question the rigid demarcation of Prerequisite: FTT 104/204 or permission. will view classical Hollywood films, silent films, both gender and genres, looking closely at the Corequisite: FTT 479L. and avant-garde films and videos. seemingly increasing prevalence of “gender-bend- This course concentrates on the most important 474. Film and Media Genres ing” and “genre-blending.” developments in American cinema and culture (3-2-3) Wojcik 477. Third Cinema since the 1960s. Beginning with the collapse of the Prerequisite: FTT 104/204 or permission (3-2-3) Staff classic studio system at the end of the 1950s, this of instructor. Prerequisite: FTT 104/204 or permission. course explores the profound changes that the film Corequisite: FTT 474L. Corequisite: FTT 477L. industry has undergone over the decades, and in- The course will look at types of stories in film, tele- “Third Cinema” is the terms for a wide, vestigates the major aesthetic developments that oc- vision or other media. The course may concentrate multicultural range of films from the Third World. curred in film and other media during the same on a particular genre, such as the Hollywood Their stylistic and thematicpractices differentiate period — pop art, metafiction, and postmodernism.
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480. Ritual and Drama 487. Advanced Film/Video Script Development 494B. Media Seminar (3-0-3) Staff (3-0-3) Godmilow (V-V-V) Staff In this course, performance is studied as a past or Topic varies. Refer to department. Prerequisite: Consent of instructor. imaginary behavior that is restored in the present so 488. Advanced Film/Video Production Variable topic seminar. May be repeated for credit as to create a certain effect on spectators. Perfor- Laboratory with permission. mance concepts are used to learn how to distin- (3-2-6) Godmilow 495. Practicum guish ritual from theatre and how to find ritual in Prerequisite: Application required to professor. (V-V-V) Crafton theatre. The time structures of dramatic perfor- This is a film/video production workshop for ad- Prerequisite: Permission of the independent study mance are studied. Students present analyses of vanced students, focusing on the development and committee. scripts and performances of drama using these con- production of 16mm short films and videotapes in Individual practical projects for the advanced stu- cepts. Regular attendance and required screenings the fiction, documentary or formal mode. It dent. May be repeated up to six hours credit. are part of this course. Recommended University stresses writing skills with an emphasis on innova- Taken S/U only. elective. tions that expand the existing traditions of and 496A. Broadcast Internship (WNDU) boundaries between fiction and non-fiction prac- 481. Drama and Directors (V-O-V) Heisler tices. Students will work in teams of two and utilize (3-0-3) Staff Prerequisites: FTT 369 or 395, 361 or 395, and ap- 16mm color film processes and/or Betacam This course investigates the major directing styles plication to instructor. videotape technologies. Some evening screenings of Euro-American directors of drama. Styles may Students may receive academic credit by complet- required. Lab fee. include realism, theatricalism, interculturalism, ing an internship at WNDU-TV or Golden Dome epic theatre, avant-garde and New Vaudeville. Di- 489. Advanced Topics in Media Theory, History, Media. Interns will enhance their skills and knowl- rectors include Stanislavsky, Brecht, Welles, Kazan, and Research edge about the broadcasting/video production in- Brook and Schechner. Students make presentations (3-2-3) Staff dustry while gaining practical experience. Interns based on readings and performances. Regular atten- Prerequisites: FTT 104/204, FTT 310, 311, and generally work 10-12 hours a week, complete a dance in class and the viewing of several films out- permission of instructor. May be repeated for midsemester and final evaluation report and pro- side class are required. Recommended University credit. duce a project of significance for the department in elective. An advanced investigation of selected topics con- which they intern. DOES NOT COUNT as a 482. Dramatic Literature and Criticism cerning media or cultural studies. Film/TV 400-level course. Taken S/U only. Before 1900 490. Advanced Theatre Production Workshop 496B. Broadcast Internship (3-0-3) Arons (3-4-3) Arons (V-O-V) Mandell Prerequisite: FTT 105/205 or instructor’s Prerequisite: Instructor’s permission. Prerequisites: FTT 361 or FTT 395 or FTT 399, permission. Corequisite: FTT 490L. and application to instructor. An advanced survey of theatrical literature and A workshop course in the process of theatre pro- Placement of advanced students with local com- criticism from the earliest plays to the beginning of duction, in which students learn to do a dramatur- mercial or public broadcasting facility. DOES the 20th century. Students will read one to two gical analysis of a play for production as well as NOT COUNT as a Film/TV 400-level course. plays per week along with selected secondary assume a major production responsibility includ- Taken S/U only. critical literature. ing, but not limited to, that of performer, stage 496C. Theatre Internship 483. Dramatic Literature and Criticism manager, assistant stage manager, prop master, cos- Since 1900 tumer, technical director and assistant director. (V-0-V) Donnelly (3-0-3) Arons Does not count toward overload. May be repeated. Prerequisite: Permission of instructor by applica- Prerequisite: FTT 105/205 or instructor’s tion. 493. Special Projects in Film permission. Placement of advanced students with local profes- (3-2-3) Godmilow An advanced survey of theatrical literature and sional or community theatre organizations. DOES Prerequisites: FTT 447-448 or FTT 487-488. criticism since the beginning of the 20th century. NOT COUNT as a Film/TV 400-level course. This is a film production workshop for advanced Students will read one to two plays per week along Taken S/U only. students, focusing on the development and produc- with selected secondary critical literature. tion of short films in the fiction, documentary or 496E. Film Production Internship 484. Critical Theory in Film and Television formal mode. It stresses writing skills with an em- (V-0-V) Mandell Studies phasis on innovations that expand the existing tra- Prerequisites: FTT 447/448, and permission by ap- (3-2-3) Collins ditions of and boundaries between fiction and plication to instructor. Prerequisites: FTT 104/204, FTT 377. nonfiction practices. Students will work in teams of Placement of advanced students as crew members Corequisite: FTT 484L. three and utilize 16mm color film processes and/or with local, professional and educational film pro- This course offers an introduction to the philo- Betacam videotape technologies. Lab fee. Some ductions. DOES NOT COUNT as a Film/TV sophical, aesthetic, cultural and historical issues evening screenings required. 400-level course. Taken S/U only. that inform current scholarship and production in 496F. Media Internship 494A. Theatre Seminar film and television. The focus of the course may Cannot be counted toward FTT major. (Intended vary from semester to semester. (3-V-3) Scott Prerequisite: Majors only until third period. for non-FTT majors. 1 credit.) 485. Contemporary Narrative Corequisite: 494L. 496L. Theatre Internship in London (3-2-3) Collins Preparation for advanced study of theatre. A course 498. Special Studies Prerequisite: Permission of instructor. of study for the semester is developed between the Corequisite: FTT 485L. (V-V-V) Crafton, Donnelly student and a faculty advisor or advisors (selected Prerequisite: Permission of the sponsoring professor This seminar will focus on the different types of on the basis of goals established at the beginning of storytelling that have emerged within the past de- and chair required, by application. the course). Students who will be taking this course Research for the advanced student. cade in literature and film. should consult with the instructor during the spring preregistration period to preliminarily dis- cuss future goals.
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German and Russian THE GERMAN PROGRAM THE RUSSIAN PROGRAM Requirements for German Majors Requirements for Russian Majors Languages and The requirements for a major in German include Majors in Russian must complete 10 courses (30 competency in the target language and the suc- credit hours) beyond the three-semester language Literatures cessful completion of 10 courses (30 credit hours) requirement, of which four must be taken at the above the three-semester language requirement, of 300 or 400 level from departmental offerings. At which at least four have to be taken on the ad- least two of these courses must be literature in the Chair: vanced level (300 or 400) within departmental original Russian (400-level). In addition, one Robert E. Norton offerings. course may be on a Russian subject in another dis- Rev. Edmund P. Joyce, C.S.C., Professor Supplementary majors are expected to demon- cipline, e.g., art, government, or history. of German Language and Literature: strate competency in German and complete a Supplementary majors in Russian must com- Mark W. Roche minimum of eight courses (24 credit hours) above plete eight courses (24 credit hours) beyond the Max Kade Distinguished Visiting Professor of the three-semester language requirement, of three-semester language requirement, of which German: which at least three must be taken at the advanced three must be taken at the 300 or 400 level from Monika Schmitz-Emans level (300 or 400) within departmental offerings. departmental offerings. As with the major, two of Professors: For majors or supplementary majors in Ger- these courses must be in Russian literature in the Vittorio Hösle; Randolph J. Klawiter (emeri- man, a year of study abroad in Innsbruck, Austria, original. In addition, one course may be on a Rus- tus); Klaus Lanzinger (emeritus); Thomas G. is considered customary. They are, therefore, sian subject in another discipline, e.g., art, gov- Marullo; Robert E. Norton; Vera B. Profit; strongly encouraged to participate in this program ernment, or history. Konrad Schaum (emeritus) during their sophomore or junior year. For further Associate Professors: information, see International Study Programs on Minor in Russian David W. Gasperetti; Albert K. Wimmer page 41. 15 credits, or five courses, of which at least four Assistant Professors: Students are encouraged to consider taking a must be in Russian language and/or literature at Jan Lüder Hagens; Kirsten M. Christensen; supplementary major in German. It is manageable the 200 level or above and conducted in Russian; Alyssa W. Dinega; John I. Liontas to fulfill requirements next to any major. Past expe- of these four, at least one must be at the 400 level. Professional Specialist: rience has shown that a major in German can be The fifth course may be a course on Russian Hannelore Weber very helpful for any future career plans. literature taught in English, or a course on a Russian subject in another discipline (e.g., art, Program of Studies. The study of German and The Minor in German philosophy, government, history, theology, etc.). Russian languages and literatures provides educa- 15 credits, or 5 courses, of which at least four tional opportunities relevant to an increasingly in- must be in German language and/or literature at Minor in Russian and East European Studies terdependent world. The acquisition of foreign the 200 level or above and conducted in German; For a minor in Russian and East European studies, language skills in general is an important compo- of these four, at least one must be at the 300 or students must have (1) at least four college semes- nent of liberal education because it enhances stu- 400 level. The fifth course may be a course on ters or the equivalent of Russian or a language spo- dents’ powers of communication and it serves to German literature taught in English, or a course ken in Central or Eastern Europe (German will be introduce them to enduring cultural achievements on a German subject in another discipline accepted in certain cases); (2) four area studies of other peoples. In this sense, the study of German (Philosophy, Government, History, Theology, courses beyond the major, chosen from at least and Russian widens students’ intellectual horizons, etc.). three departments (students with double majors stimulates the understanding of two significant cul- can normally count two courses in the second ma- tural traditions and allows the examination of these Senior Thesis jor toward fulfilling this requirement); and (3) a traditions in a more sophisticated and cosmopoli- German majors who wish to graduate with honors thesis normally written in the senior year and di- tan manner. may write a Senior Thesis. For those German ma- rected by a faculty member in the Russian and East Beginning, elementary and intermediate jors who elect to write a thesis, several requirements European Studies program. Students can typically courses develop students’ abilities to understand, must be met: (1) The student must have a GPA of attain six credits for this project, i.e., three credits speak, read and write German or Russian with fa- 3.5 or higher in the major, (2) the thesis must be at for directed readings in the first semester and three cility and confidence. Weekly exercises in the lan- least 40 pages long, and (3) the thesis must be writ- credits for writing the thesis in the second. guage resource center provide further practice in ten in German. Students studying Russian are urged to spend a oral communication. Courses in advanced German The student writing a thesis enrolls in German summer or a semester in Russia through an ap- or Russian language, literature, culture and civiliza- 499 and receives one course credit (three credit proved international study program. Courses in tion expose the student to a wealth of literary, cul- hours) for the course. Although the thesis is graded language and literature taken in Russia in approved tural and humanistic traditions as well as facilitate a by the advisor (to receive honors, the thesis must programs may substitute for certain Russian courses better understanding of the rich national cultures receive a grade of B+ or higher), the entire depart- here at Notre Dame. of the German-speaking countries and of Russia. ment reads the thesis, acting as an advisory body to Students are encouraged to consider taking a the advisor. The thesis is due the week after spring supplementary major in Russian. It is manageable The department. The Department of German break, and the student is strongly advised to begin to fulfill requirements next to any major. Past expe- and Russian Languages and Literatures offers in- thinking about it and start conferring with the ad- rience has shown that a supplementary major in struction in German and Russian at all levels of visor before the October break of the fall term. Russian can be very helpful for any career plans. competence, from beginning language courses at the 100 level to literature and civilization courses on the 300 and 400 levels.
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Writing-Intensive Courses 201. Intermediate German I 301. Medieval German Literature (in German) All 300- and 400-level literature courses in German (3-0-3) Staff (3-0-3) Wimmer or Russian are writing intensive. Majors in German Prerequisite: Two semesters or equivalent. Prerequisite: Four semesters. or Russian who take upper-level literature courses In this course, students will build on and develop A survey of German literature from its beginnings fulfill the writing-intensive requirement of the Col- their communicative abilities acquired in Begin- during Germanic times until the 16th century. lege of Arts and Letters. ning German I and II. The four skills approach 302. The ABCs of Reading and Writing about (speaking, listening, reading, writing) is centered Literature (in German) Placement and Language Requirement on authentic texts, recordings, videos, and other (3-0-3) Profit At the beginning of each semester, placement tests images. The course includes grammar review, con- Prerequisite: 202 or equivalent. in German and Russian will be administered that centrated vocabulary expansion, and intensive At most two works will be read: Dürrenmatt’s Der will allow students either to test out of one or two practice. Richter und sein Henker and Der Besuch der alten semesters of the language requirement or enroll in a 201F-202F. Intensive Intermediate German I Dame. We will read these carefully with great course commensurate with their language profi- and II attention to detail. Writing assignments will evolve ciency. The placement test is mandatory for stu- (4-1-5) (4-1-5) Weber from the readings; they may include a character dents who had German or Russian in high school. Prerequisite: Two semesters or equivalent. portrayal, the description of an outdoor event, a Students testing out of three semesters must Comprehensive training in all language skills lead- short conversation, description of a crime scene, complete an additional course at the 200 level or ing to a balanced mastery of German. For students etc. They will increase in length from a single higher before receiving credit and testing out of the with two to three years of German in high school, paragraph to two or three pages. language requirement. this course serves as preparation for the Innsbruck 310. Literary Forms and Composition International Study Program. (3-0-3) Staff Course Descriptions. The following course de- Prerequisite: Four semesters. scriptions give the number, title and a brief charac- 202. Intermediate German II This course fosters careful reading and a sensitivity terization of each course. Lecture or class hours per (3-0-3) Staff to different kinds of literary texts. Discussions and week, laboratory or tutorial hours per week and Prerequisite: Three semesters or equivalent. weekly essays will refine the student’s language credits each semester are in parentheses. Not all of In this bridge course, students will strengthen and skills and written expression in German. these courses are offered every year. refine the four linguistic skills (speaking, listening, reading, writing). Students will work toward 313. Business German (in German) greater fluency, accuracy, and complexity of expres- (3-0-3) Wimmer ERMAN G sion. They will debate, analyze, and express opin- Prerequisite: Four semesters. ions. Materials and class discussions will center on German business language and practices. Designed 101-102. Beginning German I and II a cultural topic that will carry through the entire to introduce the internationally oriented business (4-0-3) (4-0-3) Staff semester. and German major to the language, customs and No prerequisite. 210. Readings in German Cultural History practices of the German business world. An introductory course of the spoken and written (3-0-3) Staff 315. Medieval German Literature language. Aims at the acquisition of basic struc- Prerequisite: Three semesters or the equivalent. (3-0-3) Wimmer tures, vocabulary and sound systems. For students An introduction to the development and flowering Prerequisite: Four semesters or equivalent. with no previous study of the language. of the various epochs of German culture against the GE 315 constitutes a survey of German literature 101F-102F. Intensive Beginning German I and II broader background of European history as a from its beginnings during Germanic times until No prerequisite. whole. the 16th century. Ideas, issues and topics are dis- (6-0-5) (6-0-5) Weber 241. Intermediate Conversation and cussed in such a way that their continuity can be In this course students will develop skills in under- Composition seen throughout the centuries. Lectures and discus- standing, speaking, reading and writing German. (3-0-3) Hagens, Wimmer sions are in German, but individual students’ lan- They will also attain a grasp of the basic structures Prerequisite: Three semesters or the equivalent. guage abilities are taken into consideration. of the language. During class, emphasis will be This course is designed to strengthen the student’s Readings include modern German selections from placed on using the language to communicate and ability to master the German language in the prin- major medieval authors and works such as interact in a variety of situations and contexts. In cipal skills of speaking, comprehension and writing. Hildebrandslied, Rolandslied, Nibelungenlied, Iwein, addition, there will be a comprehensive introduc- The various text selections used should help the Parzival, Tristan, courtly lyric poetry, the German tion to the culture of German-speaking countries, student to become familiar with some of the issues mystics, secular and religious medieval drama, Der with a particular emphasis on Austria, as this course and problems of contemporary life of German- Ackermann aus Böhmen, and the beast epic Reineke is designed to prepare students with no previous speaking countries and to develop an ability to Fuchs. Class discussions and brief presentations in study of German to participate in the International communicate thoughts on topics of general inter- German by students on the selections are intended Studies Program in Innsbruck. est, both orally and in writing. as an opportunity for stimulating exchange and for- mal use of German. 180. Literature University Seminar 253. Philosophy of Power (3-0-3) Staff (3-0-3) Hösle This course introduces students to German litera- No prerequisite. ture and culture while also serving as an introduc- Power is a pervasive feature of human relations but tion to the seminar method of instruction. The nevertheless difficult to grasp. It is unavoidable and course is writing intensive with emphasis given to at the same time in dire need of moral restraints. improving students’ writing skills through the care- This lecture course is dedicated to a logical analysis ful analysis of specific texts. of the concept of power, to a phenomenology of its forms and to a systematization of the maxims of power-oriented individuals as well as to an ethical evaluation of those forms and those maxims. We will use many examples from history and literature.
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330. The Romantic Tradition and how these reflect shifts within the broader cul- 440. Goethe and His Time (3-0-3) Norton ture. Among the writers to be read: Goethe, Tieck, (3-0-3) Norton No prerequisite. Kleist, Hoffmann, Eichendorff, Stifter, Storm, Prerequisite: Four semesters. Crosslisted with ENGL 366. Keller and Hauptmann. As a 300-level course, writ- An intensive study of Goethe’s major works of po- Between 1790 and 1830, the movement known as ing will be emphasized. Students will be required to etry, prose and drama within the cultural frame- Romanticism profoundly changed the artistic, mu- rewrite each of their essays. work of his times. sical, historical, religious, and political sensibilitites 366. 19th-Century German Literature (in 455. German Drama 1750 to the Present (in on the Continent and in Britain. Romanticism German) German) marked a turn from the rational formalism of the (3-0-3) Norton (3-0-3) Hagens Classical period and reawakened an interest in Prerequisite: Four semesters or equivalent. Prerequisite: Five semesters or the equivalent, or myth, religious faith, the imagination, and emo- The 70 years that separate the death of Goethe in permission of the instructor. tional experience. In this course we will focus prin- 1832 and the turn of the 20th century are rich in We will read and discuss some of the greatest plays cipally on the German contribution to examples of literary and cultural achievement. This in the German dramatic tradition, by authors such Romanticism and trace its origins, development, diversity and complexity has given rise to a variety as Lessing, Goethe, Schiller, Kleist, Grillparzer, and eventual decline in works of literature, philoso- of epochal designations — Biedermeyer, Nestroy, Freitag, Hauptmann, Hofmannsthal, phy, theology, music, painting, and architecture. “Vormärz,” Realism, Naturalism, Symbolism, to Brecht, and Werfel. This semester we will focus on Works to be studied will include those by the writ- name the most prominent — which have served to the so-called “drama of reconciliation,” a newly ers Ludwig Tieck, Friedrich von Hardenberg categorize each successive generation’s literary, rediscovered genre, where the conflict is serious but (Novalis), and Friedrich Schelgel; the philosophers political, and social agenda. In this course, we will ends harmoniously. By interpreting classic Fichte and Shcelling; the theologian Friedrich German-language plays in the original, you will (1) Schleiermacher; the painters Caspar David consider the main outlines of 19th-century German learn how to approach drama analysis, and you will Friedrich and some members of the Nazarene literature (including in Austria and Switzerland) by (2) develop a sense for the history of drama school; the composers Franz Schubert, Felix studying representative works of all major genres throughout the past 250 years. In addition, we will Mendelssohn, and Robert Schumann; and the ar- — prose, poetry, drama — and by some of the study a few short, and often English-language, texts chitect Karl Friedrich Schinkel. greatest writers of their day: Mörike, Heine, Grillparzer, Hebbel, Keller, Meyer, Raabe, in the theory of drama (Aristotle, Schelling, 350. The Nazi Past in Postwar German Film (in Fontane, George. Carriere, and Cavell, as well as our department’s English) own Hösle and Roche), which will (3) allow you to 390. Germany and the New Millennium (3-3-3) Hagens differentiate between the basic genres of drama (3-0-3) Liontas Prerequisite: None for those taking the class in (tragedy, comedy, and drama of reconciliation), Prerequisite: Four semesters or the equivalent. translation; to receive German credit, advanced and you will (4) understand better the nature of This course addresses the most important political, standing in German (minimum of four semesters conflict and reconciliation. Students interested in socioeconomic, cultural, and environmental issues or the equivalent) is required. other national literatures will have the opportunity currently confronting Germany, Austria, and Swit- How have German films since 1945 been trying to to draw comparisons with plays by authors such as zerland. The course is designed to develop confi- deal with the Nazi past? How do Germans picture Aeschylus, Sophocles, Shakespeare, Calderón, dence in communicative skills and greater facility their memories of the Third Reich, how do they Corneille, Racine, and Ibsen; and those interested in dealing with ideas in German and aims to ex- define themselves within and against their in film may branch out into analyzing works by country’s history, and how do they live with their pand the learners’ cultural knowledge acquired in previous German courses, with emphasis on com- directors such as Hitchcock, Renoir, Ford, Capra, remembrances now? Primarily, this class aims at is- Curtiz, Hawks, Chaplin, and Kurosawa. sues in the realm of ethics (perpetrators, victims, munication and acquisition of the advanced lan- and passive accomplices; stereotypes; courage and guage skills: genre-based reading and listening 470. Modern Lyric Poetry cowardice; personal and national guilt; revisionism, comprehension, and oral and written expression on (3-0-3) Profit coming-to-terms, and productive memory; respon- contemporary topics. The conversational compo- Prerequisite: Four semesters. sibility and the [im]possibility of reconciliation). nent of this course will require student/teacher and A close reading and analysis of 20th-century poetry Some central questions about German history dur- student/student interaction (in large and small from expressionism to the present. group settings) to exchange cultural information, ing the Third Reich and the postwar era will be 471. 20th-Century Prose and Poetry clarify meanings, express opinions, argue points of dealt with. The course will also develop basic cat- (3-0-3) Profit view, and engage in communicative functions that egories of film analysis and ask questions about the Prerequisite: Four semesters. language is used for. This course will include an special capacity of film to help a nation work To make the student aware of the rich diversity of ongoing evaluation of students, using a variety of through its past. Films subtitled, dubbed, or En- both form and content extant in 20th-century lit- evaluative instruments and communicative con- glish language. Readings, lectures and discussions erature, a wide variety of materials will be studied. texts. in English. They will not only encompass various genres (the 398. Special Studies I and II 365. German Novelle poem, the short story, the novel and the drama) (3-0-3) Staff (3-0-3) Staff but will also represent various time periods, from Prerequisite: Junior standing, dean’s list. Prerequisite: Four semesters or the equivalent. the early 1900s to the ’70s. Among others, readings This course will explore the German “Novelle,” 420. Love and Violence in Medieval German will include Rilke; Die Weise von Liebe und Tod des one of the most popular genres of 19th-century Literature (in German) Cornets Christoph Rilke; Kafka, Der Landarzt; German literature. Each work will be read and dis- (3-0-3) Christensen Dürrenmatt, Der Richter und sein Henker; Borchert, cussed with careful attention to its formal charac- Prerequisite: Four semesters or the equivalent. Draussen vor der Tür. teristics as well as its historical and cultural This course will investigate the interplay of love contexts. By proceeding chronologically through and violence in a fascinating variety of secular and the literary periods of Romanticism, Biedermeier, religious texts by both women and men from the Poetic Realism, and Naturalism, students will gain German Middle Ages. Knowledge of Middle High a sense of literary developments in the 19th century German is not required, but, where available, students will read modern German with facing medieval text.
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472. The Modern German Short Story 478. Kaspar Hauser 481. Die DDR: Die Ideen und die Menschen (3-0-3) Staff (3-0-3) Schmitz-Emans (3-0-3) Christensen Prerequisite: Four semesters. Prerequisite: Four semesters. Prerequisite: Four semesters. Modern German Prose: the German short story The historical Kaspar Hauser emerged in 1828 in We will begin this course by discussing the end of and other forms of prose from the “Stunde Null” in Nürnberg: a 16- to 17-year-old boy who could World War II and the consequent division of Ger- 1945 to the 1990s. Authors range from East and hardly speak and had apparently been kept in many. We will study the German Democratic Re- West German writers of the immediate postwar era isolated captivity since his earliest childhood before public from the inside, that is, through literature to the most recent commentators on issues of poli- he was turned out by an unknown person. Kaspar that was officially sanctioned by the GDR govern- tics, society, gender and aesthetics. Hauser’s identity remained mysterious, as did the ment. This will include writings to represent each reasons for his later murder. Kaspar Hauser has 473. Drama and Directors decade from the 1940s through the 1980s, culmi- become a symbol of modern consciousness. He is a (3-0-3) Arons nating with the fall of the Berlin Wall, by authors metaphor for the homelessness of human beings in No prerequisite. such as Friedrich Wolf, Willi Bredel, Stephan the world, for the problematic relationship between “Brecht and Beyond.” The German playwright and Hermlin, Christa Wolf, Ulrich Plenzdorf and the individual and society, for the connection director Bertolt Brecht is considered to be one of Christoph Hein. To provide important perspective, between the ability to use and understand the most influential theatre artists of the 20th we will also read works by artists who were com- language, self-consciousness and identity. century. This course will look at his impact on the pelled to leave the GDR to continue their craft, Modernist poets above all have recognized development of theatre here and abroad. In the first such as Wolf Biermann and Freya Kliwer. We will themselves in him and have taken his case as the half of the semester, we will read several of Brecht’s also consider news articles, letters, interviews, starting point of their own reflections on the plays and discuss his directorial practices and school texts and political cartoons, which will offer difficulties of literary existence. Even today Kaspar theoretical work. In the second half, we will look at a diverse, provocative, authentic and sometimes Hauser remains an attractive theme in literature, quite personal approach to the study of the GDR. plays and productions in the United States and the formative arts as well as in film. In this course Europe that have been influenced by Brecht’s work. We will also study the short but significant span of we will follow this theme in the works of Jacob time between the fall of the Wall and the unifica- 475. The World as Theater (in German) Wassermann, Paul Verlaine, Georg Trakl, Peter tion of the two German states and will conclude by (3-0-3) Hagens Handke, Wim Wenders, and Paul Auster. reading several short stories by Doris Doerrie treat- Prerequisite: Four semesters of German or the 479. Aesthetics, Aestheticism, ing the lasting complexities of unification. equivalent. Aestheticization (in English) 482. Literature of Unified Germany 1989-2000 “All the world’s a stage” — this insight has been (3-0-3) Norton (in German) dramatized by many playwrights. While the core of No prerequisite. (3-0-3) Christensen this idea seems to have remained the same (namely, One of the persistent clichés of modern German Prerequisite: Four semesters or the equivalent. the world is like a theatre, human existence like a culture was that Germany was the land of “poets How has German identity changed since 1989? In play, and we are like actors), the form of the idea and thinkers,” with politics largely falling outside what ways has the status quo of divided Germany has gone through many telling variations. By ob- the equation. Obviously, this disregard for politics been maintained, even fortified, by unification? Is serving these changes, we will learn not only about is itself a deeply political gesture, with potentially the literature written in Germany since 1989 the history of drama and theatre over the past 350 — and in Germany’s case, verifiably — disastrous merely reflecting or is it influencing societal, cul- years but also about the relation between a stage consequences. In this class, we explore the relation- tural or political change? Or is it indeed indepen- play and the rest of reality; and most importantly, ship between art, theories of art, and politics, with dent of such changes? To begin to answer these we will find out what the foremost dramatists advo- an emphasis on the peculiarly German desire to en- questions, we read a variety of texts written in Ger- cated our proper role in life should be. We will vision a political utopia based on aesthetic prin- many since late 1989. To facilitate deep explora- read, discuss and write about some of the greatest ciples. Spanning nearly two centuries, the texts we tion and discussion, we read a relatively small dramas in the German-language tradition, by au- study trace a development that began in the En- number of texts that will nonetheless represent a thors such as Weise, Tieck, Buechner, Schnitzler, lightenment and reached a conclusion during the wide range of genres (novel, short story, drama, po- Hofmannsthal, Brecht, Weiss, Handke, middle of this century. Readings may include etry, reportage). Authors include Christa Wolf, Duerrenmatt and Tabori. works by Herder, Schiller, Hegel, Heine, Marx, Günther Grass, Dürs Grünbein, Holger Teschke, Nietzsche, Thomas Mann, Walter Benjamin, 477. Holocaust in German Film and Theatre Ingo Schulze, Luise Endlich, Dorris Dörrie. To il- (in German) Heidegger, Georg Lukacs, and Adorno. luminate the literary works we will read, we also (3-0-3) Hagens 480. The German Novel Since 1945 read and debate what some German authors have Prerequisite: Five semesters of German or (3-0-3) Profit written and are writing about their own social and permission of instructor. Prerequisite: Four semesters. historical role — and the role of their writings — We will study German, Austrian, and Swiss stage An extensive study of the post-World War II novel in Germany today. plays and films that have the Holocaust for their of the German-speaking countries, its characteristic central issue. Our close analyses will be framed by 485. Religious Themes in Modern German themes and forms. Readings will include Böll, Wolf Literature and Thought broader questions: How can the (re)presentation of and Dürrenmatt. evil on stage or screen become meaningful—or is (3-0-3) Roche such an endeavor beyond the limits of (re)presen- Prerequisite: Four semesters. tation? What are the respective weaknesses and This course addresses a variety of religious issues, strengths of theatre and cinema when confronted ranging from 18th-century secularization and dis- with this challenging topic? How do German and cussions of the theodicy to the 19th century’s vari- Austrian plays and films about the Holocaust differ ous critiques of religion and 20th-century from the ones produced in other countries? discussions of the responsibility of the Church and of religion and intellectuals. The course addresses both the literary embodiment of religious themes and essayistic analyses of religious issues. Authors to be read and discussed include Lessing, Novalis, Hölderlin, Büchner, Grillparzer, Feuerbach, Marx, Nietzsche, Freud and Hochhuth.
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486. The Development of German Drama 494. Thomas Mann 373-374. 19th-Century Russian Literature (3-0-3) Roche (3-0-3) Hösle Survey I and II (in English) Prerequisite: Four semesters. Thomas Mann is certainly the most influential (3-0-3) (3-0-3) Marullo Outstanding German dramas from the Enlighten- German novelist of the 20th century. Rooted in the No prerequisite. ment to the present will be read and discussed. Bildungsbürgertum of the 19th century, influenced 19th-Century Russian Literature I (1800-1860) in Genres and subgenres considered will include trag- by Richard Wagner and the philosophies of Arthur English is the first part of a two-semester survey of edy, comedy, tragicomedy, the problem play, the Schopenhauer and Friedrich Nietzsche, he is at the long and short fiction and focuses on the rise of drama of reconciliation, and documentary drama. same time a profoundly modern writer with Realism in Russia, in particular the early fiction of Works will be chosen from authors such as Lessing, remarkable innovations in narrative techniques. Turgenev, Tolstoy and Dostoevsky. Readings in- Schiller, Kleist, Büchner, Grillparzer, Schnitzler, We shall read three of his novels which deal with clude Alexander Pushkin’s The Tales of Belkin Sternheim, Hofmannsthal, Brecht and Weiss. general cultural (and sometimes also very specific (1830), “The Queen of Spades” (1830), “The Bronze Horseman” (1833) and Eugene Onegin 487. Literature in the Age of Technology German) issues—the humanizing power of myth (1833); Mikhail Lermontov’s A Hero of Our Time (3-0-3) Roche (Joseph and His Brothers), the greatness of an (1840); Nikolai Gogol’s “Nevsky Prospekt” (1835), Prerequisite: Four semesters. outstanding individual and its unhealthy impact on “The Portrait” (1835), “The Overcoat” (1842) and By way of philosophical analyses and literary ex- his environment (Lotte in Weimar), the Dead Souls (1842); Ivan Turgenev’s Notes of a amples we shall analyze the role of literature and development of modern art at the price of the Huntsman (1852) and Rudin (1856); Fyodor the humanities in an age increasingly defined by dissolution of its bonds with morality and its Dostoevsky’s Poor Folk (1845), The Double (1846) technology. Works will be chosen from authors political consequences (Doktor Faustus). and Netochka Nezvanova (1849); and Leo Tolstoy’s such as Schiller, Hoffmann, Storm, Kaiser, Ben- 498. Special Studies I and II Childhood (1852) and The Sevastopol Sketches jamin, Heidegger, Benn and Dürrenmatt. (3-0-3) Wimmer (1855-1856). Prerequisite: Senior standing, dean’s list. 488. Philosophical Dialogues Topics to be included are the content and (3-0-3) Hösle method of Realism (“gentry,” “urban,” “classical,” No prerequisite. RUSSIAN “romantic,” and “psychological”); the evolution of Philosophy is communicated in different literary the “family” chronicle; the nature and development genres, as essays, treatises, didactic poems, the of the Russian hero and heroine, particularly, the 101-102. Beginning Russian I and II choice of which influences in a subtle manner the so-called “superfluous” and “little” man; the inter- (3-0-3) (3-0-3) Dinega, Marullo contents exposed. One of the most interesting liter- play of “patriarchal,” “matriarchal,” and messianic” No prerequisite. ary genres used by philosophers is certainly the dia- voices; the dynamics of Russian soul and soil; the An intensive introduction to the essentials of Rus- logue, since it allows to hide the author’s mind interaction of lord and peasant; and finally, the sian grammar, with specific emphasis on the noun behind a variety of different positions that get the conflict between city and country, “old” and and verbal systems. Aims at the acquisition of basic chance to articulate themselves and since it shows “new,” Russia and the West. structures, vocabulary and sound systems. the connection between philosophical ideas and Daily readings and discussions. Several small discoursive behavior. We shall read different texts 201-202. Intermediate Russian I and II papers, projects, and exams. ranging from Plato to Feyerabend to see how dif- (3-0-3) Gasperetti 375-376. 20th-Century Russian Literature I and ferent philosophers have exploited the possibilities Prerequisite: 102 or the equivalent. II (in English) of this genre. This course is an intensive review of grammar (3-0-3) (3-0-3) Marullo 492. Schopenhauer designed to facilitate a native-like mastery of the No prerequisite. (3-0-3) Hösle form and function of the Russian noun, verbal, and RU 375 investigates the literary expression that at- Prerequisite: Senior standing, dean’s list. adjectival systems. Exceptional forms are stressed, tended the explosion in the arts in Russia—for ex- Schopenhauer’s philosophy signifies a great break and reading selections on contemporary Russian ample, Stravinsky in music, Diaghilev in ballet, in the history of Western philosophy: No longer life and excerpts from literary texts are employed to Chagall in painting—in the first 30 years of the Reason, but the Will becomes the grounding prin- improve comprehension and build conversational 20th century. Literary movements covered include ciple; Schopenhauer claims furthermore to inte- skills. decadence, proletarian literature, and modernism. grate in a productive way Buddhism into his 241-242. Advanced Russian I and II RU 376 focuses on literature as protest against So- pessimistic world view. His influence on the phi- (3-0-3) (3-0-3) Staff viet totalitarianism and as an assertion of the free- losophy, but also on the arts of the 19th and 20th Prerequisite: 202 or the equivalent. dom and dignity of the individual in the face of centuries, has been enormous, not least of all be- Drill in everyday patterns of conversation; empha- challenges from the state and from “modern life.” cause of his original aesthetics. We will read his sis on idiomatic Russian; vocabulary expansion; 379. Brothers Karamazov (in English) main work, The World as Will and Representation. grammar review; reading and discussion of Russian (3-0-3) Gasperetti 493. Nietzsche literature and culture; written compositions, news- No prerequisite. (3-0-3) Hösle papers and magazines used as supplementary This course is a multifaceted investigation into the Prerequisite: Senior standing, dean’s list. materials. philosophical, political, psychological, religious, Nietzsche’s philosophy represents one of the great- and literary determinants of Dostoevsky’s longest est interruptive moments in the history of philoso- and most complex novel. Emphasis is placed on phy: No one has destroyed as many assumptions as daily, in-depth discussions based on a close reading radically as Nietzsche. At the same time, his work of The Brothers Karamazov. Collateral assignments represents a challenge to the literary mind illuminate a variety of themes in the novel, from inasmuch as Nietzsche discovered new forms of ex- the author’s visionary political predictions and pression for philosophical thought. All who are in- rejection of West European materialism to his terested in German intellectual history as well as in critique of rationalism and mockery of literary the philosophy of the 20th century should study convention. his work, even if they conclude that Nietzsche’s ar- guments for this break in the tradition are not convincing.
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381. Russian Women Memoirists (3-0-3) Dinega Throughout the history of Russian literature, the genres of autobiography, memoir, and diary have provided a venue for women to find their voices in a private arena safely distanced from the privileged genres of novels and lyric poetry. This course exam- ines the history and development of the female memoir in Russian litreature, from the 18th-cen- tury memoirs of a courtier of Catherine the Great to documents of the Stalinist terror and prison camp life of the 20th century. We also will address theoretical questions about women’s autobio- graphical writing and consider the relationship of the works we read to the dominant “male” literary tradition. 393. Dostoevsky (in English) (3-0-3) Marullo No prerequisite. Selections from Dostoevsky’s short stories, novellas and novels. 394. Tolstoy (in English) (3-0-3) Staff No prerequisite. Selections from Tolstoy’s folk tales, short stories, novellas and novels. 461. 19th-Century Russian Literature Survey (in Russian) (3-0-3) Gasperetti Prerequisite: 202 or the equivalent. Introduces the major movements and authors of the 19th century. Special attention is given to the genesis of the modern tradition of Russian litera- ture in the first half of the century and to the role literary culture played in the political and social fer- ment of the period. Readings, discussions and writ- ten assignments are in Russian. 462. 20th-Century Russian Literature Survey (in Russian) (3-0-3) Dinega, Gasperetti Robert E. Norton, chair of German and Russian languages and literatures Prerequisite: 202 or the equivalent. Surveys the literary innovation and political sup- others. Emphasis will be placed on the evolution of 494. Tolstoy (in Russian) pression of literature that defined Russia in the verse forms and poetics, as we attempt to fathom (3-0-3) Gasperetti 20th century. Introduces such movements/periods the extraordinary power of the Russian poetic word Prerequisite: 202 or the equivalent. as Symbolism, Acmeism, Futurism, the “Fellow in the context of Russian society, history, and Samples Tolstoy’s novellas, short stories, and Travelers,” Socialist Realism, and the “Thaw.” culture. Students will be required to write short folktakes, with excerpts from the major novels. 471. Introduction to Russian Poetry (in compositions in Russian, make oral presentations, Themes include Tolstoy’s Realism, his critique of Russian) and translate selected passages from assigned works. the institutions of church and state, his philosophy (3-0-3) Dinega of nonviolence, and the impact of his religious “cri- 493. Pushkin and His Time (in Russian) Prerequisite: 202 or the equivalent. sis” on the latter half of his literary career. An introduction to Russian poetry, poetic (3-0-3) Dinega, Gasperetti 498. Special Studies movements, and verse forms. We will survey the Prerequisite: 202 or the equivalent. (3-0-3) Staff major periods and styles of Russian poetry, An analysis of the lyric and narrative poetry, Prerequisite: Senior standing, dean’s list. including Classicism and the Baroque (18th drama, and prose fiction of Russia’s national liter- century), Romanticism and the post-Romantics ary treasure. Discussions focus on Pushkin’s contri- (19th century), and the early Modernist poetry of butions to the creation of a literary language, his the pre-Revolutionary period (including transition from Romanticism to Realism, his inno- Symbolism, Acmeism, and Futurism), as well as vative treatment of genres, and his role in the de- later 20th-century Russian poetry. Readings will velopment of the Russian tradition of prose fiction. include poems by Derzhavin, Pushkin, Pavlova, Zhukovskii, Tiutchev, Nekrasov, Blok, Akhmatova, Mandel’shtam, Pasternak, Khlebnikov, Maiakovskii, Tsvetaeva, Vysotskii, Brodskii, and
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Assistant Professors: COMPARATIVE LITERATURE Government and Barbara M. Connolly; Gretchen Helmke; Eileen M. Hunt; Theodore B. Ivanus (emeri- No prerequisites. International Studies tus); Mary M. Keys; Keir A. Lieber; Daniel A. 411. Self-Definition and the Quest for Happiness Lindley III; Martha Merritt; Layna Mosley; in Continental and American Prose of the 20th Mitchell S. Sanders; Christopher Welna (con- Chair: Century (English and German) current); Christina Wolbrecht; Mary B. Wong A. James McAdams (on leave fall 2001) (3-0-3) Profit Associate Professional Specialist: Director of Graduate Studies: Prerequisite: Four semesters of German or the Joshua B. Kaplan Michael J. Coppedge equivalent. Director of Undergraduate Studies; Acting Chair Everyone from the ancients to the most technologi- Program of Studies. The Department of Gov- 2001-02: cally conscious CEOs tell us that those who suc- ernment and International Studies offers its majors Michael Zuckert ceed know the difference between the important a liberal education in an important field of the so- Packey J. Dee Professor and the unimportant and they allocate their time cial sciences. The major aims at educating the stu- of Government and International Studies: accordingly. But how does one make these choices? dent in basic problems in understanding politics. Fred R. Dallmayr If in fact success and happiness are synonymous, as The department offers courses in four main sub- Helen Kellogg Professor of International Studies: some would claim, which way lies success, lies hap- fields: American politics, comparative politics, in- Guillermo O’Donnell (on leave fall 2001) piness? And what are the guideposts? ternational relations and political theory. Students Joseph and Elizabeth Robbie Professor What really matters? In an age such as ours, majoring in government and international studies of Government and International Studies: does anything have lasting value? Do I really mat- go on to work in a wide variety of vocations, in- Donald P. Kommers ter? If I am most assuredly defined by my beliefs cluding government, law, non-governmental orga- Helen Conley Professor of Government and my deeds, what then do I believe, what do I nizations, teaching, politics, journalism and and International Studies: do? In the final analysis, who am I? business. Although government is one of the most Scott P. Mainwaring If literature, as so many maintain, not only popular majors at Notre Dame, the department Nancy Reeves Dreux Professor of Government mirrors but also foretells world events, how have tries to foster close and positive contact between and International Studies: several 20th-century authors representing diverse students and faculty members. Catherine Zuckert national traditions formulated the answers to these Nancy Reeves Dreux Professor of Government seminal questions? Readings will include F. Scott Requirements. The major requires a minimum and International Studies: Fitzgerald, The Great Gatsby; Albert Camus, The of 10 courses: an introductory 100- or 200-level Michael P. Zuckert Stranger; Max Frisch, Homo Faber. course in each of the four subfields, four 300- or Packey J. Dee Assistant Professor of Government 400-level (below 491) courses and two senior 470. The Outsider in 20th-Century European and International Studies: writing seminars. When choosing their upper-level Fiction (English and German) Rodney Hero courses, students are free to specialize in a subfield (3-0-3) Profit Packey J. Dee Assistant Professor of Government or take courses in several different fields. Critical analysis of six modern works, Gide and and International Studies: All majors are required to take a senior writing Hesse among them, which will attempt to define Christina Wolbrecht seminar or 500-level course in each semester of the nature of the outsider, the man without a Thomas J. and Robert T. Rolfs Assistant Professor their senior year. These seminars are numbered 491 physical and spiritual home and his pivotal signifi- of Government and International Studies: in the fall and 492 in the spring. Pi Sigma Alpha cance for our times. Layna Mosley members may take these courses in the second se- 491. Evil and the Lie (English and German) Professors: mester of their junior year, with permission. These (3-0-3) Profit Peri E. Arnold; Sotirios A. Barber; A. J. seminars give seniors the opportunity to take small, In an attempt to define the nature of evil and its re- Beitzinger (emeritus); George A. Brinkley discussion-oriented courses, as well as do more lation to such phenomena as lying and the preser- (emeritus); Rev. Raymond F. Cour, C.S.C. writing in their field. The senior thesis can take the vation of a self-image, this seminar will carefully (emeritus); Alan K. Dowty; Michael J. Francis; place of one of these seminars. analyze works spanning the years 1890-1972. Edward A. Goerner (emeritus); Vittorio G. Students on the dean’s list may also take indi- Among them will be Wilde, The Picture of Dorian Hösle (concurrent); Robert Johansen; David C. vidual directed readings. Gray; Gide, The Immoralist; and Frisch, Andorra. Leege; Gilburt D. Loescher (emeritus spring Further courses acceptable for Comparative 2002); George Lopez; A. James McAdams (on Honors Track. Students in the department may Literature majors will be found listed by the De- leave fall 2001); Peter R. Moody; Walter receive departmental honors. To receive depart- partment of English. Consultation of program di- Nicgorski (concurrent); John Roos; Rev. Timo- mental honors a student must have a 3.55 cumula- rector is required. thy R. Scully, C.S.C.; Raimo Vayrynen; A. Pe- tive average and a 3.55 average in the major, must ter Walshe; Catherine Zuckert; Michael complete a senior honors essay or area studies essay Zuckert with a grade of at least B-plus, and must replace Associate Professors: one of their 300-level courses with an advanced Michael Coppedge; Andrew C. Gould (on course. The advanced course may be either an addi- leave fall 2001); Frances Hagopian; Anthony tional writing seminar, a 500-level course, or the M. Messina; Ashutosh Varshney research design course.
Senior Thesis. Students who achieve a grade point average of 3.5 or above are encouraged to write a senior thesis in their senior year. This year- long project involves working closely with a faculty reader on original research and offers the opportu- nity to explore more deeply and independently a topic of the student’s choice.
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Pi Sigma Alpha. Students who have taken a 142. Introduction to Comparative Politics minimum of four government courses, who have (3-0-3) Scully ELECTIVE COURSES received no grade lower than a B in their govern- Intended as an introduction to comparative poli- IN THE MAJOR ment courses and who have a cumulative grade tics, the course will explore the origin and develop- point average of 3.55 or above are eligible for Pi mental histories of different types of political Sigma Alpha, the national political science honor regimes. Special emphasis will be placed on gaining AMERICAN GOVERNMENT society. a deeper appreciation for different institutional ar- rangements among liberal and nonliberal politics, AND POLITICS Course Descriptions. The following course de- and understanding the consequences of these dif- scriptions give the number and title of each course. ferences for governability. In the final part of the 304. Presidential Leadership Lecture hours per week, laboratory and/or tutorial course, we will turn our analysis to emerging politi- (3-0-3) Arnold hours per week and credits each semester are in cal regimes in countries becoming newly demo- This course examines the role of the presidency in parentheses. The instructor’s name is also included. cratic. Each student must attend the lectures and the American regime and its change over time. Par- enroll in a Friday discussion section. This course is ticular attention will be given to expectations about the equivalent of GOVT 242 and satisfies the presidential leadership through the course of COURSES IN THE FIRST YEAR Comparative Politics requirement for the major. American political history. Beginning with ques- tions about the original design and role of the OF STUDIES 180E. University Seminar presidency, the course turns to consideration of the (3-0-3) Staff role of leadership styles for change and continuity A seminar for first-year students devoted to an in- in American politics. Finally, cases of presidential 140. Introduction to American Politics troductory topic in political science in which writ- leadership are studied to comprehend the way lead- (3-0-3) Staff ing skills are stressed. It will fulfill the College of ership and political context interact. GOVT 140 surveys the basic institutions and prac- Arts and Letters social science requirements but tices of American politics. It examines the institu- does not ordinarily count toward the government 305. The American Congress tional and constitutional framework of American major. (3-0-3) Roos politics to identify persistent patterns as well as in- This class will expose the student to the practical novations. The course examines recent develop- workings of the U.S. Congress, some major theo- ment in the role of political parties and interest REQUIRED COURSES ries attempting to explain those workings, and groups — the traditional links between government IN THE MAJOR some of the methods and materials needed to do and the people — and examines how American research on Congress. It will place the study of government both fragments and concentrates Congress in the context of democratic theory, and power. Although the course will prepare prospec- 240. Introduction to American Government in particular the problem of the way in which the tive government majors for further study of Ameri- (3-0-3) Staff institution across time grapples with the problem can politics, its primary aim is to introduce all An introductory examination of the constitutional of the common good. students to understand American politics better principles, organization and processes of American national government. This course is intended to in- 306. Gender and the Constitution and help them become more thoughtful and re- (3-0-3) M. Zuckert sponsible citizens. This course is the equivalent of troduce students to the essentials of American gov- ernment and political processes and to raise ques- This course will cover the decisions of the Supreme GOVT 240 and satisfies the American Govern- Court in the area of gender issues from the 19th- ment requirement for the major. tions about the central values that shape our life as a national community. century beginnings of a constitutional law of 141. Introduction to International Relations gender through such 20th-century issues as (3-0-3) Staff 241. International Relations abortion, equal rights, and affirmative action. This course examines how nations relate to each (3-0-3) Staff Class will focus not only on court cases but also on other in the contemporary world. The class begins This course introduces students to the analysis of the broader constitutional, ethical and philo- with some historical materials and then confronts contemporary international relations. The course sophical implications. examines critical concepts, theories and event pat- the problem of the shape of international relations 308. American Voting and Elections since the end of the Cold War. In doing this, a terns in international affairs while paying special at- tention to changes since 1989. (3-0-3) Leege number of aspects are examined: international eco- This course will examine voting and opinions, and nomics, diplomacy, international law, the use of 242. Comparative Government the linkage between political leaders and the mass force, environmental issues, human rights, interna- (3-0-3) Staff public. Possible topics include an introduction to tional organizations, foreign policy formulation This course serves as an introduction to comparing electoral analysis; the history of recent electoral and the relationship between the industrialized political systems and the factors that shape them. politics; the nature of political participation, espe- states and less-developed nations. This course is the We will discuss several broad concepts and then cially the rationality of voting turnout and non- equivalent of GOVT 241 and satisfies the Interna- study several regions of the world in order to com- electoral specialization; party identification and tional Relations requirement for the major. pare the “shape” of these concepts in different po- opinions, attitudes and ideology; social groups and litical systems. cultural identities; mass media and image cam- 243. Political Theory paigns; and differences between presidential and (3-0-3) Staff congressional elections. This course aims to introduce students to the his- tory of political theory, the modes of analysis po- litical theorists use, and some major contemporary examples of political theory.
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309. Religion and Politics 413. Constitutional Law INTERNATIONAL RELATIONS (3-0-3) Leege (3-0-3) Kommers An examination of the linkage among religious be- This course examines the main principles of Ameri- liefs, world views, group identifications, political can Constitutional law, the process of constitu- 320. Theories of War attitudes and behavior, based on literature in politi- tional interpretation, and the role of the Supreme (3-0-3) Vayrynen cal science, sociology, psychology and theology. Court in the American political system. Topics The course explores major theories of war from Topics include the meaning and measurement of covered are presidential war powers, congressional- Machiavelli to Martin van Creveld. Rather than religiosity; religious and anti-religious values em- executive relations, free speech, church-state rela- focusing on military details, the course tries to bedded in American political institutions; religious tions, the right to life (abortion, right to die, and contextualize the theories of war and military world views and political philosophy; cue giving death penalty), race and gender discrimination, and strategies, to show how they reflect economic and political mobilization by religious groups, de- the American federal system. A good deal of atten- conditions, technological capabilities, dominant nominational traditions, partisanship and issue po- tion is given over to recent personnel changes on political ideologies, and cultural beliefs of each era. sitions; religious movements, social conflict and the Supreme Court and the extent to which these Therefore, theories are transformed with changes in political coalitions. changes are reflected in the court’s opinions. A these underlying factors. The emphasis of the 338. Democratic Regimes background in American national government is course will be on the conceptions by the 19th- and (3-0-3) Helmke desirable. 20th-century political and social theorists about the This course surveys the main theoretical and em- 416. Constitution and Federalism nature, functions, and consequences of warfare. pirical issues around the topic of democratization. (3-0-3) Barber These conceptions concern the role of war in state It will examine competing conceptions of democ- This course takes up our oldest and perhaps our formation, bureaucratization of society, economic racy, the conditions under which democracies most pervasive constitutional problem: the proper development, and ideological currents. The authors emerge and consolidate, and the impact of demo- relationship between the powers of the national to be discussed in detail include Carl von cratic regimes on economic development and po- government and the powers of the states. The root Clausewitz, Alexis de Tocqueville, Thorstein litical accountability. Because institutions in of this problem lies in the kind of country and Veblen, Joseph Schumpeter, Raymond Aron, democratic regimes vary widely from country to people the Constitution commits us to be. Its many Henry Kissinger, and Martin van Creveld. The country, particular emphasis will be placed on ex- branches include political and legal questions relat- course will also pay attention to the political and amining institutional choices and the subsequent ing to the regulation of the economy, federal power economic foundations of deterrence and other effects of specific institutions—including over the nation’s morals, race relations in America, doctrines concerning nuclear weapons. presidentialism, parliamentarianism, political par- the nature of community in America and the 321. Regionalism in International Relations ties, and non-elected institutions such as courts, the nation’s obligation to the poor. This course is de- (3-0-3) Vayrynen military, and bureaucracies—on democratic gover- signed for undergraduates with a background in The course explores different theories of nance. Empirical examples will be drawn from a American national government. regionalism and its manifestations in international broad array of countries in Latin America, Russia, 418. Constitutional Interpretation relations. Theories range from the early studies of and Eastern Europe. (3-0-3) Barber regional integration in the 1960s through the focus 348. Political Parties and Interest Groups Americans have always debated Supreme Court on regional conflict formations in the 1980s to the (3-0-3) Wolbrecht opinions on specific constitutional questions in- revival of this area of research in the 1990s. American politics is the politics of groups and volving the powers of government and the rights of Current studies on regionalism view it as an organizations. In this course we will examine individuals and minorities. The leading objective of outcome of economic processes rather than a result groups that attempt to affect the political process this course is to acquaint students with the basic is- of governmental decisions. through the electoral system (political parties) and sues of constitutional interpretation and to show Regionalism in the Americas, Asia, and Europe groups that seek to affect the political process how they influence questions involving constitu- can be thus construed as a response to the forces of through external pressure on those in government tional rights and powers and the scope of judicial globalization, an effort to create both a shelter and (interest groups). We will explore a number of review. a base for expansion vis-a-vis external competitors. group-related issues grounded in empirical evidence In the security realm, regional cooperation is 476. Race and the Constitution from the American experience. When you have increasingly focused on the prevention and (3-0-3) M. Zuckert completed this class you should have an management of local conflicts and the creation of This course will cover the decisions of the Supreme understanding of what roles parties and interest peaceful security communities. In addition to Court in the area of race relations, from the 19th- groups play in American political processes; theories, the course covers several regional century problem of fugitive slaves to current prob- how they, and their roles, have evolved over the integration schemes, such as the European Union lems involving school desegregation, affirmative course of American history; what organizational (EU), the North American Free Trade Area action and “private” acts of race discrimination. form(s) parties and interest groups take; and (NAFTA), the Economic Community of West Class will focus not only on court cases but also on the sorts of activities and goals that characterize African States (ECOWAS), the Gulf Cooperation the broader constitutional and philosophical both types of political groups. Council (GCC), the Association of South East implications. Asian Nations (ASEAN), and Mercosur in the Southern Cone. 324. Introduction to American Foreign Policy (3-0-3) Lindley The United States is the most powerful state in the world today. Its actions are important not just for U.S. citizens, but they also affect whether others go to war, whether they will win their wars, whether they receive economic aid, whether they will go broke, or whether they will starve. What deter- mines U.S. foreign policy? What is the national in- terest? When do we go to war? Would you send
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U.S. soldiers into war? If so, into which wars and 331. International Relations of the Middle East 391. The European Union for what reasons? How do our economic policies (3-0-3) Dowty (3-0-3) Mosley affect others? Does trade help or hurt the U.S. Prerequisite: GOVT 141 or 241. In this course, we will explore the process of finan- economy and its citizens? We first study several This course covers the relations among the contem- cial and trade integration in Europe and the politi- theories about foreign policy. We then examine the porary states of the core Middle East, with empha- cal forces that either promote or retard further U.S. foreign policy process, including the presi- sis on the Arab-Israel conflict. It includes the integration. For example, we will consider the role dent, Congress, the bureaucracy, the media, and historical and cultural background in the region, of national governments, of national trade unions, public opinion. To see how this all works, we turn the foreign policy perspectives of contemporary and of business interest groups in the integration to the history of U.S. foreign policy, from states and current diplomatic issues. process. We will devote particular attention to the Washington’s farewell address through the World 334. International Relations in East Asia development and implementation of European Wars and the Cold War to the Gulf War. We then (3-0-3) Moody Monetary Union and to the expansion of the Euro- study several major issue areas, including weapons This course is intended to provide the cultural, his- pean Union’s involvement to the areas of social of mass destruction, trade and economics, and the torical and political background necessary for un- policy and political cooperation. Students will read environment. Finally, we develop and debate fore- derstanding East Asia’s current conditions and general course materials and will select additional casts and strategies for the future. This course re- speculating about its prospects. reading materials that deal with particular topics or quires papers about the history of American foreign nations. policy and about a current policy problem, as well 335. U.S. Relations with Latin America (3-0-3) Francis 481. The International Economy as a comprehensive final. Participation, debate, and and Domestic Politics This class begins with a historical overview of oral presentation skills are also important. (3-0-3) Mosley United States relations with Latin America since In this course, we examine the reciprocal interac- 326. International Law and Institutions World War II. It will analyze separately the Latin tion between the international economy and do- (3-0-3) Mosley American politics of the presidents from Kennedy mestic political processes, with an emplasis on International law and institutions are increasingly to Clinton. It will also focus on some particular developed democracies. The course employs con- important for understanding the nature of world questions, including the role of economic integra- cepts based in international relations, international politics. This course investigates the interaction be- tion, theories of declining hegemony, the Cuban economics and comparative politics. The first part tween international law and international politics. situation, illegal immigration into the United of the course introduces the basic concepts needed We examine how international institutions operate, States and other problems. A number of videotapes to analyze the connections between the interna- the significance of international law to state behav- will be shown during the semester. The form of the tional economy and domestic politics. The second ior, and the connections between international class and some of the assignments will be influ- part of the course focuses on the ways in which pri- norms and domestic law. The substantive issues enced by the size of the class, but at least one piece vate (“demand side”) actors — industries, firms, addresed in this course include trade, human of research will be required, one group project, a and investors — respond to changing international rights, and environmental protection. midterm test and a final examination. economic conditions. We consider how domestic 328. International Organization 374. Conflict Resolution: Theory and Technique actors are affected by and respond to international (3-0-3) (3-0-3) Lopez trade and financial relations. Examination of governance in international rela- This course has two fundamental aims: (1) to ac- tions, including both formal and informal institu- quaint students with the broad array of social con- tions. The functioning of organizations such as the flict theory that exists in the social sciences as it COMPARATIVE GOVERNMENT United Nations, International Monetary Fund, relates to our ability to manage conflict, ranging World Trade Organization, European Union, and from the interpersonal to international arenas; and multilateral development banks. Research papers (2) to teach basic skills of conflict resolution in 303. Beyond the Rio Grande on topics including peacekeeping and humanitarian low- and high-level disputes. Thus the course de- (3-0-3) Scully intervention, political conflicts surrounding trade mands substantial reading as well as participation The purpose of this course is relatively bold: an in- liberalization, and assessment of economic develop- in simulation and training exercises. There are a se- terdisciplinary introduction to Latin American cul- ment programs. ries of short, written assignments as well as two ex- ture, politics, society and economy. Using a slightly 330. International Political Economy ams during the course. This course is crosslisted eclectic approach, we seek to explore a variety of (3-0-3) Mosley from IIPS. underappreciated dimensions of Latin America’s path to development. To do so, we will trespass the This course examines the interactions between 379. Latin American International Relations internation politics and international economics by traditional boundaries (sometimes arbitrarily) (3-0-3) Hagopian drawn between the social sciences and the humani- providing students with an overview of several key This course examines the international relations of issues in international political economy. We begin ties. Taking advantage of the resources at the Latin America with an emphasis on what Kellogg Institute, guest lectures by internationally with a brief overview of the economic rationale for determines U.S. policy toward Latin America, trade and financial relations. We then examine the known experts on Latin America will be a key and the policies of Latin American states toward component of the course. recent history of the world economy: How did the the United States, other regions of the world, and international trade and monetary systems operate each other. It analyzes recurring themes in U.S.- 329. Building the European Union in the early and mid-20th century, and what role Latin American relations, including the response of (3-0-3) Messina did politics play in these systems? We then devote the United States to dictatorships, expropriations This course introduces the contemporary project the bulk of the class to considering issues central to of U.S.-owned property, and revolution. It also for greater economic, political, and security inte- contemporary international political economy: studies new directions and issues in Latin America’s gration among the current 15 members of the Eu- trade liberalization, coordination and cooperation international relations, e.g., trade policy, the ropean Union within its appropriate historical in monetary policy (including the advent of the environment, migration, and drugs in a post-Cold context, its current economic and political setting, single currency in Europe), implications of national War world. and its projected future ambitions. The course is and regional financial crises, and the links among thus very much concerned with recent events and economic globalization, environmental regulation, important European events-in-the-making, includ- and human rights. ing the implementation of the Amsterdam Treaty,
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journalists, bankers and police officers? This course focuses on the nuts and bolts of Russian politics, including the similarities and differences between Communist Russia and the current Rus- sian state. Familiarity with Soviet politics is a cru- cial precondition to analysis of the modern political scene, so students first develop an understanding of the nature of Bolshevik rule and its collapse. 349. Latin American Politics (3-0-3) Mainwaring, Welna, Hagopian, Coppedge This course is an introduction to Latin American politics. Thematically, we will focus on two of the great issues facing this region of the world at the end of the 20th century: democratization and strat- egies for promoting economic development. After spending the first part of the course examining these two issues in a broad way, we will then ana- lyze these same issues, but focused on Brazil, Chile and Mexico. 351. Politics of Tropical Africa (3-0-3) Walshe Following an introduction to traditional political institutions, the colonial inheritance and the rise of African nationalism, the course concentrates on the current economic and political problems of tropical Africa. This includes case studies of political orga- nizations, ideologies and government institutions in Ghana, Nigeria and Tanzania. 352. The Politics of Southern Africa (3-0-3) Walshe This course focuses on the key state of the region — the republic of South Africa. After outlining the political history of apartheid, the phenomenon of Afrikaner nationalism, and the rise of African na- tionalism and the liberation movements, attention turns to the country’s escalating turmoil of the 1980s and resulting political transition in the 1990s. South Africa’s political and economic pros- pects are also examined. The semester concludes with a survey of the transitions that brought South Africa’s neighboring territories to independence, the destabilization strategies of the apartheid regime and United States policy in that region. Left to right: Daniel Lindley, assistant professor; Alvin Tillery, assistant professor; 356. Tradition and Modernization in China Christina Wolbrecht, Packey J. Dee Assistant Professor and Japan (3-0-3) Moody This course compares the traditional social, politi- the expansion of the membership of the European 343. European Politics and Institutions cal, cultural and economic systems of China and Union and EU-sponsored strategies to facilitate (3-0-3) Gould Japan and compares the way in which each system democratic transitions in Eastern Europe. This course considers politics in Europe. We will has changed in response to the intrusion of the 337. The Political Economy of Post-Industrial examine the literature on three major issues: re- Western powers into east Asia. It concludes with an States gional integration, origins of modern political au- extended discussion and analysis of the contempo- (3-0-3) Messina thority, and industrial political-economy. Readings rary situation in each country. Class requirements This course investigates the nexus between politics on the European Union, Germany, France, Spain, will include class participation, a midterm examina- and economics in the advanced industrial democra- and contemporary political debates. tion, two brief discussion papers dealing with mate- cies. After a brief discussion of the theoretical prin- 347. Nuts and Bolts of Russian Politics rial relevant to the course, and a final examination. ciples of economic liberalism, the course focuses on (3-0-3) Merritt 358. Comparative Politics of Eastern Europe the impact of economic actors and conditions on How are we to understand a return to the symbol- (3-0-3) McAdams politics and the political and economic conse- ism of Russian royalty by those who were commu- An examination of the principal characteristics of quences of the organization of the world economy nists and now claim to be democrats? The frequent Eastern European politics and institutions in the along market principles. It concludes by examining squabbles between president and parliament, in- post-war era, focusing on the communist experi- the relationship between domestic politics and the cluding the October 1993 shelling of the Parlia- ence, relations with the Soviet Union, and post- project for economic integration in the case of the ment Building? The high assassination rate for 1989 efforts to create stable democracies and European Union. capitalist economies.
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359. Introduction to Chinese Politics perform these tasks well or poorly, party character- 350. The Enlightenment Political Novel (3-0-3) Moody istics powerfully influence the quality and stability (3-0-3) Hunt Study of the contemporary Chinese political system of democracy. This course examines parties in com- This course will investigate the place of the novel in and process in the light of Chinese history and cul- parative perspective, exploring how the nature of Enlightenment political theory. Authors such as ture. Some of the topics treated include the tradi- parties and party systems affects democratic gover- Daniel Dafoe (Robinson Crusoe) used the novel to tional political order; the revolutionary movements; nance primarily in Europe, Latin America, and the express radical new moral and political ideas that the rise of communism; Maoism and the rejection United States. deeply influenced later Enlightenment political of Maoism; the political structure; leadership, per- theorists. Many of the great political theorists of 440. German Politics sonalities, and power struggles; economic policy; the Enlightenment also used the novel alongside (3-0-3) Kommers social policy and movements; problems of corrup- the philosophical treatise to express their innovative This course examines various aspects of German tion and instability; and prospects for democratic moral and political ideas. Enlightenment thinkers government and politics, including the party sys- development. There will be some attention to Tai- often have been narrowly construed as arch- tem, elections and voting, patterns of political par- wan and Hong Kong as special Chinese societies. rationalists and individualists who were inattentive ticipation, civil liberties, policymaking institutions, to the role of the passions and human relationships 366. The Enlightenment and Its Revolutions and foreign policy. The course also deals with the in morality and politics. The political novels of (3-0-3) Hunt historical debates over Germany’s past and current Swift, Montesquieu, Rousseau, Voltaire, This course explores the enduring significance of attempts to come to terms with it. It also focuses Wollstonecraft, and Godwin break down this inac- the Enlightenment and its many revolutions: the on Germany’s constitutional order together with curate caricature of Enlightenment political theory. scientific revolutions (Bacon, Newton), the philo- the political and societal problems arising out of We will read the political novels of these thinkers sophical and theological revolutions (Descartes, Germany’s reunification. Voltaire, Hume, Kant), and the social revolutions alongside selections from their philosophical and in the family and civil society (Wollstonecraft, political essays and treatises and examine how their OLITICAL HEORY Smith). We will examine the legecy, both good and P T novels both expound and reinterpret their “enlight- bad, of these Enlightenment revolutions for con- ened” ideas on rights, liberty, moral and civil laws, temporary American liberalism. manners and mores, social and economic inequal- 314. Politics, Poetry, and Philosophy in Ancient ity, political justice, love, family, and the good life. Greece 370. The Political Economy of Latin America Readings may include Robinson Crusoe; Gulliver’s (3-0-3) C. Zuckert (3-0-3) Hagopian Travels; The Persian Letters; Emile, Julie or the New Democratic politics and philosophical investiga- This course analyzes the political bases of the devel- Heloise; Candide; Mary, a Fiction; Maria, or the tions of nature—two distinctive components of opmental and distributive strategies pursued by Wrongs of Woman; and Caleb Williams. several Latin American countries in the postwar pe- Westeren civilization—were invented in ancient riod and the relationship between economic crises Greece. How and why did these distinctive forms 362. Early Modern Political Theory in the region and political change. It explicitly ex- of human activity arise? Are they essentially related (3-0-3) M. Zuckert amines the relationship between regime type and to one another? If so, how? To answer these ques- An examination of the development of modern po- economic policies and performance. tions, in this course we will first read the celebra- litical theory from Machiavelli to Rousseau, focus- tion of replacement of military monarchy by the ing on Renaissance and Reformation individualism, 372. Latin American Parties and Party Systems rule of law, based on popular consent in the trag- emergence of national sovereignty (Bodin), variants (3-0-3) Scully edies of Aeschylus. Then we will look at Thcydides’ of social contract theory (Hobbes, Locke, Permission required by instructor. critique of the “poetic” account of the origins of Rousseau), and Enlightenment ideas (Voltaire, The purpose of this seminar is to explore the ori- political order and the more “imperialistic” descrip- Diderot). gins and developmental history of parties and party tion of political necessity he gives in his History of systems. The major themes of the course will in- 363. Christian Political Theory the Peloponnesian War. Aristophanes opposed the (3-0-3) Keys clude how patterns of social cleavage are translated politics of war with comedies advocating the plea- into parties and other political institutions and the This course introduces students to the rich tradi- sure of peace. He introduced a new element into tion of Christian reflection on politics and its place extent to which parties shape, and are shaped by, the discussion of the requirements and most desir- social forces. The give and take of these processes in human life. Central questions include able form of politics, moreover, by attacking (1) the relation of Christian ethics to citizenship leads to the appearance of different types of parties Socratic philosophy as a corrupting force. In the and the emergence of different roles those parties and to the sometimes harsh necessities of political second half of the course, we will, therefore, exam- leadership; and (2) the interplay between reason play within the larger political system. We will ex- ine Plato’s response to Aristophanes’ critique in his amine the consequences of these differences for po- and revelation, philosophy and theology in the Apology of Socrates and Symposium as well as Plato’s various theoretical approaches we will study. Read- litical stability by focusing on cases from Latin somewhat comic response to Aristotle’s attempt to America, the United States and Europe. Students ings will span the patristic, medieval and contem- formulate a comprehensive science of politics in the porary periods and will also include some will be required to write two brief essays and a Politics. In all cases, we will be asking whether and resarch paper. documents from 20th-century Catholic social to what extent the things these ancient authors say teaching. 372. Parties and Party Systems about political life still hold true for us. 364. American Political Thought (3-0-3) Coppedge 315. Contemporary Liberal Theory (3-0-3) M. Zuckert Political parties are the most crucial link between (3-0-3) M. Zuckert A selective survey of classic works and thinkers in state and society in democratic regimes. They are Ever since the publication of John Rawls’ A Theory the American political tradition. Themes and read- responsible for recruiting candidates, devising pro- of Justice in 1971, liberal political theory has experi- ings will vary from time to time, but texts such as grams, shaping the political agenda, aggregating in- enced a great revival and now is a flourishing enter- the Puritan writings on politics, the Federalist and terests, organizing the work of legislatures, prise. This course will take Rawls as its point of Anti-Federalist writings on the Constitution, the bargaining with executives, and defending democ- departure and survey the state of current liberal po- writings of Thomas Jefferson, James Fenimore racy. In some countries, they also help to adminis- litical philosophy, considering such thinkers as Cooper, Abraham Lincoln, Walt Whitman, ter government programs. Parties around the world Ronald Dworkin, Joseph Raz, Richard Rorty, and Frederick Douglass, Herbert Croly, Reinhold vary tremendously in the ways they perform, or fail Robert Nozick. Niebuhr, John Courtney Murray and Martin to perform, these functions; yet whether parties Luther King are among the materials to be studied.
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367. Contemporary Political Theory to the British and French Enlightenments, and ex- qualitative and quantitative methods are presented (3-0-3) Dallmayr plores the legacy of republicanism for the American to help students become critical consumers of re- An introduction to contemporary political philoso- constitutional tradition. Readings may include search. phy as articulated both by American and European Plato, Aristotle, Polybius, Cicero, Contarini, 491/492. Writing Seminars thinkers. The main aim of the course is to investi- Machiavelli, Savonarola, Calvin, Milton, Locke, These intensive writing seminars are required gate whether our century makes room for genuine Montesquieu, Rosseau, Jefferson, Madison, Mill, courses. Open to senior majors and second-semes- political thought. Among those discussed are Leo Rawls, and Arendt. ter junior Pi Sigma Alpha members with permis- Strauss, Michael Oakeshott, Eric Voegelin, 392. 19th-Century Political Thought sion of the director of undergraduate studies. Hannah Arendt, John Rawls, and Juergen (3-0-3) Kaplan The Writing Seminars give seniors the opportunity Habermas. This course surveys the works and themes of se- to work in a seminar setting, to explore a topic 369. Continental Political Theory lected 19th-century political theorists, including more deeply, and to gain experience writing in (3-0-3) Dallmayr Joseph de Maistre, Auguste Comte, Alexis de their field. Recent topics have included Issue Poli- This course offers an introduction to the social and Tocqueville, G.W.F. Hegel, and Karl Marx. The tics, the Constitution and Public Policy, Constitu- political thought of leading representatives of Con- course focuses on the role of theory in the after- tional Rights, African Politics, Israeli Politics, tinental philosophy in the 20th century. After ex- math of the French Revolution. The goal of the Issues in Democratic Politics, Latin American Poli- ploring the work of the main “founders” of course is to understand the characteristic concerns tics, The Problem of the Common Good, Women phenomenology and existentialism (Husserl, and approaches of 19th-century political theory and Politics, Non-Western Political Thought, Poli- Heidegger, Jaspers), the course will concentrate and to consider the relevance of those concerns and tics and Literature, and The Politics of Cultural chiefly on the “French school” of existentialism and approaches today. Differences. existential phenomenology (Marcel, Camus, Sartre, 396. War and Peace 496. Internships Merleau-Ponty and Ricoeur). The course will con- (3-0-3) C. Zuckert (3-0-3) Arroyo clude with some reflections on contemporary post- From the time political associations arose in an- The goal of the internship program is to provide phenomenology and deconstruction (Foucault, cient Greece, thoughtful observers have asked why opportunities to integrate coursework with experi- Derrida). the people within such societies and also the poli- ential learning. To this end we sponsor internships 377. The Theory of the American Founding ties themselves seem always to come into conflict. through the Notre Dame area with a variety of lo- (3-0-3) M. Zuckert Are such conflicts inevitable? Are they necessarily cal government or government-related agencies. This course in political theory examines the philo- violent? Or can conflict be controlled, if not re- Learning through internships encompasses polish- sophical, moral and political debates that led to the solved peacefully? In this course, we will read a va- ing your resume, honing your interviewing skills, founding of the United States and that continue to riety of different attempts to answer these questions and improving writing and analytical skills by en- shape its government and political culture. in classic works of political theory by tering the world of work and getting hands-on ex- 382. Non-Western Political Thought Thucydides, Machiavelli, Hobbes, Grotius, perience. All internships are nonpaid. Internship (3-0-3) Dallmayr Montesquieu, and Kant. credits do not fulfill the government major require- The course offers an introduction to prominent 450. Justice Seminar ments. Permission required. modes of non-Western thought, such as Islam, (3-0-3) Roos 497. Directed Readings: Reading Hinduism, Buddhism, and Confucianism, with a An examination of major theories of justice, both and Research focus on the political implications of these teach- ancient and modern. Readings include representa- (0-V-0) Staff ings. In each case, attention will be given both to tives of liberal theorists of right, such as John Students with a G.P.A. at the Dean’s list level are classical and to modern texts and developments. Rawls, as well as perfectionist alternatives. The eligible for independent study under the direction Among classical sources, consideration will be given course also serves as the core seminar for the phi- of a faculty member. Registration requires a to Al-Farabi, Averroes, Ibn Khaldun, the Vedas, losophy, politics and economics concentration. “contractual agreement” with professor prior to Upanishads, some Buddhist Sutras, and the scheduling. Analects; among modern or recent developments OTHER COURSES 499. Senior Honors Thesis the focus will be on Islamic “fundamentalism” and (0-V-3) Staff secularism, on Gandhi and Indian nationalism, and Seniors with a grade point average of 3.5 or above on “engaged Buddhism” and Chinese communism. 333. Social Concerns Seminar: Washington are encouraged to write a senior honors thesis. For 384. Politics and Literature (3-0-3) Brandenburger, McNeill this project, the student works closely with a fac- (3-0-3) C. Zuckert See course description under THEO 363. ulty member on a topic of the student’s choice. This course involves the study of works of political 390. Research Design and Methods The senior honors thesis builds on the student’s theory and literature in order to address some of (3-0-3) Staff coursework, experience, and interests and trains the the central questions of political theory in the mod- This course reviews approaches to the study of so- student to work deeply and independently. Three ern age. The examination of the relation between cial and political phenomena. Students will learn to credits of this two-semester project fulfill one se- truth, faith and politics, and the nature of political structure a research question and to review possible nior writing seminar requirement. The other three action will form central questions of the course. methods for answering the questions that are raised credits can count toward elective credit but not to- We will pay special attention to the problems of by observing political and social processes. The ward the government major. founding polities and membership in political course will acquaint students with a variety of re- 500-Level Courses. Many 500-level graduate communities. search methods and with the advantages and draw- courses are open to qualified undergraduates with a 389. Republicanism and the Origins of American backs each method introduces. The course is grade point average of 3.6 or higher and permission Liberalism designed for junior government majors interested of the instructor. Descriptions of these courses are (3-0-3) Hunt in writing a senior honors thesis and for other stu- available in the Graduate School Bulletin of Informa- This course traces the evolution of republican po- dents whose careers may require research skills. tion, as well as in the government department litical theory, from the ancient Greeks and Romans Students will learn to develop research proposals office. to the Italian and Northern European Renaissance and to critically review the research reported in the mass media and in more specialized source. Both
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Associated Faculty: 112. Western Civilization II History Michael J. Crowe (Program of Liberal Studies); (3-0-3) Bergen, Crago, Hamburg, Kselman, Lionel Jensen (East Asian Languages and Louthan Literatures); Thomas Schlereth (American This course will examine important topics in Euro- Chair: Studies); Phillip Sloan (Program of Liberal pean history from the Renaissance to the present: Thomas A. Kselman Studies); Kevin Whelan (Keough Institute for the evolution of statecraft in Machiavelli’s Flo- Director of Graduate Studies: Irish Studies) rence; the impact of the Reformation on European Olivia Remie Constable society and political life; the Scientific Revolution Director of Undergraduate Studies: Program of Studies. The Department of History and the Enlightenment; the French Revolution and Rev. Thomas Blantz, C.S.C. offers courses for undergraduates designed to ex- its aftermath; the development of liberalism, social- Andrew V. Tackes Professor of History: pose them to life in the past as it was experienced ism, feminism and nationalism in the 19th Nathan O. Hatch in Europe, Asia and the Americas. In addition to century; the evolution of 20th-century warfare; the Andrew V. Tackes Professor of History: courses that contribute to an understanding of Russian Revolution of 1917; the bloody history of John H. Van Engen Western culture and its roots, the department also fascism and Nazism; the Holocaust; the “atomic Andrew V. Tackes Professor of History: offers courses on Middle Eastern, East Asian, Na- age,” the Cold War and the collapse of the Soviet Thomas P. Slaughter tive American and African American history, as empire. Francis A. McAnaney Professor of History: well as ones that explore the historical dimensions George M. Marsden of issues of race, class and gender. Courses offered 115. The Growth of the American Nation Rev. John A. O’Brien Associate Professor of History: consist of lectures and seminars that require (3-0-3) Dowd, Waldstreicher John T. McGreevy students to develop a critical appreciation of pri- A survey of the social, cultural and political history Carl E. Koch Assistant Professor of History: mary and secondary texts, and skills in historical of the British North American colonies and the Richard Pierce writing. United States to the close of the Civil War. Orga- Rev. John J. Cavanaugh, C.S.C., Professor of To major in history, a student must take a to- nized around the question of American “nation- Humanities: tal of 24 semester hours (eight courses) numbered hood,” topics include Indian, European and James Turner 300 or above and distributed as follows: African encounters; regional and sectional diver- Robert M. Conway Director of the Medieval Institute: * six hours in Old World (European, Asian, Af- gence; religious impulses and revivals; imperial con- Thomas Noble rican) History before 1600 flict and revolution; constitutional development John M. Regan Jr. Director of the Joan B. Kroc * six hours in Old World (European, Asian, Af- and argument; immigration and nativism; the fron- Institute for International Peace Studies: rican) History after 1600 tier hypothesis and westward expansion; slavery R. Scott Appleby * six hours in the history of New World (North and emancipation; sectional division and the Civil Professors: or South America) War. R. Scott Appleby; Kathleen A. Biddick; Rev. * six hours of electives 116. The Development of Modern America Thomas Blantz, C.S.C.; Jay P. Dolan; Gary M. (3-0-3) Blantz, McGreevy, Miscamble, Bederman Hamburg; Christopher S. Hamlin (on leave Given its relatively jargon-free discourse, the The purpose of this course is to provide the student 2001-02); Nathan O. Hatch; Ivan A. Jaksic; study of history provides an ideal context within with a basic understanding of the political, diplo- Thomas A. Kselman; George S. Marsden; Dian which students can sharpen their analytical and matic, social and economic development of the H. Murray; Thomas Noble; Thomas P. Slaugh- verbal skills. To encourage this process, every his- United States from the end of the Civil War to the ter; James Turner; John H. Van Engen; J. Rob- tory major is required to enroll in at least one de- present. Major topics to be covered include the in- ert Wegs partmental seminar, a course that will require dustrial revolution of the late 19th century, the Professors Emeritus: students to engage in extensive research and write Populist movement, the progressive presidencies of Robert E. Burns; Vincent P. De Santis; J. a major essay. Theodore Roosevelt and Woodrow Wilson, the Philip Gleason; Rev. Robert L. Kerby; Bernard Qualified students, with the permission of the Great Depression, the causes and effects of World P. Norling; Walter Nugent; Rev. Marvin R. instructor, may elect courses in the 500 series of the Wars I and II, the Cold War years of Presidents O’Connell; Andrzej Walicki history department (see the Graduate School Bulle- Harry Truman and Dwight Eisenhower, the Associate Professors: tin of Information). Work in one of the concentra- New Frontier and Great Society, the Civil Rights Gail Bederman; Doris Bergen (on leave fall tions or area studies programs described below may Movement, Vietnam, President Richard Nixon and 2001); Olivia Remie Constable; Gregory E. also be undertaken in conjunction with the Depart- Watergate, and the presidency of Ronald Reagan. Dowd;John T. McGreevy (on leave fall 2001 ment of History. The class format will be two lectures and one dis- and spring 2002); Rev. Wilson D. Miscamble, cussion session per week. C.S.C.; James Smyth; Rev. Robert Sullivan; Course Descriptions. The following course de- Julia Thomas; David Waldstreicher scriptions give the number and title of each course. 150. Modern Russia 1600 to Present Assistant Professors: Lecture hours per week, laboratory and/or tutorial (3-0-3) Hamburg, Lyandres Ted Beatty; Paul Cobb; Laura A. Crago; hours per week and credits each semester are in This course is an introduction to the turbulent po- Howard P. Louthan (on leave fall 2001 and parentheses. The instructor’s name is also included. litical and cultural history of modern Russia. Lec- spring 2002); Semion Lyandres; Aideen tures will treat such topics as the rise and fall of the O’Leary; Emily Osborn; Richard B. Pierce 111. Western Civilization I Russian empire, the bloody legacy of the Soviet Research Associate: (3-0-3) Harley, Louthan, Noble, O’Leary Union and Russia’s current experiment with consti- David Harley A survey of the major events and issues in Western tutional government and capitalism. Professional Specialist history from the emergence of civilization in Egypt and Concurrent Associate Professor: and Mesopotamia until the 15th century. Subjects D’Arcy Jonathan Boulton studied at length include Greek culture, democ- Assistant Professional Specialist: racy, and imperialism; the Roman Republic and Dorothy Pratt Empire; and the emergence of the Christian civili- zation of the Middle Ages. The contributions of Africa and Asia to Western culture will be discussed.
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155. Collapse of European Communism lectures as well as small group discussions based on 235. Irish American Experience (3-0-3) Crago reading of primary sources and literary works by (3-0-3) Dolan Why did certain countries become communist writers such as Shelley, Marx, Flaubert, For sophomores only. regimes after World War II? And how did Dostoevsky, Ibsen, Freud, Kafka, Woolf, and Levi. This course will examine the history of the Irish in communism collapse there? This course will We will also watch several classic films. the United States. In many respects the Irish are explore the rise and fall of communism in Eastern 222. Burned at the Stake: Medieval Heresy the great success story in American history. They Europe from World War II to 1989. Emphasis will (3-0-3) O’Leary have moved from the shantytowns of urban be placed on the Hungarian, Czech, Polish, and This class will cover the principal heresies of the America to the board rooms of Wall Street. Along Yugoslav experiences. Students will examine the Middle Ages, beginning with the teachings and the way they have left their mark on American poli- period by reading traditional historical and political developments of early heretical movements. tics, literature, religion and the labor movement. writings as well as examining literature and films Students will investigate what constituted a heresy These are the areas that the course will study. Since from the period. The reading includes and how “orthodox” Christianity responded to the story must begin in Ireland, one-third of the approximately five books. Although a lecture class, such challenges. Requirements include course will examine the history of modern Ireland the instructor has reserved Fridays for in-class participation in class discussion, a final exam, and a so that the students can better understand the discussion. Students will also be expected to sit for paper on a topic of the student’s choice. Irish experience in the United States. After study- a midterm and final examination and to complete a ing the famine of the 1840s, the course will turn to 10- to 15-page research paper. 224. The Holocaust the theme of emigration in order to bring the Irish 180. History University Seminar (3-0-3) Bergen to the United States. Then it will study the great In this lecture/discussion class we will study the (3-0-3) Staff themes of Irish American history—politics, litera- Nazi German program of mass killings that has An introduction to the seminar method of instruc- ture, religion and labor. The heart of the course come to be known as the Holocaust. We will ex- tion which explores the major methodologies of the will be the century of immigration, 1820-1920. plore the ideas, decisions, and actions that culmi- historical discipline and which accents the organi- nated in the murder of an estimated hundred 240. Vikings zation and expression of arguments suggested by thousand people deemed handicapped, half a mil- (3-0-3) O’Leary readings in historical topics. The Vikings are notorious in European history for lion Roma (Gypsies), and six million European plunder and pillage, pagan savagery, and horned 211. Western Civilization I Jews. The role of historical prejudices, the impact helmets. Participants in this lecture-and-discussion (3-0-3) Harley, Louthan, Noble, O’Leary of National Socialist ideology and leadership, and course will study the impact of Viking invaders in A survey of the major events and issues in Western the crucial factor of the war itself will all be Europe and North America over four centuries, history from the emergence of civilization in Egypt considered. We will address the experiences of and will consider whether Scandinavians made any and Mesopotamia until the 15th century. Subjects those targeted for annihilation as well as the actions real contribution to the societies they terrorized. studied at length include Greek culture, democracy of perpetrators and the role of others: bystanders, Discussion (including heated debates) will be based and imperialism; the Roman Republic and Empire; witnesses, and rescuers. At the same time we will on medieval primary sources from England, Ire- and the emergence of the Christian civilization of examine how attacks on other groups — for ex- land, France, and Russia. Scandinavian life at home the Middle Ages. The contributions of Africa and ample, homosexuals, Polish intellectuals, Soviet and the possible reasons for migration will also be Asia to Western culture will be discussed. prisoners of war, Jehovah’s Witnesses, and Afro- considered, as background to the more exciting Germans —fit into the overall Nazi scheme for a 212. Western Civilization II events abroad. The importance of archaeological “new world order.” The legacy of the Holocaust af- (3-0-3) Bergen, Crago, Hamburg, Kselman, evidence (including art), and modern treatments of ter 1945 will be discussed as well. Louthan Vikings in film and literature, will also be included. This course will examine important topics in Euro- 225. Roots of Latin America 246. History of Communication Technologies pean history from the Renaissance to the present: (3-0-3) Staff (3-0-3) Staff the evolution of statecraft in Machiavelli’s Flo- This course looks at the roots of Latin American The Internet is creating a revolution in the ways we rence; the impact of the Reformation on European society through the lens of the Spanish and Portu- communicate and organize information. This society and political life; the Scientific Revolution guese conquest of the Americas to 1789. In particu- course seeks to deepen our understanding of cur- and the Enlightenment; the French Revolution and lar, it looks at indigenous society (Aztec, Maya, rent issues about the access to information, owner- its aftermath; the development of liberalism, social- Inca, Arawak and Tupi) and the impact of the con- ship of ideas and the possibilities for change. We ism, feminism and nationalism in the 19th quest on Amerindian groups and the formation of a can gain a new perspective by examining the his- century; the evolution of 20th-century warfare; the distinctive colonial society and economy. tory of previous shifts in the technology of commu- Russian Revolution of 1917; the bloody history of 227. The Development of Latin America nication in ancient, medieval and early modern fascism and Nazism; the Holocaust; the “atomic (3-0-3) Staff societies. We begin by learning about the effects age,” the Cold War and the collapse of the Soviet This course is designed as a survey of Latin Ameri- that the earliest forms of writing had on ancient so- empire. can history since independence that offers students cieties. Next, we discuss the role of Christianity in 214. Europe from the French Revolution to a foundation in the political, economic, social and the transfer from the scroll to the codex. The third World War I cultural history of modern Latin America. Begin- and larger section explores the development of dif- (3-0-3) Bergen ning with the 19th century and finishing with the ferent kinds of books, from illuminated manu- This course explores Europe from 1789 to 1945, 1990s, we will look at principal problems and op- scripts like the fabulous Book of Kells and tiny 150 years that included both the peak of European portunities that have faced the nations of Latin books for private prayer to mass-produced books world power and its unprecedented wars of self- America in the last two centuries. for university students. We then examine the shifts destruction. We will address the wars, revolutions, following the invention of the printing press in the ideas, social movements, and the individuals that 15th century. Finally, we consider the current revo- shaped Europe from the French Revolution to lution of cyberspace. Hitler. Nationalism, liberalism, conservatism, socialism, imperialism, racism, antisemitism, and feminism are among the intellectual and political trends to be examined. The course will include
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248. Martyrs, Monks, and Crusaders: We will do so using as many media as possible. 311. Gender/Sexuality/Power: Medieval Europe The History of Christianity c. 200-1500 Fortunately, we will have the opportunity to study (3-0-3) Biddick (3-0-3) Sterk an important part of American history in signifi- What has gender to do with sexuality and how can This course surveys the history of Christianity from cant detail. The time span we cover will not be that we think about its entanglements in terms of a his- its status as a minority religion of the Roman Em- great, but the issues we investigate challenge the tory of power? How do shifting borders between pire to its position of dominance in medieval Eu- founding principles of American society to its core. what counts as masculine and what counts as femi- rope and Byzantium. In addition to examining nine produce other kinds of bodies in medieval so- 285. King Arthur in History and Literature major figures, institutions and ideas, we will pay cieties: bodies that don’t matter? Using original (3-0-3) Boulton special attention to the relationship between Chris- sources and material remains produced from the This course, intended to introduce undergraduates tianity and culture. third through 15th centuries, together with current to one of the major themes as well as to the inter- feminist and queer theory, students will think 250. Modern Russia to the Present disciplinary approaches characteristic of Medieval about the work of gendered embodiment and the (3-0-3) Hamburg, Lyandres Studies, is a team-taught examination of the devel- production of bodies that don’t matter. This course is an introduction to the turbulent po- opment and influence of the legend of Arthur, litical and cultural history of modern Russia. Lec- King of Britain, both in history and in literature. 314. Topics in English History, 1789 tures will treat such topics as the rise and fall of the to the Present 305. Greek History Russian empire, the bloody legacy of the Soviet (3-0-3) Sullivan Union and Russia’s current experiment with consti- (3-0-3) Vacca The course involves reading and thinking about tutional government and capitalism. The primary purpose of the course is to provide a and discussing both the history and the historical basic narrative history of Greece from the Bronze interpretations of some major elements in the 258. American Art: History, Identity, Culture Age through the Roman conquest. Another pur- (3-0-3) Schlereth development of modern English politics, society, pose is systematic insight into special problems of and culture. Introductory and historical overview of the role two key phases of Greek development, the archaic that several arts (architecture, painting, sculpture) and classical periods. The rapid growth of the city- 315. Medieval Church and Society played in American cultural history, 1640-1940. In state and the cultural ideals and problems that led (3-0-3) Staff addition to surveying major high style trends, at- to the invention of philosophy and tragedy are con- This course surveys the history of the Christian tention will also be given to selected regional, folk, sidered. The course then takes up the institutions Church and its impact on society during the vernacular and popular artistic traditions. and policies of democratic and imperialistic Athens Middle Ages. Topics covered include faith and 261. American Catholic Experience and the political theories they embodied. The class superstition, morality, church institutions, saints (3-0-3) Appleby ends with a look at the new Hellenistic world and and relics, religious life, heresy and popular A survey of the history of Roman Catholicism in the impact of Greek values on Christianity. piety. the United States from colonial times to the 306. Roman History 316. Medieval Towns and Urban Life present, with emphasis on the 20th-century (3-0-3) Mazurek (3-0-3) Constable experience. The first half of the course covers the An introduction to ancient Roman history, tracing This lecture course will cover the structure and de- Catholic missions and settlements in the New the development of Roman civilization through po- velopment of urban centers in Europe and the World, Republican-era Catholicism’s experiment litical, religious and social institutions of the Re- Mediterranean World from the Late Antique pe- with democracy, and the immigrant church from public and Empire. Students read original sources riod until the 14th century. The course will begin 1820 to 1950. The second half of the course fo- in translation as well as secondary works by modern with a general discussion of modern urban theory cuses on the preparations for, and impact of, the historians. together with ancient and medieval conceptions of Second Vatican Council (1962-65). Assigned read- what makes a “city.” From this point, we will track 307. Middle Ages I ing includes a packet of articles and primary the history of urban life in medieval Europe, sources about the Liturgical Renewal, Catholic Ac- (3-0-3) Boulton Byzantium and the Islamic World, with lectures tion, social justice movements and other This course is designed as a topical introduction to devoted to urban geography, architecture, society, preconcilliar developments. European history between 500 and 1000. It will ex- economy and demography. We will also look in amine the evolution of various forms of economic 265. Visual America depth at medieval life in individual cities, including systems, societies, and civilizations in Western Eu- London, Paris, Cairo and Constantinople, in order (3-0-3) Schlereth rope during this period, concentrating on France, This course explores dimensions of several types of to consider variations in urban society and institu- Italy, England, and Germany. History majors as tions in different regions. visual expression: popular photography, genre and well as students interested in a historical introduc- historical painting, chromolithography, commercial tion to medieval civilization are welcome. 320. The Making of Modern Europe arts in American culture history from Louis (3-0-3) Louthan 308. Middle Ages II Daguerre’s development of photography in 1839 to This course traces the development of Europe as it the public exhibition of television at the 1939 New (3-0-3) Constable emerged from the Middle Ages and slowly teetered York World’s Fair. This course is designed as a topical introduction to forward to the modern era. Our focus will be on European history between 1000 and 1500. It will 270. The Civil Rights Movement the growth of the modern state. From an interdisci- examine the evolution of various forms of eco- plinary perspective we investigate critical changes (3-0-3) Pierce nomic systems, societies, and civilizations in West- There may not be a term in American society in politics, science, economics, religion and the arts ern Europe during this period, concentrating on which helped usher in the new European system. which is as recognized yet misunderstood as “civil France, Italy, England, and Germany. History rights.” Often civil rights are conflated with human Attention will also be paid to the segments of soci- majors as well as students interested in a historical ety who stood apart from many of these innova- rights, even though each is distinct from the other. introduction to medieval civilization are welcome. During the semester, we will trace the Civil Rights tions affecting the European state. We will seek to Movement in the United States during the 20th understand the place of women, Jews and other century and its lasting impact on American society. “outsiders” in this new European order.
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323. History of Modern Mexico (3-0-3) Beatty This course examines the complex nation that is Mexico in the 20th century, its challenges and its prospects. Focusing primarily on the period since 1870, we will study the social, economic, political and cultural forces that have shaped the history of the United States’ southern neighbor. 325. Enlightenment In Europe (3-0-3) Sullivan By studying works as diverse as Vico’s New Science, Mozart’s Don Giovanni, Voltaire’s Philosophical Dictionary, Turner’s Sun Rising Through Vapour and Laclos’s Dangerous Liaisons, we first try to map the sheer variety of the cultural achievements of Europeans, from Dublin to Naples and Koenigsberg to Madrid, during the long 18th cen- tury (c. 1687-1807). Then we critically analyze some of the major scholarly efforts to reduce and organize into some unitary movement, usually called “the Enlightenment,” the stubborn complex- ity, and frequent contradiction, of the ways in which self-consciously modern, or enlightened, Eu- ropeans in their prose, poetry, paintings, and music represented power, knowledge, faith, emo- tions, history, and progress. 326. Irish History I (3-0-3) Smyth Kathleen A. Biddick, professor of history This course consists of lectures and readings exam- ining Irish political history from the beginning of 340. Women and Men in Latin America: 345. Europe from the French Revolution the Tudor Reconquest to the enactment of the leg- Gender, Ethnicity, and Class in Comparative to World War I islative union in 1801. Attention is given to (3-0-3) Staff (3-0-3) Kselman colonization, religious conflict, the Ulster Planta- This lecture and discussion course will focus on the During this time Europe changed dramatically in tion, political and constitutional reactions to Brit- experience of men and women in 19th- and 20th- ways that shaped the 20th century: political reform ish government policies, and the rise of Protestant century Latin America and the way their lives have movements advocating nationalism, democracy, patriotism. been molded and influenced by their gender, their and socialism challenged established regimes; the 327. Making of the Irish Nation II ethnic backgrounds, and their class positions. Us- industrial revolution led to massive changes in soci- (3-0-3) Smyth ing a combination of autobiographical, biographi- ety and the economy, including the emergence of a This course will consist of lectures and readings ex- cal, and literary texts, along with essays on social large and affluent middle class and an industrial amining Irish political history and Anglo-Irish rela- and cultural history of Latin American, we will proletariat; European states consolidated power and tions from 1801 up to and including the current compare and contrast people’s experiences over mobilized popular support and an advanced tech- conflict in contemporary Northern Ireland. Atten- time. nology for wars in Europe and throughout the tion will be given to religious conflict, the develop- world, into which they expanded as colonial pow- 343. Intellectuals and Politics ers; writers, artist,s and composers reacted to the ment of romantic and revolutionary nationalism, in Latin American Society the changing nature of Anglo-Irish relations, the changes and conflicts with novels, paintings, songs, (3-0-3) Jaksic Irish American dimension, and the special prob- and symphonies that, in their variety of styles, sug- This course will discuss the role of intellectuals in lems of the north. gest the vitality and anxiety of this period. the politics of modern Latin America. It will iden- 332. Southern History tify and define who is an intellectual in Latin 346. Making Australia (3-0-3) Pratt America, review the range of their concerns, and as- (3-0-3) Miscamble This survey relies on cultural, social, and political certain the impact of their ideas on their respective This course will provide both a broad coverage of analysis to develop an understanding of the region nations. Themes to be addressed include the role of Australian history and an analysis of some issues and its identity. Circumstances and events unique intellectuals in nation-building in 19th-century and developments of special significance in to the South will be evaluated in context of the Latin America, the participation of intellectuals in contemporary Australia. common experiences of the United States. electoral politics, their role in university reform 352. Gilded Age and Progressive Era movements, and their opposition to military dicta- 333. British History: 1660-1800 (3-0-3) McGreevy torship, among others. Intellectuals will also be (3-0-3) Smyth Through discussion and lectures, students examine seen in the larger context of such movements as lib- This course of lectures and readings concentrates the emergence of a recognizably modern United eralism, positivism, Marxism, and Christian de- on British history from the restoration of monarchy States. Topics examined will include the emergence mocracy, among others. in 1660 to the great crisis detonated by the French of the corporation, progressive reforms, the chang- Revolution and war in the 1790s. The other ing contours of American religion, the character of themes addressed include Protestant dissent, politi- the New South, the battle for women’s suffrage, de- cal ideologies, the role of parliament and the rise of velopments in the arts, and American involvement the radical parliamentary reform movement. in the First World War.
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356. American Social History 372. Survey of African American History II 379. European Women in the 20th Century (3-0-3) Staff (3-0-3) Pierce (3-0-3) Bergen This upper-division course examines the social his- This course will survey the history of African This course explores European history of the 20th tory of the United States. Format may include lec- Americans from 1865 to 1980. Specifically, this century as it has been shaped, experienced and in- tures, readings, discussions, exams and a course will focus on the problems of Reconstruc- terpreted by women. Using a variety of sources — paper. tion in the South after the Civil War, the adjust- memoirs, government documents, novels, films and . 360M. Media and American Culture from the ments and reactions of African Americans to newspaper accounts—we will examine women’s Age of Print to the Internet freedom, the economic exploitation of sharecrop- lives from the turn of the century to the present (3-0-3) Waldstreicher ping, northern black communities at the end of the day. Themes to be addressed include women and This course examines the myths and realities of me- 19th century, the migration of black Southerners to war, the women’s movements, wealth and poverty, dia in the American past and present, paying par- northern urban areas, black political leadership, the paid and unpaid work, women’s bodies and repro- ticular attention to the ways in which old media Civil Rights Movement, current examples of insti- ductive issues, ethnicity, religion, and popular rep- and new have combined to change our lives, and tutional racism and affirmative action in America. resentations of femininity. Rather than provide a generalized survey, the course will focus on differ- the ways different groups of Americans have used 375. Anglo-American Thought ent societies and regions as case studies for specific various media to make history. (3-0-3) Turner issues. 361M. Origins of American Political Traditions A survey of the intellectual history of Britain and (3-0-3) Waldstreicher English-speaking America from around 1600 to the 380. East-Central Europe I The ideas, movements, and structures that shaped mid-19th century, including European back- (3-0-3) Crago the development of American politics (and, argu- grounds and contexts. Emphasis on writings about A survey of the history of East-Central Europe ably, American society) from the late colonial religion, government, natural science, education from A.D. 966 to the partitions of Poland. The lec- period until the eve of the Civil War. Topics will and human nature. ture will place special emphasis on the political, so- cial and cultural histories of Poles, Czechs, Slovaks, include theories of politics and society (monarchy, 377. Engendering War, Business, and Law Croats and Hungarians. colonialism, republicanism, liberalism, democracy); (3-0-3) Biddick political parties and their ideologies; constitutional- During the 12th century the Anglo-Norman royal 380M. United States Labor History ism; presidential leadership; social movements; re- court made revolutionary advances in killing, (3-0-3) Staff bellions; nationalism, regionalism and localism; counting and judging at the same time that they Much of the structure of our daily lives is the and the popular political practices that made poli- patronized the emergence of Arthurian romance in legacy of centuries of conflict over the rules for and tics part of everyday life. historical writing. History textbooks usually com- meanings of work. In this course we examine the 369. Jacksonian America partmentalize the history of war, accounting, the history of paid and unpaid labor in the United (3-0-3) Staff law, and romance. This course, instead, asks what States from colonial times to the present. We pay This course concentrates on the early 19th century they have in common, specifically, how they were special attention to conceptual issues relevant to of American history, specifically the period from engendered on the bodies of imaginary dead maid- the historical narrative such as changing under- the close of the War of 1812 to the coming of the ens, cannibalized Muslims, and tortured Jews. standings of skill and value and the relation of Civil War. It focuses on the rise of democracy, the work to racial and gender identities. 378. Polish History I: From the Jaqiellonians Topics include slavery; farm labor; women’s market revolution, and such social, intellectual and to Stansislaw Augustus domestic work; the rise of the factory system; ide- religious developments as slavery, abolitionism, (3-0-3) Crago ologies of labor, virtue and citizenship; the rise and women’s rights, temperance, communitarianism, This course will examine Polish history from the decline of craft unions; the Knights of Labor; the the labor movement, transcendentalism, the Sec- union of Lithuania with Poland in 1386 to the par- IWW (and their songs); ideals of work and leisure; ond Great Awakening, the rise of the penny press, titions of Poland in 1772, 1793, and 1795. In relations of work and family; women in the the literary explosion, political and education inno- other words, the course will survey Polish history workforce; labor struggles and work culture in im- vations, prison and asylum reforms, Shakers, Mor- from the period when Poland emerged as a unique migrant communities; debates over labor “saving” mons, Disciples of Christ, and millennialists. The and great European state through the period when technologies; labor and socialism; de-industrializa- Bank War, Indian removal, nullification, Manifest Poland experienced political and social decline and tion; the rise of a service economy; globalization; Destiny, and the Mexican War will also be covered. succumbed to political extinction. Topics to be ex- information technologies and the future of work. 371. Survey of African American History I amined may include: the growth of unprecedented parliamentary institutions; religious toleration in 381. East-Central Europe II (3-0-3) Pierce the age of the Reformation and the Counter Refor- (3-0-3) Crago This course is a survey of the history of African mation; the emergence of unprecedented political A survey of the history of East-Central Europe Americans, beginning with an examination of their freedoms for the nobility; the Renaissance; the from the partitions of Poland to the outbreak of west African origins and ending with the Civil War “second serfdom”; the Commonwealth’s military World War II. The lecture will place special em- era. We will discuss the 14th and 15th centuries, exploits; the crisis of Polish democracy in the 17th phasis on the political, social and cultural histories west African kingdoms, forms of domestic slavery and 18th centuries; Polish “orientalism” and of Poles, Czechs, Slovaks, Croats, and Hungarians. and west African cultures, the Atlantic slave trade, “Sarmatianism”; and the Polish Enlightenment. early slave societies in the Caribbean, slavery in co- 382. Eastern Europe Since 1945 lonial America, the beginnings of African American (3-0-3) Crago cultures in the north and south during and after The course surveys the emergence of communist the revolutionary era, slave resistance and rebel- Eastern Europe in the wake of World War II and lions, the political economy of slavery and resulting then explores the seminal developments which con- sectional disputes, the significance of “bloody Kan- tributed to the collapse of communism. Emphasis sas” and the Civil War. will be placed on the Hungarian, Czech, Polish, and Yugoslav experiences. Students in the course will examine the evolution in Eastern European so- ciety by reading traditional historical and political writings as well as drawing on literary and film ac- counts of the period.
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383. 19th- and 20th-Century Polish History from the history of ideas to paleoclimatology, geo- 403. New Rome: Church and Culture (3-0-3) Crago graphically from the ancient near east to modern in the Byzantine Empire This course will examine the history of Poland America, topically from wood-cutting rights in me- (3-0-3) Sterk since the partitions of the Polish state (1772) until dieval France to the rise of the organic farming This course surveys the history of the Byzantine contemporary times. movement and water-allocation laws in the 20th- Empire from the founding of Constantinople (New century American West. Rome) to its capture by the Ottoman Turks. 384. Modern European Diplomacy Within the broad framework of political events we (3-0-3) Crago 391. Religions in China will focus on the cultural and religious history of This course will investigate some of the main prob- (3-0-3) Murray Byzantium. Particular emphasis will be placed on lems in the history of European relations from the This course will examine the religions of China relations between old Rome and new Rome, the middle of the 19th century to the present. The em- from both the historical and cultural perspective. entry of the Slavs into the Byzantine common- phasis will be on the patterns of political interac- It will focus on Confucianism, Taoism, and wealth, and the development of Eastern Orthodox tion between and among the European powers Buddhism. Christianity. Reading and analysis of primary- (Britain, France, Germany, Austria-Hungary, Rus- 392. History of Christianity, 400-1600 source documents will be an important part of the sia and Italy). We shall also examine their respec- (3-0-3) Sullivan course. tive military strategies, both in peacetime and in A survey of the development of Christianity from war, and whether those strategies changed over 404. Mediterranean World, 400-1400 late antiquity to the eve of the 16th-century Refor- time. Our other concern will be to place European (3-0-3) Constable mation. Emphases include processes of Christian- relations with the context of the great-power sys- This lecture course covers the history of the Medi- ization, definitions of prescribed and proscribed tem as a whole. terranean world from the fifth to the 15th century, beliefs and practices, institutional elaboration, rela- from the fall of Rome to the fall of Constan- 385M. American Political Traditions Since 1865 tions with imperial and royal authority, impact of tinople. It examines both elements of unity and di- (3-0-3) McGreevy and on culture, and varieties of religious behaviors. versity found around the shores of the medieval Students will investigate the political debates—and Although the history of the Latin (Catholic) church Mediterranean. Many features, including climate, simultaneous examinations of democracy’s charac- is highlighted, the dynamics and consequences of agriculture, a common Greco-Roman cultural heri- ter—that have animated American reformers and its separation first from the Oriental and then from tage, and the sea itself served to unify the Mediter- intellectuals since the Civil War. The focus will be the Orthodox churches will be examined. The ranean region, while others, such as religion and on these political traditions, not the studies of voter course aspires to achieve a routine of interactive politics, created tensions and disunity. This course behavior or policy implementation that also consti- lectures. surveys the political history of Southern Europe, tute an important part of political history. The 393. History of Christianity II, Byzantium, and the Islamic world and looks at spe- course will begin with discussion of the character of 1600 to the Present cialized topics such as the crusades; commercial ex- Reconstruction, and move through the “social (3-0-3) Sullivan change; intellectual contacts between Christianity, question” of the late 19th century, Progressive re- A course surveying the development of modern Judaism and Islam; the impact of the plague; Medi- form in the early 20th century, the New Deal, the Christianity, with emphasis on the West. Subjects terranean families and the position of women; and origins of modern conservatism, and various post- include ideas and movements of reform, church Mediterranean food. World War II social reform movements. Readings government and structures, missionary enterprises, will include court cases, memoirs, speeches and 405. Chivalry, Faith and Splendor: forms of spirituality and worship, and the political a sampling of the philosophical and historical The Court of Burgundy, 1363-1519 role and cultural impact of Christianity. literature. (3-0-3) Boulton 394. Medieval Middle East This course will examine the relationships between 386. Europe Since 1945 (3-0-3) Cobb political power, Catholic Christianity (both official (3-0-3) Wegs This course offers a survey of Middle Eastern his- and popular), chivalry, and the fine arts, in the This course introduces students to the economic- tory from the rise of Islam in the seventh century court of Dukes of Burgundy of the Valois line: the social aspects of post-World War II Europe. Spe- A.D. until the rise of Mongol successor polities in richest and most influential court of Latin cific topics include the Cold War, the Soviet Union the 15th century. The course is structured to cover Christendom of its day. It will be team-taught by and Eastern Europe, European unity, economic political and cultural developments and their rela- members of several relevant departments. and social change, 1968, thought and culture since tionship with broader changes in society during the 1945 and the revolutionary events of 1989-90. 409. Renaissance Europe formative centuries of Islamic civilization. (3-0-3) Louthan 388. Environment and Environmentalism in 395. Modern Middle East This course will focus primarily on the city-states History of Italy, especially Florence and Venice, from (3-0-3) Hamlin (3-0-3) Cobb roughly 1300 to 1550. We will explore the social This course is an introduction to the new field of This course surveys Middle Eastern history from and economic foundations of the Italian Renais- environmental history. In recent decades, historians 1500 to the present. The primary themes to be cov- sance, its artistic and intellectual expressions (hu- have begun to actively explore the past sensibilities ered include the emergence and demise of the last manism and Neoplatonism), and the structures of of various groups toward the quality of their air, Muslim unitary states; European colonial and im- power and the life of the family within the city- water and land; the passionate discussions of phi- perial penetration of the Middle East in the 19th states. We will also devote attention to cultural and losophers, theologians and social and natural scien- century; the social and cultural impact of imperial- political developments in Germany, France, En- tists about resource use, the safety of the environ- ism; state-building in the 20th century; new ideolo- gland and Spain, particularly the spread of human- ment, and long-term prospects for humanity; and gies/nationalisms; contemporary problems of ism north of the Alps and the development of the customs, laws and managerial systems that political and economic development. We will also centralized monarchies, monarchies that would guided use of the environment. Historians have consider the most important movements of Islamic help to put an end to the Italian Renaissance. also increasingly paid attention to the ways envi- reform and revival over the past two centuries. ronmental factors have affected the course of his- tory: the effects of the distribution of water, wood and minerals and of changes in climate or endemic disease. This course ranges widely in methodology
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410. The Reformation 414. Early Imperial Russia, 1700 to 1861 There was wide variation across Europe, with (3-0-3) Louthan (3-0-3) Hamburg, Lyandres some Catholic and Protestant states prosecuting ex- This course examines the great religious convulsion This course explores the political, cultural and so- tensively and others largely avoiding trials for that gripped Europe in the 16th and 17th centu- cial history of Russia from Peter the Great’s re- witchcraft or stopping them at an early date. In ries. Chronologically, however, we will begin in the forms to the abolition of serfdom in 1861. many countries and regions, most cases were late medieval period as we consider important against women; in some others, most were against 415. 20th-Century Russian History changes that were occurring in European culture men. The powers and character attributed to (3-0-3) Hamburg, Lyandres and society culminating with Europe’s first Refor- witches varied widely and the beliefs involved were This course examines the birth of the Soviet state, mation, not in Germany but in Bohemia. We con- not universally accepted as true. Explaining this the genesis and operation of the Stalinist system of clude by considering the relaxation of religious complexity has proved to be one of historians’ most government, post-Stalinist socialism and the end of tensions in the late 17th century and concurrent challenging tasks, provoking bitter disputes and the Soviet Union. growth of toleration and skepticism. Throughout very varied explanations. the course we will consider religion as a dynamic 416. American Thought, Belief, and Values This course will examine texts from the period, that has a broad impact on society affecting not Since 1865 to see what contemporaries made of the matter, only personal belief but also the politics, social pat- (3-0-3) Marsden and studies by a wide range of historians, who have terns, and the intellectual and cultural production A study of Americans’ most characteristic Ameri- used anthropology, psychology and gender studies of the early modern world. can intellectual, moral, and religious beliefs, espe- in an attempt to explain the phenomenon. Atten- cially as expressed by leading thinkers, and of why tion will also be paid to learned magic, alchemy 410M. English Women, 1553-1714 these beliefs have flourished in the American cul- and astrology, in order to provide contrast and con- (3-0-3) Harley tural setting. Topics will include questions such as text for early modern beliefs about the occult. This course will study Tudor and Stuart history, in the competing authorities of faith and science, the all its aspects, through the experiences of women. search for truth in a pluralistic society, professional 419. Pagans, Christians, and Barbarians Topics will include monarchy and revolution, or- and popular philosophies including pragmatism (3-0-3) Sterk thodox religion and radicalism, the household and and post modernism, moral authority in demo- Between classical and medieval, pagan and Chris- crime. The women whose lives, words and repre- cratic culture, social science and law, the relation of tian, Roman and “barbarian,” the late antique sentations will feature as primary material will in- individuals to communities, the relation of Ameri- world was a civilization in transition. This course clude queens and murderers, housewives, and can materialism to America beliefs, the outlooks of will focus on the Mediterranean region from c. prophets. diverse sub-cultures, African-American outlooks, A.D. 200 to c. A.D. 600 examining the social, cul- 412. Religious Movements feminist perspectives, competing religious and tural, political and religious transitions that charac- in the High Middle Ages secular faiths, and roles of various forms of Chris- terized this period. Specific topics will include the (3-0-3) Van Engen tianity and other religious beliefs in American life. conversion of Constantine, the rise of Constan- This course will study major religious movements tinople, emperors and bishops, the monastic move- 417. Dostoyevsky’s Russia ment, the fall of Rome, the coming of the “barbar- in the high middle ages, that is, beginning about (3-0-3) Hamburg, Lyandres the year 1200 and concluding about 1450. Reli- ians,” the Christianization of Europe, and develop- This course will focus: 1. on Dostoyevsky’s life, his ments in philosophy, theology and education. gious movements refers broadly to a series of both religious and ideological beliefs as articulated in organized and dissenting groups that helped set the major fictional and nonfictional works, his contri- 420. Austria from the Hapsburgs to Haider tone for religious life in the higher middle ages. butions to 19th-century debates about Russia’s (3-0-3) Wegs The purpose of the course is less to offer survey- place in the world and its historical “mission”; and The course will examine the political, social and style “coverage” than to introduce students to rep- 2. on the Russian social, religious and ideological cultural history of Austria. It will begin with resentative groups and especially to the writings context(s) in which Dostoyevsky operated. The Austria’s dominant position in Europe under the that came from these groups. The religious women, reading will likely include Dostoyevsky’s Notes from Habsburgs after the Napoleonic wars and continue and it will end with Hussites, a massive rebellion the House of the Dead, Notes from the Underground, with the struggle against Germany for dominance against the medieval church. It will include such Crime and Punishment, The Idiot, and Brothers in Europe in the late 19th century and the destruc- groups as the Franciscans, both the accepted con- Karamazov. tion of the Habsburg Monarchy in World War I. ventual varieties and the dissenting spirituals; the The 20th century section will include Austrian fas- so-called “Rhineland mystics”; and the “modern 418M. Witchcraft and the Occult, 1400-1700 cism in the interwar period, the Second World devotion.” (3-0-3) Harley War, Austria’s rebirth following the war and The persecution of witches took place during the present political, social and cultural history includ- 413. History/Fantasy/Colony period when modern rationality was being defined, (3-0-3) Biddick ing the emergence of a right-wing populist group from the High Renaissance to the early Enlighten- led by Jorg Haider. Course requirement will in- What is the relation of history, fantasy, colony? Us- ment. Although the numbers executed were not as ing two major texts written in the 12th century clude a midterm and final examination and an ex- great as used to be thought, the notoriety of some tended historical essay. (History of the Kings of Britain and History and To- cases and the widespread use of the concepts meant pography of Ireland), we will analyze the fabrication that the ideas involved were of considerable impor- of Englishness and the other within not only in the tance, not least in defining the nature of woman- 12th centry but also as a repeating problem in his- hood and the scope of the devil’s power in the tory, fantasy, colony in 19th- and 20th-century world. Britain. Some other course materials include two films: Handsworth Songs (Black Audio Collective) and Robin Hood: Prince of Thieves. We also will ques- tion how major British cultural institutions, such as the Public Record Office, represent themselves on the Web and compare that representation with their contested histories. Students will work to- gether in group discussion and reports.
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421. Europe in the Nazi Era to the rise of Napoleon in 1790s, with about one- 431. The Nobility of Medieval England (3-0-3) Bergen third of the class concentrating on the revolution- and France This class will explore Germany and those parts of ary events that began in 1789. The course is (3-0-3) Boulton Europe under German control between 1933 and organized around major political developments and This course is intended both to introduce students 1945. An important focal point will be the Holo- seeks to understand how the monarchy, so potent to the historiography of the dominant stratum of caust and its origins, course and context. Topics to in 1700, could have collapsed less than a century English society from the time of the Anglo-Saxon be covered include National Socialist ideology; later. invasions of the fifth and sixth centuries to the Tu- dor period and to the problems and methods of Hitler’s rise to power; European antisemitism; 426. Modern France historical research and analysis relative to the pe- women’s and men’s roles in the Third Reich; perse- (3-0-3) Kselman riod and area in question. The course will concen- cutions of homosexuals, Jehovah’s Witnesses, Com- This course will examine the political, social and trate on the period after the Norman Conquest of munists, Slavs and others and their relation to the cultural developments in France from Napoleon 1066 and will examine the development of the vari- Shoah; World War II in Europe; the so-called Eu- through the present. After a review of the legacy of ous strata of the noble class in England after that thanasia program and the attack on Europe’s Gyp- the Revolution of 1789, students will explore the event: the baronage and peerage, the knightage and sies; ghettoization, deportation and murder of Jews; continuing importance of the revolutionary tradi- the lesser “gentry” of squires and gentlemen. collaboration, rescue and resistance inside and out- tion in France, which led to major upheavals in side Germany; the collapse of the Nazi empire. 1830, 1848, 1870 and 1968. The political history 432. Tudor/Stuart England 422. Germany and Austria Since 1870 of France will be discussed in a context of social (3-0-3) Harley (3-0-3) Wegs and economic development which produced class This course will examine England from the acces- The German history segment will include the im- conflict that the state tried to control in a variety of sion of Henry VII in 1485 to the death of Queen perial period of Bismarck and Emperor Wilhelm II, ways, ranging from the repression of dissent to oc- Anne in 1714. The topics covered will include the World War I, the Weimar Republic, the Nazi pe- casional flirtation with socialism. Social and politi- Tudor monarchy, the Reformation in England, po- riod and the post-1945 period. The Austrian seg- cal developments will also be related to changes litical and religious controversy in the reigns of ment will consider the decline and fall of the that occurred in private life, in family relations, and James I and Charles I, the Civil War and Com- Habsburg Monarchy, the interwar turn to in the use of leisure time. monwealth, the Restoration, and the “Glorious Revolution of 1688” and its consequence. authoritarianism, the Nazi occupation and the 427. Medieval Spain post-1945 recovery. (3-0-3) Constable 435. Medieval Ireland 423. 20th-Century German History This course, a smaller reading plus discussion (3-0-3) O’Leary (3-0-3) Bergen course, examines the history of Spain in the Middle This course comprises a survey of the history and This course examines modern Germany from na- Ages. Topics to explore include the arrival of Islam, culture of the Irish and the other Celtic peoples tional unification in 1871 to the recent unification the Christian Reconquest, Iberian Jewish life, Ibe- from the Neolithic era to approximately A.D. of the two Germanies and beyond. We will investi- rian economy and urban life under Christian rule, 1500. We will explore the main documentary gate cultural, political and social dimensions of the idea of Iberian society, and Jews and Muslims sources in translation—mythological and historical, Germany’s dynamic role in Europe and in the under Christian rule. ecclesiastical and secular—as well as discussing the importance of the archaeological evidence. world. 428. Anglo-Saxon England 436M. Foreign Influences In Medieval Ireland 424. Holocaust (3-0-3) O’Leary (3-0-3) O’Leary (3-0-3) Signer, Wegs In this course (based on lectures and discussion), This course is a broadly-based exploration of Ire- This course will combine lectures, discussions and students will gain an appreciation of the major de- land and her neighbors from the eighth century to films in an attempt to describe and reach some un- velopments in England from pre-Christian times the 16th. Beginning with the long-term conse- derstanding of the Nazi policy of eliminating until the Norman conquest in the 11th century. quences of Viking activity in Ireland and England, Europe’s Jewish population (The Holocaust). The Through weekly discussion of primary and second- students will consider in detail the reasons behind course will consist of a background to German- ary sources — political, ecclesiastical, and literary the Norman conquests of Ireland and Britain, and Jewish relations before the Nazi period, the Nazi — students will form their own judgments on the the profound French political, social and cultural seizure of power and its impact on Germany’s Jew- principal issues in English history. We will also influence on the region. We will then focus on ish population, World War II and the Holocaust, consider England’s political and cultural relations Irish interprovincial warfare, especially the extent and the subsequent postwar problem of compre- with her neighbors, especially Ireland, Scotland, to which the real Brian Boru corresponded to the hending and coping with the Holocaust. Wales and France. saintly champion portrayed in some historical 429. Late Imperial Russia 425. France in the Old Regime sources. We will assess relations among Ireland, (3-0-3) Hamburg (3-0-3) Kselman England, Wales and France by examining questions This course examines Russian history from the end In 1700, France, under the Sun King, Louis XIV, of church and state; and investigate why propa- of serfdom in 1861 to the revolutions of 1917. was the most powerful state in Europe. Louis’ court ganda and “forged” history became predominant in The instructor will acquaint students not only with at Versailles was a brilliant cultural center envied the British Isles in the twelfth century. The course the political history of Russia in this turbulent pe- by the rest of Europe, whose kings saw France as a also includes analysis of English colonization in Ire- riod, but also with topics that are sometimes ne- model to be emulated. In 1789, the French Revolu- land from English, Irish and Scottish perspectives; glected in broad surveys: the resemblances between tion challenged and eventually destroyed the mon- and assessment of Gaelic politics and culture dur- archy, but the power of France nonetheless grew. Russian serfdom and American slavery; the history ing the Tudor conquest. By 1800, France under the leadership of the consul of family life, gender relations and sexuality in Napoleon was expanding rapidly in Europe and Russia; the role of religion in defining Russian would eventually control an empire that included identities; the psychological underpinnings of po- Spain, Italy and much of central Europe. This litical radicalism and terrorism; the difficult rela- course examines French history from the establish- tionships between various ethnic groups in the ment of the Bourbon family on the throne in 1589 “prison of peoples.” Course requirements will in- clude: a short essay, a midterm examination and a final examination. No prior knowledge of Russian history required.
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442M. The Emergence of Nationalism 448. War/Money/Romance: 1100-1200 453. The New Nation, 1781-1841 in Latin America (3-0-3) Biddick (3-0-3) Waldstreicher (3-0-3) Jaksic During the 12th century, the royal court of En- This course examines the social, political, and cul- This course provides an introduction to the major gland made revolutionary advances in killing, tural history of the United States from the ratifica- themes of 19th-century Latin American history. It counting, and judging at the same time that they tion of the Constitution to the beginnings of the provides an overview of the colonial background to patronized the emergence of Arthurian romance. political crisis over expansion and slavery. It covers the independence struggle that engulfed the region History textbooks usually compartmentalize the the democratization of politics and the problems of in the early part of the century, describes the moti- history of war, accounting, the law, and romance. national independence in the wake of the Revolu- vations, and in many cases reluctance, of the colo- This course, instead, asks what they may have in tion; territorial expansion; economic change; the nies to disengage from the Spanish empire, and the common, specifically how they were engendered on development of regional, class, religious, racial, eth- legacies and opportunitities for the construction of the bodies of imaginary dead maidens, cannibalized nic, and gendered subcultures; slavery and resis- a new social, political and economic order in the Muslims, and tortured Jews. tance to slavery; and the new political and reform region. The course examines the influence of re- We will study breakthroughs in royal account- movements that respond to the era’s deep and last- gionalism in the emergence of the new nations, and ing procedures as a powerful formal rhetoric with ing changes. pays particular attention to the impact of liberalism links to law and war. As a formal rhetoric capable on social, political and economic structures in the of abstracting space, accounting transformed the 453M. Pre-Modern Japan region. social space of the body, household, and court and (3-0-3) Staff also inaugurated new notions of social time. This course examines the development of Japanese 443. African History I culture from earliest times to the early 19th century (3-0-3) Osborn We also will consider how the same court pa- tronized new forms of Arthurian romance. We will in the context of the major political and social Introduces students to the history of Sub-Saharan forces that molded the country’s history. Major pe- Africa from earliest times to 1800. ask how romance renders violence and forgets the violence prepetrated by Christians elsewhere, espe- riods and cultural epochs to be examined include a 444M. History of Chile cially on the Crusades (First Crusade, 1096-1102; courtier culture during the Heian period (794- (3-0-3) Jaksic Second Crusade, 1147-1149; Third Crusade, 1185), a samurai culture developing in the 12th Chile is generally considered as an exceptionally 1189-1192; Fourth Crusade, 1202-1204). Finally, century on, a Zen culture during a medieval age, stable and even prosperous country when compared we will question how accounting and violence in- the Christian century, a bourgeois culture and an with many of its neighbors in the region. This tersect with the treatment of Jewish communities urban popular culture during the Tokugawa period course will explore the politics, culture, and residing in England during the 12th century. (1603-1868). Japan’s relations with other Asian economy of Chile since independence in order to and European nations is also examined to under- assess whether the country is unique, or has shared 451. Colonial America stand Japan’s receptivity to cultural influences from many of the difficulties and challenges of other (3-0-3) Dowd abroad and its effort to synthesize them with native Latin American nations. The readings, lectures, and What is America and how did it happen? These are taste. discussions will cover such topics as Chilean inde- questions that run through this course. The histori- cal setting is eastern North America from the first 454. Era of the Civil War, 1848-1877 pendence, wars and revolutions in the 19th cen- (3-0-3) Pratt tury, as well as labor unrest, political mobilization, Spanish contracts to the beginnings of the imperial In the mid-19th century the American political sys- and state-led economic development. The course crises that led to the American Revolution. tem collapsed. Divergent visions of the American will also cover the Pinochet dictatorship and hu- Themes of the course include the expansion of Eu- ideal plunged north and south into the bloodiest man rights, and the return to democracy in the rope overseas; the establishment of various English war in the Republic’s history. This lecture course 1990s. In addition to textbooks, students will use colonies; the complex relations among Indians, Eu- examines the roots of the nation’s sectional divi- other sources, such as novels and films to explore ropeans, and Africans; the rise of Puritanism and sion, the disintegration of mechanisms for political different facets of Chilean history. evangelical religion; the development of highly dif- ferentiated colonial societies; the problem of colo- compromise, the structures and policies of the 445. Modern China nial unity; and the horror, meaning, and striking wartime Confederate and Union governments, the (3-0-3) Murray results of colonial warfare. strategic conduct of the armed conflict, the societ- This course begins with a brief examination of cer- ies at war and the Union’s first hesitant steps to- 452. Revolutionary America tain key themes in Chinese history from the late ward reconstruction and recovery. Ming dynasty to the 18th century and devotes the (3-0-3) Dowd 454M. Modern Japan major portion of the semester to a study of internal This course surveys the social, political, cultural, (3-0-3) Staff and external pressures for changes that led “tradi- and military history of the American Revolution The course examines the history of Japan as a mod- tional” China onto a path of “modernization.” and Confederation period. Adopting a ern nation. From the sixth century until the middle Special emphasis is placed on China’s relations semi-continental approach, it treats the experiences of the 19th century, Japan was immersed in the with the three nations — Japan, the United States of settlers, soldiers, slaves, and Indians (among oth- Chinese zone of civilization; after 1854, Japan em- and Russia — that helped chart its course toward ers) as integral to the history of the period. Along barked on rapid modernization and assimilated it- revolution and communism. Topics to be exam- the way, it asks: What made the revolution revolu- self within the expanding frontiers of Western ined include the collapse of the Manchu dynasty, tionary, and what made the United States a nation? influence. Soon, Japan became the first nation in the establishment of the first republic, the shift of Asia to reach a high level of modernization. Japan, power from the nationalists to the communists in however, has always confronted the difficulty of the Civil War, the creation of the People’s Repub- participating in the Western-dominated world or- lic of China, and some contemporary issues. der as an equal of Western nations and vacillated between asserting its political and cultural identity in Western and Eastern terms. We will examine Japan’s modern history in the context of Western and Eastern civilization and discuss problems Japan has faced because of this dualism.
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455M. Concepts of Nature and the Environment 461. Survey of Latin American History 469. History of American Women I in Japan and Europe (3-0-3) Beatty, Jaksic (3-0-3) Bederman (3-0-3) Thomas This course surveys the history of Latin America This course surveys the social, cultural and political The purpose of this course is to explore Japanese from A.D. 900 to 1810. In particular, it looks at developments that shaped American women’s lives concepts of nature in comparison with those of the the impact of the conquest on Amerindian groups from the colonial period to 1890. It will analyze West and then to ask how these concepts effect and the formation of a distinctive colonial society both the ways American culture defined women’s modern Japan’s understanding of environmental and economy. Topics will include the nature of place during different historical periods and the protection. In other words, this course combines pre-Columbian populations, European expansion, ways women themselves worked to comply with or intellectual history and environmental history in the conquest of the Aztec and Inca Empires, the to resist those definitions. Topics include Japan and Europe. We discuss the relationship Columbian Exchange, the formation of export eco- pre-industrial society, transformations in work and among nature, divinity, and human beings in the nomics, the beginnings of the African slave trade family life, industrialism and class formation, sla- Bible and Shinto and Confucian texts. We read and slavery, the introduction of Christianity to the very, women’s culture and the emergence of a radical agrarianist Ando Shoeki and see how his hemisphere, and the consolidation of colonial woman’s movement. Throughout, stress will be vision of the natural state compares with that of his society. laid on the importance of class, race and ethnicity French counterpart, Rousseau. We consider how in shaping women’s historical experience. nature shapes political history in Hegel and 462M. Latin American History II Maruyama. Finally, we try to figure out what the (3-0-3) Beatty, Jaksic 470. History of American Women II claim that the Japanese love nature means both in The goal of this course is to enable students to un- (3-0-3) Bederman terms of aesthetics and nationalism and in terms of derstand contemporary Latin America — its struc- This course surveys women’s relationship to the so- environmental protection. tures, problems and alternatives — by placing them cial, cultural and political developments shaping within a historical perspective. Economic growth, American society from 1890 to the present, con- 456. The United States, 1900-1945 integration into the world market, social change, centrating on developments in women’s activism (3-0-3) Blantz authoritarian rule, reform and revolution are some and in popular culture. Topics include the new The purpose of this course is to study the political, of the themes that will be treated. Examples will be woman and Progressivism, the transformation of diplomatic, economic, social and cultural drawn from the histories of Mexico, Cuba, Brazil, feminism in the 1920s, women’s paid and unpaid development of the United States from 1900 to Bolivia, Chile, Argentina and Central America. labor, the “feminine mystique,” the Women’s Lib- 1945. The principle topics to be investigated will eration Movement of the 1960s, and changing gen- be the Progressive Period legislation of Presidents 464. Society and Culture in the High Middle Ages der roles in recent decades. Particular attention will Theodore Roosevelt, William Taft, and Woodrow (3-30-3) Van Engen be paid to the impact of class, race and ethnicity on Wilson, the causes and effects of World War I, the This course will introduce students to major topics issues of gender. cultural developments of the 1920s, the causes of in current historical debates about the European the Wall Street Crash and Great Depression, the 471. U.S. and the Vietnam War middle ages, focusing upon the 12th and 13th cen- New Deal legislation of President Franklin (3-0-3) Miscamble turies. The readings will juxtapose primary sources Roosevelt, the diplomacy of the interwar period, This course examines the participation of the with current interpretations. The major topics to and the home from during World War II. United States in its “longest war”: the conflict in be covered include the founding of universities and Vietnam. The course is taught primarily from an 457. United States Since World War II the thought of schoolmen, the forming of court “American” as opposed to a “Vietnamese” (3-0-3) Blantz culture and vernacular lyric, new religious groups perspective. The purpose of this course is to study the political, and a literature of devotion and mysticism, animal 472. U.S. Foreign Policy Before 1945 diplomatic, economic, social and cultural develop- tales as allegories for society, and history-writing as (3-0-3) Miscamble ment of the United States from 1945 through the a form of social critique. presidency of Ronald Reagan. Although the mili- This course covers the main developments in 468. American Indian History tary and diplomatic history of World War II will be American foreign policy from the Spanish Ameri- (3-0-3) Dowd considered by way of background, the principal can War in 1898 through World War II. It traces This course examines the complicated history of topics of investigation will be the Fair Deal the emergence of the United States as a major American Indian relations with the British North Program of President Truman, the Cold War, the world power and examines in some detail how the American colonies and the United States. Begin- Korean Conflict, the Eisenhower Presidency, the United States became involved in two world wars. ning with a brief survey of American Indian cul- New Frontier, Vietnam, President Johnson’s 473. U.S. Foreign Policy Since 1945 tures, we will focus on relations along the moving Great Society, the Civil Rights Movement, the (3-0-3) Miscamble frontier between the two peoples. Topics include Nixon Years, the social and intellectual climate of This course covers the main developments in mutual adaptation and exchange, invasion and re- this postwar era, and the presidencies of Jimmy American foreign policy from World War II sistance, environment and economics, racism and Carter and Ronald Reagan. ethnic identity. Covering almost half a millennium, through the Bush presidency. The principal topics 458. U.S. Presidents: FDR to Clinton the course will give roughly equal time to the four of investigation will be wartime diplomacy and the (3-0-3) DeSantis centuries that followed the first serious attempt at origins of the Cold War; the Cold War and con- A study of the personalities, style, policies and per- British colonization (1585). Almost two-thirds of tainment in Europe and Asia: Eisenhower/Dulles formances of American presidents from Franklin the course will therefore deal with peoples east of diplomacy; Kennedy-Johnson and Vietnam; D. Roosevelt to Bill Clinton as they developed the the Mississippi River in the years before 1838. Nixon-Kissinger and detente; Carter and the diplo- modern American presidency and made it the most macy of Human Rights; Reagan and the revival of important elective office in the world. containment; Bush and the end of the Cold War.
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474. American Peace Movement 483. Sensibility, Mind, and Culture in Late 491, 492, 493. Seminar Series in History Since World War II Medieval Europe All history majors must take one seminar, though (3-0-3) DeSantis (3-0-3) Van Engen the faculty encourages majors to take at least two. This course examines the emergence of the Modern This course studies the culture and thought of me- Juniors, in particular, should consider enrolling in American Peace Movement between the two World dieval Europe on the eve of its transition into the a seminar during the spring semester. Each seminar Wars and its development in the Nuclear Age since modern world, focusing on the fourteenth and fif- treats a special theme by reading, discussion, and World War II. It examines the shifting patterns of teenth centuries. This era is often depicted as a writing of a paper based on original research. En- support for the peace movement, the curious ways time of extremes, of mystics, sophisticated court rollment in each seminar is limited to 15. Americans have searched and worked for peace, masques, impenetrably difficult scholastic thought, 491A. America in the 20th Century and some of the important peace groups and and the dance of death. Because contemporaries (3-0-3) Blantz leaders. proved unusually articulate in expressing their pas- The purpose of this course is twofold. First, it per- sions and worries in literature and art, historians 477. Pre-Modern China mits the student to gain a greater familiarity with can examine their sense of life and of death with (3-0-3) Murray several of the major topics in 20th-century Ameri- care. Combination of lectures and discussions; The course will provide a general survey of Chinese can history — the Progressive Period of Theodore readings in primary and secondary materials. history from the Shang Dynasty (1766-1027 B.C.) Roosevelt and Woodrow Wilson; the Wall Street to A.D. 1600 Besides highlighting the major devel- 486. Medicine in Modern History Crash of 1929 and Great Depression that followed; opments of each dynasty, the course will devote (3-0-3) Hamlin the New Deal legislation of Franklin Roosevelt; the special attention to the Confucian and Legalist un- An exploration of themes in European and Ameri- origins of World War I and World War II; the derpinnings of the Chinese empire, the influence of can medicine. This course integrates the perspec- Cold War; the domestic legislation of Presidents Buddhism on Chinese society, the emergence of tives and issues of social history — who were the Harry Truman, Dwight Eisenhower, John gentry culture and the civil service examination sys- medical practitioners, who were their patients, Kennedy, and Lyndon Johnson; the Civil Rights tem, and the phenomenon of “barbarian” conquest what relations existed between these groups, how Movement and the Feminist Movement; and cultural interaction. have the realities of illness and death figured in the Richard Nixon and Watergate; aspects of 20th-cen- 478. History of Medicine to 1700 lives of ordinary people in different places and tury American culture; and the presidency of (3-0-3) Harley times — with the perspectives and issues of the his- Ronald Reagan. Second, and more importantly, the Medical theory and practice reaches into every as- tory or medicine as a science: What understandings course offers each student the opportunity to re- pect of a society’s life and thought. This course will of the human body and its ills have practitioners search and produce a major paper on a topic of examine the development of European medicine had, what tools have they developed and used for one’s own choosing in 20th-century American from the ancient Greeks and Romans to the begin- intervening in illnesses? Topics include the hu- history. moral pathology, epidemics as social crises, the rise ning of the Enlightenment, exploring continuity 491F. Notre Dame History of pathological anatomy, the germ theory and pub- and change in the treatment of sickness, health and (3-0-3) Turner lic health, the transformation of the hospital, the gender. There will be three strands to the course: Using Notre Dame as a case study, this course will history of nursing, changing modes of health care, social history, gender history, and intellectual his- explore the social, intellectual, religious, and insti- finance and administration, relations between tory. All students will be expected to contribute to tutional history of American higher education. “regular” doctors and sectarian medical traditions at least two of these strands, and to participate in The major work of the course will be a 25- to 30- such as homeopathy and osteopathy. discussion of primary texts from all three. page paper based on primary research in the Notre 479. American Religious History 487. Technology in History Dame archives. (3-0-3) Hamlin (3-0-3) Appleby 491G. Americans in Paris and Vice Versa A thematic survey of the history of technology, This course will review the interaction between re- (3-0-3) Kselman from the Neolithic discovery of agriculture to the ligion and America from at least four sets of per- Americans love to go to Paris and love to return information age. Topics include the chemistry and spectives: the perspectives of Native Americans, with stories about how difficult the Parisians were. metallurgy of antiquity (high-tech ca. 1000 B.C.), New England Puritans and their descendants, This typical tourist experience suggests a technology in Christian theology; the power revo- Catholic and Jewish immigrants, and 20th-century long-standing love-hate relationship between lution of 1200; arms races from the 15th century social reformers. France and the United States that will be the sub- onward; the marriage of art and science; the indus- ject matter of this seminar. Ranging from diplo- 482. Technology of War and Peace trial, agricultural, transport and communications matic to cultural history, we will begin with some (3-0-3) Hamlin revolutions; the American system of manufactures; general readings about the history of French- This course surveys the impact of military tech- the evolution of the engineering profession; and American relations. Students will then focus on nologies on world history. Topics include the rise modern efforts to plan the technological future. particular topics based on their interests and pro- of gunpowder weaponry and the fortification revo- These topics form the basis for exploring the fol- duce a seminar paper of about 25 pages based on lution in the early modern period, navalism, lowing themes: How does technology change? research in primary sources. particularly in the nineteenth century, the role of How did we get where we are — do we have the military technologies in European colonial expan- technology now that we must have, should have, or 491H. Ireland in the Age of Revolution sion, and the science-based military of the 20th need to have? What guides technical creativity? (3-0-3) Smyth century, leading up to the age of nuclear weapons. How have social effects of technologies been as- This seminar focuses on the crisis of Irish politics The course considers also military technologies as sessed and dealt with? How have technologies fun- and society in the final quarter of the 18th century. deterrents, and issues of war and peace as stimuli to damentally changed ordinary life and societal It consists of close readings and discussion of sec- technological development. organization? ondary and contemporary literature, mapping the road from reformism, through radicalism to revolution.
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491J. Latin American Independence Movements 491Q. North American Indians to 1890 491X. Sem: Nationalism in Europe (3-0-3) Jaksic (3-0-3) Dowd (3-0-3) Crago This seminar will focus on the breakdown of the In this seminar, we will discuss both histories and This course will begin with several joint sessions Spanish empire in Latin America and the emer- documents of Native American relations with the devoted to an examination of the role nationalism gence of new nation-states in the region in the first British colonies and the United States. We will be- has played in shaping modern European history. quarter of the 19th century. Contrary to common gin with the first English efforts at settlement and Given the broad nature of the course, emphasis will expectations, the former colonies did not form a end with the 1890s, the “low point” of American be placed on the theoretical underpinnings of na- united nation but rather split into 10 different Indian history. Topics include: trade and warfare; tionalism and on how national mythology influ- republics that developed their own unique histo- accommodation and resistance; missions and reli- ences historiography. The second portion of the ries, only to split further apart during the course of gious revitalization; environment and economics; course offers students an opportunity to conduct the century. This seminar will examine the origins racism and ethnic identity. The emphasis in this research on topics approved by the instructor. course is on research and writing. In the first half of and actors of the independence movements, the de- 491Y. Heretics and Friars, Mystics and Nuns the course, students and the professor will read and velopment of an ideology of emancipation, and the (3-0-3) VanEngen discuss a small portion of the vast literature on variegated causes of fragmentation. From about 1100 until about 1400, European soci- American Indian history. In the second part of the 491K. Irish American Politics: From Boss Tweed ety witnessed wave after wave of new religious course, students will conduct their research and to JFK movements. These energies yielded groups and produce their papers. The object, as in all history (3-0-3) Dolan teachers of all stripes, men and women regarded as seminars, is a 25-page paper, based largely upon This seminar will examine the Irish affinity for heretics and as saints. This course will treat the “primary” sources. There are abundant sources in politics. It will look at the rise of the political ma- most important of these, from the Cistercian the library for such work. chine and the emergence of Boss Politics. We monks who rejected the established ways of their will then focus on some memorable Irish politi- 491R. Ideas in Society fellow Benedictines around 1100, to Francis of cians such as George Washington Plunkitt, Al (3-0-3) Harley Assisi’s lay penitents and preachers, to suspect Smith, James M. Curley, and Richard Daley. Stu- The period from the late Renaissance to the early beguines in the Lowlands and the Rhineland mys- dents will be expected to write a research paper on Enlightenment witnessed an explosion of new tics. The emphasis will fall upon studying texts some aspect of Irish American politics. ideas, including the movements known as the Ref- from these religious teachers and actors that will ormation and the Scientific Revolution. Many of 491M. The United States and the Cold War help us get at the aspirations of these new religious, the most important thinkers have had an influence (3-0-3) Miscamble while setting them into their social and cultural en- that continues to the present. This course will examine the various issues sur- vironments. This course will study a range of major figures rounding the United States and the Cold War, in various fields, including political theory, natural 494. Introduction to Historical Methods from its inception to the tearing down of the Berlin sciences and theology, in order to understand the (3-0-3) Bederman, Crago Wall. ferment of ideas in its social and intellectual con- This seminar, offered for the first time in fall 1999, 491N. Jerusalem text. By studying thinkers working at the same time provides select, invited juniors an opportunity to (3-0-3) Cobb on different fields of knowledge, it should be pos- gain a general introduction to research methodolo- This research seminar provides an in-depth exami- sible to understand them far better than if a single gies used by historians. It is specifically designed nation of the city of Jerusalem and its diverse his- discipline were to be isolated for analysis. For ex- for students who have yet to take the research semi- torical experiences from the rise of Islam to ample, the famous work of John Locke on psychol- nar but nonetheless have defined a future profes- the present (c. 600-2000). This course is primarily ogy and political theory can be understood better if sional interest in research and writing. The student-driven: students will lead portions of dis- seen together with his less well known interests, emphasis in the seminar will be on learning how to cussions, present their research, and constructively and set both into a political context and alongside conduct primary research, to master the mechanics critique the work of their peers. the work of his close friends Thomas Sydenham of scholarly writing, and to transform research into (medicine), Robert Boyle (chemistry, natural theol- a well-argued piece of historiography. The seminar 491P. Europe in the Two World Wars ogy), and Isaac Newton (alchemy, biblical criti- will focus on the ability to think creatively and to (3-0-3) Bergen cism, natural philosophy). translate both thoughts and inquires into a clear, Students in this seminar will devote much of their Students will be encouraged to do their own concise, well-researched piece of scholarship. time to producing a major research paper on some primary research on either a lesser but interesting aspect of European history in the age of the world 498. Special Studies figure or on some neglected aspect of a major wars. Substantial work with primary sources is re- (0-1-3) Staff figure’s work. quired. As a group we will also read and discuss Prerequisites: Written consent of instructor. some important studies by scholars of World Wars Independent study, writing and research under the I and II. direction of a faculty member.
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Program of Studies. Students in the College of Sophomore Year Mathematics Arts and Letters may pursue a major in mathemat- First Semester ics with a concentration in honors. (Note that this Core Course 3 program should not be confused with the Arts and Language: French, German or Russian 3 Chair: Letters/Science Honors program and that several Fine Arts Elective 3 Stephen A. Buechler concentrations, including Honors, are available MATH 261: Honors Algebra I 3 Associate Chair: with a major in mathematics in the College of Sci- MATH 265: Honors Calculus III 4 Alan Howard ence.) The mathematics major in arts and letters ——— Director of Graduate Studies: aims to give the student a thorough liberal intellec- 16 Federico Xavier tual discipline and to furnish an adequate back- Director of Undergraduate Studies: Second Semester ground for other fields of study. At the same time it Juan Migliore Introduction to Philosophy 3 prepares the student for graduate work in math- William J. Hank Family Professor of Mathematics: Core Course 3 ematics, and many of those who have taken the William G. Dwyer Theology 3 program have entered graduate schools in that Charles L. Huisking Professor of Mathematics: MATH 262: Honors Algebra II 3 field. Others have entered philosophy, medicine, Julia F. Knight (on leave 2001-02) MATH 266: Honors Calculus IV 4 law, economics and industrial management. Vincent J. Duncan and Annamarie Micus Duncan ——— Students intending to follow this major in the Professor of Mathematics: College of Arts and Letters must declare their in- 16 Andrew Sommese Junior Year tention to the advisor indicated by the mathematics John A. Zahm, C.S.C., Professor of Mathematics First Semester department and the dean of arts and letters at ad- Stephen A. Stolz (on leave 2001-02) Theology 3 vance registration in the spring of their freshman Kenna Associate Professor of Mathematics: MATH 361: Honors Algebra III 3 year. Students must have completed or be complet- Xiaobo Liu MATH 365: Honors Analysis I 3 ing satisfactory work in MATH 165 and 166. The Professors: Elective 5 program of their studies is subject in its entirety to Steven A. Buechler; Francis X. Connolly; Le- History or Social Science 3 approval by the advisor. onid Faybusovich (on leave fall 2001); ——— Students whose first major is in the College of Alexander J. Hahn; Alex A. Himonas; Alan Arts and Letters may also pursue a second major in 17 Howard; Bei Hu; Juan Migliore; Timothy Second Semester mathematics. See “Mathematics As a Second Ma- O’Meara (Kenna Professor of Mathematics, Philosophy 3 jor” on page 286 of this Bulletin for information emeritus, and provost emeritus); Richard R. MATH 362: Honors Algebra IV 3 about this option. Otter (emeritus); Barth Pollak (emeritus); MATH 366: Honors Analysis II 3 Joachim Rosenthal; Mei-Chi Shaw; Brian English/American Literature 3 Smyth; Dennis M. Snow; Nancy K. Stanton; THE PROGRAM OF COURSES Elective 3 Wilhelm Stoll (Duncan Professor of Math- ——— ematics, emeritus); Laurence R. Taylor; E. First Year 15 Bruce Williams; Pit-Mann Wong; Warren J. First Semester Senior Year Wong; Frederico Xavier English 3 First Semester Associate Professors: History or Social Science 3 Mathematics Electives 6 Mark S. Alber; Mario Borelli; Ferdinand L. MATH 165: Honors Calculus I 4 Electives 9 Brown, C.S.C. (emeritus); Jianguo Cao; Peter Natural Science 3 ——— A. Cholak; John E. Derwent; Matthew J. Dyer; Language: (French, German or 15 Samuel R. Evens; Michael Gekhtman; Russian recommended) 3 Abraham Goetz (emeritus); Brian C. Hall; Physical Education — Second Semester Qing Han (on leave 2001-02); Cecil B. Mast ——— Mathematics Electives 6 (emeritus); Gerard K. Misiolek; Sergei ———— 16 Electives 9 Starchenko; Vladeta Vuckovic (emeritus) ——— Second Semester Assistant Professors: 15 Karen A. Chandler; Jeffrey A. Diller; Richard Language: French, German or Russian 3 (At least six credits of mathematics electives must Hind; Liviu Nicolaescu University Seminar 3 MATH 166: Honors Calculus II 4 be at the 400 level.) Natural Science 3 Electives 3 Course Descriptions. See the College of Science Physical Education — section of this Bulletin on page 284. ——— 16
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The Medieval Institute Undergraduate A. Two semesters of a language appropriate to Medieval Studies Programs. Medieval Studies. 6 or 0 credits The liberal arts were first cultivated as a university curriculum during the Middle Ages; thus, the un- Two semesters of a language appropriate to Medi- Robert M. Conway Director of the Medieval Institute: dergraduate programs in Medieval Institute offer eval Studies forms a prerequisite for any major. Thomas F.X. Noble an ideal context in which to pursue them in the Normally, Latin will form the language component Director of Undergraduate Studies: modern world. Medieval Studies foster close read- in the program, but the student is encouraged to Calvin M. Bower ing, precise textual analysis, careful writing, and study Greek, Hebrew, or Arabic if his or her inter- Faculty of the Institute: vigorous discussion. Medieval Studies therefore est lies in Eastern Europe or in Arabic culture. Professors: provide not only a solid foundation for graduate Syriac may be taken if the student has a strong in- The Rt. Rev. Abbot Astrik Gabriel (emeritus); study, but also—and even more significantly—a terest in Eastern liturgies and patristic studies. If Stephen Ellis Gersh (philosophy) superb liberal arts education relevant to a wide vari- the student counts two semesters of Latin, for ex- Librarian: ety of personal and professional goals. The objec- ample, as the college requirement, the prerequisite Marina Smyth tive of undergraduate programs in the Medieval is fulfilled, but the credit does not apply to the ma- Associated Faculty: Institute is to introduce students to medieval cul- jor; if, on the other hand, the student uses another Professors: ture and to the disciplinary and interdisciplinary language to meet the college requirement, two se- Kathleen A. Biddick (history); Alexander skills necessary for the serious pursuit of the liberal mesters of Latin may be added to the major. Blachly (music); Maureen McCann Boulton arts in general and medieval studies in particular. Courses in an appropriate language above 300 may (Romance languages: French); Calvin M. be counted below in G. Bower (music); Rev. David Burrell, C.S.C. Undergraduate studies in the Medieval Institute (philosophy); Theodore J. Cachey (Romance may follow one of four tracks: B. Both courses from the Medieval History languages: Italian); Rev. Brian E. Daley, S.J. sequence (307 and 308) 6 credits (theology); Alfred J. Freddoso (philosophy); 1. Major in Medieval Studies Dolores Warwick Frese (English); Michael 2. The Supplementary Major C. An interdisciplinary course 3 credits Lapidge (English); Ralph M. McInerny (phi- 3. The Major in Medieval Studies with Specialist losophy); Jill Mann (English); Katherine Option Normally, this course should be one offered within O’Brien O’Keeffe (English); Jean Porter (theol- 4. The Minor in Medieval Studies the Medieval Institute. ogy); Charles Rosenberg (art history); Dayle Seidenspinner-Núñez (Romance languages: All four of these programs enable students to take a D. One course in Medieval Art History, Music Spanish); Daniel J. Sheerin (Classics: Latin); wide variety of courses focused on the intellectual, History, or Vernacular Literature 3 credits Michael Signer (theology); John Van Engen cultural, and religious heritage of Europe. Students (history) have access to the resources of the collection and E. One course in Medieval Philosophy or Associate Professors: staff of the library that forms the core of the Medi- Theology 3 credits Joseph Amar (Classics: Arabic); John C. eval Institute, located on the seventh floor of the Cavadini (theology); Olivia Remie Constable Hesburgh Library; they also are encouraged to par- F. One advanced seminar (400 level or above) in (history); Robert Coleman (art history); JoAnn ticipate in the intellectual life of the Medieval Insti- Medieval Studies 3 credits Della Neva (Romance languages: French); Rev. tute, particularly to attend the institute’s lecture Michael Driscoll (theology); Kent Emery Jr. series and to engage guest scholars, faculty mem- This course will be selected carefully in consulta- (liberal studies: philosophy); Stephen Dumont bers, and graduate students, as well as undergradu- tion with the undergraduate advisor. The course (philosophy); Paula Higgins (music); Rev. John ate colleagues. Undergraduates in the institute normally will be taken in an area in which the stu- Jenkins, C.S.C. (philosophy); Blake Leyerle compete for the Michel Prize, awarded to an out- dent has a strong background and, in certain cases, (theology); Susan Guise Sheridan (anthropol- standing paper written by an undergraduate on a even may be a graduate-level seminar. ogy, archaeology) Joseph P. Wawrykow (theol- medieval topic, and participate in the unique ogy); Albert Wimmer (German) graduation ceremony sponsored by the institute. G. Four (or two) further courses in Medieval Concurrent Associate Professor: Studies chosen from any of the participating D’Arcy Jonathan Boulton (history) 1. The Major in Medieval Studies. disciplines. 6 or 12 credits Assistant Professors: Students wishing to major in Medieval Studies Asma Afsaruddin (Classics: Arabic); Charles build their program of studies from courses offered These courses should be chosen in consultation Barber (art history); Kirsten Christensen (Ger- by the 10 departments that participate in the inter- with the undergraduate advisor, so that they both man); Paul Cobb (history); Meredith Gill (art disciplinary program of the Medieval Institute: (1) strengthen the student’s principal interests and history); Li Guo (Classics: Arabic); Mary Keys Anthropology; (2) Art, Art History, and Design broaden the student’s background and disciplinary (government); Howard Louthan (history); Julia (art history); (3) Classics (Latin); (4) English (Old skills. Upper-level courses in an additional foreign Marvin (liberal studies); Christian R. Moevs and Middle English); (5) German and Russian language may fulfill this requirement. (Cf. require- (Romance languages: Italian); Maura Nolan (Old and Middle High German); (6) History; (7) ment A: If Latin is counted as credit in the major, (English); Aideen O’Leary (history); Thomas Music (musicology); (8) Philosophy; (9) Romance two further courses meet this requirement.) Pruegl (theology); Constantina Scourtis; Languages and Literatures (Old and Middle Constantina Scourtis (theology) French, Old Provençal, Spanish and Italian); and Total credits for major: 36 Instructor: (10) Theology. While students are encouraged to David Harley (history) explore various directions in all these department, Mellon Visiting Fellow: the fundamental requirements for the major in Me- Alice J. Sheppard dieval Studies are as follows.
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2. The Supplementary Major. skills (linguistic, methodological and theoretical) Requirements: Many students pursuing a major in one of the de- necessary for the serious pursuit of medieval studies Five courses treating aspects of the Middle Ages partments that participate and contribute to the on the graduate level. Twelve courses are required distributed among three disciplines. Students are broad mission of the Medieval Institute may wish in this curriculum, distributed as follows. encouraged to use at least one course offered in the to supplement and strengthen their primary major Medieval Institute itself as one of the “disciplines.” with a second major in Medieval Studies. The fol- A. Two semesters of a language appropriate to While the minor has no specific language re- lowing program is available to students as a supple- Medieval Studies 6 credits quirement, the student is encouraged to use courses mentary major. in a language to complete the minor. Minors are Normally, Latin (any level) will form the language taken seriously in the Medieval Institute and par- A. Two semesters of a language appropriate to component in the program, especially if the student ticipate fully in the graduation ceremony sponsored Medieval Studies 6 or 0 credits is specializing in English or Comparative Litera- by the institute. For further details, see the listing ture. The student may study Greek or Arabic if his under Minors. See qualifications stated above under major. or her interest lies in Eastern Europe or in Arabic culture. Most courses in the major and minor programs are B. Both courses from the Medieval History se- drawn from participating departments, and full quence (307 and 308) 6 credits B. Both courses from the Medieval History course descriptions should be sought in the relevant sequence (307 and 308) 6 credits sections of the Bulletin. For additional information C. An interdisciplinary course 3 credits on specific programs in the institute and availabil- C. An interdisciplinary course 3 credits ity and sequence of courses, see the director of un- Normally, this course should be one offered within dergraduate studies. the Medieval Institute. Normally, this course should be one offered within the Medieval Institute. Course Descriptions. The following course de- D. One course in Medieval Art History, Music scriptions give the number and title of each course. History, or Vernacular Literature 3 credits D. One course in Medieval Art History, Music Lecture hours per week, studio hours per week and History, or Vernacular Literature 3 credits credits each semester are in parentheses. The E. One course in Medieval Philosophy or instructor’s name is also included. Theology 3 credits Vernacular Literature is highly recommended for 180. University Seminar students whose specialist discipline is English or Because medieval studies is an interdisciplinary F. One advanced seminar (400 level or above) in Comparative Literature. Medieval Studies 3 credits program, this seminar, depending on the expertise of the instructor, will introduce students to the E. One advanced seminar (400 level or above) in paradigms of medieval philosophy, history or litera- This course will be selected carefully in consulta- Medieval Studies 3 credits tion with the undergraduate advisor. The course ture and in doing so will satisfy the respective Uni- versity requirement. In addition, each course normally will be taken in an area in which the stu- This course will be selected carefully in consulta- contains a significant writing component with a dent has a strong background and, in certain cases, tion with the undergraduate advisor. The course minimum of 24 pages required of each student. even may be a graduate-level seminar. normally will be taken in an area in which the stu- dent has a strong background and, in certain cases, 222. Burning at the Stake: Medieval Heresy G. Two further courses in Medieval Studies even may be a graduate-level seminar. (3-0-3) O’Leary chosen from any of the participating disciplines See HIST 222. 0 or 6 credits F. One seminar in the history, methodology, 241. Music History I: Medieval and or theory of the history or literature 3 credits Renaissance These courses should be chosen in consultation (3-0-3) Bower with the undergraduate advisor, so that they both P. Requirements determined by specialist: See MUS 241. strengthen the primary field of interest and 3 or 6 credits broaden the student’s background and disciplinary 1. History: two semesters of medieval survey in one 248. Martyrs, Monks, and Crusaders: The History of Christianity, c.200-1500 skills. Upper-level courses in an additional foreign discipline or two disciplines. (6) language may fulfill this requirement. 2. For English, one medieval English survey. (3) (3-0-3) Staff 3. Comparative Literature: one medieval literature See HIST 248. Total credits for supplementary major: 30 survey. (3) 301. Ancient and Medieval Philosophy (3-0-3) Burrell, Dumont, or Freddoso 3. The Medieval Studies Major—Specialist Q. Two or three additional courses in the special- See PHIL 301. Option (in Either History, English, or ist discipline (if only one seminar was taken under 302. Medieval German Literature Comparative Literature) F) 9 or 6 credits (3-0-3) Wimmer See GE 315. Students with an interest in medieval culture and a Total credits for major with specialist option: 36 clear disciplinary focus in Comparative Literature, 307. Middle Ages I: The Transformation English, or History may pursue the Medieval Stud- 4. The Medieval Studies Minor. of the Roman World, 235-1054 ies Major with specialist option. The goal of this The Minor in Medieval Studies allows students (3-0-3) D.J. Boulton program is to prepare students for advanced studies who are also committed to other programs of study See HIST 307. by providing them with (1) a broad overview of the to pursue their interests in medieval culture by 308. Middle Ages II major events and developments of the Middle Ages, combining a focused group of courses treating the (3-0-3) Van Engen (2) a grounding in the topics and approaches to Middle Ages with a Major and/or a Supplementary See HIST 308. medieval studies in one particular discipline, (3) an Major in other departments. introduction the study of medieval culture in two or three other disciplines, and (4) certain basic
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311. Gender, Sexuality, and Power in the 423. Dante II 457. Byzantine Art Middle Ages (3-0-3) Cachey or Moevs (3-0-3) Barber (3-0-3) Biddick See ROIT 422. See ARHI. See HIST 311. 427. Medieval Spain 459. Aquinas and Scotus on God 316. Medieval Towns and Urban Life (3-0-3) Constable (3-0-3) Wawrykow and Dumont (3-0-3) Constable See HIST 427. See THEO 460. See HIST 316. 428. Anglo-Saxon England 460. Heretics and Friars, Mystics and Nuns 318. Survey of Spanish Literature I (3-0-3) O’Leary in the High Middle Ages (3-0-3) Seidenspinner-Núñez See HIST 428. (3-0-3) Van Engen See ROSP 318. See HIST 491Y. 430B. History of the English Language 345. Introduction to Italian Literature I (3-0-3) O’Brien O’Keeffe 471. The Vulgate and Related Texts (3-0-3) Moevs See ENGL 430B. (3-0-3) Bower See ROIT 345. 430C. Introduction to Old English Readings in the Latin of the Vulgate, texts by 360. Canon and Literature of Islam (3-0-3) O’Brien O’Keeffe Jerome associated with this translation, and read- (3-0-3) Afsaruddin See ENGL 430C. ings from Augustine (de doctrina christiana) con- cerning how scriptures should be read. See MELC 360. 431B. Readings in Medieval Literature 472. Martyrs and Monastic Lives 370. Modeling Sanctity: The Saint in Image (3-0-3) Frese and Text See ENGL 431. (3-0-3) Leyerle (3-0-3) Gill See THEO 356. See ARHI 370. 435A. Life, Love, and Literature in Renaissance Lyon 481. The Medieval Book 371. Survey of French Literature I (3-0-3) Della Neva (3-0-3) Bower (3-0-3) M. Boulton See ROFR 432. A historical survey of the medieval book as a cul- See ROFR 371. tural, archeological, artistic, and commercial object 438A.Medieval Romance from about A.D. 300 to 1500. 390. Medieval Middle East (3-0-3) Nolan (3-0-3) Cobb See ENGL 438 491. Jerusalem See HIST 394. (3-0-3) Cobb 438B. Falling in Love in the Middle Ages See HIST 491N. 395. Christian Theological Traditions I (3-0-3) Mann (3-0-3) Wawrykow See ENGL 438A.. 494F. French Senior Seminar See THEO 395 (3-0-3) M. Boulton 440. Trecento: Giotto to the Duomo See ROFR 495. 405. Chivalry, Faith and Splendor (3-0-3) Gill (3-0-3) J. Boulton See ARHI 441. 497. Directed Readings See HIST 405. (3-0-3) 442. 15th-Century Italian Renaissance Art 412A. Renaissance and Baroque Poetry (3-0-3) Rosenberg of Spain See ARHI 442. (3-0-3) Juarez See ROSP 412. 443. Northern Renaissance Painting (3-0-3) Rosenberg 417. Witchcraft and the Occult See ARHI 443. (3-0-3) Harley See HIST 418M. 445. Jews and Christians Throughout History (3-0-3) Signer 422. Dante I See THEO 441. (3-0-3) Cachey or Moevs See ROIT 421. 448. War/Money/Romance: 1100-1200 (3-0-3) Biddick See HIST 448.
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The major in performance waives the College re- In addition to its programs leading to degrees Music quirements for a second social science and a course in appropriate for further professional study in the the fine arts. field, the Department of Music offers a 36-credit program in music, usually taken as a supplemen- Chair: The requirements for a 54-credit music history tary major. This program allows for the study of Paul Johnson major are: the basic foundations of music while pursuing a Professors: major in another field. Alexander Blachly; Calvin M. Bower; William CLASS CREDITS Cerny (emeritus); Craig J. Cramer; Kenneth Music History Survey I-III 9 The requirements for a 36-credit performance Dye; Ethan T. Haimo; Eugene J. Leahy (emeri- Theory I-V 15 major are: tus); Luther M. Snavely (emeritus); Susan L. Musicianship I-IV 4 Youens CLASS CREDITS Applied Lessons 8 Associate Professors: Music History Survey I-III 9 Advanced History 9 Karen L. Buranskas; Paula M. Higgins; Paul Theory I-IV 12 Counterpoint 3 Johnson; Rev. Patrick Maloney, C.S.C. Musicianship I-II 2 Orchestration 3 (emeritus); Robert F. O’Brien (emeritus); Applied Lessons 13 Senior Honors Thesis 3 Carolyn R. Plummer; Georgine Resick; Peter Music Total 36 Music total 54 H. Smith Collegiate/University Requirements 60 Collegiate/University Requirements 60 Assistant Professors: Electives 24 Electives 6 Mary Frandsen; James S. Phillips (emeritus) ——————— ——— Associate Professional Specialist: Total 120 Total 120 Daniel C. Stowe; Rev. George Wiskirchen, C.S.C. The requirements for a 36-credit theory/history The requirements for a 54-credit music theory Adjunct Faculty: major are: major are: John Apeitos: Darlene Catello; Walter R. CLASS CREDITS Ginter CLASS CREDITS Music History Survey I-III 9 Music History Survey I-III 9 Theory I-IV 12 Program of Studies. The Department of Music Theory I-V 15 Musicianship I-II 2 offers students a variety of musical experiences in Musicianship I-IV 4 Applied Lessons 7 accordance with its two objectives: (1) to provide Applied Lessons 8 Additional History/Theory 6 all students, regardless of their major, knowledge Advanced Theory 9 Music Total 36 and training in music through introductory, his- Counterpoint 3 Collegiate/University Requirements 60 torical and theoretical courses, through participa- Orchestration 3 Electives 24 tion in large and small ensembles and through Senior Honors Thesis 3 —————— applied instrumental or vocal study; and (2) to pro- Music total 54 Total 120 vide intensive curriculum and training for the stu- Collegiate/University requirements 60 dent who chooses music as a major. Electives 6 The requirements for the 36-credit major in sacred Four areas of specialization are offered for ad- —— music are: vanced training in music and are recommended for Total 120 those students wishing to pursue graduate study in CLASS CREDITS the field. These are the specializations in music The requirements for a 54-credit major in sacred history, music theory, and sacred music, each of music are: Music History I-III 9 which requires 54 hours, and the specialization in Theory I-IV 12 performance, which requires 69 hours. Some per- CLASS CREDITS Musicianship I-II 2 formance specializations require 54 hours. Music History I-III 9 Music of the Catholic Rite 3 Theory I-IV 15 Applied Music 10 The requirements for a 69-credit performance Musicianship I-IV 4 —————— major are: Conducting I-II 4 Total 36 Music of the Catholic Rite 3 CLASS CREDITS Counterpoint or Orchestration 3 The Department of Music also offers an 18-credit Senior Seminar in Sacred Music 3 minor. Music History Survey I-III 9 Applied Music 13-15 Theory I-V 15 ——— The requirements for a minor are: Musicianship I-IV 4 Total 54-56 Applied Lessons 24 CLASS CREDITS Performance Specialization 15 Students considering these programs should con- Music History Survey I-III 6 Recitals (junior and senior) 2 tact the department as early as possible, preferably Theory I-II 6 Music total 69 in the freshman year. Given the number of credits Applied Lessons 6 Collegiate/University Requirements 51 required for these specializations, it is difficult to —————— ——— complete the curriculum if the student does not be- Total 18 Total 120 gin intensive musical studies in the freshman year.
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All of the major degree programs have require- 427D. Opera Workshop 317. Brass ments beyond the course work. These can include (1-0-1) Resick (V-0-V) Wiskirchen recitals, juries, piano proficiency and so forth. Stu- A group devoted to the performance of classical op- Prerequisite: Musical background. dents should contact the department for details. eras. Admission by audition. Individual instruction. All students who wish to participate in large or 318. Woodwinds small ensembles must qualify through audition. APPLIED MUSIC INSTRUCTION (V-0-V) Dye Students who elect courses in music may do so Prerequisite: Musical background. with permission of the student’s dean or faculty ad- Individual instruction. visor. Applied music lessons are available to all stu- 210. Piano Class dents, with or without credit; a fee of $160 is (1-0-1) Stablein 319. Percussion required of students for the 14 half-hour lessons A class for beginners in piano. (V-0-V) Dye per semester. (Fees are charged to the students’ ac- Prerequisite: Musical background. 213. Guitar Class Individual instruction. counts, and no partial refunds are made after the (1-0-1) Staff third full week of class.) A class for beginners in guitar. 401. String Performance Techniques (1-0-1) Buranskas, Plummer Course Descriptions. The following course de- 214. Voice Class Performance class/master class format designed to scriptions give the number and title of each course. (1-0-1) Resick give string students opportunities to perform. Lecture hours per week, laboratory and/or tutorial A class for beginners in voice. 410. Piano hours per week and credits each semester are in pa- 308. Harp (V-0-V) Stablein rentheses. The instructor’s name is also included. (V-0-V) Staff Lessons for advanced students. Prerequisite: Musical background. Individual instruction. 411. Organ MUSIC ORGANIZATIONS (V-0-V) Cramer 309. Viola Lessons for advanced students. (V-0-V) Staff 100. Band (Marching-Varsity) Prerequisite: Musical background. 412B. Harp (V-0-1) Dye, Wiskirchen Individual instruction. (V-0-V) Staff Performs for athletic events and special functions. Lessons for advanced students. Admission by audition. 310. Piano (V-0-V) Stablein 412D. Harpsichord 101. Orchestra Prerequisite: Musical background. (V-0-V) Catello (V-0-1) Stowe Individual instruction according to the level and Lessons for advanced students. Performs music from the 18th to the 20th century ability of the student. 413. Guitar in several concerts a year. Admission by audition. 311. Organ (V-0-V) Staff 103. Glee Club (V-0-V) Cramer Lessons for advanced students. (V-0-1) Stowe Prerequisite: Musical background. 414. Voice Notre Dame’s traditional all-male choir. Admission Individual instruction. (V-0-V) Resick by audition. 312. Harpsichord Lessons for advanced students. 107. Concert Band (V-0-V) Catello 415A. Violin (V-0-1) Dye, Wiskirchen Prerequisite: Musical background. (V-0-V) Plummer The large wind ensemble. Tours during spring va- Individual instruction. Lessons for advanced students. cation. Admission by audition. 313. Classical Guitar 415B. Viola 110. Chamber Ensemble (V-0-V) Staff (V-0-V) Staff (V-0-1) Staff Prerequisite: Musical background. Lessons for advanced students. 121D. Jazz Ensemble Individual instruction. 415C. String Bass (V-0-1) Wiskirchen 314. Voice (V-0-V) Staff Open through audition. (V-0-V) Resick Lessons for advanced students. 170. Collegium Musicum Prerequisite: Musical background. 416. Cello (V-0-1) Stowe Individual instruction. (V-0-V) Buranskas A select choir that concentrates its performances in 315A. Violin Lessons for advanced students. the medieval and Renaissance repertoire. Admis- (V-0-V) Plummer sion by audition. 417. Brass Prerequisite: Musical background. (V-0-V) Wiskirchen 203. Chorale Individual instruction. Lessons for advanced students. (V-0-1) Blachly 315C. String Bass A select group devoted to the singing of diversified 418. Woodwinds (V-0-V) Staff sacred and secular literature. Performs at Notre (V-0-V) Dye Prerequisite: Musical background. Dame and on tour. Admission by audition. Lessons for advanced students. Individual instruction. 407. Brass Ensemble 419. Percussion 316. Cello (1-0-1) Wiskirchen (V-0-V) Dye (V-0-V) Buranskas Lessons for advanced students. 408. Woodwind Ensemble Prerequisite: Musical background. (1-0-1) Dye Individual instruction.
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231-232. Music Theory I and II 463. Composition OURSES C (3-0-3) Haimo, Johnson, Smith (V-0-V) Johnson Prerequisite: Musical background. Prerequisite: Approved background. 120/220. Introduction to Music A systematic approach to the understanding and Creative writing in various forms, conventional and (3-0-3) manipulation of the basic materials of music. Re- contemporary. Private instruction only. The principles that underlie the perception and en- quired of and intended for music majors, but open 486. Vocal Pedagogy joyment of music. Open to all students as an to students with sufficient musical background. (1-0-1) Resick elective. 233-234. Musicianship I and II Basic techniques of vocal pedagogy. 121/221. Introduction to Jazz (2-0-1) Stowe 495. Senior Recital (3-0-3) Wiskirchen Exercise and mastery of basic skills in music: me- (V-0-1) Staff A music appreciation course requiring no musical lodic, harmonic, rhythmic and keyboard. To be background and no prerequisites. General coverage taken along with Theory I and II. Required of all 498. Special Studies of the history, various styles and major performers students intending to major in music. (V-0-V) Staff of jazz, with an emphasis on current practice. Open 241-242-243. Music History I, II and III Prerequisite: Approval of the chair. to all students as an elective. (3-0-3) Blachly, Bower, Frandsen, Higgins, An individualized course in directed studies under personal supervision of the teacher. 123/223. Introduction to Music of the Catholic Youens Rite A survey of music. The study of the major forms 499. Undergraduate Thesis Direction (3-0-3) Frandsen and styles in Western history. Required of music (V-0-V) Johnson A study of the music composed for the Mass, the majors. Offices, and the Requiem Mass from Gregorian 251. Music Theory III Chant to Vatican II. No previous musical (3-0-3) Haimo, Johnson, Smith experience required. Prerequisites: Music Theory I and II. 126/226. Introduction to American Music Studies in advanced harmony. (3-0-3) Phillips 253-254. Musicianship III and IV An appreciation-level course tht will concentrate (2-0-1) Stowe upon the major stylistic and historical develop- Exercise and mastery of more advanced skills in ments of American music since the colonial period. music: melodic, harmonic, rhythmic, keyboard and Open to all students as an elective. score-reading. To be taken along with Theory III 180. Fine Arts University Seminar and IV. Required of all students majoring in music. The nature and principles of music in cultural 335. Music Theory V context. (3-0-3) Haimo, Johnson, Smith 222. Introduction to Gender, Class, and Race Prerequisite: Theory I-IV. in Western Musical Culture A study of the procedures for harmonic, melodic, (3-0-3) Higgins rhythmic and formal analysis. A music appreciation course requiring no musical background and no prerequisites. 395. Junior Recital (V-0-1) Staff 225. Current Jazz (3-0-3) Wiskirchen 409. Chamber Music A study of the jazz performers and practices of to- (1-0-1) Buranskas, Plummer day and of the preceding decade — the roots, sty- Study and performance of selected chamber com- listic developments and directions of individual positions. Intended for music majors or with spe- artists, small combos and big bands. Open to all cial permission. students as an elective. 425-426. Conducting I and II 228. Introduction to 20th-Century Music (2-0-2) Ginter (3-0-3) Johnson Prerequisite: Individual approval. An introduction to the history and ideas of West- Basic techniques of instrumental and choral con- ern classical music from 1900 to 1998. Open to all ducting. Opportunities for practical experience. students as an elective. 432. 20th-Century/Music Theory IV 229. Introduction to Music of the 18th Century (3-0-3) Haimo, Johnson (3-0-3) Frandsen Prerequisite: Approved background. Intended for Introduction to the major composers and genres of music majors. the 18th century, including Bach, Handel and The theoretical and historical sources and develop- Mozart. No musical background required. ment of music from Debussy to the present. 230. Theory for Non-Majors 461. Counterpoint (3-0-3) Haimo, Smith (3-0-3) Haimo, Johnson, Smith A one-semester survey of the structure of tonal mu- Prerequisite: Approved background. sic. Topics covered include chord formation, voice The technique of writing counterpoint and the use leading, harmonic progression, cadences, disso- of contrapuntal devices. nance treatment and form.
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addition, regular majors must take at least two 180. Philosophy University Seminar Philosophy courses at the 400-level on some topic in contem- (3-0-3) Staff porary philosophy and three upper-division elec- A general introduction to philosophy, with empha- tives. Students in the Arts and Letters Prepro- sis on perennial problems such as the existence of Chair: fessional Program or the Arts and Letters Engineer- God, human freedom and moral obligation. The Stephen H. Watson ing Program who take the regular major in philoso- course is also intended to sharpen the student’s Michael P. Grace Professor of Medieval Studies: phy are required to take seven rather than eight skills of critical thinking. Satisfies the University re- Ralph McInerny philosophy courses beyond the two-course Univer- quirement for a first course in philosophy. F.J. and H.M. O’Neill Professor of Science, sity requirement but otherwise must fulfill all other Technology and Values: 195. Honors Philosophy Seminar requirements for the major. Kristin Shrader-Frechette (3-0-3) Staff Honors philosophy majors are required to Rev. Theodore M. Hesburgh Professor A general introduction to philosophy, with empha- take 10 courses in philosophy beyond the general of Arts and Letters: sis on perennial problems such as the existence of two-course University requirement. In addition Rev. David Burrell, C.S.C. God, human freedom, and moral obligation. The to the courses taken to satisfy the regular major re- McMahon/Hank Professor of Philosophy: course is also intended to sharpen the student’s quirements, honors majors must take one addi- Karl Ameriks skills of critical thinking. Satisfies the University re- tional 400-level seminar in a contemporary area of Rev. John A. O’Brien Professor of Philosophy: quirement for a first course in philosophy. For stu- philosophy and write a senior thesis (PHIL 499) in Alvin Plantinga; Philip L. Quinn dents in the Arts and Letters/Science Honors the fall semester of the senior year. The senior the- John Cardinal O’Hara Professor Emeritus Program. sis will count as a regular three-hour course and of Philosophy: should be planned with the director of undergradu- 201. Introduction to Philosophy Rev. Ernan McMullin (emeritus) ate studies during the semester prior to its writing. (3-0-3) Staff John Cardinal O’Hara Professor of Philosophy: The honors major is intended primarily for stu- A general introduction to philosophy, with empha- Peter Van Inwagen dents planning postgraduate study, and a mini- sis on perennial problems such as the existence of I.A. O’Shaughnessy Professor of Philosophy: mum grade point average of 3.5 is expected, God, human freedom, and moral obligation. The Michael J. Loux though exceptions are possible. Students in the course is also intended to sharpen the student’s Senior Research Professor: Arts and Letters Preprofessional Program or the skills of critical thinking. Satisfies the University re- Alasdair C. MacIntyre Arts and Letters Engineering Program who take quirement for a first course in philosophy. Professors: the honors major in philosophy are required to take Joseph Bobik; Cornelius F. Delaney; Michael nine rather than 10 philosophy courses beyond the R. DePaul; Michael Detlefsen; Thomas P. IMAGES OF HUMANITY two-course University requirement but otherwise Flint; Alfred Freddoso; Gary M. Gutting; must fulfill all other requirements for the major. Don A. Howard; Lynn Joy; Edward Manier; Students majoring in other departments may 207. Knowledge and Mind Kenneth Sayre; Sun-Joo Shin; James P. Sterba; complete a supplementary major in philosophy by (3-0-3) Stubenberg Stephen H. Watson taking six courses beyond the two-course Univer- An introductory survey of a number of issues in the Associate Professors: sity requirement. These six courses must include theory of knowledge and the philosophy of mind. Patricia Blanchette; Sheilah Brennan (emerita); the history of philosophy sequence (PHIL 301 and Marian A. David; Stephen Du Mont; Rev. 210. Simone De Beauvoir 302) and two additional courses at the 300-level or John Jenkins, C.S.C.; Janet A. Kourany; (3-0-3) Shrader-Frechette higher, selected in consultation with one of the Michael J. Kremer; Vaughn R. McKim; David An analysis of the philosophical writings of the philosophy department’s faculty advisors. Students K. O’Connor; William Ramsey; Michael Rea; greatest feminist theorist of the 20th century, per- in the Program of Liberal Studies may complete the Rev. Herman Reith, C.S.C. (emeritus); John haps of all time. The main focus of the course is on supplementary major with five rather than six Robinson; W. David Solomon; Leopold The Second Sex, but the readings also include The courses beyond the University two-course require- Stubenberg; Ted A. Warfield; Paul J. Ethics of Ambiguity, Old Age, and The Woman ment but otherwise must fulfill all other require- Weithman Destroyed. ments for the second major. Philosophy also Assistant Professors: contributes to a number of interdepartmental 216. Ancient Wisdom and Modern Love Timothy Bays; Paul Franks; Lenny concentrations in the College of Arts and Letters. (3-0-3) O’Connor Moss; Fred Rush; Rev. Charles Weiher, C.S.C. Details can be found in the section of the Bulletin An examination of contemporary issues of love and (emeritus) on Interdicsiplinary Minors Within the College. friendship from the perspective of ancient philoso- Professional Specialists: phy. Course materials range from Plato and Montey G. Holloway; Alven Neiman Course Descriptions. The following course de- Aristotle to Shakespeare and contemporary film. scriptions give the number and title of each course. Program of Studies. There are two ways to ma- 217. Visual Thinking Lecture hours per week, laboratory and/or tutorial jor in philosphy: Regular philosophy majors are (3-0-3) Shin hours per week and credits each semester are in pa- required to take eight courses in philosophy be- A examination of the relation between thought and rentheses. The instructor’s name is also included. yond the general two-course University require- imagery, one of the most debated topics in philoso- ment. Three specific courses must be included 101. Introduction to Philosophy phy, psychology, and anthropology. among the eight: a two-semester sequence of (3-0-3) Staff 221. Philosophy of Human Nature courses in the history of philosophy, Ancient and A general introduction to philosophy, with empha- (3-0-3) Weiher, Kremer, Moss Medieval Philosophy (PHIL 301) and Modern Phi- sis on perennial problems such as the existence of An examination of some competing views of hu- losophy (PHIL 302), and a course in formal logic God, human freedom and moral obligation. The man nature based on classical readings ranging (PHIL 313 or, for qualified students, PHIL 513. course is also intended to sharpen the student’s from Plato to the present day. The logic requirement can also be fulfilled by skills of critical thinking. Satisfies the University MATH 210, though this course does not count to- requirement for a first course in philosophy. For ward the eight courses required for the major). In first-year students only.
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229. Death and Dying (3-0-3) Warfield This course examines metaphysical and ethical is- sues associated with bodily death. Metaphysical is- sues taken up in this course include the following: What is death? Is death a bad thing? Is there any hope for survival of death? Ethical issues to be dis- cussed include suicide, euthanasia and abortion. 232. Women: Alternative Philosophical Perspectives (3-0-3) Kourany An examination of some of the most pressing prob- lems currently confronting women, the more im- portant theories, from the ultraconservative to the radical feminist, that have been proposed to explain these problems and the concrete proposals for change in society suggested by such theories. 235. Philosophy and Fantasy (3-0-3) Sayre A consideration of fantasy literature from a philo- sophic vantage point as dramatizing human beings’ age-old wonderment regarding the nature of the universe and their place within it. 236. Classics of Political and Constitutional Theory (3-0-3) Flint Paul J. Weithman, associate professor of philosophy An examination of a number of the fundamental texts in political and constitutional theory, with an emphasis on works of special importance to the 222. Images of Humanity: Existentialist Themes 226. Images of Humanity: Aesthetics and the British and American political systems. (3-0-3) Ameriks, Watson Philosophy of Art An examination of fundamental questions about (3-0-3) Rush 237. Philosophy and Classical Physics the nature of human beings and their destiny-based An introductory course in the application of philo- (3-0-3) Howard on a critical examination of the work of pivotal ex- sophical methods to questions of aesthetics and art. A survey of the history of natural philosophy and istentialist thinkers: Kierkegaard, Marcel and The first part of the course will concern the history physics from antiquity to the end of the 19th cen- Sartre. of aesthetics, concentrating on the views of Plato, tury, but with an emphasis on the philosophical is- Aristotle, Horace, Aquinas, Kant and Hegel. The sues that arise in this history, meaning questions 224. Memoirs of Madness second part of the course will consider contempo- of metaphysics, epistemology and scientific (3-0-3) Manier rary approaches to problems such as the nature of methodology. An introduction to biological, psychological and aesthetic properties and categories, what distin- cultural perspectives on mental disorders. The guishes art from other things, and the role of criti- 238. Education of the Spirit overarching philosophical issue of the course is the cal interpretation in the experience of art. (3-0-3) Neiman problem of personal identity, the construction of What is spirituality? Is there such a thing as spiri- the self as a center of responsible human agency. 227. Ways of Knowing tual intelligence, or what the ancients called wis- The most important subtopic is the social and cul- (3-0-3) David, Stubenberg dom? If so, can it be taught? Finally, if education of tural construction of gender roles and their rela- This course examines a number of “ways of know- the spirit is possible, is it compatible with educa- tionship to human sexual dimorphism. A large, ing”: mathematical, scientific, historical, literary, tion for democratic virtue (with its separation of growing number of excellent “memoirs of mad- legal and theological, in order to determine signifi- church and state)? In this course we examine some ness” facilitate discursive analysis of the subject. cant differences and similarities. The course will answers to these questions as suggested by the draw upon the experience students have had in dif- 225. Images of Humanity: Scientific Christian Monastic tradition, the pragmatism of ferent major fields of study. It is thus primarily de- William James, “12-step groups” and several ver- Perspectives signed for upper-level students. (3-0-3) Howard, Ramsey sions of feminism. 228. Philosophy and the Arts An inquiry into the conception of a person sug- 239. Minds, Brains and Persons (3-0-3) A. Gutting gested by the results of modern science. Such issues (3-0-3) Jenkins, Stubenberg A consideration of the nature of art and the aes- as the mind-body problem, the problem of human This course will treat some central issues in the phi- thetic using both philosophical texts and works of freedom and the uniqueness of human rationality losophy of mind, such as freedom of the will, per- art drawn from a wide variety of media (painting, will be dealt with in light of research findings in sonal identity and the relationship between mind literature, film, architecture, etc.). neurophysiology, psychology, linguistics, biology and body. and the physical sciences.
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251. Modern Physics and Moral Responsibility 264. Faith and Reason MORALS AND POLITICS (3-0-3) Howard (3-0-3) Freddoso, Jenkins An examination of such questions as: What are the This course will deal with the relation between 241. Ethics moral responsibilities of the scientist? Should the faith and reason. Some questions to be discussed (3-0-3) DePaul, Holloway, Warfield scientist be held accountable for what might be are: Can the doctrines of the faith conflict with the An examination of the relationship between done with the results of his or her scientific re- deliverances of reason found in philosophy and sci- thought and action in light of contemporary and search? Does the scientist have any special role to ence? Is it possible to defend the doctrines of the traditional accounts of the nature of ethics. play, as a citizen, in public debate about science faith against the objections of nonbelievers in a policy? Should the scientist sometimes simply non-question-begging way? How might one go 242. Basic Concepts in Political Philosophy refuse to engage in some kinds of research because about constructing an apologetics for the Christian (3-0-3) Bays, Weithman of moral concerns about the consequences of that faith? Authors to be read include St. Thomas An introduction to important thinkers and prob- research? Aquinas, G.K. Chesterton and C.S. Lewis. lems of political philosophy. Basic concepts to be considered are equality, liberty and authority. 253. Philosophy of Power 269. Thought of Aquinas (3-0-3) Hösle (3-0-3) McInerny 243. Moral Problems A course dedicated to a logical analysis of the con- A general introduction to Aquinas’ overall (3-0-3) Sterba, Warfield cept of power, to a phenomenology of its forms philosophical view. An introduction to the field of moral philosophy, and to a systematization of the maxims of power- with major emphasis on contemporary moral oriented individuals as well as to an ethical evalua- SPECIALIZED ELECTIVES issues. tion of those forms and those maxims. 244. Philosophy of Law 254. Morality and Modernity (3-0-3) Robinson (3-0-3) Solomon 301. Ancient and Medieval Philosophy An examination of the relationship between fair An examination of the complex relation of morality (3-0-3) Burrell, Freddoso, Jenkins, O’Connor procedures and just outcomes in the judicial pro- and modernity, both to moral critiques of moder- This course will concentrate on major figures and cess, a study of the conditions under which nity and to the claim that morality is a particularly persistent themes. A balance will be sought between punishment is morally defensible, an investigation modern phenomenon. scope and depth, the latter ensured by a close read- of the extent to which the state may regulate the ing of selected texts. private affairs of its citizens, and a consideration of 255. Contemporary Social and Political 302. Modern Philosophy the role that moral theory has to play in the process Philosophy (3-0-3) Ameriks, David, Delaney, Kremer, of constitutional interpretation. (3-0-3) Sterba A critical evaluation of the major political ideals of Solomon 245. Medical Ethics our time, namely, libertarian justice, welfare liberal An examination of the perennial tension between (3-0-3) Solomon justice, socialist justice, feminist justice, communi- reason and experience as exemplified in classical An exploration from the point of view of ethical tarian justice, and postmodern justice. Further con- modern rationalism and empiricism; its subsequent theory of a number of ethical problems in contem- sideration will be given to how these political ideals synthesis in Kant. porary biomedicine. Topics discussed will include apply to a range of practical problems. euthanasia, abortion, the allocation of scarce medi- 303. 19th- and 20th-Century Philosophy cal resources, truth-telling in the doctor-patient re- 256. Science, Technology and Society (3-0-3) Ameriks, Watson lationship, the right to medical care and informed (3-0-3) Shrader-Frechette A survey of developments in philosophy since consent and human experimentation. This course focuses on the many ways in which sci- Kant. Readings in both the Continental and Anglo- ence and technology interact with society and ex- American traditions. 246. Ethics and Business plores the character of the value-laden 304. History of Ethics (3-0-3) Holloway controversies which such interaction frequently This course aims at helping the student recognize produces. (3-0-3) Solomon the moral aspects of business decisions on the per- A survey of Western philosophical ethics from sonal level and of business institutions on the social Socrates to Nietzsche. Major figures and schools to HILOSOPHY OF ELIGION level. P R be discussed include Socrates, Plato, Aristotle, the Stoics, the Epicureans, Augustine, Aquinas, 247. Environmental Ethics Hobbes, Butler, Hume, Kant, Mill, Marx and 261. Philosophy of Religion (3-0-3) DePaul, Sterba Nietzsche. The course will be an attempt to come to grips (3-0-3) Bobik, Van Inwagen, Weiher critically with the moral significance of contempo- A discussion of some basic issues: the nature of the 313. Formal Logic rary concern for ecology and the environment. philosophy of religion, the notion of God, grounds (3-0-3) Blanchette, Detlefsen, Kremer, Shin for belief and disbelief in God, faith, revelation, re- An introduction to the fundamentals and tech- 248. Modern Science and Human Values ligious language and knowledge, verification, niques of logic for majors. This course does not (3-0-3) Quinn immortality. satisfy the University requirement. Applications of ethical theory to moral problems created by science, such as distributing scarce medi- 263. Science and Religion 335. Journalism and Ethics cal resources, experimenting with animals, teaching (3-0-3) Staff (3-0-3) O’Connor creationism and dealing with computer invasions of An examination of the interrelation and tension An examination of such questions as: Does journal- privacy. between contemporary science and traditional ism have special responsibilities because of its im- religious belief. portance to democracy? Have internet technologies 250. Issues of Justice that produce “instant journalism” changed our (3-0-3) Burrell ethical standards? What ethical issues arise when An examination of both theoretical and applied the line between journalism and entertainment be- questions about the nature and scope of justice. comes blurred?
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354. Gender and Science 408. Kant philosophical enquiry and Catholic faith. To be (3-0-3) Kourany (3-0-3) Ameriks considered are Jacques Maritain’s pursuit of ques- An exploration of the ways in which science is An examination of the background of Kant’s work, tions opened up by Aristotle and Aquinas, Edith gendered, starting with the ways in which women followed by a tracing of some of the principal Stein’s progress beyond Husserl in her phenomeno- have been excluded from science, and moving themes of the Critiques, especially the logical enquiries, and G.E.M. Anscombe’s response through such issues as the invisibility and shabby major themes of The Critique of Pure Reason. to Wittgenstein. treatment of women with the products of scientific 409. Philosophy and Literature Seminar 422. Epistemology research, the contributions of women to science (4-0-4) O’Connor, Ziarek, Watson (3-0-3) David, Stubenberg and whether these are different in kind from the This intensive four-credit seminar is the introduc- The aim of this class is to provide an understanding contributions of men, and the differential effects of tion to the concentration in philosophy and litera- of the fundamental issues and positions in the con- science on men’s and women’s lives. ture and will pursue interdisciplinary approaches to temporary theory of knowledge. 389. Physics and Philosophy literary, theoretical and philosophical texts. 423. Ethical Theory (3-0-3) Cushing 411. Agustine and William James (3-0-3) Solomon, Sterba This course is intended for non-science students (3-0-3) Neiman A systematic study of philosophical foundations of who desire to begin an examination of the origins A course devoted, for the most part, to a careful morality, drawing from major historical develop- of the modern laws of physics and for science stu- reading of significant parts of Augustine’s Confes- ments. Basic concepts of classical ethics will be de- dents who wish to know the actual route to the dis- sions and James’ The Variety of Religious Experience. veloped — human nature, happiness or fulfillment, covery and broader implications of the formal The goal is to come to an understanding of what freedom, virtue — and their place in relation to theories with which they are already familiar. these two great philosophers and psychologists can moral judgment will be examined. Special attention 402. The Moral Doctrine of Thomas Aquinas teach us about the spiritual quest. to subjectivism vs. objectivism on the question of ethical norms and principles. (3-0-3) McInerny 414. History of Ethics A lecture course in which the main features of the (3-0-3) Sterba 424. Metaphysics moral teaching of Thomas Aquinas will be system- This course will attempt to take seriously the femi- (3-0-3) Flint, Freddoso, Loux, Van Inwagen atically discussed. The Summa theologiae, prima nist and multicultural critiques that have been di- An examination of the nature of metaphysics and secunde and Thomas’s Commentary on the rected against the history of ethics as it is usually of those metaphysical issues that have proved cen- Nichomachean Ethics will be the principal sources. presented. Traditional works in the history of tral in Western philosophical tradition. Topics dis- 403. Plato Western ethics will be discussed along with works cussed will include mind-body problem, freedom (3-0-3) Sayre by women philosophers and philosophers from of will, universals, substance, time, categories and A detailed and systematic reading, in translation, of other cultural perspectives. God. the fragments of the pre-Socratics and of the fol- 415. Logic and Metaphysics 425. Topics in Philosophy of Religion lowing Platonic dialogues: Euthyphro, Apology, (3-0-3) Kremer (3-0-3) Warfield Crito, Meno, Protagoras, Phaedo, Republic, Phaedrus, An introduction to the logic and philosophy of mo- An examination of central topics in contemporary Symposium and Theaetetus. dality, specifically necessity and possibility. philsophy of religion and Christian philosophical theology. 404. Aristotle 416. Intermediate Symbolic Logic (3-0-3) Loux (3-0-3) Detlefsen, Blanchette, Kremer 427. Advanced Moral Problems An examination and evaluation of Aristotle’s phi- This course is a sequel to PHIL 313. It will (3-0-3) Sterba losophy, with special emphasis on the logical, acquaint students with the standard soundness and An in-depth discussion of three very important physical and metaphysical writings. completeness theorems for first-order logic and in- moral problems of our time: Affirmative Action, Animal Rights, and Sexual Harassment. 405. Aquinas on Love and Justice troduce them to the basic results of model theory (3-0-3) Freddoso (e.g., the compactness theorem and the 429. Philosophy of Mind An in-depth examination of St. Thomas’s general Loewenheim-Skolem theorems) and proof theory (3-0-3) Ramsey, Stubenberg account of virtue and his detailed treatments of the (e.g., Church’s theorem and Gödel’s incomplete- Dualist and reductionist emphases in recent analy- two central virtues of the will, viz., love (charity) ness theorems). Important for those who want to ses of mind. Topics covered will include identity of and justice. do graduate work in philosophy. mind and body, intentionality, actions and their 418. Kierkegaard and William James explanation and problems about other minds. 406. The Ethics of Thomas Aquinas (3-0-3) Neiman (3-0-3) Freddoso 430. Political Philosophy: Justice An examination of the views of Kierkegaard and A seminar on the philosophical thought of (3-0-3) Sterba James on the traditional philosophical ideas of Aquinas, focusing upon the first part of the second A critical examination of alternative conceptions of meaning and truth, knowledge and explanation. part of the Summa Theologiae, viz., the treatises on justice, specifically liberatarian, socialist, welfare happiness, action, passion, habit, virtue, sin, law 420. Locke’s Moral Philosophy liberal, feminist and postmodern conceptions, and and grace. (3-0-3) Shrader-Frechette a consideration of how these conceptions apply to A careful, evaluative reading of Locke’s Letter Con- such problems as multicultural societies, women 407. Descartes and Locke cerning Toleration, his Second Treatise on Civil Gov- and the military, and environmental concerns. (3-0-3) David ernment, and his Questions Concerning the Law of An attempt to understand and an evaluation of the 431. Contemporary Philosophy of Religion Nature as well as a more cursory look at his Some (3-0-3) Quinn opposing views of Descartes, the figurehead of Thoughts Concerning Education. modern rationalism, and Locke, the figurehead of A critical examination of the philosophical import modern empiricists. 421.Three Catholic Philosophers of some contemporary theories of religion. The (3-0-3) MacIntyre course will be organized around the attempt to dis- A study of the enquiries of three 20th-century cover a meaningful place for religious forms of life Catholic philosophers at work within three very in a secular culture. different philosophical traditions, designed to iden- tify the relationship between a commitment to
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433. Justice Seminar 448. Philosophy of Language 459. Philosophical Poets: Dante and Claudel (3-0-3) O’Connor, Solomon, Weithman (3-0-3) Blanchette, David, Shin (3-0-3) McInerny A critical examination of major theories of justice, The aim of this course is to provide an overview of A discussion of the difference between poetic and both deontological (e.g., contract theories) and te- the field. Major topics include the relation between philosophical modes of discourse, with special ref- leological (e.g., utilitarian and virtue-based theo- truth and meaning; truth-conditional semantics; erence to Dante and Paul Claudel. ries). The seminar focuses on the careful reading of the meaning of sentences, proper names, definite 460. Joint Seminar in Philosophy and Theology one or more major theoretical works and requires descriptions, general terms and indexicals; the rela- (3-0-3) Staff substantial participation of the students both in the tions between expressing a belief, making a state- Prerequisite: Six hours in theology; permission is form of seminar papers and in oral discussion. This ment and uttering a sentence. required. is the core course for the minor in philosophy, poli- 451. Aristotle’s Philosophy of Success: This seminar, led by a theologian and a philoso- tics, and economics (PPE). The Ethics and the Politics pher, will examine an issue in which the differing 435. Philosophy of Science (3-0-3) O’Connor approaches of philosophy and theology may prove (3-0-3) Howard, Kourany How do pleasure, power, wealth, friendship, and fruitful. Both the topic and the instructors will A detailed consideration of the central method- insight each contribute to living a successful life? change from year to year. Aristotle’s answers to this question are as challeng- ological and epistemological questions bearing on 465. The Question ing and surprising today as they were 2,300 years science. (3-0-3) Sayre ago, and this course will focus on their practical rel- 439. Faith and Reason A consideration of the perennial question of the evance to contemporary life. (3-0-3) Freddoso meaning of life through complementary readings of An examination of some key theoretical issues con- 452. Contemporary German Philosophy: philosophy and literature. Habermas cerning faith and reason. Among these issues are 469. Philosophy of Law (3-0-3) Moss the nature of faith, the nature of intellectual in- (3-0-3) Warfield The course will attempt to cover the “formative” quiry, the role of affections in intellectual inquiry, A survey of theoretical topics in philosophy of law phase of Habermas’ career extending from his point the main competing accounts of intellectual in- and the relation between philosophy of law and of departure from Marx, and his analysis of the quiry and of the philosophical life. Authors to be other areas of philosophical inquiry, and an exami- public sphere, through his critique of the human read include Aquinas, Descartes, Hume, Mill, nation of topics in “applied” philosophy of law. Nietzsche, Chesterton and Pope John Paul II. sciences and up to the beginning of his theory of communicative action. 471. Episodes in Ethics 442. The Origins of Analytic Philosophy (3-0-3) MacIntyre 455. Anselm (3-0-3) Blanchette A study of three debates in the history of ethics, (3-0-3) Flint An examination of fundamental writings at the be- that in which Aristotle responds to earlier Greek An examination of the major philosophical and ginning of the 20th century that ushered in the lin- thought and practice, that in which Aquinas con- theological writings of St. Anselm. His Monologion, guistic and logical tradition of analytic philosophy. fronts problems of law in the 13th century, and Proslogion, and Cur Deus Homo will be of central 443. Analytic Philosophy that in which Hume, Diderot, Kant and Mill de- concern, but several lesser-known texts will also be (3-0-3) Kremer, McKim fine moral modernity. read. Topics discussed in these writings include ar- An in-depth survey focusing on the techniques and guments for the existence of God, the divine na- 472. Kierkegaard and Newman presuppositions of linguistic analysis (of both ideal ture, the Trinity, the Incarnation, freedom (and its (3-0-3) McInerny and ordinary language varieties) as they have been compatibility with divine foreknowledge), and An examination of the thought of two 19th-cen- developed by English and American philosophers truth. tury figures of fundamental importance: Soren in this century. Kierkegaard (1813-1855) and John Henry 456. Divine Attributes 444. Postmodern Analytic Philosophy Newman (1801-1890). (3-0-3) Flint (3-0-3) Gutting A consideration of the attributes Christians have 473. Social Epistemology A study of several philosophers who combine an traditionally ascribed to God, such as omnipotence, (3-0-3) DePaul analytic commitment to clarity and argument with omniscience, omnibenevolence, eternality and sim- A close reading of Alvin Goldman’s book Knowl- an interest in the history and critique of modern plicity. The course will examine both the reasons edge in a Social World. thought. Philosophers to be considered are Richard for attributing such properties to God and the ways Rorty, Charles Taylor, Bernard Williams, and 474. Philosophy and Psychiatry in which philosophers have tried to explicate these Martha Nussbaum. in the 20th Century concepts. (3-0-3) Manier 445. Recent French Philosophy 457. Wittgenstein A course dealing with (1) the intellectual history of (3-0-4) Gutting (3-0-3) Sayre psychiatry from the time of Freud and Kraepelin to A study of the main French philosophical move- A careful reading and detailed discussion of several the present, (2) the social history of the care of the ments from roughly 1940 onward. of Wittgenstein’s works, including Tractatus mentally ill since World War II, and (3) the inter- 447. Recent Continental Philosophy Logico-Philosophicus, Philosophical Investigations, pretation and critique of Freud and psychiatry. (3-0-3) Watson Culture and Value, On Certainty, and Remarks on 478. Do Faith and Reason Clash?— Religion An examination of leading issues in contemporary the Foundations of Mathematics. and Science movements in continental philosophy (e.g., exis- 458. Classical Philosophy of Religion (3-0-3) Plantinga tentialism, hermeneutics, structuralism) in authors (3-0-3) Quinn A course focusing on such questions as: Does cur- such as Habermas, Gadamer, Sartre, Derrida, A critical examination of some classical philosophi- rent science, or perhaps the method of science im- Foucault. cal theories of religion. The central focus of the ply or suggest that Christian and theistic ways of course will be issues concerning justification and thinking of ourselves are out of date or superseded? explanation in religion. Are religion and science two different ways of com- ing to know important truths about ourselves? Can they conflict? If they do, what is the right response — give up the science? Give up the religious ways
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of thinking? Try not to think about them at the 486. Philosophy of Social Science same time? Or what? (3-0-3) McKim Philosophy and An exploration of central philosophical issues that 479. Environmental Risk Assessment arise from reflection on the nature and practice of Theology Joint Major (3-0-3) Shrader-Frechette social science, viz., causal/explanatory vs. interpre- An investigation of the probabilistic and decision- tive conceptions of social inquiry, individual ratio- theoretic methods of evaluating environmental haz- Director: nality and cultural relativism, the role of values/ ards. Emphasis is on the epistemological and Joseph P. Wawrykow, theology ideology in social theorizing, and questions about ethical assumptions in the methods and the conse- Faculty: the metaphysical status of social reality (holism vs. quences following from their acceptance or use. Additional faculty for the joint major individualism). 481. Einstein’s Philosophy of Science are drawn from the departments of 487. Biomedical Ethics and Public Health Risk (3-0-3) Howard philosophy and theology. (3-0-3) Shrader-Frechette A survey of the historical development of Albert An analysis of the ethical theories provided by con- Einstein’s philosophy of science, paying special at- Program of Studies. The joint major is in- temporary philosophers to guide research and prac- tention to the contemporary intellectural tended for undergraduates who are intrigued by tice in biomedicine. The course will focus on and philosophical context. Topics covered include philosophical and theological ideas and who have analysis of contemporary public health problems the influence upon Einstein of such movements or an equal commitment to both disciplines. It seeks created by environmental/technological pollution schools as Machian positivism, Marburg neo- to equip such students to handle theology and and will address classic cases of biomedical ethics Kantianism, conventionalism, and Vienna Circle philosophy adeptly. The major is structured, pro- problems. logical empiricism, as well as Einstein’s influence viding undergraduates with a suitable introduction on the further development of the philosophy of 490. Topics in Philosophical Anthropology: to the study of both disciplines, but also flexible, science in the 20th century, with special emphasis Emotions granting students considerable scope for the pur- on issues such as the structure and interpretation of (3-0-3) Moss suit of their own interests. theories and the realism-instrumentalism debate. An examination of recent empirical work in areas in- The joint major offers the opportunity for an The nature and significance of interactions between cluding neurobiology, evolutionary biology, and de- informed investigation of religious and philo- science and philosophy are also considered. Note: velopmental psychology which attempt to character- sophical ideas and should appeal especially to No background in physics or mathematics is ize and explain the causes of emotion. The course those who intend to pursue graduate work in phi- assumed. will survey some of this new work and attempt to losophy or theology. bring it into a larger philosophical perspective. The joint major incorporates the University 482. Philosophy of Math requirements in the two departments and most of 491. Mind and Language (3-0-3) Blanchette, Bays the formal requirements of the first majors in the- (3-0-3) Shin An examination of such questions as: How do we ology and philosophy. Students in the joint major An examination of the Innateness Hypothesis as an come to know truths of mathematics, since we can will take the two-semester sequence in Christian answer to the question of how human beings acquire not see or touch its (apparent) subject matter? Are Traditions and an upper-level course in Scripture. their first languages. there really such purely mathematical things as The joint major, however, does not require the numbers and functions, or are these just useful fic- 493. Kierkegaard and Socrates one-credit proseminar in theology. tions? How are abstract mathematical truths able to (3-0-3) Neiman Other formal requirements are peculiar to the play such an important role in empirical applica- A consideration of Kierkegaard’s Philosophical Frag- joint major. Students will study a classical lan- tions? No particular mathematical background is ments and Concluding Unscientific Postscript in which guage for two semesters. (For practical as well as presupposed. he sets out to confront and complicate various an- pedagogical reasons, this will normally be Greek.) 483. Ethics of Scientific Research swers to Socrates’ most basic questions, including Majors will also be expected to take the joint (3-0-3) Shrader-Frechette Socrates’ own answers. These questions include: seminar offered each spring. Each seminar, led by An analysis of the ethical theories provided by con- What is philosophy? What kind of education, or a theologian and a philosopher, will examine an is- temporary philosophers to guide scientific research self-knowledge can philosophy provide? In what way sue in which the differing approaches of philoso- and an investigation of the different norms pro- is philosophy a process of learning to die, and re- phy and theology may prove fruitful. The topic vided by alternative ethical theories. The course birth? and instructors will change from year to year. Fi- will cover professional codes of ethics adopted by 497. Directed Readings nally, each major will submit a senior thesis pre- scientific societies, as well as case studies of ethical (V-0-V) Staff pared under the direction of two advisors, drawn problems in community ecology, conservation biol- Prerequisites: Dean’s list average, written consent of from each department. At the option of the direc- ogy, toxicology, and engineering design. instructor and approval of department. Advanced se- tors, this thesis may be presented and discussed in an informal colloquium consisting of the other 484. Problems in Human Evolution: niors are permitted to take a tutorial with a faculty Co-evolution of Language and Brain member; readings will be assigned in a particular students in the joint major. (3-0-3) Manier area and writing assignments required. The remaining courses in the joint major will be at the discretion of the student. Normally taken An advanced course in the philosophy of science 499. Senior Thesis analyzing investigative and explanatory models in at the 400 level, there should be an equal distribu- (3-0-3) Staff tion in the electives between theology and philoso- current use in evolutionary biology, physical an- An opportunity for senior philosophy majors to thropology, paleontology, archeology and phy. However, students who wish may devote up work on a sustained piece of research in a one-to- to six hours within the joint major to additional biopsycholinguistics. We seek clarification of the one relationship with a faculty member. concept of a “simplest possible” human language, language work. These hours may add to the classi- distinguishing language from infralinguistic forms cal language previously studied, or used to begin of animal communication. Controversially diverse another language of significance for philosophical models of sexual dimorphism and the social/cul- and theological work. tural construction of gender roles play central roles in investigations of the co-evolution of language and brain; these are appraised.
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The joint major differs from a first major in The normal method of instruction in the one discipline and a supplementary major in the Program of Liberal program is through the reading and discussion of other in that the latter requires 55 credit hours, primary texts. The student is asked to take an whereas the joint major requires 60. Furthermore, Studies active role in the learning process. Particularly in the joint major calls for language instruction be- the seminar, the authors of the great books are yond what the University requires for all under- considered to be the primary teachers. Chair: graduates. Finally, the joint seminars should prove The program requires writing throughout the F. Clark Power especially challenging, inviting students to explore curriculum, especially in the tutorial classes. In the Rev. John J. Cavanaugh, C.S.C., important topics in an interdisciplinary way. These spring semester of their senior year, all students are Professor of Humanities: features should make the joint major particularly required to write a major research essay under the Michael J. Crowe attractive to students preparing for advanced study. direction of a faculty advisor. The senior essay Professors: offers students a particularly intensive writing Rev. Nicholas Ayo, C.S.C.; Frederick J. Requirements in Philosophy: experience and an opportunity to investigate a Crosson (emeritus); Kent Emery Jr.; Walter J. PHIL 101 or 201, and 2XX-level course (Univer- specialized topic of interest in depth. Nicgorski; F. Clark Power; Phillip R. Sloan sity-required courses; a higher-level course may be To accomplish the goals of the program, the Associate Professors: substituted for the latter). student must take the entire sequence of courses, Edward J. Cronin (emeritus); Stephen M. each building upon the earlier components to PHIL 301 and 302. History of Philosophy Fallon; G. Felicitas Munzel; Gretchen achieve a cumulative and organic educational expe- I and II. Reydams-Schils; M. Katherine Tillman; rience. For this reason, the program must consti- Henry M. Weinfield PHIL 313. Formal Logic. tute the student’s major. Sufficient electives are Assistant Professors: available in each of the three years, however, to al- Steven G. Affeldt; Francesca Bordogna; Requirements in Theology: low outside concentrations to be completed. Edmund Goehring; Julia Marvin; Fabian E. THEO 100 or 200 and 2XX-level course Supplementary majors are difficult but not impos- Udoh (University-required courses). sible and can be accommodated. Students must formally apply for entrance into THEO 395 and 396. Christian Traditions Program of Studies. The Program of Liberal the program by a stated date in the spring of the I and II. Studies, Notre Dame’s Great Books program, offers first year, and application blanks will be available an integrated three-year sequence of studies leading THEO 401 or 411. Upper division scripture by mid-January. Students interested in entering the to the bachelor of arts degree. Students enter the course. program are urged to complete the University sci- program at the end of the First Year of Studies. ence, mathematics, and first theology requirement Fundamental to the program is a conception of Plus: in the first year. In some special cases, typically in- a liberal arts education that aims to avoid the sep- volving international study, a student may begin Classical language (normally Greek) — aration of the humanities and sciences. The the program at a later date, but in no case after the two semesters. program seeks to provide a unified undergraduate beginning of the junior year. Students admitted to education in all of the liberal arts. For this reason Joint seminar(s). the program at later stages must be prepared to the program is not to be equated with a “general make up prior components. Senior thesis. humanities” educational program. The study of literature, philosophy, natural and social science, Electives (including up to an additional six credit theology, history and fine arts will take place SEQUENCE OF COURSES hours in language study). within a larger unifying conception of the liberal arts that cuts across many of the disciplinary boundaries suggested by these names. Because the Sophomore Year goal of the program education is more than an First Semester introduction to various subject matters, none of the 241. Philosophical Inquiry 3 tutorials or seminars stands alone in the program. 243. Literature I: Poetic Diction 3 The curriculum grows organically over the three 281. Great Books Seminar I 4 years, with each course presuming all of its Elective 3 predecessors. Elective 3 Although the program emphasizes education in ______the liberal arts, it also considers the liberal arts in 16 themselves as insufficient for a complete education. The liberal arts are the critical tools of learning, but Second Semester they are also to be related to the larger search for 244. Mathematical Sciences and genuine understanding and philosophic wisdom. Classical Astronomy 3 Philosophy, which explores the basic questions of 246. The Bible and Its Interpretation 3 epistemology, ethics, and politics, is also related to 282. Great Books Seminar II 4 the claims of the Christian tradition. The program Elective 3 maintains specific tutorials in the various Elective 3 disciplines to enable these relationships to develop ______systematically. 16
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Junior Year First Semester 341. Fine Arts 3 343. Mechanics/Life Sciences 3 347. Ethics 3 381. Great Books Seminar III 4 Elective 3 ______16 Second Semester 346. Literature II: Shakespeare and Milton/Spenser/Wordsworth 3 348. Political and Constitutional Theory 3 382. Great Books Seminar IV 4 Elective 3 Elective 3 ______16
Senior Year First Semester 443. Christian Theological Tradition 3 445. Intellectual and Cultural History 3 481. Great Books Seminar V 4 Elective 3 Elective 3 ______16 Michael J. Crowe, professor in the Program of Liberal Studies Second Semester 444. Metaphysics and Epistemology 3 446. Modern Astronomy/ 281-282. Great Books Seminar I and II LITERATURE Developmental Psychology 3 (4-0-4) (4-0-4) Staff 462. Essay Tutorial 3 The introductory seminar sequence is designed to 482. Great Books Seminar VI 4 introduce the student to the great books seminar 243. Literature I: Poetic Diction Elective 3 methodology. A discussion format is intended to (3-0-3) Fallon, Marvin ______develop the art of discussion and the communica- An introduction to poetry through intensive study 16 tion of complex ideas through readings in the foun- of several lyric poets writing in English. Through dational works of Greek and Latin civilization. close reading of selected works in English, students Course Descriptions. The following course de- Authors treated include Homer, the Greek drama- will become familiar with central literary devices, scriptions give the number and title of each course. tists, Herodotus, Thucydides, Plato, Aristotle, including rhythm and meter, image, metaphor, Lecture hours per week, laboratory and/or tutorial Cicero, Virgil, Augustine, and Bonaventure. symbol, paradox and irony. Authors may include hours per week and credits each semester are in pa- 381-382. Great Books Seminar III and IV Shakespeare, Herbert, Marvell, Keats, Wordsworth, rentheses. The instructor’s name is also included. (4-0-4) (4-0-4) Staff Yeats, and Eliot. Fall. The second seminar sequence deals with the pri- 346. Literature II: The Longer Forms SEMINARS mary works of the High Middle Ages, the Renais- (3-0-3) Fallon, Marvin sance, and early modern authors through the Building on the techniques of close reading devel- Enlightenment. Authors treated include Thomas oped in Literature I, this course will turn to longer 180. Literature University Seminar I and II Aquinas, Dante, Chaucer, Luther, Cervantes, Ba- literary works. Attention will be focused on meth- (3-0-3) (3-0-3) Staff con, Descartes, Hobbes, Pascal, Milton, Hume, ods by which authors unify long works and on the The introductory seminar to the program will ful- Rousseau, Swift, Austen, Kant, and Goethe. expressive power of literary genres, modes, and fill the University literature requirement. It is de- 481-482. Great Books Seminar V and VI conventions. The reading list normally will include signed to develop the art of careful reading, works by Shakespeare and at least one of the central discussion and writing. Students will read founda- (4-0-4) (4-0-4) Staff The third sequence deals with 19th- and 20th-cen- narrative poets in English (Chaucer, Spenser, tional works of Greek and Latin civilization. Au- Milton, Pope, Wordsworth). Spring. thors treated include Homer, the Greek dramatists, tury works, including some consideration of the Thucydides, Plato, Aristotle, Virgil, and Augustine. primary works of the Eastern tradition. Authors treated include selected writings of Chinese and Hindu authors, Hegel, Tocqueville, Melville, Tolstoy, Mill, Marx, Kierkegaard, Newman, Dar- win, Nietzsche, Freud, Peirce, James, Heidegger, Woolf, Wittgenstein, Ellison, and Dostoevsky.
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art—music from the Middle Ages to the present, PHILOSOPHY AND THEOLOGY SCIENCE including the Mass, oratorio, opera, symphony, and song—but more important developments in 241. Philosophical Inquiry 244. Mathematical Sciences the visual arts and relevant literary and intellectual (3-0-3) Reydams-Schils, Staff and Classical Astronomy movements may also be considered. Using various Exercises in philosophical inquiry in the context of (3-0-3) Bordogna, Sloan live artistic resources of the Michiana and Chicago the liberal arts tradition, including a study of both Drawing on a great-books approach to science areas, recordings and reproductions, slides and classical and modern texts and an introduction to through use of classic texts, the science tutorial films, as well as important readings on theory, aes- the forms of logical argument. Fall. courses constitute a distinctive attempt to under- thetics and criticism, students will develop a con- 246. The Bible and Its Interpretations stand the main principles and developments in the ceptual framework through which to evaluate and (3-0-3) Ayo sciences and mathematics that have most dramati- discuss the arts. Fall. A close study of the Bible. Selected passages will be cally influenced humanity’s view of itself and its analyzed in detail. The course will consider the role universe through the study of select primary HISTORY of the Bible in the life of the church, the history of sources. Laboratory and observatory experience will its interpretation and the various approaches of be incorporated to bring students into direct con- modern scholarship. Spring. tact with the critical scientific observations and ex- 445. Intellectual and Cultural History periments. The first half of the first natural science (3-0-3) Staff 347. Ethics course explores the nature of mathematical reason- This tutorial will deal with the issue of history and (3-0-3) Affeldt ing, primarily by the study of Euclidean geometry. its location in the great-books curriculum. The first An examination of modes of moral reasoning and The second half, focused on a study of the Coper- portion of the course will examine the issues of his- what constitutes the good life, based primarily on nican revolution, begins with readings from toriography and the use of historical analysis and the study of the ethical teachings of some of the Aristotle, Plato and Ptolemy, followed by a selec- contextualized reading. The course after this point main philosophers and theologians of the Western tive study of the new theories of Copernicus, will examine selectively critical issues in the foun- tradition. Readings will include Aristotle and Kant Kepler and Galileo. Spring. dations of the modern era by means of primary and and a selection from such authors as Augustine, secondary sources dealing with the French Revolu- Rousseau, and Mill and from works on moral de- 343. Mechanics/Life Sciences tion and its aftermath, the transformation at the velopment. Fall. (3-0-3) Sloan end of the 18th century in philosophy, and the In- This course is divided into halves. The first half 348. Political and Constitutional Theory: dustrial Revolution. The course will conclude with studies the development of mechanics by a consid- Ancient and Modern a select examination of issues at the end of the 19th eration of the contributions of such authors as (3-0-3) Affeldt, Nicgorski century. Texts to be treated will include Carr, What Aristotle, Descartes, Galileo, Newton and Einstein. An approach to understanding the fundamental is History; Montesquieu, The Spirit of the Laws; The second unit concentrates on the sciences of liv- problems of political community and the nature of Rousseau, The Social Contract; Kant, What is En- ing nature, exploring this first through a case study various solutions to these, especially the democratic lightenment and Idea of a Universal Peace; primary of the development of Harvey’s theory of the circu- solution. Readings include Aristotle’s Politics, documents on the French Revolution; Dickens, lation of the blood, with readings from Galen, Locke’s Second Treatise, and The Federalist. Spring. Hard Times; Mann, The Magic Mountain; Eliade, Harvey and Descartes. This will be followed by the Cosmos and History. Fall. 443. Christian Theological Tradition analysis of Darwin’s theory of evolution and the (3-0-3) Ayo, Emery Darwin debates, concentrating on a reading of The A study of the major Christian doctrines in their de- Origin of Species and related texts. Fall. SPECIAL COURSES velopment, including God, creation and humanity, in- 446. Modern Astronomy/Developmental carnation and redemption, and the sacraments. The Psychology 462. Essay Tutorial course moves toward a historical and systematic under- (3-0-3) Crowe, Power (3-0-3) Staff standing of Christianity, specifically the Roman This semester will be composed of two half-semes- This course provides the framework in which se- Catholic tradition. Readings typically include patristic ter units. One will deal with the development of niors in the program prepare a substantial essay, authors, medieval authors such as Aquinas, and the stellar and extra-galactic astronomy. Writings un- culminating their three years in the program. Fac- documents of Vatican II. Fall. der consideration will include works by Herschel, ulty members working with small groups of stu- 444. Metaphysics and Epistemology Shapley, and Hubble. The second unit will exam- dents help them define their topics and guide (3-0-3) Munzel, Reydams-Schils ine modern social science. The focus of this unit them, usually on a one-to-one basis, in the prepara- An inquiry into the nature of knowledge and real- will be on the cognitive developmental psychology tion of their essays. Spring. ity, and their relation, based on close study of select of Jean Piaget with supplementary readings from 497. Directed Readings writings of Plato, Aristotle, Aquinas, Kant, Arendt John Dewey, Lawrence Kohlberg and Stanley (3-0-3) Staff and others. Spring. Milgram. Spring. 498. Special Studies (3-0-3) Staff FINE ARTS Instructor’s written permission and permission of chair required. Reading courses in areas of interest 341. Fine Arts to the student. (3-0-3) Staff This course serves as an introduction to the arts, aesthetics, critical vocabularies, and ways of seeing and hearing of literate Western culture. Principal emphasis is placed on the major genres of Western
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One of the department’s main features is an Course Descriptions. The following course de- Psychology emphasis on opportunities for close faculty-student scriptions give the number and title of each course. involvement in research projects at the undergradu- Lecture hours per week, laboratory and/or tutorial ate level. The research specialties in which majors hours per week and credits each semester are in pa- Chair: may become involved range from basic research in rentheses. The instructor’s name is also included. Jeanne D. Day such areas as psychophysics, human and animal Director of Undergraduate Studies: learning, child development, aging and 111. Introductory Psychology FY Anré Venter psycholinguistics, to applied research in a commu- (3-0-3) Borkowski, Radvansky, Utz Andrew J. McKenna Professor of Psychology: nity setting. Students planning to do graduate work A broad coverage of the methods and findings John G. Borkowski in psychology will plan their program in close coor- which characterize scientific psychology, including Nancy Reeves Dreaux Professor of Psychology: dination with their faculty advisors. a description of historical and recent developments Naomi M. Meara in the areas of learning and motivation; perceptual, Matthew A. Fitzsimons Professor of Psychology: Undergraduate major. The psychology major cognitive and physiological processes; social, per- Scott E. Maxwell requires a minimum of seven three-credit courses, sonality and child development; and abnormal be- Notre Dame Professor of Catholic Education: two four-credit courses (341 and 342) and one havior and clinical treatment. Open to first-year G. Michael Pressley one-credit course (300), and, therefore, a mini- students only. Professors: mum of 30 credit hours. Rev. William A. Botzum, C.S.C. (emeritus); 180. Social Science University Seminar The specific requirements comprising the mini- David A. Cole; E. Mark Cummings: Jeanne D. (3-0-3) Staff mum 30 credit hours are as follows. All majors are Day; George S. Howard; Don Pope-Davis; These seminars are designed for further under- required to take three credits of PSY 111, Introduc- Thomas L. Whitman standing of the myriad ways psychology is embed- tory Psychology (for freshmen), or PSY 211 or Associate Professors: ded in the biological, social and cultural contexts of 211A, Introductory Psychology (for upperclass stu- Willis E. Bartlett (emeritus); Cindy S. one’s everyday life. dents) as a prerequisite for the content psychology Bergeman; Julie M. Braungart-Rieker; Laura 211. Introductory Psychology SJS courses. In addition, all psychology majors are re- Carlson; Charles R. Crowell; William E. (3-0-3) Corning quired to take PSY 341, Experimental Psychology Dawson; Bradley S. Gibson; Anita E. Kelly; A broad coverage of the methods and findings I: Statistics (four credits), and PSY 342, Experi- Sheridan P. McCabe (emeritus); Thomas V. which characterize scientific psychology, including mental Psychology II: Research Methods (four Merluzzi; Darcia Narveaz; G.A. Radavansky; a description of historical and recent developments credits). Majors then have a choice in that they are David A. Smith in the areas of learning and motivation; perceptual, required to complete two of the following four Concurrent Associate Professor: cognitive and physiological processes; social, per- courses in the Social and Developmental Processes Patrick W. Utz sonality and child development and abnormal be- (CLASS A): PSY 350, Developmental Psychology; Assistant Professors: havior and clinical treatment. Open only to PSY 352, Social Psychology; PSY 353, Personality; Steven M. Boker; Kathleen Eberhard; Dawn sophomores, juniors and seniors. and PSY 354, Abnormal Psychology. Similarly, ma- Gondoli; Christof Schuster; Michael J. jors are required to complete two of the following 211A. Introductory Psychology PSI Wenger; Robert L. West four courses in the Biological and Learning Pro- (0-0-3) Crowell Adjunct Assistant Professors: cesses (CLASS B): PSY 355, Physiological Psychol- This course covers the same content as PSY 211 Rita J. Donley; Leonard A. Hickman; Wendy ogy; PSY 356, Learning and Memory; PSY 357, but is taught using an individualized, self-paced Settle; Susan C. Steibe-Pasalich; Julianne C. Sensation and Perception; and PSY 359, Cogni- method of instruction. This method is a variant of Turner; Robert D. White; Mickey Franco tion. In their senior year each major must take two the Personalized System of Instruction (PSI) format Assistant Professional Specialists: content courses at the 400 level, which are small, and includes features such as self-paced learning, Alexandra F. Corning; Anre Venter in-depth discussion-oriented seminars generally in emphasis upon mastery of the written rather than Adjunct Instructors: the instructor’s specific area of expertise. All 400- the spoken word, frequent testing and an option to Roya Ghiaseddin; Alicia Knoedler; Kathleen level seminars are designated writing-intensive retake unsatisfactory quizzes. Kolberg courses, satisfying the College of Arts and Letters writing requirement. (See arts and letters writing The department requires that Introductory Psy- Program of Studies. Psychology is the scientific requirement, page 79.) PSY 498, Special Studies, chology (PSY 111, PSY 211, or PSY 211A) pre- study of the behavior of organisms with a primary cannot be used to satisfy the 400-level major re- cede its 300- and 400-level courses. focus on human behavior. It is concerned with the quirement. Finally, in the spring semester following biological and environmental determinants of be- 300. Psychology: Science, Practice, and Policy their declaration of a major in psychology, new ma- havior as reflected in the study of physiological, (1-0-1) Borkowski jors are expected to participate in a one-credit-hour sensory, perceptual, cognitive, motivational, learn- This one-credit seminar introduces the depart- seminar called PSY 300, Psychology: Science, Prac- ing, developmental, aging and social processes. The ment’s programs and faculty research interests as tice, Policy, which provides an introduction to the undergraduate program seeks a balance between ex- well as the profession of psychology. The goal is to department and the faculty. posure to basic psychological principles and theo- encourage more active reflection on how psychol- ries and their extension to the applied areas such as Note: PSY 398 or PSY 498, Special Studies cannot ogy can be useful, both personally and profession- child education, counseling, mental retardation and be used to satisfy any of the 300 level or 400 level ally; also to present the major tensions within behavioral deviancy. courses. However, these credits are strongly recom- contemporary psychology as well as its potential The undergraduate courses are intended to mended for any students intent on pursuing a impact on public policies in the decade ahead. meet the needs of students who plan to graduate career in psychology. In addition, even 341. Experimental Psychology I: Statistics (1) major in psychology and later attend graduate though Introductory Psychology (PSY 111, PSY (3-2-4) Ghiaseddin, Gibson, Knoedler, Schuster, school in psychology or affiliated fields, (2) major 211, or PSY 211A) is a prerequisite for the content Venter, Wenger in psychology as part of a general cultural program, area courses, it does not fulfill any of the 30-credit- An introduction to the analysis and evaluation of (3) obtain training in psychology as a special hour requirements for the major. experimental data, with particular emphasis upon supplement to their major interest or (4) use psy- measures of central tendency, variability and chology to satisfy social science requirements or covariability and their relationship to psychological electives. theory and explanation.
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342. Experimental Psychology II: Methods 356. Learning and Memory 397. Directed Readings (3-3-4) Bergeman, Braungart-Rieker, Carlson, (3-0-3) Radvansky, West (0-0-3) Knoedler, West A survey of the theories and methods relating to Prerequisite: Consent of instructor. Prerequisite: PSY 341. basic processes in learning and memory from both Directed reading is carried out under the supervi- A continuation of Psychology 341, with emphasis biological and cognitive perspectives. sion of a faculty member. A typewritten report on on the design and methods of execution of psycho- 357. Sensation and Perception the reading is required. logical research. Training in writing reports in pro- (3-0-3) Dawson, Gibson, Knoedler, Wenger 398. Special Studies fessional format is also provided. Includes a diverse range of topics, from sensory (0-V-V) Staff 345. Dynamical Systems Analysis processes and perceptual development to sensory Prerequisite: Consent of instructor. Majors only. Boker deprivation and visual illusions. Emphasis is on Independent research carried out under supervision Questions posed by researchers in psychology re- auditory and visual perception. of a faculty member. A typewritten report of a quire studying evolving behavior over time. Dy- 359. Cognitive Psychology research literature or an experimental study is namical systems methods were developed to study (3-0-3) Carlson, Eberhard, Gibson, Knoedler, required. just such evolving systems and can be helpful in Radvansky The following advanced courses and seminars are both experimental design and analysis of resulting A lecture course presenting a cognitive approach to primarily for majors; however, non-majors may data. This course presents methods that can be higher processes such as memory, problem solving, enroll with the consent of the instructor. used to analyze intra-individual variability from a learning, concept formation and language. dynamical systems perspective. Recently developed 401. Motivation techniques such as mutual information, state-space 385. Practicum in Teaching Technology (3-0-3) Crowell embedding, fractal dimension, and surrogate data (3-0-3) Crowell Overview of theory and research relation to the tests are presented along with more traditional time Prerequisite: Consent of instructor. concept of motivation. Both historical and contem- series and linear statistical methods. An introduction to and experience in applying the porary issues are considered. principles and methods of behavior instruction in 350. Developmental Psychology 402. Psychological Testing the classroom. (3-0-3) Braungart, Gondoli (3-0-3) Staff Major theories and research findings on social, 388. Computers in Psychological Research Prerequisite: PSY 341. emotional and cognitive development are covered. and Education An introduction to the theory of psychological Although emphasis is on the time from birth to (3-0-3) (3-0-3) Crowell measurement. The course surveys representative early adulthood, some research on adulthood and Permission of instructor required. tests of intelligence, personality, attitudes, interests the elderly is included. Attention is given to how Possible projects include: education, work produc- and aptitudes. different environments enhance or hinder healthy tivity, decision making, database management, ex- pert systems, knowledge retrieval, data analysis and 405. Children and Poverty: development. Developmental Implications experiment control. Projects may require campus (3-0-3) Brandenberger 352. Social Psychology mainframe computer or microcomputers, particu- Examines the impact of rising levels of child pov- (3-0-3) Venter larly the Macintosh or IBM PC. Same as CAPP erty and related concerns from the perspective of An introduction to the major theoretical orienta- 481C. tions within the field of experimental social psy- developmental and social psychology. 390B. Practicum in Developmental Dysfunction chology and a survey of the research findings in 406. Learning for Change: Alternative selected areas such as attitude formation and Whitman Pedagogies and Moral Imagination change, affiliation, interpersonal attraction and so- This practicum/seminar is the logical outgrowth of (3-0-3) Brandenberger cial cognition. a long informal relationship that student volunteers Exploration of broad issues relating education and have had with families in the Michiana community the common good with an emphasis on the peda- 353. Psychology of Personality who have autistic and other special-needs children. gogical practices promoting moral development (3-0-3) Kelly, Meara The practicum aspect of the course will involve stu- and moral imagination. An introduction to personality development from dents going into a family home and working in a birth to old age. Emphasis is given to the role of structured program with an autistic child for, on 407. Leadership and Social Responsibility heredity and environment in personality develop- average, three times a week and a total of six to (3-0-3) Brandenberger ment and the importance of motivation, traumas, seven hours. In addition, students will meet in class This course examines leadership and empowerment learning, perception, thought, creativity and abnor- once a week for discussion on a range of topics re- issues from multidisciplinary perspectives, focusing mality for an understanding of personality lating to autism, including issues regarding its defi- on the role of the leader within organizations that function. nition, assessment, etiology, and treatment, as well promote service, social action or other forms of so- 354. Abnormal Psychology as topics regarding the impact of autism on the cial responsibility. Alternative models of leadership (3-0-3) Cole, Smith family, community resources, and social policy. A are explored, with attention to value and moral Defines the concept of abnormal or maladaptive number of classes will feature discussions led by implications. behavior; reviews the principles involved in human parents of autistic children. This class is recom- 420. Teaching and the Development of Thought development and adjustment and describes the mended particularly for students interested in child (3-0-3) Day common clinical syndromes, their causes and clinical psychology, education, developmental psy- An examination of current research in cognition treatments. chology, and social work. and instruction. The focus is on how cognitive pro- 355. Physiological Psychology 394. Culture and Community Psychology cesses can be enhanced through education. Also (3-V-3) Crowell (3-0-3) Pope-Davis included are readings and discussions on how indi- An introduction to the biological bases Prerequisite: PSY 341. vidual differences, such as special aptitudes, may of behavior, with a major emphasis being placed The course will address cultural identity theory, re- influence learning in the classroom. upon the neurological correlates of behavior. May search and practice in society, and how it affects be offered with lab section. the psychosocial development of different cultural groups. Cultural assumptions, values, and attitudes will also be examined.
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421. Infancy and Early Childhood 427. Formal Representations of Psychological 454. Behavior Therapy (3-0-3) Braungart-Rieker Hypotheses I (3-0-3) Whitman This seminar is designed for advanced students (3-0-3) Wenger Prerequisite: PSY 356 recommended. who are interested in developmental psychology, This course serves as an introduction to methods Introduction to the wide array of learning and cog- particularly the period of infancy and early child- for representing hypotheses regarding psychological nitive theory-based technologies and their applica- hood. The course focuses on major theories and processes and phenomena as mathematical and/or tion in psychiatric, special education, regular empirical research on developmental processes dur- computational models. Emphasis is placed on sto- education and home environments. Reviews re- ing infancy and early childhood. chastic models, and analytic and computational search evaluating this approach to changing human 422. Human Resiliency tools for constructing and exploring such models, behavior and the ethical implications of human (3-0-3) Whitman in the context of particular psychological phenom- control procedures. As part of being alive, human beings confront ena, will be introduced. Issues of model identifi- 455. Adulthood and Aging routine stressors, major life challenges and severe ability and testability will be emphasized. Students (3-0-3) Bergeman traumas. Individuals vary considerably in their will be responsible for constructing and exploring Prerequisite: PSY 342 strongly recommended. ability to cope with such events. This course the predictions of a formal representation of a hy- A study of change from young adulthood to old pothesis in their own area of expertise or interest. examines a range of stressors (e.g., adolescence, age, the course covers a broad range of topics, in- school and job “failure,” divorce, parenting, 431. Health Psychology cluding demographic information, biological, social chronic illness and disabilities, aging, death, (3-0-3) Merluzzi and cognitive changes, mental illness and death and poverty, prejudice, child abuse, and war) and how An overview of health psychology and behavioral dying. medicine, with the following topics: psychology people manage them. Particular emphasis will be 456. Mental Health and Aging and medicine, health psychology models, stress placed on examining why some individuals develop (3-0-3) Bergeman and health, adaptation to illness, psychological serious problems such as depression when chal- An introduction to the mental health problems of aspects of some severe illnesses, and professional lenged and others are resilient, that is, able to meet the elderly. Etiologies of mental health disorders as opportunities. life’s challenges and grow stronger. Theoretical well as therapeutic interventions will be discussed. (e.g., biological, psychoanalytic, humanistic, exis- 452. Moral and Spiritual Development 457. Behavioral Genetics tential and behavioral) perspectives on resiliency Narvaez (3-0-3) Bergeman are evaluated along with relevant empirical As an introductory course to the field of moral psy- An introduction to the principles necessary to un- research. Fictional and nonfictional examples of chology, we examine major research traditions. We derstand genetic and environmental influences on resilient individuals are examined. An important study the theoretical underpinnings, goals, and development, with an overview of the methods and focus of the course is on thinking about how practices of major approaches to moral education. resiliency can be fostered through parenting, research. 453. Behavioral Pediatrics education, therapy and social policy. Specific 458. Social Support Across the Lifespan (3-0-3) Whitman, Kohlberg techniques for managing routine and exceptional (3-0-3) Bergeman This course is directed toward premedical students stressors will be discussed. The course is especially A focus on research in social support, including the interested in pediatric medicine and psychology recommended for students interested in clinical, way social support is measured, the relationship majors interested in health psychology. It exposes counseling, educational and developmental with developmental outcomes such as physical and areas of psychology, biology and medicine perti- psychology. mental health, and the use of social support strate- nent to children. Specific emphasis is placed on gies as an intervention technique. 423. Cognitive Processes in Children studying infants who are at risk for developmental (3-0-3) Day problems. 461. History and Systems of Psychology Concentrated introduction to cognition focusing (3-0-3) Dawson, Meara, Radvansky 453A. Psychology and Medicine on the development of intelligence. Primary em- Traces the development of contemporary psychol- Kolberg phasis will be given to the developmental psychol- ogy from its early philosophical origins to the This course has two basic objectives. First, it exam- ogy of Piaget, followed by reviews of other selected present. An emphasis is placed on the era of mod- ines from a lifespan and psychobiological perspec- theories for comparison. ern psychology (mid-1800s to the present) with tive the factors that place individuals at different considerable discussion of current issues and 424. Seminar in Sensory Processes and stages of life at risk for illness and assist them in movements. Psychophysics maintaining their health. In addition, it addresses a (3-0-3) Dawson variety of challenging psychological and social is- 462. Psychological Disorders of Childhood An in-depth look at the major human sense explor- sues that physicians and other healthcare profes- and Adolescence ing their physical, physiological, and psychological sionals must face in the practice of medicine. The (3-0-3) Staff aspects. It covers specification, description, and course covers a range of topics dealing with health An overview of the major dysfunctions within the measures of the relevant physical stimuli, physi- issues related to different stages of human develop- context of normal development, the basic theories ological mechanisms, as well as the various psycho- ment (childhood, adolescence, and adulthood), dis- seeking to explain these dysfunctions, together with logical or sensory results that occur in sensation. abled populations, culture and gender, stress, a review and a critique of the empirical approaches Also covered will be the various psychophysical physician-patient interactions, death and dying, to assessment and treatment of them. methods that have been and are used to assess sen- professional ethics, and social policies relating to 465. Seminar in Counseling Theories sory function. These include measurs of absolute health care. The course is primarily intended for (3-0-3) Kelly and differential sensitivity plus methods of psycho- students intending to enter medical school. This seminar will address the following questions: physical scaling. Most classes will involve brief formal presenta- Does counseling work? If so, how does counseling tions by the instructors and invited guests, followed help people reduce their symptoms of depression, by discussion of assigned readings pretinent to the anxiety and other types of problems? We will dis- day’s topic. In addition, students will be exposed, cuss several of the key traditional and nontradi- via a limited practicum, to a variety of medical tional theories of counseling and show how these settings. theories are applied to clients’ problems.
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466. Professional Psychology: Methods and Practice Students will be introduced to the key research methods, empirical findings, and theories from the clinical/counseling psychology literature. Prospects for developing and testing new theories of psycho- therapy will be discussed. Students will be encour- aged to begin forming concepts for research projects and developing their own integrated theo- retical approaches to treating clients. 469. Interpersonal Communication Skills (3-0-3) Corning Prerequisite: Consent of instructor. The Human Relations Training Program provides instruction and experience in developing effective communication and basic helping skills. Attending, empathy, respect, immediacy, self-disclosure and self-exploration are studied and practiced in small- group format. Open only to juniors and seniors. 470. Seminar: Developmental Psychology (3-0-3) Day Introductory lectures followed by reading and dis- cussion of selected topics in the area of develop- mental psychology. 470B. Infant Development and Dysfunction (3-0-3) Whitman Addresses physical, emotional, cognitive and social Laura A. Carlson, associate professor of psychology factors that influence infant development, particu- larly as disruptions in those factors place infants at 474C. Cognitive Science 478A. Stereotyping: A Social Psychological risk for developmental problems. (3-0-3) Eberhard Approach 470C. Adolescent Development Explores an interdisciplinary approach to answering (3-0-3) Staff (3-0-3) Gondoli questions about the nature of the human mind and Seminar exploring the cognitive and motivational Focuses on adolescent development within various its relation to the brain. biases underlying the formation, maintenance and utilization of stereotypes. social contexts, including family, peer groups and 475. Seminar: Psycholinguistics the workplace. Special emphasis on normative (3-0-3) Eberhard 478C. Attitudes and Persuasion development at the transition from childhood to An interdisciplinary seminar with emphasis upon (3-0-3) Staff adolescence. student participation covering topics such as lin- Discussion of both classic and contemporary theo- 471. Infant and Child Development guistics, memory and perception for language ries in the area of attitudes and attitude change, (3-0-3) Braungart-Rieker stimuli, child language, bilingualism and social psy- with an emphasis on applying the principles and This course focuses on physical, cognitive, and chology of language. techniques of persuasion to marketing. socio-emotional development during infancy and 476E. Psychology of Sports 479. Seminar: Theory and Research in Aging childhood. Readings will include a textbook and (3-0-3) Franco (3-0-3) Staff several articles. Topics for reading and discussion Social, psychological and personological approaches Prerequisite: Some previous coursework in aging de- include methods for studying infants and young to issues of sports and athletic performance. sired but not essential. children, prenatal development, cognitive pro- A research-oriented seminar discussing current in- 477. Seminar: Sensation and Perception cesses, language development, emotional processes, vestigations, methodologies and theory in the study (3-0-3) Dawson parent-child relationships, and peer relationships. of adult aging. An emphasis is placed on the cur- Introductory lectures followed by reading and dis- 474. The Neuropsychology of Consciousness rent issues and research possibilities in geropsy- cussion of selected topics in the area of sensation (3-0-3) Gibson chology. and perception. Considers the extent to which perception, personal- 480. Seminar: Motivation 477A. Perception and Attention ity and various states of consciousness (e.g., dreams) (3-0-3) Staff (3-0-3) Gibson are due to the brain’s anatomy and physiology. Introductory lectures followed by reading and dis- Surveys variety of issues in visual perception and at- 474A. Language and Space cussion of selected topics, research and current is- tention, including consequences of visual attention, (3-0-3) Carlson sues in motivation. motion perception, object recognition, mental im- Presents the theoretical work of psycholinguists and agery and visual creativity. cognitive psychologists to address the issue of “how we talk about what we see.” 478. Seminar: Social Psychology (3-0-3) Staff Introductory lectures followed by reading and discussion of selected topics in the area of social psychology.
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480A. Motivation and Academic Learning 483E. Stress: Med and Management 488C. Living Healthy Lives Turner Kolberg (3-0-3) Howard Traditional studies of learning have focused almost This course is concerned with stress, its effect, and Didactic material and experimental activities perti- exclusively on cognitive, or “cold,” processes. Re- coping mechanisms from a biological as well as a nent to daily living, particularly to normal crises cent research on learning illustrates how “hot” pro- psychological viewpoint. and transition stages. Topics include marriage, di- cesses also influence thinking and academic 1. We explore the nature of stress itself. What vorce, career changes, childbirth, retirement; the learning. In this course, we focus on how social, exactly is stress? How do issues of control and per- resources available at crisis points, such as therapy, motivational, and emotional influences interact sonality enter into the perception of stress? Can we pastoral support, community agencies, etc.; some with cognitive processes to affect academic learn- have physiological stress without the perception of common behavioral problems, like substance abuse, ing. Social influences will include students’ social stress? We examine some speical types of stress such depression and stress; and related topics. goals in school, friendships, and family dynamics. as long-term or serious illness and work-related 495. Practicum in Diversity Education Motivational influences are explored through the stress. Moss study of major theories of achievement motivation, 2. We cover the stress response and the effect of This is a one-credit course designed to instruct stu- including attribution, self-efficacy, intrinsic moti- this response on the level of the whole organism dents in the theory of diversity education while vation, “possible selves,” and goal theories. Emo- (fatigue, irritability, insomnia, cognitive difficul- training them in the art of facilitating diversity dis- tional factors such as coping mechanisms, test ties, etc.). cussions. The theoretical framework for the mate- anxiety, and well-being also are discussed. In addi- 3. We examine the link between stress and dis- rial in the course comes from the “theory of tion, we explore how development affects students’ ease on the level of organ systems such as the car- oppression” and the various individual, institu- social, motivational, and emotional responses to diovascular system, the immune system, the tional, cultural, and systemic manifestations of that learning.Child, adolescent, and adult models are gastrointestinal system, and the endocrine system. discussed, and applications to educational child set- 4. We examine the biological and psychological oppression. Thet application portion of this course tings will be an integral part of the course. basis of common coping mechanisms such as cog- entails the presentation of diversity programs in a required course (Concepts of Wellness) for first- 480B. Implications of Psychology for Education nitive therapy, social support, drug therapy (self- prescribed and physican-prescribed), alcohol, year students. The structure of the Practicum in (3-0-3) Turner Diversity Education course includes theory instruc- Examines the manner in which cognitive and de- exercise, meditation, and sleep. The major aim is to understand the mechanism, evaluate the efficacy in tion/training before the semester break and making velopmental psychology can inform educational alleviating the stress response, and any potentially presentations/facilitating diversity discussions for practice, especially instruction. harmful effects. the remaining portion of the semester. 480C. Research in Educational Psychology 5. We examine theory and practices of mobiliz- 498. Special Studies: Reading and Research (3-0-3) Pressley ing support in stressful circumstances. (0-V-V) Staff This course develops the understanding of a range Class performance will be based on two exami- Prerequisite: Senior standing and permission of in- of basic and applied educational psychology nations, one term paper (approximately 15-10 structor. Majors only. research and research design and analytic strategies. pages), and classroom participation. Students also Independent reading and/or research carried out 481. Seminar: Personality and Psychology will keep a stress and health diary. under supervision of a faculty member. A typewrit- (3-0-3) Merluzzi 485C. Autism ten report is required discussing research literature Introductory lectures followed by reading and dis- (3-0-3) Whitman or an experimental study. This course may not be cussion of selected topics in the area of personality This seminar discusses topics related to develop- used to satisfy the 400-level requirement. and abnormal psychology. mental disabilities, with a special emphasis on per- 499. Senior Honors Thesis 482. Seminar: Memory vasive developmental disorders and autism. Issues (3-0-3) (3-0-3) Merluzzi (3-0-3) Staff regarding their definition, etiology and treatment These two seminars assist the senior major to pro- Introductory lectures followed by reading and dis- are also discussed. pose, execute and write an honors thesis. The first cussion of selected topics in the area of memory. 487A. Race Talk semester is devoted to the development and presen- tation of the proposal, and the second to its execu- 483. Seminar: Psychobiology (3-0-3) Day tion, writeup and subsequent presentation. Introductory lectures followed by reading and The central goal of this course is to encourage stu- discussion of selected topics in the area of dents to understand and challenge their own and psychobiology. others’ views about issues of race and ethnicity. 483A. Developmental Psychobiology 488A. The Environment: Science, Culture, (3-0-3) Kolberg Values Historical overview and current research on se- (3-0-3) Howard lected topics in developmental psychobiology. Ex- Examines ecological problems from various per- plores possible societal benefits of research spectives (biological, historical, ethical, economic, combining psychology and biology in the areas of etc.) through a series of guest lectures. Highlights medicine, mental health and education. importance of cross-discipline cooperation in solv- ing complex ecological problems.
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Elementary and intermediate courses develop The Honors Track in French Romance Languages the students’ ability to understand, speak, read and French majors with a GPA of at least 3.7 in the write a foreign language with facility and confi- major may be admitted into the honors track by in- and Literatures dence. Students can take advantage of the latest in vitation. In addition to completing the major, stu- foreign language technology in the Language Re- dents will write a substantial final essay in French source Center to increase their fluency in the target for a graduate course or complete an Honors Di- Chair: language. Upper-division courses present a wealth rected Reading Tutorial; this honors component Dayle Seidenspinner-Núñez of literary, historical, and cultural traditions and will count as an 11th course. Assistant Chair: emphasize the nature and development of national Paul McDowell cultures. Many courses focus on the literature and Combined B.A./M.A. Program in French Professors: culture of certain historical periods, others trace the The Department of Romance Languages and Lit- José Anadón; Maureen Boulton; Theodore J. development of literary genres or examine a theme eratures offers its majors in French the opportunity Cachey; Bernard Doering (emeritus); Charles across periods and genres, and still others inculcate to participate in its graduate program through a E. Parnell (emeritus); Dayle Seidenspinner- the critical and analytical skills necessary for an in- combination B.A./M.A. degree in French. This Núñez formed interpretation of foreign language texts. program requires students to take 30 credit hours Associate Professors: Participation in Notre Dame’s international at the 200 level or above during the normal four- Paul F. Bosco (emeritus); JoAnn DellaNeva; study programs in Chile, France, Italy, Mexico, year undergraduate period, followed by a total of JuliaV. Douthwaite (Resident Director, Angers and Spain (see ages 36-47 of this Bulletin) is highly 30 credit hours of graduate courses taken during Program, 2001-03); Kristine L. Ibsen; Ben recommended although not required to pursue a the fourth and fifth years of residence. Six credit Heller; Carlos Jerez-Farrán; Louis MacKenzie major in Romance Languages and Literatures. Ma- hours can be counted toward both the undergradu- (on leave 2001-02); Christian R. Moevs (on jors and second majors in French, Italian, and ate and graduate degrees. During their senior year, leave 2002); María-Rosa Olivera-Williams; Spanish must complete 50 percent of their credit participants in this program take two graduate Alain Toumayan; John P. Welle (on leave hours in the major in residency at Notre Dame and courses, take the qualifying exam given to all first- 2001-02) meet the following program requirements. year graduate students, and apply to the Graduate Assistant Professors: School for admission during the Spring semester. Thomas Anderson (on leave 2001-02); Vittoria PROGRAM IN FRENCH B.A./M.A. students are eligible for a teaching fel- Bosco (emerita); Ayo Coly; Andrew P. Farley; AND FRANCOPHONE STUDIES lowship during their fifth year that includes a tu- Isabel Ferreira; Encarnación Juárez; Catherine ition waiver and a generous teaching stipend. Perry; Colleen Ryan-Scheutz The Major in French Well-qualified students who are interested in this Associate Professional Specialist: The requirements for a major in French include program should contact the Director of Graduate Sr. Mary Louise Gude, C.S.C. competency in the language and successful Studies and/or the Graduate Liaison in French at Assistant Professional Specialists and completion of 30 credit hours or 10 courses at the the beginning of their junior year. Concurrent Lecturers: 200 level or above, including ROFR 310 (Textual Geraldine Ameriks; Lisa Caponigri; María Analysis), ROFR 371 (French Literary Survey I), PROGRAM IN ITALIAN LITERATURE Coloma; Silvia Dupont; Marie-Christine ROFR 372 (French Literary Survey II), at least two AND CULTURE Escoda-Risto; Janet Fisher-McPeak; Isabel courses at the 400 level, one of which would be a Jakab; Barbara J. Mangione; Elena Mangione- Senior Seminar (ROFR 495). Of these 10 courses, The Major in Italian Lora; Patrick I. Martin; Paul McDowell; Ivis six must be in literature. Equivalent courses from The major requires 30 credits or 10 courses at the Menes; Odette Menyard; Laura Ramírez- international study programs or other universities 200 level or above, including no more than three Krueger; Andrea Topash-Ríos may be substituted by permission. Fifty percent of 200-level courses, ROIT 345 (Introduction to Ital- the credits for the major must be taken in residence ian Literature I), ROIT 385 (Introduction to Ital- Program of Studies. The Romance languages de- at Notre Dame. ian Literature II), a minimum of three ROIT rive from Vulgar Latin spoken throughout the Ro- elective courses in Italian literature or culture at the man Empire. A major course of study is offered in The Supplementary Major in French 300 or 400 level, and ROIT 495 (Italian Seminar). French, Italian and Spanish. The study of foreign Supplementary majors in French are expected to By permission, and depending on the student’s languages, literatures, and cultures provides educa- demonstrate competency in the language and to proficiency, a maximum of two of the three upper- tional opportunities relevant to an increasingly in- complete a minimum of eight courses in the pro- division electives may be conducted in English or terdependent world. The acquisition of gram or 24 credit hours at the 200 level or above. with texts in translation. Italian language or litera- foreign-language skills is a crucial component of Of these eight courses, five must be in literature ture courses from international study programs or liberal education because it enhances our powers of and must include ROFR 310 (Textual Analysis), other universities may be substituted by permis- communication and serves to introduce us to the ROFR 371 (French Literature Survey I), ROFR sion. The 10th course may be another ROIT enduring cultural achievements of other peoples. 372 (French Literature Survey II), and one 400- course in Italian literature or culture or a course on Such study is essential to broaden our mental hori- level course. Supplementary majors may elect to an Italian subject in another discipline (for ex- zons, to encourage the examination of problems take ROFR 495 (Senior Seminar) in their senior ample, Architecture, Art History, History). Fifty and issues in a more global manner and to stimu- year as one of the 400-level courses with the per- percent of the credits for the major must be taken late our understanding of the traditions of other mission of the instructor. Equivalent courses from in residence at Notre Dame. nations. international study programs or other universities may be substituted by permission. Fifty percent of the credits for the supplementary major must be taken in residence at Notre Dame.
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The Supplementary Major in Italian Latin American Area Studies Program B.A./M.A. students are eligible for a teaching fel- Supplementary majors in Italian are expected to All Spanish majors are encouraged to also pur- lowship during their fifth year that includes a tu- demonstrate competency in the language and to sue courses offered through the Latin American ition waiver and a generous teaching stipend. complete 24 credits or eight courses at the 200 Area Studies Program. Interested students may Well-qualified students who are interested in this level or above, including no more than three at the complete a Minor in Latin American Area Studies. program should contact the Director of Graduate 200 level, ROIT 345 (Introduction to Italian Lit- Please contact Chris Welna at (219) 631-3636 for Studies and/or the Graduate Liaison in Spanish at erature I), ROIT 385 (Introduction to Italian Lit- further information. Likewise, the Institute for the beginning of their junior year. erature II), ROIT 495 (Italian Seminar), and two Latino Studies supports a wide variety of allied ROIT elective courses in Italian literature or cul- courses. Please contact either Allert Brown-Gort at Placement in Language Courses. For French ture at the 300 or 400 level. By permission, and de- (219) 631-3787 or Elida Matovina at (219) 631- and Spanish, there is a departmental placement pending on the student’s proficiency, these two 4440 for details. exam for students who have not already demon- upper-division courses may be conducted in En- strated language proficiency through national stan- glish or with texts in translation. Italian language or The Major in Spanish dardized testing, such as the AP or Achievement literature courses from international study pro- The major requires 30 credits or 10 courses at the tests. Students with previous experience are re- grams or other universities may be substituted by 200 level or above, including the recommended quired to take one of these tests before enrolling in permission. Fifty percent of the credits for the ma- core sequence or equivalents, two 400-level courses, their first course in those languages. The normal jor must be taken in residence at Notre Dame. and ROSP 495 (Senior Seminar). Equivalent prerequisite for a 300-level course is at least one courses from international study programs or other 200-level course or permission of the instructor. The Minor in Italian universities may be substituted by permission. Fifty The normal prerequisite for a 400-level course is The minor in Italian comprises 15 credits or five percent of the credits for the major must be taken at least one 300-level course or permission of the courses at the 200 level or above, including at least in residence at Notre Dame. instructor. two courses at the 300 or 400 level. Four of the five courses must be in Italian language and/or litera- The Supplementary Major in Spanish Policy Regarding Romance Language Place- ture; the fifth course may be a course on Italian lit- Supplementary majors in Spanish are required to ment Examination. The placement examination erature taught in English or a course on an Italian demonstrate competency in Spanish and to com- is designed to place each student at an appropriate subject in another discipline (Art History, Architec- plete 24 hours or eight courses at the 200 level or level within a language sequence. It is therefore ture, History). Courses from international study above, including the recommended core sequence open to first-year students and sophomores. Juniors programs or other universities may be substituted or equivalents and one 400-level course. Supple- and Seniors must obtain the permission of the De- by permission, but at least two courses for the Ital- mentary majors may take the Senior Seminar with partment of Romance Languages and Literatures to ian minor must be taken in residence at Notre permission of the instructor. Equivalent courses register for the test. Dame. from international study programs or other univer- sities may be substituted by permission. Fifty per- Course Descriptions. The following course de- The Honors Track in Italian cent of the credits for the supplementary major scriptions give the number, the title and a brief de- Italian majors are admitted into the honors track must be taken in residence at Notre Dame. scription of each course. Lecture or class hours per by invitation. The honors track major consists of week, laboratory or tutorial hours per week and 33 credits or 11 courses, including all the require- The Honors Track in Spanish credits each semester are in parentheses. Not all ments for the major, a GPA in the major of at least Spanish majors are admitted into the honors track courses are offered every year. 3.5, plus a substantial final essay to be written in by invitation. The honors track major consists of Italian for a graduate course or an Honors Directed 33 credits or 11 courses including all the require- FRENCH Reading Tutorial, which will constitute the 11th ments for the major, a GPA in the major of at least course. 3.7, plus a substantial final essay to be written in Spanish for an Honors Directed Reading Tutorial, 101A. PROGRAM IN IBERIAN which will constitute the 11th course. (0-0-3) AND LATIN AMERICAN STUDIES The first semester of beginning French, via Ad- The Combined B.A./M.A. Program in Spanish vanced Placement credit, the CEEB or the Notre All majors in Spanish are required to take ROSP The Department of Romance Languages and Lit- Dame placement examination. 310 (Textual Analysis), which is the recommended eratures offers its majors in Spanish the opportu- prerequisite for 300- and 400-level courses. Distri- nity to participate in its graduate program through 102A. Elementary French bution requirements for majors and supplementary a combination B.A./M.A. degree in Spanish. This (4-0-3) Staff majors include one course in each of the following program requires students to take 30 credit hours A one-semester language course for students with areas: early peninsular literature to 1700, modern at the 200 level or above during the normal four- some exposure to French (normally one or two peninsular literature, Spanish American literature year undergraduate period, followed by a total of years in high school). Enrollment limited to stu- to 1800, and modern Spanish American literature. 30 credit hours of graduate courses taken during dents receiving one semester advanced standing by The recommended core sequence comprises ROSP the fourth and fifth years of residence. Six credit means of the placement exams. Offered each 310 (Textual Analysis), ROSP 318 (Peninsular hours can be counted toward both the undergradu- semester. Survey I), ROSP 319 (Peninsular Survey II), ROSP ate and graduate degrees. During their senior year, 328 (Latin American Survey I) and ROSP 329 participants in this program take two graduate (Latin American Survey II). These survey courses courses, take the qualifying exam given to all first- may be substituted with equivalent courses by per- year graduate students, and apply to the Graduate mission. Fifty percent of the credits for the major School for admission during the Spring semester. and supplemental major must be taken in residence at Notre Dame.
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103. Intermediate French 231. Conversational French 238. Introduction to French Readings (4-0-3) Staff (3-0-3) Staff (3-0-3) Martin Prerequisite: 102A or placement by exam. Prerequisite: 103, 201 or 221. Prerequisite: 201 or 221. A third-semester college language course. Includes This course is designed to further develop the A transition from the formal study of French gram- review and expansion of basic grammatical struc- student’s conversational skills and grasp of a wide mar to the analysis of literary and cultural texts. An tures. Extensive practice in speaking and writing. variety of styles and registers in French. Spoken emphasis will be placed on developing reading Readings and discussions of a variety of literary and French will be practiced through various types of strategies. Students planning to major in French nonliterary texts of appropriate difficulty. Comple- classroom activities and assignments. Emphasis will will find this course a good preparation for ad- tion of 103 will fulfill the language requirement be on topics of current interest. vanced study. and may also qualify students to study abroad. 232. French for Business (Le français des 239. French Through Acting Offered each semester. affaires) (3-0-3) McDowell 105. Angers: Atelier Préparatoire (3-0-3) Menyard Prerequisite: 201 or 221. (1-0-1) McDowell In this course, students travel to the Francophone A nontraditional approach to conversational A mini-course that prepares students accepted for Business World, in order to acquire cultural and French that asks students to create scenes for a study abroad in Notre Dame’s program in Angers, linguistic tools and develop their communicative weekly soap opera centered on a large cast of stu- France. Students are prepared for various cultural proficiency and cultural awareness in business-re- dent-created characters who live together in an and day-to-day challenges that await them in An- lated situations. Videos and the WWW are impor- apartment building in France. Weekly scenes are gers. Course begins the week after Spring Break. tant components of this course. For business videotaped for review of phonetics, gestures, and students, this would fulfill a requisite in the Inter- choice of idioms. 111F-112F. Intensive Beginning French I and II national Business Program. (6-0-5) 243F. Intensive Advanced French Review An intensive, two-semester introductory French 234. Introduction to the Francophone World (4-0-4) McDowell course, using an interactive video method to teach (3-0-3) Coly A course for students considering a year in Angers, language and culture. Completion of 112 will ful- Prerequisite: 201 or 221. France. The five-day format provides an intensive fill the language requirement and may also qualify This course will introduce students to French- grammar review and preparation for life in France students to study abroad in the Angers program. speaking cultures outside Europe, including the along with the opportunity for students to bond as 112F is also open to students who have completed Caribbean (Guadeloupe, Haiti and Martinique), a group before their year abroad together. 102A. sub-Saharan Africa (Congo, Mali, Senegal, etc.) 270. Facets of French, France, and the French and the Maghreb (Algeria, Morocco and Tunisia). 115F-215F. Intensive Intermediate French I and (3-0-3) MacKenzie II for Foreign Study 235. French Civilization and Culture Prerequisite: Intermediate competence in French, (5-0-5) (5-0-5) Staff (3-0-3) Escoda-Risto i.e., equivalent of ROFR 103. Prerequisite: Placement by exam into the intermedi- Prerequisite: 201 or 221. Actually four mini-courses—Conversation, Images ate level or permission of instructor. An introduction to the scope and variety of French of France in Current Cinema, Strategies and Tac- A two-semester sequence of intensive, comprehen- culture. Geared especially toward those desiring to tics of Analysis and Oral Interpretation—ROFR sive training in the language skills necessary for continue studies in language and culture but pre- 270 is intended to serve as a bridge between the residence and study in France. Includes review of ferring to de-emphasize the literature component. language sequences and the offerings at the 300 grammar, readings, civilization and specific orienta- Readings at an intermediate level in history, art, and 400 levels. tion for international study. For students with two culture and society will be the basis for lectures and 310. Textual Analysis to three years of high school French (with satisfac- discussions. Not designed for international study (3-0-3) Staff tory achievement) preparing for the Angers interna- returnees. Prerequisite: Two semesters of 200-level French. tional study program. 236. French Phonetics Introduction to French techniques of formal analy- 201. Advanced French I (3-0-3) Fisher-McPeak sis of literary texts through detailed study of con- (3-0-3) Staff Prerequisite: 201 or 221. tent and form. Application to prose, poetry and Prerequisite: 103 or 112F. An introduction to the study of French phonetics. theater. Required of all first majors. Emphasis on expansion and refinement of oral and Recommended for those considering a career in 312. Composition and Stylistics written language skills (competence) requisite for teaching. (3-0-3) McDowell, Perry work in upper-level language and literature courses. 237. Le Tour de France des Régions Prerequisite: 201 or 221. Reading and discussion of a variety of literary and (3-0-3) Escoda-Risto This course is designed to meet the needs of stu- nonliterary texts of appropriate difficulty. Not in- Prerequisite: 201 or 221. dents who, having progressed beyond the basic tended for students beginning their college level A historical, artistic and gastronomical tour of the principles of French grammar, are interested in ex- work at the advanced level (see 221). French provinces. Intermediate-level readings will ploring those linguistic resources that contribute to 221. Advanced French Review help define the identity of each region and its con- a fluent idiomatic writing style. (3-0-3) Staff tribution to the national mosaic which is France. 371-372. Survey of French Literature I and II Prerequisites: 103, 112F, or placement by exam. (3-0-3) (3-0-3) Staff A comprehensive grammar review at an accelerated Reading of selections and complete works of out- pace combined with an in-depth study of a French standing French authors from major genres and novel. Students are expected to have already at- periods. tained intermediate proficiency through previous study elsewhere.
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398. Special Studies I and II 432. Life, Love, and Literature 451. The French Revolution: A Cultural (3-0-3) Staff in Renaissance Lyons Approach Prerequisite: Junior standing. (3-0-3) DellaNeva (3-0-3) Douthwaite This course will focus on the literature that arose An interdisciplinary seminar that explores diverse 409. Literature and Opera Lyon, a cultural center of Renaissance France. facets of revolutionary culture, including politics, (3-0-3) MacKenzie Readings include Scève, Du Guillet, Labé, abd religion, art history, cuisine, fiction and films about An examination of literary texts and the operas they other authors. The course is taught in French. the events of 1789-1800. engendered. Authors and composers may include ROFR 310 (Textual Analysis) or prior experience Molière, Beaumarchais, Mérimée, Dumas, Mozart, 458. Topics in 18th-Century Literature with textual analysis is highly recommended. Puccini, Bizet, Rossini, Verdi and others. May be (3-0-3) Douthwaite taught in English as LLRO 409. 433. French Literature of the Renaissance A concentrated study focusing on the works of a (3-0-3) DellaNeva single author, treatment of a specific theme or de- 410. Le Couple Maudit A survey of major French authors of the 16th cen- velopment of a particular genre in 18th-century (3-0-3) MacKenzie tury, both prose (Rabelais, Montaigne, Marguerite literature. Focuses on the numerous pairs of starcrossed lovers de Navarre) and poetry (Scève, DuBellay, Ronsard, found in French literature, including texts such as 459. Prose Fiction of the 18th Century D’Aubigné). Bérénice, Les Liaisons dangereuses, La Princesse de (3-0-3) Douthwaite Clèves, Manon Lescaut, Adolphe, Carmen, Madame 434. The Renaissance Woman An exploration of the development of the genre Bovary, Eugénie Grandet and Un Amour de Swann. (3-0-3) DellaNeva and the literary themes reflected in outstanding A study of women in French Renaissance culture, works of this period. Authors studied include 413. Voyages in Literature with special emphasis on the works of women writ- LeSage, Prévost, Marivaux, Diderot, Rousseau, (3-0-3) Douthwaite ers such as Marguerite de Navarre, Louise Labé and Laclos and Bernardin de Saint-Pierre. A topography of voyage literature encompassing Pernette Du Guillet. This course may be offered in 17th-, 18th- and 19th-century authors. 462. Tradition and Revolution in French English as LLRO 434. Romanticism 421. Introduction to Old French and Anglo- 435. Topics in French Renaissance Literature (3-0-3) Perry Norman (3-0-3) DellaNeva This course focuses on writers’ attempts during the (3-0-3) Boulton An in-depth study of a particular theme, author or first half of the 19th century to find new ways of An introduction to the literary language of France genre in Renaissance literature. understanding the self, the relationship between the during the 12th to the 14th century. Taught in individual and society, the role of literature in poli- 442. Auteurs / Autour de Port Royal English. tics and religious identity. Works by Constant, (3-0-3) MacKenzie 426. Medieval French Literature Chateubriand, Hugo, Lamartine, Musset, Vigny, A study of works reflecting a Jansenist world view: (3-0-3) Boulton Balzac, Stendahl. Pascal’s Lettres provinciales et Pensées; La A survey of medieval French literature from 1100 Rochefoucauld’s Maximes; La Bruyère’s Caractères; 464. Topics in 19th-Century Literature to 1300, including the epic, the romance, drama Racine’s Andromaque and Phèdre; and LaFayette’s (3-0-3) Perry, Toumayan and poetry. La Princesse de Clèves. Topics will range from the oeuvre of a single author 427. Topics in Medieval Literature (e.g., Baudelaire, Hugo) and certain major texts to 443. Reading Versailles (3-0-3) Boulton specific cultural, literary and poetic problems (3-0-3) MacKenzie A concentrated study of a particular author, theme (ritual and theatre, history as literature). The political, social and artistic phenomena re- or genre of Medieval French literature. sumed in the word Versailles, approached from a 465. 19th-Century Short Story 428. Medieval French Romance number of perspectives: historical, architectural, (3-0-3) Toumayan (3-0-3) Boulton mythological, in painting and in literature. The development of the genre of short narrative in A survey of the development of the medieval 19th-century France. Works of Balzac, Nerval, 444. Topics in 17th-Century French Literature French romance from the 12th to the 14th century. Barbey d’Aurevilly, Flaubert, Gautier, Mérimée, (3-0-3) MacKenzie Course may be taught in English as LLRO 428. Maupassant, Nodier and Villiers de l’Isle Adam will The format of this course will allow for a variety of be considered. 429. Love Literature and War in Late Medieval approaches; e.g., thematic or generic, or the work France of a particular author. 468. Literature of the Fin-de-Siècle and the (3-0-3) Boulton Belle Epoque 446. Fate, Freud, and Phèdre The literature of 14th- and 15th-century France in (3-0-3) Perry (3-0-3) MacKenzie its social and political context. A study of late 19th- and early 20th-century An investigation of Racine’s Phèdre, Euripides’ French prose and poetry, in conjunction with the 430. Love Poetry of the French Renaissance Hippolytos and Seneca’s Phaedra. The course will music of Wagner and the philosophies of (3-0-3) DellaNeva focus on issues such as fate, freewill, original sin Schopenhauer, Nietzsche and Bergson. Works by Prerequisite: 310. and sexuality. Baudelaire, Huysmans, Rachilde, Verlaine, An in-depth study of the love poetry of Scève, 450. What Is Enlightenment? Approaches to a Mallarme, Barrès, Gide, Proust, Anna de Noailles, DuBellay, Ronsard and their contemporaries. Concept Colette, Valery. 431. Renaissance Prose (3-0-3) Douthwaite 471. 20th-Century Novel (3-0-3) DellaNeva This course explores some of the major ideas that (3-0-3) Perry, Toumayan A study of the main forms of the art of prose writ- animated “Enlightenment” thought. Authors to be Extensive readings in the novel, from the beginning ing, with emphasis on the work of Rabelais, studied include Fontenelle, Voltaire, Maupertuis, of the 20th century to the present, including such Montaigne and the essay, Marguerite de Navarre Bougainville, Rousseau, Mme. de Graffigny and authors as Gide, Proust, Mauriac, Sartre, Camus and the development of the short story. Laclos. and Robbe-Grillet.
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475. 20th-Century Poetry 495. Senior Seminar 231. Conversational Italian (Italian D) (3-0-3) Perry, Toumayan (3-0-3) Staff (3-0-3) Staff Prerequisite: ROFR 310. Prerequisite: 103 or permission of the instructor. 498. Special Studies Extensive readings of works by major poets of the An advanced, fourth-semester language course de- (3-0-3) Staff 20th century, from the symbolist movement to the signed to further develop the student’s conversa- Prerequisite: Senior standing, dean’s list. present. tional skills and grasp of a wide variety of styles and 499. Senior Thesis registers in Italian. Spoken and written Italian will 478. From Existentialism to Post-Structuralism (3-0-3) Staff be practiced through various classroom activities (3-0-3) Toumayan This course may cover an in-depth study of a par- and assignments. Readings may include a wide ar- This course will examine the elaboration of the hu- ticular author, theme, genre or century. In addition ray of literary and nonliterary texts (newspapers manist doctrines of Camus, Malraux and Sartre. It to primary texts, some critical material will be re- and magazines, short fiction, and so on). will then focus on the systematic challenges to this quired reading. This course culminates in a sub- humanism, by such authors as Beckett, Blanchot, 234. Italian Mass Media (Italian D) stantial research paper. Genet and Levinas. (3-0-3) Staff Conducted in Italian, this course allows the student 481. In the Shadow of Colonialism: French ITALIAN to develop linguistic skills through the enjoyment Writers and Artists in the Maghreb and study of authentic language materials including (3-0-3) Perry popular music, traditional folk music, readings and This course studies works by 19th- and 20th-cen- 101-102. Beginning Italian I and II (A-B) film. tury French writers ans artists who visited or re- (4-0-3) (4-0-3) Staff sided in North Africa. Paintings, personal diaries, An introductory, first-year language course with a 235. Italian Popular Culture (Italian D) travel literature, and novels provide an introduction balanced presentation of the spoken and written (3-0-3) Staff to the evolution of French attitudes toward their language. Aims at the acquisition of basic struc- This course explores various aspects of both Italian colonies in North Africa. Works by Delacroix, tures, vocabulary and sound systems; implies culti- language and culture by incorporating a variety of Fromentin, Loti, Isabelle Eberhardt, Matisse, vation of cultural awareness. Designed for students Internet and media materials. Students will learn Camus, Le Clézio, Tournier, Van Cauwelaert. with no previous study of Italian. 101 offered fall about various aspects of Italian culture as reflected in popular music, sports, television, film, literature, 485. Representations of the Feminine only. journalism, and folklore. The various songs, clips, in French Literature 105-106. Beginning Italian for Architects ads, and presentations will set the stage for discus- (3-0-3) Perry (3-0-3) (3-0-3) Staff sions about cultural diversity, stereotypes, and so- A study of male-constructed images of the “other” An introduction to Italian similar to 101-102, but cial trends. in feminine guise, and responses from female writ- with a greater emphasis on practical information ers to such portrayals, from the late 18th to the necessary for architects planning an international 236. Culture, Custom, Buone early 20th century. Works by Bernardin de Saint- study experience. (3-0-3) Mangione Pierre, Chateaubriand, Lamartine, Balzac, This course is intended to develop the student’s Mérimée, Baudelaire, Flaubert, Barrès, George 111F-112F. Intensive Beginning Italian (A-C) conversational skills through a variety of oral activi- Sand, Marceline Desbordes-Valmore, Anna de (6-0-5) (6-0-5) Staff ties, including class discussions based on assigned Noailles, Colette. An intensive introductory course recommended for readings on contemporary Italian culture, practice students intending to study abroad. Along with the of new vocabulary and idiomatic constructions, 486. Women’s Voices in 20th-Century acquisition of language skills, emphasis is placed on individual and group presentations, and scene- French Prose comprehension and cultural awareness. Students in playing. (3-0-3) Perry 111F must also take 112F. Together the sequence This course will examine the gendered notions of fulfills the three-semester language requirement in 237. Italian Composition and Conversation “voice” and “silence” in the narrative prose of 20th- one academic year. (Italian D) century French and Francophone female authors. (3-0-3) Staff Works by Anna de Noailles, Gérard d’Houville 115. Intensive First-Year Italian (A-B) The course is designed to further develop the (Marie de Régnier), Colette, Simone de Beauvoir, (6-0-5) (6-0-5) Staff student’s spoken and written Italian on the basis of Anne Hébert, Marguerite Duras, Nicole Brossard, An accelerated one-semester Italian course that in- free conversation and the analysis of prose texts and Sylvie Germain, Amélie Nothomb, Assia Djebar, troduces the student to the same topics covered in composition. Leila Sebbar. the traditional 101-102 sequence. Students who successfully complete 115 are encouraged to enroll 238. Attitude: Italian Style 490. French Theatre Production in 201 the following semester. (3-0-3) Mangione (3-0-3) McDowell This course is designed for students who have com- Students will work on a French play throughout 201. Comprehensive Second-Year Italian pleted ROIT 201, who are returning from a pro- the fall semester and present it during spring se- (Italian C) gram in Italy, or who are preparing to study mester. Students from all levels are encouraged to (3-0-3) Ryan-Scheutz abroad. In-class emphasis on the development of participate either in an onstage role or behind the Prerequisite: 102 or permission of the instructor. oral proficiency and conversation skills, homework scenes. A third-semester college language course. Includes assignments aimed at practice of advanced gram- review and expansion of basic grammatical struc- mar, reaction papers designed to improve written tures. Extensive practice in speaking and writing. expression: all of these will help the student to gain Readings and discussions of a variety of literary and confidence while increasing understanding of the nonliterary texts of appropriate difficulty. Fall only. deep culture of contemporary Italy.
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240. OK Computer Italian 421-422. Dante I and II 450. Afieri, Foscolo, and Leopardi (3-0-3) Cachey (3-0-3) (3-0-3) Moevs, Cachey (3-0-3) Moevs This Internet-based Italian language and culture An in-depth study, over two semesters, of the entire A study of selected works from the three greatest course is specially designed for students who have Comedy, in its historical, philosophical and literary poets of the Neoclassical and Romantic period, compiled ROIT 102, the Intensive Italian series, or context, with selected readings from the minor with particular attention paid to the tension and are returning from Italy or getting ready to go works (e.g., Vita Nuova, Convivio, De vulgari fusion in their thought between Enlightenment there. The course presents a syllabus of authentic eloquentia). Lectures and discussion in English; the and Romantic conceptions of self, humanity and video-based courseware treating a variety of topics, text will be read in the original with facing-page nature. including Italian cultural stereotypes, la famiglia, translation. Cross-listed.Students may take one se- 460. Manzoni climate and physical characteristics of the Italian mester or both, in either order. (3-0-3) Moevs peninsula, spot pubblicitari, politics, popular mu- 427. Italian Dialect Literature A close reading of the Promessi Sposi in its historical sic, folklore, sport, and various aspects of high and (3-0-3) Haller and cultural context, with special attention given to low culture. Emphasis is on conversation and writ- In this minicourse, we discuss aspects of Italy’s lit- its artistic and social aims as a novel at once histori- ing skills and grammar review. erary tradition in dialect across time, space, and cal, political, and self-consciously Catholic. 345. Introduction to Italian Literature I genres. Following a brief introduction to Italy’s 470. Italian Women Writers (3-0-3) Cachey, Moevs dialect varieties, we will consider some major poets (3-0-3) Ryan-Scheutz Prerequisite: A 200-level Italian course. who write in Milanese, Roman, and Neapolitan This course explores the development of female dis- An introduction to the major writers, genres, and dialect, and the plurilingual theatrical tradition. course in the works of female writers of this cen- critical issues of Italian literature from its origins 432. Petrarch tury, from Nobel-prize winner Grazia Deledda to through the High Rennaisance. Besides the tre (3-0-3) Cachey, Moevs contemporary author Susanna Tamaro. We will corone (Dante, Petrarch, Boccaccio), we will read The course will explore fundamental themes in trace and identify the subtleties and variations works ranging from St. Francis and the duecento Petrarch’s writings in Latin, especially the Secretum among women’s voices within the Italian literary poets (Giacomo da Lentini, Guido Cavalcanti) and the epistles and in the Triumphs and the canon. Class discussions, presentations, and writing through the humanists (Poliziano, Lorenzo Canzoniere. Contemporary critical approaches will assignments will examine themes such as mother- de’Medici), and the great figures of the High Re- be employed in the analysis of the Canzoniere. hood, adolescence, autobiography, and feminism. naissance (Machiavelli, Ariosto), in their historical, cultural, geographical and artistic (including musi- 433. Boccaccio 482. Comedy, Italian Style! cal) context. Taught in Italian. (3-0-3) Cachey, Moevs (3-0-3) Welle A textual analysis of the Decameron, with emphasis An examination of Italian comic traditions in the- 385. Introduction to Italian Literature II on structure and themes. Different critical ap- atre and cinema within the contexts of history, (3-0-3) Moevs, Ryan-Scheutz, Welle proaches will be used in the analysis of individual politics, and society. The popular film genre “com- This course introduces students to major writers tales, their relationships to the frames and their re- edy Italian style” is analyzed, together with film and literary movements in 18th, 19th, and 20th- flection on Boccacio’s society. comedies from the silent period through the 1990s. century Italy, including Goldoni, Leopardi, Foscolo, Manzoni, Verga, Pirandello and many 434. Machiavelli and Guicciardini 483. Spotlight on Pirandello others. Taught in Italian. (3-0-3) Cachey (3-0-3) Welle This course will compare and contrast major works The literary, theatrical, and cinematic works of 398. Special Studies of these “classical” Italian Renaissance authors. Luigi Pirandello within the context of Italian cul- (3-0-3) Staff ture and society between the 1880s and the 1930s, Prerequisite: Junior standing, dean’s list. 435. La Letteratura di Viaggio: storica e critica and as an integral force of Italian and European (3-0-3) Cachey 409. The Italian Lyric modernism. This course examines major Renaissance Italian (3-0-3) Moevs narratives of the Age of Discovery. It concentrates 485. Cinema e Autori: Pasolini An in-depth textual analysis of selected lyric mas- on the theoretical and practical problems involved (3-0-3) Ryan-Scheutz terpieces from the breadth of the Italian tradition, in attempting to read historical texts as “literary We will read and discuss texts by Pier Paolo from Cavalcanti to Montale. Taught in Italian. artifacts.” Pasolini, a poet, novelist, critic, and filmmaker 410. The Italian Short Story whose works are among the most well known and 437. Ariosto e Calvino: “un’idea di letteratura” (3-0-3) Welle highly debated of the last century, and analyze his (3-0-3) Cachey Readings in short prose fiction beginning with use of literary adaptation and autobiographical ref- This course examines Lodovico Ariosto’s Orlando Boccaccio’s Decamerone and reaching to our times erence film. Students will gain an idea of Pasolini’s Furioso in the light of Italo Calvino’s reading of the with special emphasis on narrative techniques, the place within the larger context of Italian filmmak- poem and the recent “Calvinian” reading of the literary periods, language and critical theories. ing in the Sixties and Seventies. poem by one of Italy’s leading philologist-critics, 411. Cinema e letteratura Corrado Bologna (La Machina del Furioso). We will 489. Modern Italian Fiction (3-0-3) Ryan, Welle begin with a reading of Calvino’s Six Memos for the (3-0-3) Welle Conducted in Italian, this course analyzes Italian Next Millennium and then move on to a reading of Major works of Italian fiction from the 19th cen- films and literary works in studying points of inter- the Furioso. tury until the present are analyzed in relation to section and divergence between film and literature. Italian society and culture within the contexts of European history and literary movements.
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495. Italian Seminar 103. Intermediate Spanish 230. Spanish for the Medical Profession (3-0-3) Faculty (3-0-3) Staff (3-0-3) Jakab Prerequisite: A 300- or 400-level course taught in Prerequisite: 102 or placement by exam. This course introduces students who have mastered Italian. A third-semester college language course, designed the rudiments of Spanish grammar to a vocabulary An in-depth study of a particular author, theme, to provide a comprehensive and thorough review of allowing them to discuss medicine and health care genre or century. In addition to treating the pri- grammar emphasizing the active use of Spanish for with the Spanish-speaking population. Linguistic mary texts, some critical material will be required practical oral and written communication. Oral skills are fostered through vocabulary study, a series reading. This course culminates in a substantial re- practice is realized through in-class activities, read- of short compositions, classroom dialogues, conver- search paper. Taught in Italian. ings, and cultural videos of appropriate difficulty. sation and oral presentations. Offered both semesters. 498. Special Studies 231. Conversational Spanish (3-0-3) Staff 111F-112F. Intensive Beginning Spanish (3-0-3) Staff Prerequisites: Senior standing, dean’s list. (6-0-5) (6-0-5) Prerequisite: 103 or placement by exam. An intensive introductory course with a balanced This course is designed to further develop the 499. Thesis presentation of the spoken and written language. student’s conversational skills and grasp of a wide (3-0-3) Faculty Along with the acquisition of language skills, em- variety of styles and registers in Spanish. Spoken Prerequisites: Senior standing, dean’s list. phasis is placed on comprehension and cultural Spanish will be practiced through various types of awareness. The sequence of 111-112F fulfills the classroom activities and assignments, with special PORTUGUESE language requirement. attention to conversation and vocabulary building. Emphasis will be on topics of current interest. 115F-215F. Intensive Intermediate Spanish Grammatical principles will be applied to struc- (5-0-5) (5-0-5) Staff 111F-112F. Intensive Beginning Portuguese tured conversations and compositions. (6-0-5) Prerequisite: Placement by exam in 103 or permis- An intensive introductory course with a balanced sion of instructor. 232. Spanish Current Events presentation of the spoken and written language. A two-semester sequence of intensive, comprehen- (3-0-3) Staff Along with the acquisition of language skills, em- sive training in the language skills necessary for Prerequisite: 201 or placement by exam. phasis is placed on comprehension and cultural residence and study abroad. Includes review of Course will be using current events as its founda- awareness. The sequence of 111-112F fulfills the grammar, literary and cultural readings, civilization tion for developing reading, writing and conversa- language requirement. and specific orientation for international study tion skills, with its primary source of information a (i.e., Mexican history). For students with two to Spanish newspaper published in the United States. 201. Intermediate Portuguese three years of high school Spanish (with satisfactory 234. Civilization and Culture of Spain (3-0-3) Ferreira achievement) preparing for the Mexico or Spain in- (3-0-3) Staff Through selected readings in Portuguese, Brazilian, ternational study programs. and Lusophone African literatures, films, newspa- Prerequisite: 201 or placement by exam. per and magazine articles, and popular music, stu- 201. Advanced Spanish I This class will explore the geographical, historical dents discuss a variety of cultural issues and expand (3-0-3) Staff and political factors which have contributed to the their vocabulary. Particular attention is placed on Prerequisite: 103 or placement by exam. development of contemporary Spain. An advanced, fourth-semester college language reviewing major topics of Portuguese grammar and 235. Hispanic Civilization and Culture course. Emphasis on expansion and refinement of developing students’ writing abilities. Conducted (3-0-3) Staff oral and written language skills (competence) req- in Portuguese. Prerequisite: 201 or placement by exam. uisite for work in upper-level language and litera- An introduction to the scope and variety of His- ture courses. Reading and discussion of a variety of panic culture. Especially for those desiring to con- SPANISH literary and nonliterary texts of appropriate diffi- tinue studies in language and culture but preferring culty. Grammar review is a secondary component. to de-emphasize the literature component. Read- 101A. 202. Advanced Spanish II ings at an intermediate level in history, art, culture (0-0-3) (3-0-3) Staff and society will be the basis for lectures and discus- The first semester of beginning Spanish, via Ad- Prerequisite: 201 or placement by exam. sions; focus on thought and daily life. Not designed vanced Placement credit, the CEEB or the Notre An advanced, fifth-semester college language course for international study returnees. Dame placement examination. for those who choose to continue the type of work 236. Spanish for Business begun in 201. Emphasis on refinement of oral and 101-102. Beginning Spanish I and II (3-0-3) Caponigri written language skills (competence). Reading and (4-0-3) (4-0-3) Staff Prerequisite: 201. discussion of a variety of literary and nonliterary An introductory, first-year language course with a This class is designed for the student who wants to texts of appropriate difficulty. Grammar review is balanced presentation of the spoken and written learn and study Spanish terminology, phrases and again a component, but one of secondary language. Aims at the acquisition of basic struc- cultural conventions used in business situations in importance. tures, vocabulary and sound systems; stresses appre- Spain and Latin America. ciation of cultural awareness. Designed for 211-212. Spanish for Near-Native Speakers I 237. Spanish Conversation and Writing students with no previous study of Spanish. 101 and II (3-0-3) Staff and 102 offered every semester. (3-0-3) (3-0-3) Jakab Prerequisite: 201 or placement by exam. A course of intensive grammar study, reading and Intended to develop writing proficiency through writing. Designed for those who may speak with literary and nonliterary texts from Spain and Span- considerable fluency but have little or no grasp of ish America while continuing to promote oral pro- grammar and the written language. The goal is to ficiency development. achieve a level of literacy equivalent to that of a col- lege-educated native speaker: to strengthen the command of written Spanish and the mechanics of composition and style.
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255. Studies in Mexican Culture (3-0-3) Ibsen An introduction to Mexican culture that includes intermediate-level readings on history, art, litera- ture, as well as films and music, as the basis for lec- tures and discussions. Active participation is encouraged. Preference for this course will be given to freshmen and sophomores, although juniors are welcome to apply. 290. 20th-Century Latin America and the Arts (3-0-3) Staff Prerequisite: 201. An introduction to painters, such as Botero, Matta and Rivera, and major films of the last 30 years. 310. Textual Analysis (3-0-3) Ibsen Prerequisites: Two or more 200-level courses or per- mission. A practical introduction to the analysis and explica- tion of Spanish-language literary texts. Short texts in prose, poetry and theater from a variety of peri- ods and countries within the Hispanic world are read, presented and discussed. Recommended pre- requisite for the survey courses. Required to be taken by the end of the junior year. 318. Survey of Spanish Literature I (3-0-3) Juárez, Seidenspinner-Núñez A survey of Spanish literature through 1700. Read- ings of selected texts in prose, poetry and theater from the medieval, Renaissance and baroque periods. 319. Survey of Spanish Literature II (3-0-3) Jerez-Farrán A survey of Spanish literature from the neoclassical period to the present. Readings include a selection of texts by the most representative poets, play- wrights and novelists of each of the literary periods under study: Moratín, Rivas, Espronceda, Bécquer, Galdós, Unamuno, García Lorca, and Cela. 328. Survey of Spanish American Literature I (3-0-3) Anadón, Anderson, Heller A general introduction to and survey of major works of colonial and 19th-century literature up to Modernism. 329. Survey of Spanish American Literature II (3-0-3) Anderson, Ibsen, Olivera-Williams A survey of literary trends and major figures in modern Spanish-American literature (1880- Christian Moevs, associate professor of Romance languages and literatures present). Readings of selected texts in prose, poetry and theatre. 401. Medieval Spanish Literature 411. Spanish Golden Age Theater 390. Advanced Composition and Stylistics (3-0-3) Seidenspinner-Núñez (3-0-3) Juárez, Seidenspinner-Núñez (3-0-3) Staff This course is intended to introduce the student to A critical evaluation of representative golden age A further refinement of Spanish speaking and writ- the literature of medieval Spain. The texts will be plays will highlight the major themes, their in- ing skills. discussed and analyzed in the light of both medi- tensely national character and the strengths and 398. Special Studies eval and modern critical concepts, and with a view limitations of their conventions. to developing an understanding of the medieval (3-0-3) Faculty 412. Renaissance and Baroque Poetry of Spain culture of which they were a part. The works to be Prerequisite: Junior standing, dean’s list. (3-0-3) Juárez covered were written between 1200 and 1500 and A close reading of traditional and italianated poetry include a wide variety of themes and genres. that includes villancicos, romances and the works of Garcilaso de la Vega, Fray Luis de León, San Juan de la Cruz, Góngora, Quevedo and Sor Juana Inés de la Cruz.
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413. The Picaresque Novel 450. Spanish Short Story 485. Modern Spanish-American Theater (3-0-3) Juárez (3-0-3) Jerez-Farrán (3-0-3) Olivera-Williams An introduction to a unique Spanish genre, the Close examination of the evolution of the short Combines a study of the development of the dra- Picaresque novel, or literature of the delinquent, story in Spanish literature from the 19th to the matic genre in Spanish America with close readings with major focus on the Spanish golden age master- 20th century, with emphasis on contemporary of plays mirroring major historical events and spe- pieces: Lazarillo de Tormes, Guzman de Alfarache authors. cial problems in Spanish American literature. and El Buscón. The works are studied as literature 451. Modern Spanish Theater 486. Contemporary Women’s Fiction and as social commentary. (3-0-3) Jerez-Farrán in Spanish America 414. Don Quixote A survey of Spanish theatrical expressions from the (3-0-3) Olivera-Williams (3-0-3) Juárez early 19th century to the present. Includes neoclas- An overview of contemporary women writers, their A close textual analysis of the novel in its literary, sical, romantic and realist theatre and the technical fiction, and their situation within the culture. historical and cultural contexts. innovations of contemporary playwrights such as 487. New Readings in Modern Caribbean Benavente, Lorca, Valle-Incán and the theatre of 416. Topics in Golden-Age Spanish Literature Literature the present. (3-0-3) Faculty (3-0-3) Anderson An in-depth study of a particular theme, author or 463. Chronicles of the Spanish Conquest This course will analyze a selection of works from a genre in golden age literature. (3-0-3) Anadón wide range of genre — poetry, theater, prose, essay A course on the major chronicles of the discovery — by representative authors from Cuba, the Do- 431. Literature, Society and Politics and conquest of America by Spanish and Latin minican Republic and Puerto Rico, written from in 19th-Century Spain American authors. the turn of the century to the present. (3-0-3) Faculty A study of the cultural and social issues of 19th- 488. Pop Culture: Carribean 464. Spanish American Colonial Poetry century Spain through various texts (from short (3-0-3) Anderson (3-0-3) Anadón stories to novels, from political declarations to In this class, we study a number of aspects of popu- Close readings and discussion of selected works of newspaper articles). lar culture in the modern Hispanic Carribean poetry by major authors from colonial Latin (Cuba, Puerto Rico, Dominican Republic), includ- 432. Spanish Avant-Garde Literature America. ing litreature, music, film, and art. All readings and (3-0-3) Jerez-Farrán 465. Studies in Latin American Colonial class discussion are in Spanis. An analysis of avant-garde literary movements in Literature Spain, including works by authors such as Valle- 490. Spanish American Short Story (3-0-3) Anadón Inclán and the generation of 1927. (3-0-3) Ibsen Prose texts from the colonial period examined in A survey of the development of the short-story 433. Modernismo y Generación del ’98 their cultural context. genre in Spanish America. Close readings of out- (3-0-3) Jerez-Farrán 471. Does a Nation Have a Woman’s Face? standing works by major authors. A study of the most representative literary works (3-0-3) Olivera-Williams from these two movements, against the background 491. Literature of the Southern Cone A study of the national imaginary depicted of social, national and ideological crises in fin-de- (3-0-3) Olivera-Williams throughout 19th-century Spanish American fic- siécle Spain. A close look at the special problems of contempo- tional prose and essays. Special attention will be rary literature in Argentina, Chile and Uruguay. 442. Modern Spanish Poetry given to gender issues and historical events. (3-0-3) Jerez-Farrán 492. Mexican Literature 481. Modern Spanish American Novel A close reading and analysis of the major Spanish (3-0-3) Ibsen (3-0-3) Ibsen poets of 19th- and 20th-century Spain, with em- Combines an overview of the historical develop- A study of novels reflecting major literary currents phasis on Machado, Juan Ramón Jiménez, Lorca, ment of prose, poetry and theatre in Mexico, with a and historical events, from the Mexican Revolu- Alberti, Guillén and other poets from post-Franco close look at special problems and issues in Mexican tion, indigenismo, to the experimental novels of Spain. literature. more recent times. 443. Modern Spanish Prose 483. Great Spanish American Poets of the 20th 493. Transformations of Feminine Subjectivity (3-0-3) Jerez-Farrán Century in the Second Half of the 20th Century Major novels of contemporary Spain examined (3-0-3) Olivera-Williams (3-0-3) Olivera-Williams within the context of the social, political and intel- This course will focus on the principal trends of A study of the representations of women in the lit- lectual crises from the time of the Spanish-Ameri- Spanish America lyrical production through close erature (narrative, poetry and theatre) by female au- can War of 1898 to the post-Franco period. readings of outstanding poems by major authors, thors of the Southern Cone countries during the Includes works by Baroja, Unamuno, Cela, Martin- from the avant-garde to the present. Works by last 50 years of the 20th century. These works will Santos, Laforet, Matute, Goytisolo and Montero. Mistral, Vallejo, Paz, Gelman, Pizarnik, and Peri- be seen not only as reflections of the major histori- 444. Love in 20th-Century Spanish Literature Rossi will be included. cal events (women’s rights, military dictatorships (3-0-3) Jerez-Farrán and redemocratization and neoliberalism), but also 484. Contemporary Caribbean An examination of the theme of love in major as prosposals that have been contributing to the and Central American Narrative 20th-century works and in aesthetic trends of transformation of roles and sensitivities of contem- (3-0-3) Anderson, Ibsen modern Spain. porary women. This course will focus on the principal trends of 448. Feminism in Modern Spain Caribbean and Central American narrative through (3-0-3) Jerez-Farran close reading of both novels and short stories, A study of the literary output of female writers in including works by Asturias, Cabrera, Carpentier the second half of 20th-century Spain seen in rela- and Ferré. tion to the social, political, and cultural changes of the time.
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494. Women Writers of the Spanish-Speaking 432. Lyric Poetry of the Renaissance World (3-0-3) DellaNeva Russian (3-0-3) Ibsen A study of three major lyric poets of Italy, France A general introduction to female writers, both and England: Petrarch, Ronsard and Shakespeare. See German and Russian Languages and Literatures. Spanish peninsular and Latin American, from the 434. The Renaissance Woman golden age of Spain through the 20th century. May (3-0-3) DellaNeva also be offered with emphasis solely on Latin A study of women in the Renaissance, both as au- American female authors. thors of texts and as images within texts. 495. Senior Seminar 435. The Italian Renaissance (3-0-3) Faculty (3-0-3) Cachey Prerequisite: Senior Spanish majors only. A critical analysis of the highest achievements of This course may cover an in-depth study of a par- the Italian Renaissance in literature and related ar- ticular author, theme, genre or century. In addition eas. Focus on representative authors, e.g., Petrarch, to treating primary texts, some critical material will Boccaccio, Alberti, Leonardo, Castiglione, be required reading. The course culminates in a Machiavelli, Michelangelo, Guicciardini, Vasari substantial research paper. May be taken either fall and Cellini and on leading impulses in the arts, or spring term. philosophy and religion. 498. Special Studies 460. Outspoken Readings in Literature (3-0-3) Staff (3-0-3) Jerez-Farrán Prerequisites: Senior standing, dean’s list. A study of literary representations of homosexuality 499. Thesis from the classical period to modern times that in- (3-0-3) Staff tersect with other major contemporary themes such as theories of gender construction and the history of sexuality, sexual deviance and heterosexism. ROMANCE LITERATURES 480. History of the Italian Cinema (3-0-3) Welle The following courses are taught in English. Taught in English, this course traces the evolution There are no prerequisites. of the Italian cinema from its origins to the present. Representative film classics and genres are studied 180. Literature University Seminar in their cultural, political and economic contexts. Cultural and literary crossroads in the Francophone, Italian and Hispanic worlds. Re- 481. Italian Film and Literature stricted to first-year students. (3-0-3) Welle Italian films and literary works are analyzed to 220. King Arthur in History and Literature study the points of intersection and divergence be- (3-0-3) Boulton tween film and literature. A team-taught examination of the development and influence of the legend of Arthur, King of Brit- 485. Modern French Literature in Translation ain, both in history and in literature. (3-0-3) Toumayan A study of major works of 19th- and 20th-century 421-422. Dante I and II French literature, including works by Baudelaire, (3-0-3) Moevs, Cachey Flaubert, Proust, Valery, Malraux, Camus, Sartre, An in-depth study, over two semesters, of the entire Beckett and Hebert. Comedy, in its historical, philosophical and literary context, with selected readings from the minor 487. African and Caribbean Women Writers works (e.g., Vita Nuova, Convivio, De vulgari (3-0-3) eloquentia). Lectures and discussion in English; the Writings by women from the Francophone cultures text will be read in the original with facing-page of North (the Maghreb) and sub-Saharan Africa translation. and the Caribbean (Martinique, Guadeloupe and Haiti). An examination of the political and 428. Arthurian Romance sociological circumstances in which women have (3-0-3) Boulton produced literature in these national spaces, their A study of the medieval romances of the Arthurian respective ideological stances, attempts at Round Table, in French, German, Spanish, Italian, constructing cultural and political identities and and English. the emergence of a feminist aesthetics. Taught in 429. Words and Music English. Crosslisted with ROFR 487. (3-0-3) Boulton A study of the relationship between words and melody in medieval Latin and French poetry.
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The requirements for the sociology major are as Of particular interest to students in recent years Sociology follows. have been the Gender Studies Interdisciplinary Ma- (a) Every student is encouraged to take SOC jor (GSC2) or Minor (MGSC), the program of the 102, Understanding Societies, or SOC 304, Prin- International Institute for Peace Studies (IIPS), the Chair: ciples of Sociology. Neither course is required but Computer Applications Program (CAP2), the Michael R. Welch recommended as a good foundation for the sociol- Hesburgh Program in Public Service (MHES), and William R. Kenan Jr. Professor of Sociology: ogy major. the Program in Social Work at Saint Mary’s Col- Joan Aldous (b) Students must take a minimum of 25 credit lege. All of the above are readily combined with a William P. and Hazel B. White Professor hours (usually eight courses and the proseminar— sociology major. of Sociology: one credit) offered by the department. Students Students pursuing a major in sociology must Maureen T. Hallinan are urged to start their major as early as possible meet all requirements for the major or equivalent Eugene Conley Professor of Sociology: but can declare a mjaor or change majors at any courses. Additional courses from other departments Jorge Bustamante time as long as they are able to fulfill the and programs may be accepted as fulfilling the ma- Helen Kellogg Professor of International Studies: requirments. jor, provided they meet with the approval of the so- Guillermo O’Donnell (c) The requirments for the major are the fol- ciology department. The department tries to be The Julian Samora Chair in Latino Studies: lowing four courses: flexible when working out an individual student’s Gilberto Cárdenas SOC 300. Foundations of Sociological Theory program, and with the advisor’s recommendation, Professors: SOC 302. Research Methods other modifications also are possible. Fabio B. Dasilva (emeritus); Eugene W. SOC 303. Statistics in the Professions The department has an active Epsilon Chapter Halton; J. Samuel Valenzuela; Andrew J. SOC 390. Proseminar (one credit) of Alpha Kappa Delta, the international sociology Weigert Required courses should be taken as soon as honor society. Especially through the AKD, as well Associate Professors: possible, especially before taking any 400-level as through informal meetings in faculty homes and Kevin J. Christiano; Robert M. Fishman (on courses. field trips, majors make strong friendships with leave spring); David S. Hachen Jr.; C. Lincoln (d) Each major must take a minimum of two other majors having common interests. Students Johnson; David M. Klein; Richard A. Lamanna 400-level lecture or seminar courses. Internships interested in the various phases of the program (emeritus); Felicia LeClere; Daniel Myers (on (SOC 496) do not fulfill this requirement. are encouraged to contact the director of Under- leave fall); Lynnette P. Spillman (on leave); (e) A maximum of six credit hours of intern- graduate Studies (Room 823 Flanner Hall) at any Robert H. Vasoli (emeritus); Michael R. ship can be used as electives to meet the 25-hour time. Welch; Richard A. Williams requirement for the major. Normally a student The department also encourages students to Concurrent Assistant Professor: should take an appropriate lecture course in prepa- join the University of Notre Dame Sociology Club. Mark L. Gunty ration for the internship. The purpose of this club is to enrich the sociology Assistant Professors: The department prides itself on its program of major. This student organization sponsors activities William J. Carbonaro; Naomi R. Cassirer (on close personal advising, in which each major can oriented to careers in sociology and sociology-ori- leave); Vibha Pinglé; David Sikkink (on leave); build a program of courses with the help of a fac- ented careers, to becoming professionally active David Yamane (on leave fall) ulty advisor and Undergraduate Director. Advisors while in college, and to student interests in society, Visiting Assistant Professor: willingly give much time to aid students in plan- as well as to purely social activities. Ann R. Power ning their course schedules and careers. Each major Adjunct Professor: is assigned to a faculty advisor whose own academic Course Descriptions. The following course de- Rev. Leonard F. Chrobot interests dovetail with those of the student. Each scriptions give the number and title of each course. Director of Undergraduate Studies: student, working closely with a faculty advisor, can Lecture hours per week, laboratory and/or tutorial Ann R. Power map out a personalized program of study that will hours per week and credits each semester are in pa- satisfy the department’s requirements for the major rentheses. The instructor’s name is also included. Program of Studies. The Department of Sociol- and simultaneously accommodate the student’s aca- ogy has a national reputation and its scope of inter- demic interests and career aspirations. 102. Understanding Societies est is worldwide. Yet it also is intensely concerned The department also insists that its students (3-0-3) Myers, Yamane, Hachen with the U.S. cultural and social experience and its have ample opportunity to develop further their Sociological analysis of personality, culture and so- problems. scientific and creative writing skills. Thus, all fac- ciety. A wide variety of groups and institutions are The requirements for a sociology major reflect ulty are urged to require intensive writings in each studied, including the economy and business, law a program that offers both structure and flexibility. class. Indeed, SOC 300 (Foundations of Sociologi- and politics, religion and churches, marriage and The program is designed to acquaint the student cal Theory), required of all sociology majors, is des- family, education and schools, inequality and with the core of the discipline and with areas of ignated by the sociology department as a “most equality. specialization which can be studied in some depth. intensive” writing course. Sociology deals with human interaction on the 122. Introduction to Social Psychology The sociology major can be pursued along with group level wherever it may occur: in family and (3-0-3) Welch, Johnson, Power another major. Many of our students combine soci- business, law and politics, medicine and religion, Analysis of important human processes including ology with a major in business, economics, govern- and a host of other settings. What can you do with perceiving and knowing other people, attitudes and ment, preprofessional, psychology, theology, etc. It a sociology degree? Notre Dame’s survey of alumni attitude change, conformity and nonconformity, is important to note that students in the Mendoza who majored in sociology revealed that they are cooperation and competition with others, leader- College of Business who wish to major in sociology employed as university professors, corporation ex- ship in groups, attraction and love, aggression and in addition to their business major do not have to ecutives, real estate agents, insurance agents, con- violence, prejudice. meet all the other requirements of the College of sultants, politicians, medical administrators, Arts and Letters. teachers, social workers, business managers, reli- gious ministers, and many other occupations.
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180. Social Sciences University Seminar 242. Marriage and Family 320. Sociology of Aging (3-0-3) Christiano, Hachen, Klein, Sikkink, (3-0-3) Klein, Cassirer (3-0-3) Klein Carbonaro Changing family patterns, sex roles, sexuality, pre- With life expectancy increasing and birth rates de- An introduction to the seminar method of instruc- marital relationships, marriage and divorce, parent- clining, the populations of Western cultures have tion, accenting the organization and expression of hood, childhood and family interaction are some of been rapidly aging. What are the implications of arguments suggested by readings in sociology. Each the topics. Singles, dual-career families, alternative this aging process for social institutions (the family, of the seminars treats a particular sociological topic, marriage forms and the future of marriage and fam- economy, government) as well as for the individual such as family life, social problems, the urban crisis, ily are also taken up. well-being of the elderly? What does the future poverty. 300. Foundations of Sociological Theory hold for those of us who will spend an increasing 202. Today’s Organizations (3-0-3) Fishman, Pinglé, Yamane proportion of our lives past age 65? These and (3-0-3) Hachen Limited to sociology majors. other questions are addressed in this course, which Examines macrosociological topics such as social This course surveys the history of social thought in focuses on the social, economic and personal chal- evolution theories of industrial societies, the his- the United States and Europe since the 19th cen- lenges facing all of us in the latter half of the life torical development of capitalism, hierarchical dif- tury. Emphasis is given to major theorists who have cycle. ferentiations within a society (social classes, social contributed to such principal movements of socio- 331. The Sociology of Time status, urbanization) and the bureaucratic struc- logical theory as Marxism, structural-functionalism, (3-0-3) tures of organizations. Will enable students to ana- social Darwinism, pragmatism and symbolic Every Notre Dame student knows about time pres- lyze their societal structure in terms of history, interactionism. sure. Have you ever wondered why? We tend to ac- present configuration and dynamic processes. 302. Research Methods cept Time as a physical fact that is given, to which we must adapt. But the study of Time is one of the 218. Ethnicity, Gangs, and Organized Crime (3-0-3) Gunty, Hachen, LeClere fastest growing areas of sociology. Time is socially (3-0-3) Staff Begins with discussion of scientific method, constructed, it is part of the foundation of social This course examines the intersection of ethnicity, conceptualization of research problems and mea- life and it affects the shape of every other social in- gangs, and organized crime from both a historical surement. The course then explores the dominant stitution — and it varies from society to society. In and sociological viewpoint. We will undertake a ba- modes of social science research: field work and this course we will study how and why Time can sic survey of criminological theories as they apply participant observation, survey and interviewing, vary and how differences in the institution of Time to ethnic and group crime; we will attempt to ex- experimental designs and evaluation research. affect people’s lives. A few of the topics we will plain and define organized crime, with a particular 303. Statistics in the Professions study are the fundamental difference between cycli- emphasis on ethnic Mafias; and we will examine (3-1-4) Johnson, Myers cal and linear time; why some societies are clock the phenomenon of ethnic gangs in the United Designed to teach students how to interpret and watching, while others move to a more natural States today. critically evaluate statistics commonly used in the rhythm; and, how it came to be that “time is 220. Social Psychology social sciences and in many areas of the business money.” (3-0-3) Welch, Williams, Myers, Power and medical world to describe, project and evalu- 332. Criminology An analysis of important human processes, includ- ate. Focus is upon a conceptual understanding of (3-0-3) ing perceiving and knowing other people, attitudes what the statistic does, what it means and what as- Crime data, crime causation theories, criminal be- and attitude change, conformity and nonconfor- sumptions are being made in its use. The course re- havior systems, criminal procedure and corrections. mity, cooperation and competition with others, quires only high school arithmetic and is not Firsthand knowledge of courts, police jails and pris- leadership in groups, attraction and love, aggression mathematically difficult. ons is encouraged. Optional field trips. and violence, prejudice. Specifically designed for 306. Race and Ethnicity in America 335. Sociology of Education sociology and other liberal arts majors and will em- (3-0-3) Cassirer (3-0-3) Sikkink, Hallinan, Power phasize theory and research. As a result, it is not This course focuses on race and ethnic relations in This course focuses on the relationship between recommended for students having had SOC 122, the United States. Current cases involving racial as the content may overlap. education and society. In the course, a variety of and ethnic issues will be presented and discussed in theoretical approaches and contemporary issues in 232. Social Problems class. Readings and materials will present three ap- the field of education will be discussed. Topics to (3-0-3) Johnson proaches to the study of majority-minority group be addressed include, but are not limited to, gender Analysis of selected problems in American society relations, the emergence and maintenance of group and race inequalities in education, the role of such as crime, narcotic addiction, alcoholism, de- dominance and minority-group adaptations to schools as agents of selection and socialization, and linquency, racial and ethnic conflict, prostitution modes of dominance, including separation, accom- the nature of educational reform movements. Class and others. Discussions, debates, films, tapes and modation, acculturation and assimilation. Class participation and the experiences of students will readings. participation and students’ experiences will be be emphasized. emphasized. 234. Criminal Justice 338. Poverty, Inequality, and Social (3-0-3) 309. Culture and Society: Sociological Stratification This course is intended to introduce the student to Approaches (3-0-3) Myers various aspects of the criminal justice system, in- (3-0-3) Spillman Social inequality is a prominent and persistent fea- cluding the police, the prosecutor, the courts and In this class we will examine cultural dimensions of ture of modern society. Social stratification theory parole. The primary focus will be on a sociological important social processes, and we will survey con- attempts to explain the causes of inequality and the analysis of crime and the workings of the criminal temporary sociological approaches to analyzing cul- reasons for its persistence. This course will address justice system. Topics will include social perception ture. Examples will include readings on home and such questions as: Why are some people rich and of the criminal justice system, relations between work, social hierarchies, political culture, media some people poor? Why does inequality persist? members of the criminal justice systems and the and the arts, and social change. Who gets ahead? Can men and women get the community, treatment of women and minorities in same jobs? Do different races have the same oppor- the criminal justice system, and current events. tunities? Is inequality necessary? Potential topics in- clude inner-city and rural poverty, welfare
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dependency, homelessness, status attainment and occupational mobility, racial and ethnic stratifica- tion, gender stratification and class theory. 346. Today’s Gender Roles (3-0-3) Aldous Prerequisite: Sociology course. Current changes in male and female roles and the reasons for these changes are examined. Existing gender differences, various explanations for them and proposals for change are discussed and evaluated. 347. Global Society (3-0-3) “Globalization” is the buzzword of the new millen- nium— but what does it mean? (For example, some critics say that “globalization” means the “McDonaldization” of the world.) Economics is in- creasingly global, but is a global society even pos- sible, let alone inevitable? How do society and economy interact in a world made ever smaller by technology — and, can anyone control this pro- cess? How will globalization affect America and Americans? How will it affect real people, wherever they are from? Who would benefit from a global society, and who would not? To answer these ques- tions we will aim to penetrate behind both the hype and the horror stories about “globalization,” and clarify this amorphous concept in concrete terms. To do this, we will use a broad range of readings and other media to explore the many di- mensions of our topic. Class time will be used for mini-lectures, discussions and presentations. Grades will be based on a series of short discussion papers, periodic exams and an optional research paper. 363. Social Concerns Seminar: Cultural Diversity (1-0-1) McNeil Prerequisite: Permission from Center of Social Concerns. The purpose of this course is to begin to analyze the social forces that contribute to ethnic and cul- tural diversity and to related tensions, including racism. Students participate in a five-day program at selected Chicago sites that provide an orientation to a culturally diverse community. Students engage in discussion on relevant issues with local residents and community leaders. 367. Chilé in Comparative Perspective Daniel Myers, associate professor of sociology (3-0-3) Valenzuela This course provides a detailed analysis of the de- 372. Religion and Social Life 375. Polish Americans velopment of the Chilean economy, society and (3-0-3) Christiano (3-0-3) Chrobot policy since independence from Spain in 1818, Critical examination of the social and sociopsy- A study of the cultural and racial pluralism of drawing selected comparisons with other national chological aspects of religion in the modern world. American society through the focus of the Polish experiences. It then discusses the validity of theo- Special attention is given to the current theoretical American experience; a review of the social and retical statements on central questions in the social and research issues. historical background, the immigration experience, science literature by examining them in light of the and adaptation to the American experiment in Chilean case. The main issues to be examined are terms of family, religion, education, work, and the reasons for the successes or failures of Third government. World development, the origins and breakdowns of democracies, the characteristics of authoritarian re- gimes, and processes of restoring democracies.
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376. Sociology of Religious Conversion 404. International Migration: Mexico and the 416. Visual Sociology: Exploring Society (3-0-3) Yamane United States II Photographically Prerequisite: SOC 302. (1-0-2) Bustamante (3-0-3) Cárdenas This course is a practicum in which students par- A three-week course which refers to a review of ba- This course will examine the uses of photography ticipate in a research project on religious conver- sic questions on international migration, with em- and film in sociology and will explore the impact of sion being conducted by a sociology faculty phasis on immigration to the United States and the visual expression on society. This includes member. In the first third of the course, students methods through which these questions have been introductory work in documentary photography will learn about the theory and methods relevant to adequately or inadequately answered. The num- and film, gender advertising, ethnographic film, the social scientific study of religious conversion. bers, impact, nature, structure, process and human political cinema, muralism and social protest art. In the second two-thirds of the course, students experience will be discussed in terms of the research This is a sociology course and will emphasize the will be personally involved in the collection and methods commonly used to approach them. study of societal aspects of photography, film and analysis of data on conversion to Roman Catholi- Spring. artistic expression, rather than technique, without cism through the Rite of Christian Initiation of 405. Exploring Identities ignoring the relationship between the two aspects. Adults. A final paper that reports on the data analy- (3-0-3) Pinglé We will not emphasize the technical/lab training in sis is required. The emphasis of the course is on the How do we define ourselves? What are the various photography. This course, while broad in scope, collection and analysis of primary data within an components of one’s identity and how do we begin will rely on content that is very heavily grounded ongoing sociological study. Failure to complete any to understand these issues sociologically? These on a social problem context as is found in the aspect of the data collection and analysis will result themes form the outlines of this course. We will ex- United States, the American Southwest, Mexico, in a failing grade. plore identities, their formation, and their conse- and Latin America. Homework and projects will include: (1) a 390. Proseminar quences; in post-colonial and in western societies, short essay on documentary photography and the (1-0-1) Power in peaceful and in societies experiencing ethnic/ra- study of social problems and issues or photography Limited to sociology majors. cial conflict, among women and men, and in devel- assignments (black and white), print-slide work; Introduction to library and social research labora- oped and in developing countries. Drawing on and (2) other creative work. tory resoures; the career options available to sociol- novels, films, autobiographies, and sociological ar- Evaluation: Two exams will be given; no final. ogy graduates; preparations for graduate, law guments we will piece together a framework for un- The exams will constitute 40 percent of the grade: or professional schools; and relationship of sociol- derstanding the identity landscapes of which we are short essay, critiques, and class participation, 20 ogy to social work, psychology and other a part. percent of the grade; and projects 40 percent of the disciplines. 407. Honors Tutorial grade. Students should have access to their own (3-0-3) Staff 398. Special Studies equipment (i.e., camera) and will be responsible for Prerequisite: Permission of instructor. (V-V-V) developing and printing (yourself or commercially) Intensive independent study and research on if a photo project is chosen. 402. Population Dynamics selected sociological topics, generating a scholarly Required readings:John and Malcolm Collier, (3-0-3) Williams paper. May be based on special field experience un- Visual Anthropology, University of Albuquerque Demography, the science of population, is con- der supervision of an instructor. cerned with virtually everything that influences, or Press, 1987; Carl Fleischhauer and Beverly W. can be influenced by, population size, distribution, 413. Cultural Sociology Brannan (ed.), Documenting America 1935-1943, processes, structure or characteristics. This course (3-0-3) Spillman University of California Press, 1988; Alan pays particular attention to the causes and conse- In this class we will examine cultural dimensions of Trachtenberg, Reading American Phonographs, quences of population change. Changes in fertility, important social processes, and we will survey con- Noonday, 1990. temporary sociological approaches to analyzing cul- mortality, migration, technology, lifestyle and cul- 419. Self, Society, and Environment ture. Examples will include readings on home and ture have dramatically affected the United States (3-0-3) Weigert work, social hierarchies, political culture, media and the other nations of the world. These changes This course introduces students to social psycho- and the arts, and social change. This class cannot have implications for a number of areas: hunger, logical aspects of the natural environment. Issues be taken if SOC 309 has previously been taken; the spread of illness and disease, environmental considered include interacting with different envi- course content may overlap.. degradation, health services, household formation, ronments, symbolic transformations of environ- the labor force, marriage and divorce, care for the 415. Political Sociology ments, competing accounts and claims concerning elderly, birth control, poverty, urbanization, busi- (3-0-3) Valenzuela, Fishman environments. With an overview of basic informa- ness marketing strategies and political power. An This course explores the impact of social forces and tion, these issues are discussed from the perspec- understanding of these is important as business, societal dynamics on politics. Major themes include tives of individual self and socio-cultural institu- government and individuals attempt to deal with sociological explanation for the emergence and sta- tions. The course touches on alternative ways of en- the demands of the changing population. bility — or crisis and breakdown — of democracy; visioning, interacting and valuing human-environ- 403. International Migration: Mexico the extent to which election outcomes and policy ment relations with an eye toward individual and and the United States I choices are shaped by societal dynamics or remain collective change. independent of social determination; equality in (1-0-1) Bustamante 420. Organizations shaping political life; and the impact of both social Three-week course consisting of six sessions of (3-0-3) Hachen consensus and social conflict in the political arena. three hours each. Different conceptual approaches Organizations are complex and multifaceted enti- This course explores theoretical debates and em- presented in lecture format. One session links vari- ties. Organizations are more than just collections of pirical work, focusing on the national experience of ous themes with the cause of Mexican immigration people behaving and interacting in certain ways. various countries including the United States. Stu- to the United States. Another is dedicated to the Organizational behavior and interactions are struc- dents will be encouraged to develop their own historical analysis of Mexican immigration to the tured by rules and procedures, jobs and occupa- thoughts about important questions for research. United States. A third attempts to link the histori- tions, authority relations, goals and strategies, cal context with a theoretical approach and another technologies and distributions of power. Within session will be dedicated to the professor’s own our organizations not only are orders given and theoretical approach in contrast with the others tasks accomplished, but also decisions are made, previously discussed. Fall.
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conflicts occur and are sometimes resolved, and 428. Social Ties, Social Networks, Social 434. The Schooled Society control is exercised. Finally, organizations interact Capital (3-0-3) Hallinan, Sikkink, Carbonaro with other organizations and actors in their envi- (3-0-3) Fishman This seminar focuses on the structure and organiza- ronment. These interactions can lead to changes in This course examines three fundamental and inter- tion of schooling in American society, and the soci- organizational goals, strategies and structures or related sociological concepts, each of which offers etal forces that influence decisions about schools changes in the environment in which the organiza- us an approach to the study of social connections and student learning. These forces include legisla- tion operates. and their impact on the human experience. Social tion governing schooling, and cultural and religious Given the complexity of organizations, it is not ties, social networks and social capital overlap sub- norms that impact schools. The course will cover surprising that there are numerous theories of orga- stantially in their scholarly usage but the concepts the role of schools in society, the political, eco- nization. In the first half of the course we will dis- are far from identical. We will review theoretical nomic and social dimensions of schooling, educa- cuss various theoretical approaches. The objective and methodological literature on all three concepts tion reform and its underpinnings, and the will be to critically analyze these theoretical ap- as well as major empirical studies that examine the transformation of higher education. world through one or more of these perspectives. proaches by comparing the different characteristics 436. Society and Culture Through Films of organizations that each theory discusses. The We will explore both theoretical and practical argu- ments for the selection of one or more of these con- (3-0-3) DaMatta second half of the course will deal with specific as- This course will deal with a variety of social issues pects of organization (goals and strategies, technol- ceptual approaches as the basis for studying how social connections shape the human experience. as they are perceived, conceptualized, represented ogy, environments, decision making, conflict, and understood by movies. The focus of this course power and control). The objective is to develop a The course is intended to stimulate a critical read- ing of recent literature on contemporary society will not be on cinema history, cinema structure or more complete understanding of the complex na- moviemaking processes but on how important hu- ture of organizations and to compare organizations and to assist students who wish to use one or more of these concepts in their work. man problems such as cultural diversity, race rela- along a variety of dimensions. tions, the crafting of national identity and national 429. Conflict and Social Life 423. Race, Ethnicity, and Identities heroes, urban life, class conflict, family structure, (3-0-3) Klein (3-0-3) Pinglé war, and some ideological values such as success, This course focuses on theory and research con- How do we define ourselves and why? What does love, happiness, fairness, misfortune, destiny, hon- cerning the nature, causes, consequences, preven- this definition say about our society? How are esty, faith, and the like are depicted and treated by tion and resolution of social conflicts. Conducted peaceful social relations maintained in movies. in a seminar format, each student reads a unique multicultural societies? What contributes to ethnic set of materials, summarizes them in class and dis- 438. Race Relations in the United States and racial conflict? Drawing heavily on social cusses the ideas presented by others. Every student (3-0-3) Cassirer theory, and focusing on the experiences of Yugosla- selects one institutional setting or social context for This course focuses on racism and race relations in via, Sri Lanka, South Africa and the United States, special focus. Then students write and present dur- the United States. Current cases involving racial is- this course will explore the issues of identity, race, ing the seminar a critical review of issues in their sues will be presented and discussed in class. Read- and ethnicity. The grade for the class is based on chosen areas. ings, discussion and lectures will examine the class presentations, a midterm exam, and a final background and current status of the dominant paper. 431. The Fifties ethnic minority groups in the United States today. (3-0-3) Halton 425. Ethnicity in America The issue of race will also be viewed in relationship The 1950s witnessed unprecedented prosperity in (3-0-3) Chrobot to police practices, housing patterns, economic op- the United States, as well as major transformation A study of the ethnic and racial formation of portunities, gender relations and politics. Class par- of American society related to the Cold War, the American society and cultural pluralism; a review ticipation and student experiences will be rise of suburbs, the baby boom, the flowering of of the theory and history of ethnicity, its policy im- emphasized. forms of popular culture, the spread of mass cul- plications for family, education, economics, reli- ture, and the demise of high modernist culture. 441. Family Policy Seminar gion, government and international relations; This course will explore the many-sided manifesta- (3-0-3) Aldous in-depth study of one ethnic group of choice. tions of culture and changes of American society The seminar covers family policy in the United 427. Culture and Power associated with the decade of “the fifties.” States and in other countries with a concentration (3-0-3) Spillman in the United States. There is comparison of the 432. Blues and American Culture How do norms, values, symbols and rituals operate background, content and consequences of policies (3-0-3) Halton to dominate or empower? In this class we will ex- in the various countries. Such provocative topics as Blues and jazz are two distinctive musical expres- amine a number of important classical and contem- welfare policy, parental leave and child care are dis- sions of American culture which also reflect Ameri- porary texts which offer answers to this question, cussed. The relation between families and the work can social life. Growing out of the African which has been a theme of recent work in a variety setting or families and government will also be ad- American experience, the blues provide a focus of fields in sociology. At the same time we will ex- dressed. A discussion format is used. Students write through which to see many aspects of 20th-century amine concrete cases, selected from studies of de- a term paper on some aspect of family policy. It social history in America, from the changing identi- velopment, deviance, gender, mass communi- is directed especially for juniors, seniors and ties of African American culture to problems of rac- cations, organizations, social movements, and graduates. ism, poverty, industrialization and urbanization. stratification. Some reading assignments will This course will draw from a variety of written and 442. Family Development be demanding; however, some class time will be al- audiovisual materials to explore the ways in which (3-0-3) Klein located to work with assigned readings. blues both expresses the American experience and Family Development is directed to the sociology, provides an indicator of American society. The psychology, counseling, preprofessional, nursing, course will trace the evolution of the blues in Chi- social work and other majors who will necessarily cago and interweave that evolution with the sociol- be working with or seeking to understand families ogy of Chicago. in the course of their occupations. The course cov- ers change in families, from the time couples marry until their dissolution by divorce or death of one of
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the spouses. Parent-child relations beginning when 453. Building Democratic Institutions in First- until well into the 18th century. Technology re- children are born until parents’ death, changes in Wave Democracies lated to production of food has affected the in- sibling relations as persons age, as well as the devel- (3-0-3) Valenzuela equalities found in all societies. The politics of food opment of the marital union, will be examined. Elements of democratic regimes emerged long be- plays a major role in understanding the “social is- The family cycles of childless and one-parent fami- fore the regimes as such can be identified as being sues” affecting many nations around the globe. lies will also be included. Students have the oppor- minimally in place. Beginning with a brief discus- This is a fascinating area of study: that which we tunity to apply the course material on family sion of the essential features of democracies, the take for granted so much of the time is intertwined careers to their own families within the context of course examines how and why such institutions with economics, politics, psychology, social life and marriage, occupational and educational plans. They emerged, and the critical moments in which the ac- law. tual transitions to the new democratic regimes oc- do a case history of a family to gain experience in 470. Materialism and Meaning in Modern Life using the family development approach. curred. The course focuses on democratizations that took place before the Second World War, and (3-0-3) Halton 444. State Formation and Society: Contrasting will examine key European and Latin American In the 20th century, the twin problems of meaning Paths in England and France cases. and materialism have come to the forefront of (3-0-3) Valenzuela modern civilization, forming the basis of variety of Whether it is the development of democracy under 461. History, Politics, and Society of Chile philosophies and social theories, animating revolu- a monarchy or a republic, the effects of religion on (3-0-3) Valenzuela tionary movements in art, looming as the silent politics, intellectual and cultural styles, the charac- An introduction to the formation and development specter behind mass society and its dramas of con- teristics of the legal system, the extension of suf- of Chilean National Society. The course begins by sumption. It is by no means clear that the massive frage to men and to women, the creation of party examining the colonial period and the struggle for technological advances and material gains in ad- systems, the formation and development of the la- independence. It then focuses on 19th- and 20th- vanced industrial societies have contributed to a bor movement, the relationship of the military es- century issues such as the consolidation of the Cen- better way of life—many would say increased tral State, the development of Democracy, the cre- tablishment to the head of state, or simply the meaninglessness is the actual result. matter of overall political stability, France and En- ation of the party and electoral systems, economic 471. Protests, Riots and Movements gland offer the most interesting contrasts among cycles of growth and stagnation, the break down of (3-0-3) Myers advanced Western European countries. This course democracy in 1973, the Pinochet dictatorship, and This course is concerned with how people act to- examines the political and social history of the two the return to democracy in the 1990s. Class lec- gether to pursue collective political aims via extra- countries and tries to tease out these differences tures and discussions will include relevant compari- institutional forms of behavior: When and why do while trying to explain them. sons with other Latin American and even European Countries. people go outside the conventional political struc- 445. World Families ture to address social issues important to them? 465. Religion in Postwar America (3-0-3) Aldous During the course we will examine political behav- (3-0-3) Yamane Families in different parts of the world and of dif- ior ranging from the relatively mild (like a letter- This course surveys the major developments in reli- ferent historical periods are studied to gain perspec- writing campaign) to the severe (like rioting, gious life in the United States since the 1950s tive on American family changes. Current looting and killing). We will also discuss aspects of through an in-depth examination of several of the variations in families are examined. collective behaviors that are less political in nature most important recent books on the subject, such (like panics and fads). Some of the social move- 446. Family Problem Solving as: Wade Clark Roof’s Spiritual Marketplace, Tom ments we will discuss include the civil rights move- (3-0-3) Klein, Cassirer Beaudoin’s, Virtual Faith, Christian Smith’s Ameri- ment, the women’s movement, the antiwar In-depth analysis of the processes families use to can Evangelicalism, and Helen Berger’s A Commu- solve the problems they face. Material is drawn nity of Witches. With these works as the backdrop, movement, the gay and lesbian movement, the pro- from the social psychology of small groups, the so- each student will research and write her family’s re- life and pro-choice movements, and the environ- ciology of format organizations, and research and ligious history across three generations. mental movement (among many others). In the theory directly concerned with family problem end, we will try to explain how grievances, re- 466. Sex Inequality in the Workplace solving. This course is designed for students who sources, the political environment, repression, indi- (3-0-3) Cassirer plan on working with families professionally. vidual decision making, and movement tactics all This course will examine sex inequality in the contribute to the success and failure of protest 449. Sociology of Masculinity workplace in the United States. We will review evi- movements, their impact on social change and the (3-0-3) Gunty dence of sex differences in access to jobs and job re- future of activism. This seminar explores the social construction of wards and we will seek to understand the origins masculinity and its many forms, both traditional and persistence of inequality in the workplace by 473. Latinos in American Society and emerging, through readings, movies, discus- examining the roles of capitalism, male workers and (3-0-3) Cardénas sions and writing assignments. Members of the employers, organizational practices, and women’s This course will examine the sociology of the seminar will seek a better understanding of shifting actions and preferences. Finally, we will evaluate Latino experience in the United States, including the historical, cultural and political foundations of roles, identities and social structures that influence policy strategies to reduce inequality. the way both males and females develop the mean- Latino life. We will approach these topics compara- 467. Global Food Systems ing of masculinity. Topics include socialization, tively, thus attention will be given to the various (3-0-3) Johnson role conflicts, gender violence, sexuality, the impact experiences of a multiplicity of Latino groups in This is a course on food in society. The role which of fathering and men’s movements. The masculini- the United States. food plays in the life course of a society may seem ties in the United States and around the world. It is self-evident or commonplace to some. Yet food is intended to complement the study of gender in more than the physical substances which sustain other disciplines, but some familiarity with basic life. Food is intertwined with religion and central concepts in sociology is strongly recommended. to many rites and rituals. Food is linked to medi- cine, which was largely based on dietary principles
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474. Society and Identity 480. Qualitative Methodology 485. Materials and Methods of Demographic (3-0-3) Weigert (3-0-3) Cárdenas Analysis This course looks at sources, dynamics, and conse- The seminar will cover the general topic, with par- (3-0-3) LeClere quences of identity in contemporary society. Iden- ticular attention to ethnography and field work, vi- This course is a survey course in techniques widely tity is conceived as definitions of an individual that sual methods, archival research and related used in demographic analysis. These techniques in- self and others use as a basis for interacting with strategies. Heavy emphasis will be placed on cross clude those that describe population structure, ana- one another. Significant outcomes of the way we cultural research in minority communities in the lyze demographic dynamics and evaluate demo- are defined are the life chances, evaluations and United States. graphic data. In addition, many of the analytic skills and techniques stressed throughout the course emotional meanings we experience. The course for- 481. Research Seminar in Latino Studies have more general applicability in social science mat is a discussion. Seminar. (3-0-3) Cárdenas research. The aim of the course is to acquaint stu- 476. Social Breakdown in American Society Study of the scope, focus and development of dents with the nature and structure of a variety of (3-0-3) Welch Latino Studies. The course will concentrate on the techniques and to provide you with the experience This course examines the apparent weakening of development of social thought and scholarship, fo- in applying those techniques. the fabric of social life in America that has occurred cusing on Latino Studies as a field of research and within the past half-century. It investigates the past academic concentration. The course will also exam- 496. Sociology Internships influences of both the market economy and the ine the social construction of contemporary Latino (3-0-3)(3-0-3) Power political welfare state on several central societal identities and its bearing on Latino Studies. This is an “experiential” course designed to give students some practical experience in the area of problems, such as the deterioration of interpersonal 482. The Latino Image in American Films urban affairs or social welfare either to test their in- trust, the erosion of social obligations and informal (3-0-3) Cárdenas terest, complement their academic work or acquire social control, and the lessening of altruistic This course traces the historical depiction of work experience preparatory for future careers. Stu- concern for others. Students will discuss the Chicanos, Mexicanos, Puerto Ricans, Cubans, and dents are placed with a community agency in the significance of these problems, as well as potential other Latinos in Hollywood-made movies. Cin- South Bend area and normally work six hours a solutions. ematic plots, roles, and motifs — from the earliest week as interns under the supervision of an experi- 477. Families and Their Interrelations with of silent films through the onset of the 1980s—are enced practitioner. Hours are flexible, usually set to Gender examined to explore the changing physical, social, accommodate the interns availability and the needs (3-0-3) Aldous and cultural definitions of Latinos in the United of the host agency. A consideration of the part gender plays in family States. All films and filmmakers are considered processes like the couple formation through co- within their historical context. Though the main 497A. Special Studies habitation and/or marriage, having and rearing object of study is the Latino image, the course also (V-V-V) Staff children, division of labor and the post-children surveys corresponding images for other ethnic mi- Prerequisite: Permission of instructor. era. nority groups. Intensive study on a special topic to produce a scholarly paper, or special investigative experience 478. Chile in Comparative Perspective Seminar 483. Social Demography of Minoritites in the field, leading to the production of oral and (3-0-3) Valenzuela (3-0-3) Cárdenas written reports reflecting deeper theoretical and This course provides a detailed analysis of the de- This course will focus on the demographic status of empirical understanding. velopment of the Chilean economy, society and ethnic minorities in the United States. Some of the polity since independence from Spain in 1818, major topics include population size and projec- Graduate Courses. Senior majors may take any drawing selected comparisons with other national tions, geographical distribution, and residential 500-level graduate course with the permission of experiences. It then discusses the validity of theo- patterns. Other issues are educational attainment, the instructor. retical statements on central questions in the social occupational status, and personal and family in- science literature by examining them in light of the come. The course will cover the basics of demo- Chilean case. The main issues to be examined are graphic methods and techniques. the reasons for the successes or failures of Third 484. Primary Data Collection and Survey World development, the origins and breakdowns of Methodology democracies, the characteristics of authoritarian re- (3-0-3) LeClere gimes, and processes of redemocratization. This course will be offered to students in Sociology 479. International Migration and Human Rights and other social sciences who have an interest in (3-0-3) Bustamante the design, implementation, and use of social sur- This course is an extension from the mini-course to veys and databases in social science research. The a full term offered by Professor Bustamante, with a course will include all practical aspects of survey wider coverage of international migration experi- design including sample design and selection, ques- ences in the world with an emphasis on human tionnaire design, measurement, mode of adminis- rights. It starts with a historical approach to various tration, field methods, data editing and data base immigration waves to the United States, from the development. We will also cover theoretical devel- years of the “industrial revolution” to the present. opments in survey methodology including research It focuses on the current debate on the impact of on cognitive process and questionnaire response, the undocumented immigration from Mexico and the role of social theory in questionnaire design and Central America, with a discussion of the gap be- other specialized topics. This course will prove use- tween public perceptions and research findings. ful for both conducting primary data collection Differences between Mexico and the United States’ and interpreting data from secondary sources. Pre- migration policies, and its social and economic im- vious coursework in research methods and statistics plications, are discussed. The recent developments will be helpful but not required. within the context of the United Nations’ Com- mission of Human Rights on the relationship be- tween migration and human rights are also covered.
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Summary of the major: Theology THE THEOLOGY PROGRAM THEO 100 or 200 and 200-level course UNIVERSITY OF NOTRE DAME (University required courses) THEO 395 and 396 — Christian Traditions Chair: I and II John C. Cavadini Why major in theology? THEO 401 or 411 — Upper-division scripture Abrams Professor of Jewish Thought and Culture: Some students study theology to prepare for a ca- course Rabbi Michael A. Signer reer in high school teaching or religious ministry. Electives (15 hours at the 400-level) Crowley-O’Brien-Walter Professor of Theology: Others plan to proceed to graduate work in theol- THEO 400 — Proseminar (one credit) Rev. Richard P. McBrien ogy or religious studies in anticipation of a univer- Including the University requirements, the major Catherine F. Huisking Professor of Theology: sity career. Most students, however, major in thus consists of 31 credit hours. Rev. Brian E. Daley, S.J. theology simply because they find the study fasci- John A. O’Brien Professor of Theology: nating and rewarding. As an inherently interdisci- Summary of the supplementary major: Rev. John S. Dunne, C.S.C. (on leave 2001- plinary field, theology is an ideal liberal arts major. THEO 100 or 200 and 200-level course 02) Through close study of influential theological and (University-required courses) John A. O’Brien Professor of Theology: religious texts, rituals and artifacts, students learn THEO 395 and 396 — Christian Traditions Eugene C. Ulrich (on leave spring 2002) about their own faith and our common culture. I and II John A. O’Brien Professor of Theology: Many other students elect theology as a supple- THEO 401 or 411 — Upper-division scripture James C. VanderKam (on leave fall 2001) mentary major whose focus on the central ques- course John Cardinal O’Hara Professor of Theology: tions of human existence complements and extends Electives (nine hours at the 400-level) Gustavo Gutierrez their commitment to their first major in science, THEO 400 — Proseminar (one credit) Theodore M. Hesburgh, C.S.C., Professor engineering, business or architecture. Professional Including the University requirements, the supple- of Philosophy and Theology: schools increasingly appreciate how such diverse mentary major thus consists of 25 credit hours. Rev. David B. Burrell, C.S.C. and balanced preparation enhances a candidate’s William K. Warren Professor of Catholic Theology: profile. What other programs are offered? Rev. Thomas F. O’Meara, O.P. The Department of Theology welcomes stu- In cooperation with the Department of Philosophy, Professors: dents pursuing these varied interests and goals. Its the Department of Theology offers a Joint Major David Aune; Joseph Blenkinsopp (emeritus); distinguished faculty boasts outstanding teachers in Philosophy and Theology. The joint major in- Rev. Paul F. Bradshaw (London Program who offer upper-division courses on a wide range of corporates the formal requirements of a major in 2001-02); Lawrence S. Cunningham; Keith J. subjects, including the history of Christian thought theology, with the exception of the Proseminar, Egan (adjunct); Josephine M. Ford (emerita); and practice, scripture, spirituality, systematic the- and adds others. A full description of the new joint Charles Kannengiesser (emeritus); Robert A. ology, liturgy, ethics, Judaism and the Eastern reli- major is provided in a separate brochure available Krieg (on leave 2001-02); Rev. Edward A. gions. The smaller class size of most upper-division at the department office. Malloy, C.S.C.; Rev. John P. Meier (on leave courses creates a conducive environment for the Students can also minor in theology. The mi- calendar year 2002); Rev. Jerome Neyrey, S.J. creative exploration of ideas. nor requires 12 hours beyond the University re- (on leave 2001-02); Jean Porter; Rev. Gregory quirement for a total of 18 hours. Any courses at Sterling; William Storey (emeritus); Rev. James What are the requirements for the theology the 300- and 400-level, as well as letter-graded F. White (emeritus) major? courses at the 300-level, can be used toward the ad- Associate Professors: Beyond the six theology credits required of every ditional 12 hours. The minor in theology meets John C. Cavadini; Mary Rose D’Angelo; Rev. Notre Dame student, majors take 25 hours; certification requirements for secondary school Michael S. Driscoll; Mary Catherine Hilkert, supplementary majors take 19 hours. Each of these teachers in some states. O.P.; Timothy Jackson; Rev. Maxwell E. majors combines formally required courses and Johnson; Jean Laporte (emeritus); Blake electives. Whom should I contact for more Leyerle; Gerald P. McKenny; Rev. Don The formally required courses for the first and information? McNeill, C.S.C. (concurrent); Timothy the supplementary major are identical and total 10 The director of the undergraduate program in the- Matovina (on leave 2001-02); Rev. Leon credit hours: the two-semester sequence in the his- ology would be happy to answer any additional Mertensotto, C.S.C.; Rev. Matthew Miceli, tory of Christian thought, an upper-division scrip- questions. The director may be reached through C.S.C. (emeritus); Rev. Edward O’Connor, ture course, and the one-credit hour Proseminar the departmental office. C.S.C. (emeritus); Cyril O’Regan; Rev. Hugh offered each spring, which introduces students University of Notre Dame R. Page; Rev. Mark Poorman, C.S.C.; Maura to the variety of topics covered in the study of Department of Theology Ryan; Joseph Wawrykow; Todd Whitmore; theology. Notre Dame, IN 46556 Randall Zachman Remaining hours, chosen at the discretion of (219) 631-7811 Assistant Professors: the student, are usually taken at the 400 level; ad- Matthew Ashley; Rev. Michael J. Baxter, vanced students, however, are often encouraged to C.S.C.; Rev. Michael E. Connors, C.S.C.; take master’s-level (500-level) courses. INTENSIVE WRITING Mary Doak; Rev. Charles Gordon, C.S.C.; Jennifer Herdt; Bradley J. Malkovsky; Hindy REQUIREMENTS Najman (on leave spring 2002); Thomas Pruegl; Thomas W. Ryba (adjunct) The primary assessment tool for theology depart- Professional Specialists: ment courses numbered 401 and above is papers. Regina Coll, C.S.J. (emerita); Rev. Eugene F. Hence, all majors can expect to write the equivalent Gorski, C.S.C.; Rev. John A. Melloh, S.M.; F. of 20 to 25 pages per semester in these courses. Ellen Weaver (emerita) Assistant Professional Specialist (part-time): Rev. John F. Lahey, C.S.C.
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BEGINNING COURSES
Prerequisite: THEO 100, 180, 200 or 201 for all courses numbered from 202 to 299.
216. Re-Membering Jesus (3-0-3) D’Angelo 221. God’s Grace and Human Action (3-0-3) Wawrykow What are the respective roles of God and the hu- man person in salvation? Are ideas of human free- dom and of the value of human acts compatible with a belief in God as the source of grace and re- demption? These and other questions about salva- tion have been hotly debated by Christian theologians throughout the centuries. This course analyzes the positions articulated by such figures as Augustine, Aquinas, Luther and Calvin, and exam- ines how they shaped the Catholic-Protestant de- bate about the role of good works, and of God, in salvation. 222. The One Jesus and His Many Portraits: The Various Images of Jesus in the New Testament and Beyond (3-0-3) Meier This course explores the many different faith-por- traits of Jesus painted by various books of the New Testament: e.g., from suffering servant abandoned by God through high priest interceding with God to Godself. In each case, the course will ask how this particuliar portrait did or did not have an im- pact on subsequent Christian faith and what it may say to faith in Christ today. The course will com- bine a lecture format with discussions, readings, and reflections on the readings. 224. Why God Became Human (3-0-3) Zachman This course will investigate historically and system- atically the central Christian confession that God John C. Cavadini, chair and associate professor of theology became human in Jesus of Nazareth, especially in light of the death of Jesus on the cross. We will Course Descriptions. The following course 180. Theology University Seminar consider theologians from the patristic to modern descriptions give the number and title of each (3-0-3) Staff eras, including Irenaeus, Athanasius, Anselm, course. Lecture hours per week, laboratory and/or This course, prerequisite to all other courses in the Luther, Pascal, Barth, and von Balthasar. Course tutorial hours per week and credits each semester theology department, provides an introduction to requirements will include four six page comparative are in parentheses. The instructor’s name is also the critical study of Scripture and to the theological papers and a longer constructive paper. included. development of Christian doctrine for the first six centuries. Successful completion of this course sat- 225. Sin and Redemption 100. Foundations of Theology: Biblical/ isfies the first of the two University requirements in (3-0-3) O’Regan Historical theology. For details on emphases of individual in- This course explores the biblical and theological ac- (3-0-3) Staff structors, see the Department of Theology Course De- counts of sin and redemption. Focus will be on the This first course in theology offers a critical study scription Booklet or the departmental Web site. variety of perspectives in the biblical and theologi- of the Bible and the early Catholic tradition. Fol- cal accounts with regard to the meaning of sin, its 200. Foundations of Theology: Biblical/ social and individual significance, and on the un- lowing an introduction to the Old and New Testa- Historical derstanding of redemption, its worldly as well as ments, students follow major post-biblical (3-0-3) Staff other-worldly dimensions, and its scale, whether developments in Christian life and worship (e.g., See course description above. inclusive or relatively exclusive. An attempt will liturgy, theology, doctrine, asceticism), emphasiz- For sophomores, juniors and seniors. For details on made to distinguish the biblical and theological ing the first five centuries. For details on emphases emphases of individual instructors, see the Depart- views from the views of other religions both past of individual instructors, see the Department of ment of Theology Course Description Booklet or the and present, and also to engage modern criticism. Theology Course Description Booklet or the depart- departmental Web site. mental Web site: www.nd.edu/~theo. 201. Foundations of Theology (Honors) (3-0-3) Page See description above.
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227. Church and Worship 232. Suffering and the God of Love 242. The Mystery of God (3-0-3) Driscoll (3-0-3) Herdt (3-0-3) Doak An analysis of the Church as a community of be- What does our suffering mean? And what does the Who is the God Christians believe in? Beyond the lievers and a social institution, and a study of central doctrine of the goodness of God mean in acknowledgment that God is a mystery, accepted in Church liturgy and sacraments. This course will the face of the immensity of suffering in the world? faith and worshipped in reverence, what do Chris- center around three key areas, namely (1) Anthro- Is suffering a punishment for sin? A test of faithful- tians claim to know about God? How did the doc- pology: As humans, why do we feel the need to ex- ness? A source of growth? An inevitable byproduct trine of the Trinity develop, and what difference press ourselves and our relationship to God of the finitude of creation, or of human freedom? does it make? through ritual activity? (2) Theology: What are the Is suffering in this life wiped out by the joys of the This course will explore these and related ques- Christological and ecclesiological underpinnings life to come? Is it eased by our knowledge that tions through study of the development of the doc- for the sacraments? (3) History: What is the histori- Christ on the cross took our sufferings upon him- trine of God in Christian theology, giving special cal development of each of the seven sacraments? self? Is God beyond all suffering, or does God suf- attention to contemporary theological efforts to re- What has remained constant in spite of the histori- fer with us? Moving from the sufferings of Job to articulate the doctrine of God in response to the cal mutations? early Christian reflections on the destruction of questions and issues of our own day. We will also 228. U.S. Latino Spirituality Jerusalem, from medieval responses to the plague consider the contributions of different theological (3-0-3) Elizondo to modern attempts to fathom the Holocaust, tak- approaches, especially those emphasizing the Bible, U.S. Latino Spirituality is one of the youngest ing in genres as varied as novel, treatise, and film, philosophy, spirituality, or socio-historical location spiritualities among the great spiritual traditions of we will explore theological reflections on the good- as resources for better understanding the Christian humanity. The course will explore the indigenous, ness of God in light of human suffering. experience of God. African and European origens of U.S. Latino Spiri- 234. Interpreting Suffering Students will be encouraged to consult with the tuality through the devotions, practices, feasts and (3-0-3) Thompson instructor about the possibility of an experiential rituals of the people. Suffering, as it has been interpreted or experienced learning project involving theological reflection on by theologians, mystics, martyrs, victims, and sur- their own experiences of service, prayer, or worship 230. Ecclesiology as resources for better understanding God. (3-0-3) Pruegl vivors, has profoundly shaped Christian theology. From the New Testament on, the Christian com- Focusing particularly on Christology and Christian 247. The Catholic Experience munity has turned repeatedly to the formulation discipleship, this course will consist of three parts. (3-0-3) Cunningham and description of its identity, essence and consti- Part I will look at how some of the earliest teach- This course has three quite specific aims: (1) to de- tutional elements. Specifying what is entailed in the ings of the church developed out of a need to inter- scribe that form of the Christian tradition both in claim of the creed—“I believe in the one, holy and pret authoritatively the suffering Christ and the doctrine and practice which is called Catholic; (2) catholic church”—has been especially necessary at suffering of the early Christian martyrs. Part II will to argue that within the Catholic tradition there are certain crucial moments in the history of the Chris- consider the suffering of Christ as it was under- different “ways” of being a Catholic; (3) to outline tian movement. stood systematically and/or lived spiritually by key a general way of being a Christian within the Providing an introduction to the main themes medieval and reformation thinkers. In light of these Catholic tradition; we will call that “way” a “spiri- and problems in ecclesiology (the doctrine about traditional theological responses to suffering, Part tuality.” the Church), this course will examine the teachings III will consider a variety of modern theological at- Theology 247 will meet weekly for a lecture of leading theologians in the Patristic and Medieval tempts to confront the radical human suffering of followed by discussion groups. Attendance will be period (e.g., Augustine; Aquinas; Luther) and the the 20th century. This course will have two goals: required. Each week a short reflection paper (two determinations of the last two Vatican councils, (1) to reflect on how theology talks about Christ pages) will be readied for the discussion section. In largely concerned with such ecclesiological matters and Christian discipleship in the face of human addition, there will be an essay style midterm and as the constitution of the church, the role of the suffering; (2) to reflect on how experiences of suf- final. papacy, infallibility, and the universal versus local fering have shaped (and continue to shape) theo- 251. Liberation Theology churches. logical discourse. Requirements: 3 short papers (3-0-3) Ashley (with opportunities for experiential learning), class Liberation theology arose in the late sixties and sev- 231. Catholicism participation, midterm, and final. (3-0-3) McBrien enties as many Christians in different parts of the A comprehensive exposition of Catholic theology 235. Following Jesus world were becoming vitally engaged in various from a historical, doctrinal, and ecumenical per- (3-0-3) Daley struggles for peace and justice. One of its central spective. The course addresses the following ques- Hearing Jesus’ Gospel of the coming Kingdom of themes is the relationship between Christian spiri- tions: the interrelationships among faith, theology, God, and receiving it as a word of truth and new tuality and working for justice. This course will in- and belief; the meaning of human existence (a life, has meant, since the time of Jesus, not simply troduce liberation theology by focusing on this multidisciplinary exploration); the problem of God accepting a new way of understanding the world, theological problem. Background will be provided (revelation, religious pluralism, providence, the but taking on a new pattern of living, “costing not by a historical survey of attempts to understand the Trinity, etc.); Jesus Christ (New Testament data, less than everything.” This course will consider relationship between contemplation and action, us- doctrinal development, contemporary views, in- how the Christian tradition, since the time of the ing patristic and medieval homilies on Lk 10:38- cluding a discussion of Jesus’ self-consciousness, Gospels, has understood the person and work of 42, and concluding with an examination of the sexuality, and sinlessness); the Church (New Testa- Jesus and will consider the impact this faith in him Ignatian ideal of “contemplation in action.” Then ment data, history, Vatican II, mission, sacraments, and in his message have had, and continues to we will examine how various theologians, including authority, ministry, Mariology, etc.); and Christian have, on the way his disciples live in the world. the Peruvian, Gustavo Gutiérrez, and Jon Sobrino, existence (ethics, spirituality, eschatology). 240. Jesus and Salvation from El Salvador, have tried to apply this ideal in (3-0-3) Hilkert regions lacerated by systemic injustice and torn by An exploration of the mystery of Jesus the Christ warfare. Requirements: frequent short (one-page) and the experience of salvation through examina- essays on readings, midterm and final. While not tion of the life, ministry, death, and resurrection of mandatory, community service in the South Bend Jesus (Part I); the development of classic Christian area will be integrally worked into the course. doctrine (Part II); and selected contemporary per- spectives and questions (Part III).
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258. Creation: How God Relates to the World 265. Corporate Conscience 269. Religion and Psychology (3-0-3) Brey (3-0-3) Mertensotto, Heppen (3-0-3) Burrell The course will explore the connections between This course is a reflection on the Christian moral To show how the quest for psychological explana- one’s understanding of the world and one’s under- meaning of corporate action and purpose within tion can raise issues classically identified as reli- standing of salvation and God by surveying some business organizations. It deals with an analysis of gious, we shall explore how the psychological major representative treatments of the world that the relation between Christian values and corporate articulation of these issues addresses the “task” of have emerged down through the ages. To better ap- policy in order to raise the consequences of organi- becoming a Christian. Beginning with Aristotle’s preciate the uniqueness of the Judaic-Christian zational policies. The objective is to develop a com- Ethics to explore the most common idiom for hu- doctrine of creation, the course will begin by exam- prehensive corporate ethic, which deals with the man action, we jump to Kierkegaard’s Sickness ining some ancient pre-Christian views of the self-interest of the organization, multiple responsi- Unto Death, and then enter the “psychological world and salvation: Hinduism, Buddhism and the bilities and a social vision for a more human world. revolution” with Sigmund Freud’s Civilization and Greek-speaking world. We will then turn to look at For business majors. Its Discontents, followed by Carl Jung’s Psychology of the Biblical account of creation and its emerging 266. Medical Ethics the Transference. By that time we will be ready to treatment by some of the early church Fathers: (3-0-3) Mertensotto appreciate Sebastian Moore’s The Crucified Jesus Is Irenaeus, Origen and Augustine. Continuing, the A discussion of ethical problems in the medical No Stranger, testing his work against two diaries: course will jump forward in time so that we can profession in the light of natural law and Christian Ruzbihan Baqli’s Unveiling of Secrets: Diary of a survey the impact that modernity has had on the moral principles. For premed students. Sufi Master, and Etty Hillesum’s An Interrupted Christian doctrine of creation: the rise of science, Life. A series of exercises (one-page papers) are de- Kant, Schleiermacher, Hegel and Barth. Also, in a 268. A Faith to Die For signed to help us learn the language of these au- less historical vein we will spend time considering (3-0-3) Baxter thors. A final paper offers a way to link that what Paul calls “the last enemy,” namely death. To An introduction to Catholic moral theology, with language with more explicitly theological inquiry. what degree is death an enemy of creation, and can an accent on how Catholic belief and practice A midterm (in two parts) and a final exam give op- the harsh reality of death really be reconciled with shape the Church’s understanding of the moral life. portunities for synoptic grasp. all our academic speculations? Finally, we will read Aspects of Catholic belief and practice to be cov- ered include baptism, penance, reading scripture, 273. Christian Call to Service and Justice some contemporary musings on creation by Robert (3-0-3) McNeill Capon, J.R.R. Tolkien, and C.S. Lewis. The re- preaching, prayer, the Eucharist, martyrdom, reli- gious life, marriage, and mission. In the context of In this course, Christian leadership will be explored quirements for the course include daily readings, through presentations and readings from biblical, several short papers and an essay-oriented final. these beliefs and practices, several leading themes in Catholic moral theology will be explored (e.g., historical and contemporary perspectives on ser- 260. Theology, Ethics, and the Environment sanctification, the eternal and natural law, and vir- vice, compassion, justice and community. There (3-0-3) McKenny tues and vices), and several moral issues will be ex- are specific requirements for participation in expe- Does our ecological awareness require radically new amined (e.g., abortion, suicide, capital punishment, riential and/or service learning projects which ex- theologies and moralities? What moral claims, if economic justice, and war and peace). This course plore past and contemporary faith-based ways of any, do nonhuman entities make on us? Can cur- explores an understanding of the moral life in bringing about a more just and humane world. The rent Christian and philosophical moral theories ad- terms of participation in the life, death, and resur- requirements for the course include short papers/ dress these claims? This course raises these rection of Christ, but at the same time it avoids reports, a midterm exam, and a comprehensive pa- questions on both theoretical and practical levels. construals of the moral life that rest merely on pi- per that explores a pastoral/theological issue or Theoretically, we will examine various theological ous exhortations (“Jesus says”), assertions of theme that is linked with the exploration of Chris- and philosophical views of the moral status of non- ecclesial authority (“the Church says”), or invoca- tian leadership as vocation in reponse to contempo- human nature. Practically, we will explore the im- tions of negative moral prohibitions (“thou shalt rary social concerns and the Catholic social plications of these views for issues such as not”). Thus, the “faith” will be presented as a set of tradition. wildreness conservation/preservation, treatment of beliefs and practices that are disturbingly radical, 274. Theology and Social Ministry animals, agricultural biotechnology, and others. demanding that Christians die to themselves, yet (3-0-3) McNeill The diversity of positions we will consider will also deeply attractive, in that dying serves as a pas- This seminar fulfills the requirement for a second range from those who embrace standard, modern sageway to true life. As suggested by the title, a theology course. It is for students returning from human-centered theologies and moral theories to leading emphasis in the course is that only a faith Summer Service Projects who desire an extended critics (such as deep ecologists, ecofeminists, and worth dying for can forge a moral life that is truly opportunity for reflection and analysis in addition others) who hold that the very theoretical stance of worth living. to the regular SSP course (THEO 360, three cred- our dominant theologies and moral theories is in- Readings include selections from scripture, li- its, graded S/U). Some of the major themes to be compatible with a genuinely ethical orientation to turgical texts, theological and moral treatises, en- discussed are: Christian compassion, discipleship, the environment. cyclicals, and the documents of Vatican II, plus the mystery of God, and Catholic social teaching. 261. Christianity and Feminist Ethics Augustine’s Confessions, Cantalamessa’s The Eucha- The course culminates with a comprehensive re- (3-0-3) Porter rist: Our Sanctification, Graham Greene’s The search project on a theological question or issue This course is designed as an introduction to Chris- Power and the Glory, short stories of Flannery that emerges from the summer and/or other service tian ethics that focuses on the relevance of the his- O’Connor, Dorothy Day’s The Long Loneliness, experiences and is explored with other academic torical Christian tradition to a specific and Helen Prejean’s Dead Man Walking. Evalua- disciplines. Students must have participated in a contemporary issue or issues. tion is based on a midterm, a final, several short pa- Summer Service Project during the preceding sum- 262. Contemporary Issues in Christian Ethics pers, and interactive class participation. mer to enroll in this course. More information (3-0-3) Poorman about the course format, the experiential learning The study of contemporary issues and Christian re- method and the process of evaluation is explained sponses in the areas of bioethics, sexuality, social in the Learning Agreement and Application justice, and professional ethics. Form, which is available at the Center for Social Concerns.
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275. The Mystery of Being Human will enable the students to gain a deeper under- ELECTIVES (3-0-3) Hilkert standing of Christianity by “passing over” into and This course will explore some key questions of hu- experiencing as well as appraising the different ma- man existence in relation to basic Christian beliefs jor religious traditions of the world. To enhance 307A-307B. Elementary Hebrew I-II about human life and destiny. What is the meaning the learning experience, the course will use the (3-0-3) (3-0-3) Ulrich of human dignity, personhood, and community in BBC film series titled The Long Search. Each of Prerequisite: Six hours of theology. light of the Christian claims that we are created in these hour-long films focuses on perspectives of the This is a two-semester introductory course in bibli- the image of God and baptized into the image of world’s major religions. cal Hebrew; under normal circumstances, the stu- Christ? How are we to understand the reality of 288. Liberation Theology dent must complete the first to enroll in the evil in the world and the fundamental ambiguity of (3-0-3) Gorski second. The fall semester will be devoted to learn- human experience in relation to the symbol of An exploration of “liberation theology”—one of ing the grammar of biblical Hebrew. The spring se- “original sin”? What do “graced human existence” the most challenging and influential theological mester will be divided into two parts. For the first and “relationship with God” mean? Do they affect movements since the Second Vatican Council. six weeks we will finish and review the grammar. In the way we experience and live everyday life? How The initiators of this widespread movement are the remaining part of the course we will read and can Christians live in hope in the face of suffering firmly convinced that the liberation of the world’s translate texts from the Hebrew Bible, Qumran, and death? poor and oppressed—the suffering majority of hu- and Rabbinic literature. The course will focus on 279. Science and Theology manity—is the most pressing need of our age. And developing reading and comprehension skills in (3-0-3) Ashley they are developing a theology that is intended to biblical Hebrew through the study of biblical texts. In addition, students will learn how to use refer- 281. War, Law, and Ethics inspire and promote such liberation. They evolve ence grammars, concordances, and apparatus to the (3-0-3) Malkiewicz this theology of liberation not only from their re- flections on the Bible and other traditional sources, Biblical Hebraica. The course encourages students 282. Bioethics but also from their immediate pastoral relationships to think about the grammatical forms and their im- (3-0-3) Ryan with the poor — and from their social-historical- plications for biblical interpretation. This course explores the importance of religious political-economic analyses of the causes of poverty 325. From Power to Communion: and moral values for the life and death choices we and oppression. While this course will treat of the Toward a New Way of Being Church-Based make, individually and as a society. Basic principles liberation theology being developed in the United on the Latin American Experience and methods of contemporary bioethics will be in- States, it will focus first and principally on the the- (3-0-3) Pelton troduced, and a range of issues considered, e.g., ology of liberation rooted in the history of Latin Prerequisite: Six hours of theology. medical research, physician assisted suicide, health America and found expressed in the writings of This seminar explores the present and the future of care reform, new genetic technologies, responding some prominent Latin American theologians. the Catholic Church, placing emphasis on how its to AIDS. Especially recommended for students These include: Clodovis Boff, Leonardo Boff and future is foreshadowed in the growing ecclesial in- planning on a career in medicine or science. Lec- Gustavo Gutierrez. The works of these innovative terdependence that exists between the churches of ture/ discussion format. Requirements: short pa- authors are at the heart of liberation theology; un- North and Latin America. Emphasis is placed on pers, midterm, final. derstanding them is a precondition for understand- the growing involvement of the laity in Latin 286. Literary Catholicism ing the liberation writings from the U.S.A. and America and where this may lead the North Ameri- (3-0-3) Gordon from other places. can church. In a particular way, attention is given to the role of small Christian communities. This course will explore the Catholic theological 290. Christianity and World Religions tradition primarily as it finds expression in six nov- (3-0-3) Malkovsky 345. Christianity in the Middle East, Origins to els by authors whose writing is influenced by that The purpose of this course is to introduce the stu- the Present tradition. The novels discussed will be: The End of dent to the basic teachings and spiritualities of (3-0-3) Amar the Affair and The Power and the Glory by Graham Hinduism, Buddhism, and Islam. We will ap- Prerequisite: Six hours of theology. Greene, The Ball and the Cross by G. K. proach these religions both historically and theo- The spread of Christianity from Jerusalem into Chesterton, Silence by Shusaku Endo, Wise Blood logically, seeking to determine where they converge Asia Minor and Europe is well documented. But by Flannery O’Connor, and Love in the Ruins by and differ from Christianity on such perennial is- Christianity is not a European phenomenon, it is Walker Percy. Among the topics to be treated are sues as death, meaning, the nature of the ultimate Middle Eastern and Semitic in its origins. Why was Jesus Christ, revelation, the fall of humanity and Mystery, the overcoming of suffering, etc. We will the existence of Christianity in the Middle East the problem of evil, the nature of sacraments, and also examine some traditional and contemporary marginalized by the earliest Christian historians? faith as a relationship with a loving God. Catholic and Protestant approaches to religious Why is Christianity in the Middle East so inad- 287. World Religions and Catholicism in pluralism. Our own search to know how the truth equately understood today? This course will exam- Dialogue and experience of other faiths is related to Chris- ine the evidence for Christianity articulated in the (3-0-3) Gorski tian faith will be guided by the insights of impor- native Aramaic language and culture of the region. A theological exploration of Hinduism, Buddhism, tant Catholic contemplatives who have entered We will investigate the origins and development of Taoism, Judaism, Islam and the relationship of deeply in the spirituality of other traditions. By the indigenous “Oriental” churches of Syria, Leba- Christianity to those religions. The goal of this ex- course’s end we ought to have a greater understand- non, Jordan, Iraq, and Iran, and the missionary ac- ploration is specifically (1) to set forth the essential ing of what is essential to Christian faith and prac- tivity that took the gospel into India and China. characteristics of the world’s great religions, (2) to tice as well as a greater appreciation of the spiritual Topics will include: the Semitic approach to Jesus disengage the essential differences between Chris- paths of others. Requirements: Short papers, mid- and the Gospel, Christianity and the Arabs, the im- tianity and the other world religions, (3) to identify term exam, and final exam. pact of the Crusades. The course will conclude the distinctiveness of Catholicism within the family with an investigation of Islamic fundamentalism, of Christian traditions, (4) to examine historically and the diaspora of Middle Eastern Christians in and systematically the Christian theological ap- Europe and the Americas. Drawing from local his- praisal of other world religions. Thus, the course tory, native accounts, and archaeological evidence, we will piece together the largely untold story of Christianity in the Middle East.
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347. Popular Religion and the Practice of 358. Soc Con Sem: Children and Poverty 360B. Summer Service Learning: Int’l Philosophy in China (3-0-3) McNeill/Brandenberger (3-0-3) McNeill/Cunningham/Tomas-Morgan (3-0-3) Jensen This Seminar focuses on concerns that affect the Prerequisite: Domestic service-learning experiences. Prerequisite: Six hours of theology. youth of our nation, especially poverty and vio- This three-credit course provides students the op- This lecture/discussion course will introduce the lence, and examines efforts to foster positive youth portunity to encounter international realities student to the plural religious traditions of the Chi- development. Immersion in New York City. Par- through work with poor and marginalized people. nese as manifested in ancestor worship, sacrifice, ticipants read Catholic social teaching focused on Same academic requirements as THEO 360 with exorcism, and spirit possession. From an under- youth/family issues. the addition of area/country specific readings and standing of these practices, the course will offer in- 359A. Summer Service Learning Internship: meetings. sight into the mantic foundations of Chinese ACCION 360C. Summer Service Learning: NYSP philosophy, especially metaphysics. Readings will (3-0-3) McNeill/Cunningham (3-0-3) McNeill/Cunningham/Roemer consist of texts in translation of popular cults, as The ACCION Internships run 10-12 weeks in mi- The National Youth Sports Program runs for six well as scholarly interpretations of these phenom- cro-lending offices across the country. weeks on the Notre Dame campus. Students work ena. In his Natural History of Religion (1757), For junior Business majors only. with low-income children from the South Bend David Hume articulated the now common distinc- area in educational enrichment and recreation. tion between high and low religion, identifying the 359B. Smr SrvLrn Intrn: ACCION Same requirements as THEO 360. monotheistic traditions (Christianity, Judaism, Is- (3-0-3) McNeill/Cunningham lam) with the former and the polytheistic (the ma- The ACCION Internships run 10-12 weeks in mi- 361. Soc Con Sem: Appalachia jority of the world’s religions) with the latter. cro-lending offices across the country. (1-0-1) McNeill/Tomas-Morgan For junior Business majors only. This seminar involves experiential learning during Social Concerns Seminars (THEO 350– 359C. Smr SrvLrn Intrn: Hispanic the semester break. The course is centered on a ser- THEO 372). The Department of Theology offers (3-0-3) McNeill/Cunningham/Knight-Santoni vice-learning immersion in the region of Appala- a variety of social concerns seminars in This is a leadership internship for Hispanic studies chia and provides preparation for and follow-up to collaboration with the Center for Social Concerns. working 10-12 weeks in a Hispanic/Latino area that experience. Students may focus on particular Permission is required for each of these and is with organizations dedicated to empowering local themes (e.g., rural health care, environmental is- obtained through the center. More information is communities. Students will complete the require- sues) at various sites while learning about the re- available at the Center for Social Concerns, (219) gion and rural issues. 631-5319. ments of THEO 359 and work with the Center for Social Concerns to build partnerships with the 362/SOC 362. Soc Con Sem: Cultural Diversity 355. Soc Con Sem: Civil Rights and Social agencies and people involved. Application and in- (1-0-1) McNeill/Outlaw/Brandenberger Change terview necessary for participation. The purpose of this course is to begin to analyze (3-0-3) McNeill/Caponigro the positive aspects of ethnic and cultural diversity The purpose of this Seminar is to study key events 359E. Smr SrvLrn Intrn: CathOrg as well as related tensions, including racism. Stu- and leaders that sparked the broad-based move- (3-0-3) McNeill/Cunningham dents will participate in a five-day program during ment to secure civil rights in the United States. This internship is for students interested in learn- break at selected sites that provides an orientation Students will visit communities (Atlanta, Birming- ing more about how the Catholic social teachings to culturally diverse communities and allows stu- ham) and religious institutions that shaped the ide- are addressed in the work of a church organization, dents to engage in discussions on relevant issues ology and development of movement in the late such as the Catholic Campaign for Human with local residents and community leaders. Stu- 1950s and early 1960s. Participants will also be Development. dents participate in preparation and follow-up asked to explore the current state of leadership in 360. Confronting Social Issues: SSPs sessions. the civil rights community, assessing its relevance (3-0-3) McNeill/Cunningham and potential for continued influence on issues of This three-credit service-learning course takes place 363/GOVT 496. Soc Con Sem: race and discrimination into the new century. before, during, and after student participation in Washington, D.C. eight-week “Summer Service Projects” sponsored (1-0-1) McNeill/Brandenberger 356. Soc Con Sem: Migrant Experiences This course centers on a trip to Washington, D.C., (3-0-3) McNeill/Brandenberger by the Center for Social Concerns. The goals of the course are to reflect on the meaning and dynamics over fall break, during which time students analyze This Seminar offers a unique immersion into the a significant social issue through contact with vari- lives of migrant farm workers in Florida during the of Christian service, compassion and Catholic so- cial teaching through readings and writing, along ous agencies, government offices, and church orga- spring harvest. Students pick tomatoes in the fields nizations. Students participate in preparation and (donating their wages), live with migrant families, with discussion and reflection with site supervisors and alumni, and scheduled group discussions upon follow-up sessions. Themes (e.g., Educational Re- assist church and social agencies that serve mi- form, Violence in America) vary each year. grants, and meet with community leaders, never return to campus. Writing assignments include a again to take food for granted. journal, reflection paper of six to eight pages and 364/GSC 364. Soc Con Sem: responses to study questions related to the course New Women, New Church 357. Soc Con Sem: L’Arche Communities packet. This course is completed during the first (1-0-1) Coll (3-0-3) McNeill/Brandenberger five weeks of fall semester and is graded Satisfactory This seminar takes place during the October break. This Seminar centers around travel to a L’Arche or Unsatisfactory. Acceptance is based on the With the assistance of the staff at the 8th Day Cen- community (e.g., Toronto, Canada) to share com- student’s application and interview. Contact the ter for Justice in Chicago, students will have the munity life with developmentally challenged per- Center for Social Concerns for more information. opportunity to meet with individuals, groups and sons. Students draw from the philosophy of Jean agencies working for and with women marginalized 360A. Confronting Social Issues: THEO Vanier, the works of theologian Henri Nouwen in our society. Ample time for reflection and dis- (3-0-3) McNeill/Cunningham and other spiritual writings to augment this partici- cussion is provided. The students participate in Same as THEO 360 but restricted to theology ma- patory learning experience. preparation and follow-up sessions. Requirements jors; graded A-F. include readings from the Catholic social teachings and from other appropriate sources. A one-credit- hour course graded satisfactory or unsatisfactory.
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366. Soc Con Sem: 371. Soc Con Sem: International Issues 395. The Christian Theological Tradition I Mexico Service-Learning Project (1-0-1) McNeill/Brandenburger/Tomas-Morgan (3-0-3) Wawrykow (1-0-1) McNeill/Brandenberger This course revolves around international experien- Prerequisite: Six credit hours of theology. This seminar involves three weeks of service-learn- tial learning opportunities, examining the culture, A survey of Christian theology from the end of the ing in Oaxaca, Mexico. It is designed to expose stu- community and life of the people encountered, in- New Testament period to the eve of the Reforma- dents to the reality of Latin America through cluding the poor. Students participate in prepara- tion. Through the close reading of primary texts, inter-cultural exchange, shared work experience, tion and followup sessions. the course focuses on the Christology of such influ- and faith reflection. Students examine the social, 372. Soc Con Sem: Field Education ential thinkers as Origen, Athanasius, Augustine, cultural, and international forces operative in the (1-0-1) McNeill/Brandenberger Anselm and Aquinas. How do these thinkers un- region through discussion, relevant readings, and A directed field education experience in theology, derstand the person and work of Jesus Christ? written reflection. The final component of the augmented by readings and dialogue with faculty What are the Christological problems that they seminar (which will last for the first five weeks of and others. Area of focus and placement deter- tried to resolve? How do the different Christologies the fall semester) is designed for those who served mined by student interest and initiative, in collabo- of these thinkers reflect their differing conceptions in Mexico during May of 2000. Applications for ration with the Center for Social Concerns. Site of the purpose and methods of “theology?” Some Spring 2001 will be available in November 2000 at placements may involve service-learning or related attention will also be given to non-theological rep- the Center for Social Concerns. work (at, for example, La Casa De Amistad, the resentations of Christ. How does the art of the 367. Soc Con Sem: Advanced Studies Center for the Homeless, or other site where the early and medieval periods manifest changes in the (1-0-1) McNeill/Brandenberger Center has placed a Community-Based Learning understanding of the significance of Jesus. This Prerequisite: One other Social Concerns Seminar. Coordinator). A learning agreement will outline course is obligatory for all first and supplementary The Advanced Studies Seminar is designed to en- specific learning tasks and requirements. Special majors but is open to others who have completed hance the students’ study and application of a par- permision (during the semester prior to the experi- the University requirements of theology and who ticular social concern issue. The experiential ence) is required. wish to gain a greater fluency in the history of component of the course will be tailored to the spe- Christian thought. Fall only. 378. Catechism and Catechetics cific interest of the student and requires prepara- (3-0-3) Cavadini 396. The Christian Theological Tradition II tion and orientation, follow-up reflection and Prerequisite: Six hours of theology. (3-0-3) Zachman associated readings. Prerequisite: Six credit hours of theology. 386. Canon and Literature of Islam 368. Soc Con Sem: Contemporary Issues The course will examine the development of the (3-0-3) Afsaruddin (1-0-1) McNeill/Brandenberger Christian tradition from the time of the Reforma- Prerequisite: Six hours of theology. This seminar allows students to participate in an tion to the present, with special attention to the This course is an introduction to the religious lit- experiential opportunity designed to examine con- confessional division of the western Christian tradi- erature of the Arab-Islamic world. Emphasis is on temporary social problems. Emphasis will be placed tion during the Reformation, and the responses works from the classical and medieval periods of Is- on understanding issues/conflicts from the perspec- which post-Reformation Christian traditions make lam, roughly from the seventh to the 14th century tive of the various participants. Preparation and fol- to the secularization of West culture. The objective of the common era. We will read selections from low-up sessions are tailored to the specific of this course is to develop an ecumenical under- the Qur’an (the sacred scripture of Islam), the opportunity. standing of contemporary Christian traditions. Hadith literature (sayings attributed to the Class time each week will consist of two lectures 369. Soc Con Sem: Leadership Issues prophet Muhammed), the biography of the and one student-led discussion. Evaluation will be (1-0-1) McNeill/Knight-Santoni/Brandenberger Prophet, commentaries on the Qur’an, historical based on discussion, four short papers, and a final This course is open to student leaders of various and philosophical texts, and mystical poetry. All exam. Spring only. campus organizations focused on community ser- texts will be read in English translation. No prior vice and social action (e.g., student groups affiliated knowledge of Islam and its civilization is assumed, with the Center for Social Concerns, social con- although helpful. ADVANCED COURSES cerns commissioners of dorms, etc.). This seminar 388JE. Naming God in Three Abrahamic will examine leadership and empowerment issues Traditions 400. Proseminar from a multi-disciplinary perspective, focusing on (3-0-3) Burrell (3-0-3) Wawrykow the role of the leader within organizations promot- This course, team taught in Jerusalem with Prerequisite: Six credit hours of theology. ing community service, social awareness, and action Mustafa Abu-Sway and Alon Goshen-Gottstein, This one-credit course will provide an introduction for justice and peace. The course will provide stu- will explore the ways in which Jews, Christians and to the field of theology, emphasizing its nature and dents with an opportunity to examine and develop Muslims employ their revelatory tradition to name task, its relation to faith and experience, and its their personal leadership styles and potentials God—that is, to come to a way of understanding various methods of inquiry. Class sessions will have through a variety of experientially based learning and relating to the One whom all three tradition discussion format to promote close interaction experiences. believe freely created the universe. We shall explore among all the participants. Five sessions of the 370. Soc Con Sem: Nonviolence how each tradition uses names differeently, and so seminar will feature different members of the fac- (1-0-1) Brandenberger, McNeill identify the relevant differences in these Abrahamic ulty who will discuss the goals and methods of their This course allows students to explore the theoreti- faith-traditions. respective disciplinary areas. During the course stu- cal dimensions of nonviolence and the practice of 391. Liturgical Choir dents will gain the necessary background to begin nonviolence as manifest in contemporary social (1-0-1) Walton planning their own programs in theology. Re- movements. The course will examine the writings quired for all majors and supplementary majors, of Jesus, Mahatma Gandhi, Martin Luther King, 392. Folk Choir and open to minor, pre-seminarians, and any Dorothy Day and others. Students participate in a (1-0-1) Warner other interested students. Spring only. one-week experience with faith-based communities involved in nonviolent activities, prayer, service, and public witness. A one-credit course graded sat- isfactory or unsatisfactory.
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401. Hebrew Scriptures 435. Christian Spirituality 446. Theology and Medicine (3-0-3) Ulrich (3-0-3) Cunningham (3-0-3) Ryan Prerequisite: Six credit hours of theology. This course intends to introduce the student to (1) An examination of moral problems in medicine in This course will offer students an introductory- the methodologies for studying Christian spiritual- the context of key theological themes, e.g., cre- level survey of the books of the Hebrew Bible, with ity; (2) some theological reflections on the Chris- ation, providence, the nature of Christian emphasis placed on the holistic (i.e., theological, tian way of life “in the Spirit”; and (3) A personhood, suffering and redemption, freedom literary, and social-scientific) study of the history, consideration of the structure of some “schools” of and grace. Various normative problems will be ex- literature, and religion of ancient Israel. The impli- spirituality within the Christian tradition. Apart plored, e.g., euthanasia and physician-assisted sui- cations of selected texts in Christian and Jewish from preparation of readings, class participation, cide, the challenge of managed care to the theological discourse will also be explored. Re- and regular attendance, the basic course require- healthcare professions, the relationship between re- quired course components include occasional quiz- ment will be to finish in a timely fashion a series of ligion and science, and faith and professional iden- zes, three unit tests covering the major divisions of short papers which will reflect topic assignments tity. Requirements: weekly brief commentary on the Hebrew Bible (Pentateuch, Prophets, and Writ- given by the professor. These short papers will bear assigned readings, term paper. ings), and 20 pages of writing spanning the follow- a family resemblance to take-home examinations. 449. Feminist and Multicultural Theologies ing research-related genres (case studies, article 441. The Christian-Jewish Encounter: (3-0-3) Hilkert reviews, journal, and critical notes). Fall only. From Disputation to Dialogue An exploration of critical and constructive contri- 402. Archaeological Foundations of Christianity (3-0-3) Signer butions of women to the development of contem- and Judaism in Antiquity In the closing days of the II Vatican Council porary Christian theology. Using the writings of (3-0-3) Burgh Nostra Aetate (Declaration on non-Christian Reli- feminist, womanist, Latina, mujerista, and Asian This course surveys ancient Israel/Palestine (the gions) reversed a negative attitude of the Catholic women theologians, the class will consider recent Holy Land) during the biblical period. The class Church toward Judaism and the Jewish people. work in the field of systematic theology with par- will challenge students to think critically and cre- This remarkable change promoted “dialogue” with ticular attention to questions of method, theologi- atively about the makeup/construction of previous Jews, and positive changes in the ways in which Ju- cal anthropology, Christology/soteriology, and the cultures, their life-ways, and how the components daism was presented in Liturgy and Catechesis. Re- mystery of God. of the culture connect and relate to one another. In actions from the Jewish communities were diverse: 453. Theology of Church and Ministry order to do this, the student will engage and incor- from rejection to welcoming. (3-0-3) O’Meara porate theory and method from several fields (e.g., This course will explore a number of issues This course treats four basic areas of the archaeology, theology, anthropology, philology, which emerge from the history of Christian ecclesiology of the Catholic church today: (1) the textual studies, history, art, and others). This thought and theology: How did a negative image of foundation of the church by Jesus and some of its course encourages the student to use as many avail- Judaism develop within Christianity? In what ways basic and original characteristics; (2) the forms his- able tools as possible to investigate and understand did these unfavorable teachings contribute toward tory has assumed from the time of the Twelve the past and its impact on the present. The class violence against the Jews? What is the relationship Apostles up to today; (3) lay ministry and the min- will expose students to the material remains between Christian anti-Jewish teachings and istry of priesthood; (4) authority as a ministry in through slides and some physical artifacts that will Antisemitism? Is there any correspondence to the church. The calling of disciples and the origins assist them in better comprehending the theological Christian hostility within Judaism? In what ways of the church bring charisms and ministries to the foundations of Judaism and Christianity. have Jewish authors reacted to Christian tradition? baptized. Lay ministry, in parish and diocese, has We shall also want to construct a more positive 411. Christian Scriptures expanded considerably over the past 25 years and theology for the future. How can Jews and Chris- (3-0-3) D’Angelo its variety, identity and relationship to pastor and tians develop religious responses to modernity? In A critical introduction to the Christian Scriptures bishop are of import. Finally, a pervasive factor of what senses can a study of Judaism by Christians, for Western readers. In addition to important his- Catholic life is church authority, and this is ex- or Christianity by Jews, help either community to torical and literary aspects of the New Testament, plored in terms of the bishop of Rome and bishops, understand itself better? How can Christians and this course aims to interpret those Scriptures in the of theologians and the faithful. light of the cultural world of Jesus. This means that Jews develop a theology of “the other” which is not readers will be learning the essential and relevant triumphalist, but empathic. cultural models for reading Jesus, Paul, Timothy, 445. Christian Initiation and Eucharist etc., in their own culture: basic values (honor and (3-0-3) Johnson shame), institutions (kinship), modal personality The Rites of Christian Initiation (Baptism, Confir- (group-oriented) and the like. Spring only. mation, and First Eucharist) and the Eucharistic 423. Reformation Theology: A Survey Liturgy as the primary sacramental celebrations of (3-0-3) Zachman and in the Church: their biblical and anthropologi- An examination of the development of Christian cal foundations, historical and theological evolu- thought from the Council of Constance in 1415 to tion, and contemporary forms and celebration in a the First Vatican Council in 1869-70, with special variety of churches. Requirements will include attention given to the impact of the Reformation short papers and exams. and the Enlightenment on the formation of Chris- tian theology. 428. Topics in Medieval Theology (3-0-3) Staff
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456. Martyrs and Monastic Lives Catholic and Protestant, have raised different is- Supplementary (3-0-3) Leyerle sues: “How could Christianity have given up its Early and medieval Christian communities were moral authority to the State and remained silent; Majors, Minors, and largely defined by their views not only of God or what beliefs within the Christian tradition may the personhood of Jesus, but also of the body; un- have contributed to the contempt of Jews and Special Programs der fierce debate were questions of what, when, or Judaism?” Both communities have produced new even whether, to eat, drink, or engage in sexual ac- explorations of the role of God in human history. As indicated above, a supplementary major is one tivity. By reading intriguing texts stemming from In our course we will read both Jewish and Chris- that cannot stand alone in qualifying a student for the experience of martyrdom and monasticism, this tian theologians. Jewish theologians such as Martin an undergraduate degree but must be taken in con- course will illustrate how often explicitly theologi- Buber, Arthur Cohen, Emil Fackenheim, Emanuel junction with a primary major. Several departments cal concerns (for instance, an understanding of the Rackman and Irving Greenberg will be read along offer both majors and supplementary majors. They incarnation) have their roots in just such pressing with some of the writings of more traditional Jew- have been described above. Included below are in- social concerns. Christians were further urged to ish theologians. From the Christian perspective we terdisciplinary non-departmental supplementary ponder the relationship of the body to theology, by will read from the writings of Johann B. Metz, majors and minors. the experience of sporadic persecution launched Jurgen Moltmann, Karl Barth, David Tracy and against them initially by pagans, but after Paul van Buren. Constantine, increasingly by other groups of Chris- 471. The Development of Latino Christianity in AFRICAN AND AFRICAN AMERICAN tians. This course will examine a selection of in- the USA STUDIES SUPPLEMENTARY triguing texts stemming from the experience of (3-0-3) Elizondo martyrdom and monasticism. We will begin with The development of religion in the great “frontera” MAJOR AND MINOR the earliest portrait of Christians left to us, namely between Nordic America and Latin America, that found in the New Testament, and will end which is in the southwest of the USA. with the Reformation period, which not only saw a Director: 474. Islam and Muslim-Christian Dialogue reassessment of the goals and goodness of the mo- Hugh R. Page Jr. (3-0-3) Malkovsky nastic life but also a resurgence of persecution. Associate Professor, Department This course has a twofold aim. It not only provides Two further and related concerns will also shape of Theology an introduction to the world of Islam but also at- this course, namely, the uncovering of the contours Advisory Committee: tempts a comparison and evaluation of Islamic and of “ordinary” Christian life in these periods, and a Cyriana E. Johnson-Roullier Christian theological themes from both a system- growing appreciation of how Christian women, Associate Professor, Department of English atic and historical perspective. Topics such as the whose stories have often been eclipsed in surveys Richard B. Pierce II nature of God and the process and content of di- devoted to intellectual or doctrinal history, have Assistant Professor, Department of History vine revelation; the person and function of shaped Christian tradition through their ascetic Gina V. Shropshire Muhammad and Jesus as exemplars of faith; the practices, and have been in turn shaped by them. Assistant Professional Specialist, Mendoza role and nature of sacred scripture and tradition; Our perspective will be that of social historians. College of Business the place and nature of piety and practice in every- Fabian E. Udoh 459. Love and Sex in the Christian Tradition day life; the way that each religion sees itself in re- Assistant Professor, Program of Liberal (3-0-3) Porter lation to other faiths; changes that each tradition Studies Christian reflections on sexuality comprise one of has undergone in the modern period: these and Lynn Todman the richest yet most controversial aspects of the other topics will be treated with the intention of Visiting Scholar, African and Christian moral tradition. In this course, we will deeper understanding and appreciation of the African-American Studies Program examine Christian sexual ethics from a variety of other. Requirements: oral presentations, short ana- perspectives through a study of historical and con- lytical papers, one research paper. temporary writings. Topics to be considered in- Program of Studies. The African and African clude Christian perspectives on marriage and 497. Directed Readings American Studies Program (AFAM) is dedicated to family, the ethics of sex within and outside of mar- (3-0-3) Wawrykow the interdisciplinary study of the peoples of Africa riage, contraception, divorce and remarriage, and Prerequisites: Senior standing, dean’s list average, and the African Diaspora. Its pedagogical commit- homosexuality. Course requirements will include written consent of instructor. ment is twofold: (1) to create a disciplined and rig- four or five short papers and a final examination. orous intellectual environment within which the The following courses are offered as transfer study of the histories, literatures, languages, and 460. Joint Seminar in Philosophy and Theology: credit courses at Purdue University: cultures of African and Afrodiasporan peoples can Aquinas and Scotus on God take place; and (2) to foster an appreciation of the (3-0-3) Wawrykow 171P. Introduction to Biblical Theology richness, diversity, and complexity of the African- 469. After the Abyss: Christian and Jewish (3-0-3) Ryba American experience—particularly when it is Theology after the Holocaust 173P. Theological Reflections viewed within both national and global contexts. (3-0-3) Signer (3-0-3) Ryba Critical inquiry and service learning are essential At the close of the 20th century, Jews and Chris- components of the AFAM Program It seeks to cre- 176P. Dynamics of Christian Freedom tians have become aware that the Nazi Holocaust ate opportunities for dialogue, reflection, and social (3-0-3) Ryba presented significant challenges to their traditional engagement within and beyond the classroom. The theologies. For many Jews the problem arises from 476P. Advanced Theological Interpretations AFAM Program offers Notre Dame undergraduates the question “How could God have permitted the (3-0-3) Ryba the option of electing a Supplementary Major (24 murder of innocent children?” Many Christians, 497P. Directed Readings credit hours of required coursework) or Interdisci- (3-0-3) Ryba plinary Minor (15 credit hours of required coursework, with a sub-specialty in Literature, His- tory, or Social Science). Students selecting either option receive thorough grounding in the analytical
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methods employed by scholars in the field as well The following courses are AFAM History Minors will choose one of the following three areas as exposure to essential sources and critical issues. A electives. of specialization: Literature, History or Social Sci- “capstone” experience consisting of a Senior Project ence. The remaining three courses (9 credit hours) or Thesis rounds out the curriculum for the AFAM 312: Slavery in Antiquity will be in the area chosen. Supplementary Major. AFAM 321: Making of Multicultural America Upon completion of all requirements, students AFAM 453: The New Nation Literature AFAM 454: The Civil War will have received both a solid introduction to the The following are AFAM Literature electives for discipline of African and African-American Studies the minor. Social Science and an appreciation of how it interfaces with other AFAM majors are required to take the areas in the Humanities, Social Sciences, and Theo- AFAM 324: Harlem Renaissance following Social Science course. logical Disciplines. AFAM 479a: African Literature AFAM 413: Art/Politics of Richard Wright AFAM 372a: The Archaeology of Africa AFAM 470b: Joyce and Baldwin Supplementary Major AFAM 479a: Modern African Literature The AFAM Supplementary Major requires comple- The following courses are AFAM Social Science AFAM 487: African and Caribbean Woman tion of one designated literature course (3 credit electives. Writers hours), the two course sequence in African-Ameri- AFAM 494b: Writing Whiteness can History (6 credit hours), one stipulated Social AFAM 215: Education, Multiculturalism, AFAM 494e: Slavery Era of African American Science course (3 credit hours), and the Senior and Democracy Literature Project or Senior Thesis (3 credit hours). Three ad- AFAM 232: Social Problems AFAM 591 (by special permission): Politics ditional AFAM elective courses in Literature, His- AFAM 319: Sociology of Sport and Literature in Francophone Sub-Saharan Africa tory, or Social Science can be selected (9 credit AFAM 329: Introduction to Human Evolution hours) to complete the 24 credit hour requirement. AFAM 332: Criminology AFAM 336: Human Diversity History AFAM 336s: Poverty, Inequality, and In addition to the two required classes, any of the Literature Education following History courses may be taken as AFAM Majors must take one of the following courses. AFAM 338: Poverty/Inequality/Social electives. Strategy AFAM 384a: Afro-American Literature I AFAM 352: Politics of Southern Africa AFAM 270: Civil Rights Movement 1746-1900 AFAM 359: Peoples of Africa AFAM 312: Slavery in Antiquity AFAM 384b: Afro-American Literature II AFAM 411: Ethnic Notions: Stereotypes AFAM 321: Making of Multicultural America 1900-1940 AFAM 420. Approaches to Inner City AFAM 369: Jacksonian America AFAM 384c: Afro-American Literature Economic Development AFAM 453: The New Nation 1940-present AFAM 424. Racial and Ethnic Economic AFAM 454: Civil War Era AFAM 384e: AFAM Literature Inequality: A Cross-National and Contemporary Issues Perspective Social Science AFAM 432: Blues in American Culture The following are considered AFAM Social Science The following courses are considered AFAM AFAM 457: American Culture and Subculture AFAM 444: Anthropology of Cities electives. Literature electives. AFAM 460: Appropriate Technology of Third World AFAM 215: Education, Multiculturism, AFAM 324: Harlem Renaissance AFAM 464: Children/Families in Conflict and Democracy AFAM 379a: African Literature AFAM 478: Stereotyping: Social Psychology AFAM 336: Human Diversity AFAM 413: Art/Politics Richard Wright AFAM 486: Ethics of Development AFAM 352: Politics of Southern Africa AFAM 470b: Joyce and Baldwin AFAM 359: Peoples of Africa AFAM 479a: Modern African Literature Interdisciplinary Minor AFAM 372a: The Archaeology of Africa AFAM 494b: Writing Whiteness AFAM 411: Ethnic Notions: Stereotypes AFAM 494e: Slavery Era Afro-American The AFAM minor offers students an opportunity AFAM 418: African Americans Literature to focus on one of three areas: Literature, History, and the U.S. Political Economy AFAM 591 (grads only): Politics and Literature or Social Science. Minors must take one of the fol- AFAM 432: Blues in American Culture in Francophone Sub-Saharan lowing four AFAM Literature courses (3 credit AFAM 486: Ethics of Development Africa hours). Senior Project History AFAM 384a: Afro-American Literature I: The Senior Project (or Senior Thesis) is the Majors are required to complete the two-course 1746-1900 capstone of the AFAM Supplementary Major. It sequence in African American History. AFAM 384b: Afro-American Literature II: provides seniors with an opportunity to reflect 1900-1940 upon the larger implications of their coursework AFAM 384c: Afro-American Literature, AFAM 270: Civil Rights Movement and, should they desire, to incorporate a service AFAM 371: Survey of African-American 1940-present learning component. A written proposal describing History I AFAM 384e: Afro-American Literature AFAM 372: Survey of African-American and Contemporary Issues the intended project or thesis must be submitted to History II the AFAM director for formal approval. If ac- Minors must also take one of the following two cepted, the student will be assigned a thesis direc- History courses (3 credit hours): tor. A written summation of the project (or final version of the thesis) is due at the end of the term. AFAM 371: Survey of African-American An oral presentation must also be made to the di- History I rector and Advisory Committee during the week of AFAM 372: Survey of African-American final examinations. History II
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well as experiential work on gender issues; four Further information on the structure and con- GENDER STUDIES SUPPLEMENTARY elective courses in Gender Studies (12 credits). At tent of the honors program or on the procedures MAJOR AND MINOR least one elective course must be in the humanities for applying for admission may be obtained by con- and at least one must be in the social sciences. tacting Prof. David Lodge or Prof. Cornelius Delaney, 210 O’Shaughnessy Hall, Notre Dame, Director: Courses: See page 205. IN 46556, (219) 631-5398. Kathleen Pyne Administrative Assistant: Tori Davies ARTS AND LETTERS ARTS AND LETTERS/SCIENCE Objectives. See page 204. PREPROFESSIONAL STUDIES The Supplementary Major seeks not only to of- HONORS PROGRAM fer students additional knowledge about gender but Advisor: also to shape their overall orientation toward learn- Jennifer Ely Nemecek ing. Through advanced coursework on gender, stu- In the fall semester of 1983, the University inaugu- Assistant dean dents gain the ability to negotiate traditional rated an honors program for a small number of College of Arts and Letters disciplinary boundaries and to attain a deeper un- outstanding students in the College of Arts and derstanding of the issues of central concern to all Letters and the College of Science. A limited num- Program of Studies. Arts and Letters Preprofess- who study and work in the field of gender studies. ber of students with academic intents for each col- ional Program students are required to complete an Further, this habit of mind has a transformative lege are identified for this program at the time of arts and letters first major in addition to the impact on the entirety of academic life, making admission. Although selection criteria include the preprofessional major. The ALPP program provides students more creative as they undertake work in promise of outstanding academic performance as students who intend to pursue a career in health their primary major and in other areas of the demonstrated by standardized test scores and high science with an opportunity to complete a major in University. school performance, the program is looking for the College of Arts and Letters while building a Students who undertake the additional course- more than mere academic ability. It hopes to iden- firm foundation in the basics of health science and work of the Supplementary Major in Gender Stud- tify students with a deep intellectual curiosity. completing all coursework necessary to prepare for ies gain a firm grounding in this rapidly developing The program offers honors sections to fulfill the Medical or Dental College Admissions Test. field, which serves to make them attractive candi- most of the University and college requirements in Most students elect the ALPP program because dates to graduate programs and helps ensure their the students’ freshman and sophomore years. At they wish to go on to medical or dental school; success should they choose to engage gender issues present, there are honors sections of theology however, there are students who intend to pursue at an advanced academic level. Students who plan (THEO 201) and philosophy (PHIL 195I), the other health-related careers or simply prefer the in- to enter the work force immediately after gradua- two-semester honors seminar (satisfying the writing tegration of science classes into the arts and letters tion will also benefit from the Supplementary Ma- requirement — usually accomplished through En- curriculum. Medical schools encourage prospective jor in Gender Studies. As the demographics of the glish 109 — in the fall semester, and the literature applicants to seek a broad, liberal education, which workforce have changed, a host of gender issues requirement during the spring), chemistry, physics, enables them to develop skills that will be useful have emerged that are of pressing concern. The in- mathematics, a social science, literature, and the throughout life. creased ability to think critically about gender will core course. Since these courses are restricted to Since the Medical/Dental College Admissions prepare students to engage these issues responsibly, honors students, they are smaller than non-honors Tests are ordinarily taken in the spring semester of making them valuable and productive in their fu- sections and are usually taught in a seminar format. the junior year, students should have completed the ture careers. The teachers for honors sections are chosen from the most outstanding teachers in each college. After following courses by that time: MATH 119-120, Requirements. Supplementary majors in gender the sophomore year, students’ academic work will BIOS 201/L-202/L, CHEM 117/L-118/L, CHEM studies must choose a faculty advisor. With their be mainly centered in their major field of study, 223/L-224/L and PHYS 221/L-222/L. Students advisor, they draft a rationale for their second ma- but two honors electives are also taken during these must also take three upper-level natural science jor and propose a general course plan. The Gender years. There is also an Honors Seminar in the fall electives (nine credits) to complete the ALPP pro- Studies Curriculum Committee reviews and gives of the senior year to bring the honors students from gram. The following electives are recommended to final approval to this prospectus. The faculty advi- diverse majors back together for some topical dis- provide the student with the background necessary sor will meet with the student regularly to advise cussions. All honors students will also be expected for admission to most medical and dental schools: about course selection. to complete a special six-hour senior research hon- Genetics (BIOS 303), Biochemistry (CHEM 420), Course Requirements: Students in the Supple- ors project in their major field of study. In science, Physiology (BIOS 344 or BIOS 421), Cell Biology mentary Major are required to complete 24 credit this is the culmination of a research project that is (BIOS 341), or Microbiology (BIOS 401). Bio- hours distributed as follows: GSC 101/201: Intro- begun earlier, and in arts and letters, it is a two-se- chemistry (CHEM 420) and Physiology (BIOS duction to Gender Studies (three credits) — a mester project culminating in a thesis. Those writ- 344 or BIOS 421) are strongly recommended. course that is team-taught by members of the Gen- ing senior theses work individually under the All curricular advising in reference to the ALPP der Studies faculty and that maintains a direction of a faculty advisor of their choosing in major is conducted by the ALPP advisor in 101 crossdisciplinary approach; one three-credit critical their major field. O’Shaughnessy. Advising in reference to the appli- methods course — a 300- or 400-level course In addition to the more narrowly academic cation process to medical and dental schools in the whose chief focus is on theory and critical methods features of the honors program, students will be spring of the junior year is conducted by the sci- in the study of gender; one course that links ques- offered various opportunities for broadening per- ence preprofessional chair in 329 Nieuwland Sci- tions of gender to issues of cultural diversity, such sonal, cultural and spiritual growth. Regular collo- ence Hall. All ALPP juniors are invited to a as race or class differences; GSC 495: Gender Stud- quia, informal discussions and cultural excursions meeting in January of their junior year to introduce ies Practicum (three credits) — a course that allows are available. them to the medical/dental school application pro- seniors to pursue independent research projects as cess. All ALPP majors are added to a listserve to an- nounce upcoming meetings, seminars, summer internship opportunities and information on other health-related careers.
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The sequencing of courses taken throughout Second Semester CAPP strives to demonstrate the relationship the sophomore, junior and senior years is worked PHYS 222: Physics II 4 between computer technology and problem solving out by the student in consultation with the ALPP Science Elective 3 and provides illustrations of the value of computers advisor and the student’s departmental advisor so Arts and Letters Major 3 in traditional areas of concern and interest. that the best schedule for each individual is ar- Arts and Letters Major 3 With CAPP available only as a supplementary ranged. One possible sequence is the following. Literature 3 major, students must have a traditional field of — study within the college. As its title implies, CAPP The Program of Courses 16 stresses the application of technology to organiza- Senior Year tional, institutional and interpersonal issues and First Semester problems. CAPP aims at giving students an under- First Year Science Elective 3 standing of how technology can be applied to di- First Semester Arts and Letters Major 3 verse areas of life by giving them experience in FYC 110: Composition 3 Arts and Letters Major 3 applying contemporary technology to problem MATH 119: Calculus A 4 Second Theology/Second Philosophy solving. CHEM 117: General Chemistry I 4 (Medical Ethics) 3 The actual courses offered vary from year to Foreign Language 3 History 3 year, but the structure of the program can be out- First Philosophy/First Theology 3 — lined as follows: 15 Hours Physical Education - Second Semester I. Computer Ethics 3 — Arts and Letters Major 3 II. Language courses 17 Arts and Letters Major 3 (C++, JAVA, etc.) 6 Second Philosophy/Second Theology 3 III. Statistics 3 Second Semester Fine Art 3 IV. Applications University Seminar 180 3 Arts and Letters Major or Elective 3 (Client/Server, Systems Design, etc.) 12 MATH 120: Calculus B 4 — CHEM 118: General Chemistry II 4 15 Foreign Language 3 Computer Applications Program History/Social Science 3 Course Descriptions Physical Education - COMPUTER APPLICATIONS — PROGRAM 243. Introduction to Computer Systems 17 (3-0-3) As an introduction to Information Processing, this Sophomore Year Director: is a literacy course which explains computer sys- First Semester Charles R. Crowell tems including hardware, software, systems analysis CORE 211: Ideas, Values and Images 3 Associate Director: and other related topics. The class learns some BIOS 201/L: General Biology A 4 Margaret B. Wan computer programming, logic, design and docu- CHEM 223/L: Elementary Organic Chemistry I 4 Assistant Director and Director of Advising: mentation using the BASIC language. The students Foreign Language 3 Louis J. Berzai also work on teams to learn some phase of the IS Arts and Letters Major or Elective 3 Faculty: environment, learn multimedia software and make — Sheri A. Alpert; Bruce C. Auerbach; Robert N. presentations to the class. 17 Barger; Paul Berrettini; Louis J. Berzai; Charles 303. Statistics for the Professions (SOC) Second Semester R. Crowell; Donald K. Irmiger III; C. Lincoln (3-0-3) CORE 212: Ideas, Values and Images 3 Johnson; Thomas C. Laughner; Lawrence C. This course is designed to teach students how to in- BIOS 202/L: General Biology B 4 Marsh; Patrick Miller; Raymond G. Sepeta; terpret and critically evaluate statistics. Social sci- CHEM 224/L: Elementary Organic Chemistry II 4 John F. Sherman; Johanes Suhardjo; John C. ences as well as many areas of business use statistics First Theology/First Philosophy 3 Treacy; M.B. Wan to describe, project and evaluate data. The focus is Arts and Letters Major or Elective 3 on a conceptual understanding of the purpose of Program of Studies. — Computer Applications statistics, how to interpret them and what assump- 17 (CAPP) teaches the skills necessary to function in tions can be drawn from them. Students will work the uses of information technology. Its goal is to Junior Year with one of a number of statistical software pack- combine the diverse background of arts and letters First Semester ages, usually SPSS. with computer skills in a way that applies to a full PHYS 221: Physics I 4 realm of occupations and business fields. CAPP of- 315. Management Information Systems Science Elective 3 fers firsthand experience on applying classroom (3-0-3) Arts and Letters Major 3 knowledge to actual business applications and fo- Students are introduced to leadership and manage- Arts and Letters Major 3 cuses on a conceptual understanding of how to ap- ment skills in the information processing environ- Social Science/History 3 proach tasks using computer technology. Designed ment. Discussions on why and how management — with the arts and letters student in mind, CAPP is a makes decisions are an important part of the 16 cross-disciplinary sequence of courses that provides course. Discussions of current problems of manage- students with employment opportunities, computer ment in the business world related to computer ap- language experience, application experience in areas plications are an important part of the class. of choice and familiarity with state-of-the-art technology.
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316. Systems Analysis and Design 386. Chinese Pop Songs: Global/Local (LLEA) 470. Ethics Practicum (3-0-3) (3-0-3) (0-0-1) Administered in two major segments, this course This course explores pop songs since the 1980s This course is for students who have difficulty fit- first exposes students to the full scope of analyzing from China, Taiwan, and Hong Kong to examine ting the 471 Computer Ethics course or 475 Cur- and designing computer systems by covering prob- various ways Chinese construct images of the self. rent Trends course into their schedules. This one- lem definition, data collection, documentation of As a means of analyzing the material and expressing credit-hour self-directed readings course requires existing systems and definition of new systems re- their own viewpoint, each student will build a se- that students read material held in the Reserve quirements. We use the methodology of Systems ries of multimedia Web pages including clips from Book Room and write a couple of pages reviewing Development Life Cycle (SDLC). The second seg- the pop songs introduced. Students will become that material. This is followed by a 15-to-20-page ment deals first with students working on genuine proficient with Web authoring programs and paper dealing with an agreed-upon topic that deals business projects. A part of this segment gets into streaming audio applications such as SoundForge. with ethics in technology use. object-oriented systems analysis, which is a new 389. Visual Basic 471. Computer Ethics concept in systems analysis and design. (3-0-3) (3-0-3) 365. Introduction to C++ Prerequisite: CAPP 243. Restriction: CAPP seniors only. (3-0-3) The course will investigate object-oriented data The course concentrates on the theory and practice Although many of today’s information systems are processing concepts using Microsoft’s Visual Basic of computer ethics. To facilitate this study, supported by COBOL programs, new development Programming Language. Terminology and tech- students will first learn several UNIX utilities has migrated to object-oriented C++. If students nique will be combined to explore the object-ori- and such Internet applications as e-mail and majoring in Information Systems are to be com- ented paradigm. Object-oriented will be compared listserv. Methodologies used in the course include petitive when they graduate, they need some com- to traditional procedural paradigms wherever in-class case analysis, in-class discussions, and petence working with the object-oriented paradigm appropriate. examinations. and, in particular, C++. 391. E-Commerce 475. Current Trends 367. Introduction to Java Programming (3-0-3) (3-0-3) (3-0-3) Electronic commerce is a system that includes not Restriction: CAPP seniors only. Prerequisite: Knowledge of some programming lan- only those transactions that center on buying and This course involves discussions on new directions guage, i.e., EG 120, CAPP 331, CAPP 361, CAPP selling goods and services to directly generate rev- and developments in the information technology 365, CAPP 389. Java is the premier language of the enue but also transactions that support revenue environment. Discussion of management and com- World Wide Web and hence of the Internet and generation, such as generating demand for those puter ethics are integral parts of the class. This class the information superhighway. Java is much more goods and services, offering sales support and cus- can be used either as an application or computer than just a language for World Wide Web applets tomer servicee, or facilitating communications be- ethics course. tween business partners. Electronic commerce (small application programs) that can be accessed 480. Computers in Psychological Research over the Web and then run on one’s own com- builds on the advantages and structures of tradi- and Education (PSY) puter. Java is a general-purpose programming lan- tional commerce by adding the flexibility offered (3-0-3) guage that can be used for software for all kinds by electronic networks. Students work on projects in areas of computer-as- and, in addition, on the Web. Java can be used for 395. Applied Multimedia Technology sisted and computer-managed instruction and/or serious software development. (3-0-3) the use of computers to improve human productiv- 385. Artificial Intelligence Students learn to use several multimedia software ity. Large computer projects will involve PL/1, (3-0-3) packages, such as Director, Toolbook, Power Point FORTRAN or PASCAL languages and may require Artificial intelligence is the effort to create human and Persuasion. These, along with other forms of the use of statistical packages such as SAS. intelligence in machines (computers). In this multimedia technology, can assist you with class 481. World Wide Web Programming endeavor, we come to better understand the nature projects, working with faculty and preparing pre- (3-0-3) of intelligence. Along the way, we discover clever sentation software. Prerequisite: Knowledge of some programming lan- and ingenious solutions via the computer science. 457. Computer, Ethics, and Public Policy (STV) guage, i.e., EG 120, CAPP 331, CAPP 361, CAPP We will consider various positions on AI ranging (3-0-3) 365, CAPP 389. This course covers several lan- from strong support to total opposition. Topics The profound impact computer technology has on guages which are used to construct sites on the covered are the history of AI, the Turing Test, the society is difficult to overstate; it has changed the World Wide Web. These languages are: (1) Chinese Room, state spaces and search, heuristics, nature of our interactions in the social, economic HyperText Markup Language (HTML), a scripting games, knowledge representations and reasoning, and political realms and will continue to do so. language used to control the format of Web pages; expert systems, planning, neural networks, and These changes often raise important ethical ques- (2) JavaScript, an object-based scripting/processing program evolution. tions about personal and professional responsibil- language use to provide client-side interactivity for The course procceds through a progression ity, intellectual property, personal privacy, crime, Web pages; (3) Java, an object-oriented compiled of artificial intelligence systems or “agents” that and security. They also raise questions about the processing language which can create applets which react to their environment with increasing changing relationships between individuals and in- are platform-independent. sophistication. stitutions (i.e., private sector corporations and pub- 482. Multimedia Design 1 CL (Art) lic sector agencies). This course examines these (3-0-3) trends and changing relationships, and the ethical This course will cover the basics of developing in- issues that are faced by computer professionals, teractive hypermedia projects using Macromind policymakers, and computer users in trying to Director. The basics of Lingo (director’s scripting grapple with them. language), inclusion of Quicktime and Quicktime VR movies, and CD-ROM production also will be covered. Students will make a CD-ROM of the projects created in the course. Work outside class is expected.
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489. Client/Server Technology The decision to enter the program ordinarily Third Semester (3-0-3) should be made in the First Year of Studies, al- Theology/Philosophy 3 Prerequisite: CAPP seniors only. though several students have entered the program Modern Language 3 Client/Server Technology is a relatively new con- at a later stage. There are three sets of requirements PHYS 132: General Physics II 4 cept that promises to dramatically change the infor- that must be met by the program: University re- MATH 225: Calculus III 3.5 mation technology industry. Client/Server quirements, arts and letters requirements, and re- AL 211: Ideas, Values, Images 3 Technology is a paradigm or model for the interac- quirements of the College of Engineering, as the Engineering Program† 3 tion between concurrently executing software following table indicates. — systems. ———— 19.5 496. Internship University Requirements Credit Hours Fourth Semester (3-0-3) Philosophy 6 Theology/Philosophy 3 Restriction: CAPP seniors only. Theology 6 AL 212: Ideals, Values and Images 3 This encompasses working with various civic, pub- English Composition 3 Engineering Program 3 lic and/or private organizations using acquired History 3 MATH 228: Introduction to Linear Algebra computer applications knowledge and skills. Credit Mathematics (MATH 125, 126) 8 and Differential Equations 3.5 is given only if work is done in the information sys- Natural Science (CHEM 115, 118) 7 Engineering Program 3 tems area of an organization. Social Science 3 Modern Language 3 Fine Arts/Literature* 3 — 498. Special Studies — 18.5 (V-0-V) 39 Individually designed coursework between a stu- Fifth Semester Philosophy/Theology 3 dent and the advisor in the Computer Applications Arts and Letters Requirements Arts and Letters Core 3 Program. This course involves working on a long- Arts and Letters Core 6 MATH 325: Differential Equations 3 term project with a faculty member either involved Literature/Fine Arts* 3 Arts and Letters Major 3 in programming or working with multimedia tools. History/Social Science 3 Engineering Program 3 Language** 6/9 Engineering Program 3 Major (minimum) 24 DUAL DEGREE PROGRAM — — 18 WITH THE COLLEGE OF 42/45 Sixth Semester ENGINEERING Philosophy/Theology 3 Engineering Requirements Arts and Letters Major 3 MATH 225, 228, 325 10 Arts and Letters Major 3 Advisors: PHYS 131, 132 8 Engineering Program 3 John J. Uhran Jr. EG 111, 112 6 Engineering Program 3 Associate dean — Engineering Program 3 College of Engineering 24 — 18 Ava Preacher Engineering Program Seventh Semester Assistant dean Engineering degree program Literature 3 College of Arts and Letters (required courses and program Arts and Letters Core 3 or technical electives) 68/72 Program of Studies. The dual degree five-year Engineering Program 3 program between the College of Arts and Letters Total 174.5/179.5 Engineering Program 3 and the College of Engineering enables the student Engineering Program 3 to acquire degrees from both colleges — the bach- Schematic Program of Studies Arts and Letters Major 3 elor of arts from the College of Arts and Letters First Semester — and the bachelor of science degree in a chosen field ENGL 110: Composition/University Seminar 3 18 of engineering. MATH 125: Calculus I 4 Eighth Semester This combination program, instituted in 1952, CHEM 117: General Chemistry I 4 Fine Arts 3 offers students the advantages of both a liberal and EG 111: Introduction to Engineering Systems I 3 Engineering Program 3 a technical education. The student completing one Arts and Letters Core 3 Engineering Program 3 of these combination programs has a background Physical Education — Arts and Letters Major 3
in the humanities and social sciences as well as the ——— 17 Engineering Program 3 Engineering Program 3 first professional degree in one of the fields of engi- Second Semester — neering. Because it is a demanding program, only University Seminar/ENGL 110 3 18 those students of superior scholastic ability, who PHYS 131: General Physics I 4 Ninth Semester have both the aptitude and motivation necessary MATH 126: Calculus II 4 Engineering Program 3 for the five-year program, should apply. Advisors CHEM 116: General Chemistry II 3 Engineering Program 3 are available for consultation with students about EG 112: Introduction to Engineering Systems II 3 Engineering Program 3 the advisability of entering the program and meet- Physical Education - Engineering Program 3 ing the needs of students already pursuing this pro- — Arts and Letters Major 3 gram. Qualified students are eligible to receive 17 scholarship support from the John J. Reilly En- Arts and Letters Major 3 dowed Scholarship Program during their fifth year — of study. 18
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Tenth Semester Interdisciplinary Engineering Program 3 SEMESTER IN WASHINGTON Engineering Program 3 PROGRAM Minors Within Engineering Program 3 the College Arts and Letters Major 3 Engineering Program 3 Notre Dame Director: — John Eriksen During the junior and senior years, students may ———— 15 Executive Director in Washington: elect to complete one or more interdepartmental Thomas Kellenberg minors in addition to the departmental major se- *The arts and letters student is required to complete quence. Composed of 15 hours of class work cho- one fine arts and one literature course, plus one addi- Students in the Notre Dame Semester in Washing- sen from at least two departments, these minors tional history or social science course. ton program live, study, and work in the nation’s encourage students to think from an interdiscipli- **Two courses in the intermediate or advanced series capital in either the fall or spring semester. The nary perspective about a given issue or topic. Re- complete the requirement. Beginning or elementary se- program seeks students who are interested in quirements for completion are determined by the ries require three semesters’ work to fulfill the lan- Washington, D.C. It invites applications by stu- faculty director in consultation with the relevant guage requirement. dents interested in studying amidst the high energy college committee. Current offerings include †Courses specified by the student’s major engineering and excitement of national politics and policy. Catholic Social Tradition; Education, Schooling, department. The program combines coursework with in- and Society; Gender Studies; Hesburgh Program in ternships in government organizations, Congress, Public Service; Journalism, Ethics, and Democracy; Minimum total for the five-year program to fulfill de- non-governmental organizations, the media and Medieval Studies; Peace Studies; Philosophy and gree requirements in both colleges is 174.5 to 179.5 cultural institutions. The program is located in a Literature; Philosophy, Politics, and Economics; credit hours. historic and secure neighborhood in northwest Religion and Literature; and Science, Technology, Washington, and students have easy access to their and Values. These were formerly called concentra- tions and are described in detail below. EDUCATION internship sites, research facilities, and cultural op- portunities. Students live in modern, well-fitted apartments in a building that includes study space, Notre Dame does not offer undergraduate educa- computers, and classroom facilities. CATHOLIC SOCIAL TRADITION tion courses; however, through a cooperative agree- Students earn 15 credit hours in the Washing- ment with the Department of Education at Saint ton program. They take a six-credit seminar and Mary’s College, students may obtain state certifica- two other three-credit courses and earn three cred- Director: tion for teaching at the high school level in several its for the internship. Students can do an indepen- Todd David Whitmore of the departments in the College of Arts and Let- dent project related to their interests or an Executive Committee: ters. The State of Indiana has approved the follow- internship that substitutes for one of the three- R. Scott Appleby (history); Jay Dolan (his- ing Notre Dame programs for certification: visual credit courses. Students work with the program tory); Rev. Patrick Gaffney, C.S.C. (anthropol- art, English, Spanish, French, Italian, German, staff on campus and in Washington to locate in- ogy); Maura A. Ryan (theology); Kathleen Latin and social sciences, which include anthropol- ternships that will be most suitable for their inter- Maas Weigert (sociology); Paul Weithman ogy, government, economics, U.S. history, world ests and experiences. (philosophy); Charles Wilbur (economics) civilizations, sociology and psychology. Students Applications for Washington are submitted who participate in the education program must about nine months in advance of the semester for The Minor in Catholic Social Tradition is an inter- work closely with their Notre Dame major advisor, which one is applying. Thus, applications for the disciplinary program that serves as a resource for their Saint Mary’s education advisor, and the Notre fall are due near the end of the prior fall semester, Notre Dame undergraduates to learn Catholicism’s Dame education coordinator. To obtain state certi- and applications for the spring semester are due social tradition. fication, one semester of student teaching at a local near the end of the prior spring semester. However, Catholicism offers a longstanding and pro- high school is required. For this reason, it is impor- students applying later can enter a waiting list with found tradition of thought and teaching that ad- tant for the students to declare their intentions as the possibility of a vacancy opening. dresses, from a normative standpoint, the full range early as possible in the sophomore year to avoid Students of any major and college are encour- of social spheres. It does so through a constellation scheduling conflicts. Certification in elementary aged to apply for the Semester in Washington. of concepts that, taken as a whole, give articulation education is also possible but normally requires five The program is open to sophomores, juniors, and to a coherent yet variegated vision of the good soci- years. seniors. There is no additional charge for the Notre ety. Such concepts include those of solidarity, the Licensure requirements occasionally are Dame Semester in Washington beyond regular common good, the just wage, human rights, the changed by the Indiana Professional Standards Notre Dame tuition and room-and-board fees. free economy, subsidiarity, and the option for the Board of the State of Indiana. Programs of study For more information, see our Web site at poor. within the education department are altered ac- www.nd.edu/~semester, or visit our office in 346 Sources for the tradition go back as far as the cordingly when changes are deemed necessary to O’Shaughnessy. Bible and develop even in the early church fathers. assure that candidates meet state licensure Medieval writings on topics such as usury and the requirements. origins and proper exercise of kingship bring an unprecedented level of detail to Christian analysis of the just society. Pope Leo XIII inaugurates Catholicism’s effort to bring its social tradition to bear on industrial society in his 1891 encyclical, Rerum Novarum (The Condition of Labor). Since then, popes have drawn upon Rerum Novarum and the social tradition to broaden and develop Leo’s set of concerns in encyclicals often titled—as with
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Pius XII’s Quadragesimo Anno, Paul VI’s The electives will be chosen by the student in The minor in Education, Schooling and Soci- Octogesima Adveniens, and John Paul II’s 1991 consultation with the director from among courses ety involves 15 hours of coursework. The introduc- Centesimus Annus—in accordance with their rela- offered in the University. The one-credit courses tory course to the program is ESS 301, Education, tionship to the earlier document. In doing so, the will be devoted to the critical reading and discus- Schools and Society, normally taken in the second popes and the Second Vatican Council have ad- sion of one or two major works each semester. So- semester of the sophomore year. At the middle level dressed issues ranging across all spheres of social life cial concerns seminars are one-credit courses lodged of the program (9 hours), students will select from the family to the state to the church. The first within the Department of Theology and often one course from a set of approved courses that are U.S. bishops have made sophisticated application crosslisted with other departments. focused exclusively on educational issues and two of these teachings to the specific circumstances of courses from a set of approved courses that include the United States. Courses for Fall 2000: education as one of several course foci. During the Unfortunately, many Catholics are unaware of CST 200: Core Course (Whitmore) senior year, students will participate in a capstone this tradition. Pope John Paul II writes, “It must be CST 301: Colloquium: Dorothy Day and the course, ESS 495, Senior Seminar: Literacy in the asked how many Christians really know and put Catholic Worker (Whitmore) (one credit) Inner City. into practice the principles of the church’s social CST 302: Colloquium: 20th-Century Responses to The faculty work closely with students on post- doctrine.” The U.S. bishops concur. While “Catho- the Social Tradition (Weigert) (one credit) graduate planning, including employment, gradu- lic social teaching is a central and essential element CST 303: Colloquium: Sweatshops and Catholic ate or professional school, or service opportunities. of our faith,” it is still the case that “our social heri- Social Teaching (Whitmore) (one credit) Person to see: Dr. Julianne Turner, Institute tage is unknown by many Catholics.” At the same for Educational Initiatives. time, graduates of Notre Dame move on to assume Contact: Prof. Todd David Whitmore, leadership positions, often quite advanced ones, in e-mail:[email protected] GENDER STUDIES MINOR a broad spectrum of social spheres, including in politics, law, business, education, the media, and EDUCATION, SCHOOLING, the military. (For example: national security advi- Director: sor, president of Panama, attorney general of Cali- AND SOCIETY Kathleen Pyne fornia, CEO of Mobil Corporation, president of Administrative Assistant: the Chicago Mercantile Exchange, presidents of The primary goal of this interdisciplinary minor in Tori Davies nine universities other than Notre Dame, executive is to serve students who want to understand learn- producer of “Nightline,” and secretary of the Air ing and education as complex and challenging as- Objectives of the Minor. The Gender Studies Force.) The Program in Catholic Social Tradition pects of human and societal experience. Education Program was inaugurated in 1988 to foster intellec- serves as a resource for Notre Dame undergraduates is one of the central and shared experiences of tual inquiry and discussion of gender issues at the to learn the tradition so that it can inform life both people in contemporary societies in the United University at a time in which the enrollment of before and after graduation. States and around the world. It is both an end in it- undergraduate women and men was just reaching The Minor in Catholic Social Tradition in- self and a means to many personal, professional, parity. volves 15 credit hours of coursework, including a and spiritual goals. Thus, understanding its history The minor offers students the opportunity to core course (three credits), three electives (each and traditions, analyzing its processes, and explore in-depth the rapidly developing scholarship three credits), and three one-credit colloquia/so- critiquing its goals are of great importance to all of in the areas of gender, women’s studies, men’s cial concerns seminars. The core course will have us. studies, feminist theory, queer theory, sexuality, three components: Most societies rely on education to work fun- and sexual orientation. It aspires to two intertwin- 1. The close reading of classic texts of the damental changes in students and in society. We ing pedagogical objectives: first, to allow students Catholic Social Tradition, particularly but not ex- will use the tools and resources of a liberal arts per- to become proficient in the crossdisciplinary mode clusively the papal and conciliar documents from spective to help students reflect on, understand, of inquiry that is central to the exploration of issues Pope Leo XIII’s Rerum Novarum to John Paul II’s and influence the role of education in society. In of gender; second, to prepare undergraduates to en- Centesimus Annus. Other texts will include source addition, the program will provide a rich body of gage issues of gender after they graduate, whether documents (e.g. writings by Thomas Aquinas and resources for students who may want to pursue ca- they undertake advanced study in graduate and Augustine) and contemporary appropriations reers in education after graduation, including the professional programs devoted to the study of gen- (e.g. writings by liberation theologians and neo- Alliance for Catholic education, certification to der or enter the workforce. conservatives). teach, or research and teaching careers at the uni- 2. Immersion in professional context. Each stu- versity level. Requirements. 15 credits (five courses) includ- dent will find a placement in a location similar to Normally, students apply for admission to the ing: GSC 101/201: Introduction to Gender Stud- that student’s anticipated profession. The student is minor late in their freshman year or early in their ies, which is team-taught by members of the to observe, interview and, to the extent possible, sophomore year. Students will be admitted through Gender Studies faculty and maintains a cross- participate in the life of the setting. For instance, the first semester of their junior year. Students disciplinary focus (three credits); three three-credit the students can observe a law or architectural firm should be in good academic standing and demon- courses from a list of approved selections; GSC or a medical practice. Here, the student will keep strate a strong interest in issues related to the causes 495: Gender Studies Practicum, a course that al- an ongoing journal as a “pastoral ethnography” of and consequences of learning, schooling, and edu- lows senior concentrators to pursue independent the setting (an interpretation of the practice in the cational policy. field work and research on issues of gender. setting in light of the Catholic social tradition). 3. Final project: Students are to articulate or construct a setting in their anticipated profession in light of the Catholic social tradition (e.g., imagine and construct what a law firm/health clinic/ad agency would look like if it practiced in light of the Catholic social tradition).
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Courses include: GSC 101/201: Introduction to gram, students will take one course drawn from Gender Studies; GSC 445/446: Gender Studies each of three categories of courses approved by the JOHN W. GALLIVAN PROGRAM Practicum. Crosslisted courses include: Marriage program. These are research skills, values, and insti- IN JOURNALISM, ETHICS, and the Family; Women in the Christian tutions and processes. During the senior year, stu- Tradition; The Anthropology of Gender; Gender dents who have been on a summer internship will AND DEMOCRACY and Christian Spirituality; Today’s Gender Roles; register for the internship research seminar, HESB Christianity and Feminist Ethics; African and 450, that builds on their field experience. Other Director: Robert Schmuhl Caribbean Women Writers; Japanese Women students will take one of several senior-level policy Writers; Afro-American Literature 1940-present; seminars identified by the program each semester. The John W. Gallivan Notre Dame Program in Gender and Science; Sex Inequality in the Work The Hesburgh Program offers students the op- Journalism, Ethics, and Democracy offers several Place; Feminist Theory; Questions of portunity for summer internships in public policy courses for students interested in careers in print Homosexuality in Literature; Woman and the contexts through the Gary Lyman Internships in and broadcast journalism. Begun in 1997 with a Avant-Garde; The Feminine in Modern Art; Public Service. In the fall of their junior year, grant from the John S. and James L. Knight Foun- History of American Women; Women: Alternative Hesburgh students may apply for the Lyman In- dation and now endowed by the family of John Philosophical Perspectives; Women in Antiquity; ternship. Up to 20 students are selected in a com- W. Gallivan, this minor combines professional Sociology of Masculinity; Romanticism: Gender petitive process. Students selected as Lyman interns training in journalistic skills along with examina- Crossings; Gender in International Relations; are aided by the program’s internship coordinator tion of philosophical concerns related to the prac- Gender Issues in the Law; Feminist and in securing appropriate internships, usually in tice of journalism. For example, what ethical issues Multicultural Theologies; Gender/Sexuality/Power: Washington, D.C. Lyman interns receive a taxable arise in preparing a particular story? Or what role Medieval Europe. stipend to defray their cost of living while in their does — and should — journalism play in a self- internship, and a sum for the cost of travel between governing society? their home and their internship city. The journalism minor requires completion of ESBURGH ROGRAM H P During the course of the academic year, the 15 hours in addition to a student’s major require- ments. Fundamentals of Journalism is the first, or IN PUBLIC SERVICE Hesburgh Program sponsors campus visits to Notre Dame by public figures who deal with policy ques- gateway, class for students participating in the pro- tions. They give public addresses, teach in the class- gram. Other courses that count for the concentra- Director: room and are available for conversations with tion include The Craft of Journalism, Writing and Martine DeRidder students and faculty. The staff works closely with Editing, Writing for Publication, Persuasion, Com- students on postgraduate planning, including em- mentary, Criticism, and Broadcast Journalism. In Despite the abundant anti-government political ployment, professional schools such as law and addition, new courses are currently being developed rhetoric of recent years, the health of American so- public policy and academic graduate programs. No more than two courses beyond Fundamentals ciety is closely related to good public policy and Person to see: Dr. Martine De Ridder, director, of Journalism concentrating on journalistic tech- competent, ethical public service. Thus, awareness Hesburgh Program in Public Service. niques will count for the required 15 hours. of public policy and public service is not only the The director of the program is Robert Schmuhl foundation for public-sector careers, but it is also a of the Department of American Studies. An advi- necessity for those who will work in the nonprofit sory committee of Notre Dame graduates in jour- sector or the private sector and for those who seek nalism helps guide the program. Members include to be knowledgeable citizens. Tom Bettag, executive producer, ABC News The Hesburgh Program in Public Service seeks Nightline; Bill Dwyre, sports editor, Los Angeles to prepare Notre Dame students for a life of active Times; John W. Gallivan, chairman of the board and effective citizenship as well as for the possibil- and publisher emeritus of the Kearns Tribune Cor- ity of careers in public service. The program honors poration; John McMeel, chairman and president, the principled, dedicated public service of Notre Andrews McMeel Universal; Jim Naughton, presi- Dame’s president emeritus, Rev. Theodore dent, Poynter Institute for Media Studies; Matt Hesburgh, C.S.C. The Hesburgh Program offers an Storin, editor, The Boston Globe; Kelley Tuthill, re- interdisciplinary curriculum designed to inform porter, WCVB-TV, Boston, Massachusetts; Don students about the dimensions of policymaking, Wycliff, public editor, Chicago Tribune. public administration and policy evaluation, and to develop skills in research, sensitivity to ethical is- MEDIEVAL STUDIES sues, and appreciation for the character and limits of constitutional democracy. Stephen M. Fallon Normally, students apply for admission to the The Minor in Medieval Studies allows students minor late in their freshman year or early in their Associate Professor in the Program of Liberal Studies who are committed to other programs of study to sophomore year. Students will be admitted through pursue interests in European culture of the Middle the first semester of their junior year. Students Rev. Wilson D. Miscamble, C.S.C. Ages and to cross the limits of individual disci- should have completed or be completing GOVT Associate Professor of History plines as a means of understanding the changing 140 or 240 and ECON 115 or 225, be in good social, economic, legal, intellectual and artistic sys- academic standing, and demonstrate a strong inter- 2001 Co-Recipients of the Charles E. Sheedy tems of medieval Europe. est in public policy and public service. Award for Excellence in Teaching The minor in the Hesburgh Program involves 15 hours of coursework. The “gateway” course to the program is HESB 350, “Introduction to Public Policy,” normally taken in the second semester of the sophomore year. At the middle level of the pro-
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Students may declare their intention to under- government, economics or the Program of Liberal take a minor in medieval studies to the director of PHILOSOPHY AND LITERATURE Studies (who for PPE requirements are treated as undergraduate studies at any time before the end of philosophy students). The Justice Seminar, the their third year. The undergraduate director will gateway course into the minor, is always offered in The Minor in Philosophy and Literature is de- then act as their minor advisor and help them select the fall semester; applications for the Justice Semi- signed for students who want to pursue an interdis- a set of courses that form a coherent program of nar are taken in the middle of the preceding spring ciplinary course of studies that focuses on the study, often in conjunction with their major if pos- term. intersections between literature and philosophy. sible. Students must take five courses in three of The PPE faculty committee consists of David Majors from any literature department or from phi- the 10 departments affiliated with the Medieval O’Connor (philosophy), Paul Weithman (philoso- losophy are eligible for the concentration. Institute (Anthropology, Art History, Classical phy), Mary Keys (government), L. John Roos (gov- Literature and philosophy have always shared and Oriental Languages, English, German and ernment), Philip Mirowski (economics), Jennifer many of their concerns, and the minor is designed Slavic Languages, History, Music, Philosophy, Warlick (economics), and Esther-Mirjam Sent to explore this common ground and to establish an Romance Languages, and Theology). Courses (economics). Committee members also serve as ad- interdepartmental forum for both formal study and counted toward the major may not be used for the visors for PPE students. informal contacts. The minor should also be excel- minor. A list of course offerings is available from The PPE curriculum consists of 15 credit lent preparation for students interested in graduate the Medieval Institute. hours, usually distributed over four semesters, as studies. Minors, like majors, are invited to participate follows: The curriculum of the Minor in Philosophy fully in the life of the Medieval Institute. They are A. The Justice Seminar (crosslisted as GOVT and Literature consists of 15 credit hours, distrib- welcome at institute lectures and to participate in 450, ECON 333, and PHIL 433), an intensive uted as follows: the institute’s own graduation ceremony, held each three-credit seminar that is the gateway course into • A core course: “Studies in Literature and Phi- year before the Baccalaureate Mass. the minor, taken in the fall semester of sophomore losophy,” taken with the permission of the director or junior year. Three credit hours. of the P/L Minor and crosslisted in English and B. Three one-credit PPE Colloquia, each usu- philosophy, and/or the department in which it ally devoted to the critical reading and discussion originates. This course is to be taken in the first se- PEACE STUDIES of one or two major works, normally taken in the mester of the minor (spring of the sophomore or three semesters following the Justice Seminar. junior years). This gateway course is an intensive Three credit hours. seminar and will help students and faculty from the The Minor in Peace Studies (MIPS) is a C. Three approved three-credit courses from various disciplines to speak a common language. multidisciplinary program available to all Notre the two fields outside the student’s first major, with Four credit hours. Dame-Saint Mary’s undergraduates who want to at least one course in both non-major fields. Nine • At least two one-credit colloquia in the se- complement the studies they undertake in their credit hours. mesters following the core seminar. The colloquia major field with courses focused on issues of peace, Total credit hours: 15. will be devoted to the critical reading and discus- violence, justice and human rights. IIPS courses PPE students are also encouraged (but not re- sion of one or two major works each semester. The and the faculty who teach them have been as- quired) to write a senior thesis in their major field colloquia will build on the esprit de corps and in- sembled to teach important skills and knowledge that reflects the interdisciplinary focus of the tellectual common ground established in the core relevant to students interested in the difficult chal- minor. course. lenges and complex tasks we face in our world. Persons to contact: PPE directors—John Roos, The MIPS consists of 15 credit hours and be- • Three three-credit courses approved by the Department of Government; and David gins with the course IIPS 320: Introduction to minor committee, at least two in the disciplines in O’Connor, Department of Philosophy. Peace Studies. It concludes with an appropriate which the student is not a major. This part of the exit-level course selected by the students and their curriculum will require written approval of the di- advisors. This exit-level course and the nine hours rector of P/L. RELIGION AND LITERATURE comprising the middle of the MIPS are chosen Students are encouraged, though not required, from the IIPS course listing available each semester. to write a senior essay (in the department in which The choices peace studies students make are based they are majoring) that in some way reflects the in- Directors: on the particular substantive focus they elect. Gen- terdisciplinary concerns developed in P/L. Joseph Buttigieg and Collin Meissner erally, students organize their course selections into For further information, students should such foci as: contact Prof. Alain Toumayan, Department of The interdisciplinary minor in Religion and Litera- • peacemaking between or within Romance Languages, Alain.P.Toumayan.2 ture offers an intellectually rigorous and scholarly particular nations; @nd.edu. approach to formalized study of the interrelations • strategies for social change; between “Religion” and “Literature” broadly con- • history and practice of nonviolence; strued. The minor will draws on the rich resources • religious and philosophical aspects of PHILOSOPHY, POLITICS, Notre Dame offers, including the faculty and intel- lectual traditions of Theology and the various lit- peacemaking; AND ECONOMICS • problems of building peace with justice; erature departments that exist at Notre Dame. The • theories and techniques of conflict resolution; minor’s focus is both broad and refined. Its breadth • science, technology and peace. The Minor in Philosophy, Politics, and Economics offers students the opportunity to investigate the Person to see: Prof.Cynthia Mahmood, Direc- (PPE) is designed for students and faculty with se- interanimating and cross-disciplinary influences of tor of Undergraduate Studies, Joan B. Kroc Insti- rious interests at the intersection of political theory, “Religion” and “Literature.” As broad coverage in- tute for International Peace Studies, Hesburgh political philosophy and economic theory. The mi- evitably leads to sharpened questions, students will Center for International Studies. nor integrates these three fields, and through semi- enjoy the freedom to pursue a specific interest nars and colloquia strives to create an intellectual through a refined senior thesis. community among students and faculty that goes beyond formal coursework. To be eligible for PPE, students normally must major in either philosophy,
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The minor enjoys a special consultative and Science and technology are pivotal forces in working relationship with many of the university’s SCIENCE, TECHNOLOGY, modern society and play key roles in shaping cul- already identified centers of excellence, capitalizing AND VALUES tural sensibilities in the modern world. Indeed, our on both their long-term faculty and other resource technologies are reflected in our institutions, our expertise as well as making full use of their visiting work, our expectations, even in our moral prob- fellows, special seminars, and general lecture pro- Director: lems. Science, Technology, and Values (STV) is an grams. To this end, students who choose the Reli- Phillip R. Sloan, professor of liberal studies and interdisciplinary minor within which faculty and gion and Literature concentration have extensive history (concurrent) students from a variety of disciplines and different and first-rate scholarly resources available to sup- Assistant Director: Sheri Alpert, Professional colleges can reflectively explore the nature of sci- port their own intellectual development. Specialist ence and technology as human enterprises, interact- Affiliated faculty: ing in complex ways with our values and social CURRICULAR REQUIREMENTS Chairholders: institutions. Rev. David Burrell, philosophy and theology; The program helps sponsor a wide range of Normally, students apply for admission to the mi- Rev. Theodore M. Hesburgh Chair crosslisted courses taught by faculty representing nor late in their freshman year or early in their Michael J. Crowe, Program of Liberal Studies the humanities, the social sciences and the natural sophomore year. The minor requires students to and history (concurrent); Rev. John J. sciences. Students electing an STV minor can focus complete 15 credit hours of approved course work; Cavanaugh I Chair their work on areas of particular interest, such as of these no more than 3, and in special cases 6 Denis Goulet, economics; W. and D. O’Neill Science, Technology and Public Policy; Ethics, credit hours at the 200 or sophomore level will be Chair Ecology and Environment; Medical Ethics; Ethical accepted toward fulfillment of the concentration’s Vittorio Hösle, German; Paul G. Kimball Issues in Science and Technology; Humanistic and requirements. The balance of the course work must Chair Social Aspects of Medicine; Science and Technol- be completed through course work at the senior Rev. Ernan McMullin, philosophy; John A. ogy As Cultural Phenomena; History and Philoso- (300-400) level. Of the overall 15 hour require- O’Hara Chair (emeritus) phy of Technology. ment, 3 credit hours will be awarded for comple- Philip Quinn, philosophy; Rev. John A. The development of a strong environmental tion of the senior thesis. It is intended that students O’Brien Chair sciences program at Notre Dame has provided a will, in effect, do a thesis inspired by issues which Kristin Shrader-Frechette, philosophy and new opportunity for students to combine the STV have arisen in their course work for the minor. biology; O’Neill Family Chair minor with an environmental sciences major or mi- One entry-level “gateway” course will be re- James Turner, history; Rev. John J. Cavanaugh nor. The STV program is collaborating with the quired of each student desiring a minor concentra- II Chair Environmental Sciences Program in sponsoring a tion in Religion and Literature. Several courses will Professors: Notre Dame “semester abroad” program at the Bio- serve this function—for instance, ENGL 415A of- Kathleen Biddick, history sphere 2 facility in Arizona. fered in Fall 2001—and students must complete Rudolph Bottei, chemistry Students electing a minor in STV must take at one of them in order to complete the minor. Ide- James Cushing, physics least five courses (15 hours) from among those of- ally the student will complete the required class Michael DePaul, philosophy fered under the auspices of the program, includ- early in his or her course of study. Christopher Fox, English ing one from each of three “course clusters.” In addition to the gateway course and senior Eugene Halton, sociology (The fourth cluster consists of electives and can be thesis, students will be required to complete three Don Howard, philosophy used to satisfy the fifth course requirement.) Be- 3-credit courses approved by the Religion and Lit- James Kolata, physics ginning with the class entering in the fall of 2001, erature committee, at least two in a discipline other David Ladouceur, classics students in the Program will elect courses from than the student's major. Edward Manier, philosophy the following clusters. (All of these courses are In order to promote intellectual cohesiveness Peter Moody, government crosslisted with an STV number, except for SCPP within the minor, participating students will be re- Thomas Schlereth, American studies 381 in Cluster Four.) quired to take part in a series of seminars and talks Phillip Sloan, Program of Liberal Studies organized by the Religion and Literature commit- Cluster One: Human Dimensions of Science and history (concurrent) tee. These events will be structured to take advan- and Technology James Sterba, philosophy tage of offerings by Notre Dame faculty members 221. Philosophy of Human Nature or lectures by visiting scholars whose topics relate Andrew Weigert, sociology 225. Scientific Images of Humanity to the program’s focus. The seminar or lecture pre- Associate Professors: 227. Ways of Knowing 237. Philosophy and Classical Physics sentations will serve to function as either a point of Matthew Ashley, theology Dennis Doordan, architecture 239. Minds, Brains, and Persons departure or a concluding event in a short, focused 254. Modern Physics and Moral Response study which will include some preparatory reading Vaughn McKim, philosophy Janet Kourany, philosophy 279. Science and Theology of material salient to the presentation. 310. Health, Healing, and Culture Persons to see: Professors Joseph Buttigieg and Martin Murphy, anthropology 354. Gender and Science Collin Meissner. William Ramsey, philosophy 375. Environment and Environmentalism Maura Ryan, theology in History Leopold Stubenberg, philosophy 383. Introduction to Philosophy of Science David Solomon, philosophy 388. Environmental History Robert Wolosin, anthropology (adjunct) 435. Problems in Philosophy of Science Assistant Professors: 466. History of Modern Astronomy 474. Philosophy and Psychiatry Marya Lieberman, chemistry 478. Do Faith and Reason Clash? Lenny Moss, philosophy 481. Philosophy of Human Biology 484. American Material Culture: Topics in the History of American Technology 486. Medicine in History 487. Technology in History
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Cluster Two: Science, Technology, One of the five courses must be STV/PHIL Area Studies Minors and Ethics 256, Science, Technology, and Society, which 238. Ethics at the End of Life serves as an introduction and core course to the 245. Medical Ethics STV. Students are urged to satisfy this require- Program of Studies. The College of Arts and 247. Environmental Ethics ment early in the program. 248. Modern Science and Human Values Letters offers its students the opportunity to pursue Because individuals attracted to the STV minor 250. Issues in Justice an interdisciplinary sequence of area studies minor 270. Religious Ethics and the Environment have diverse interests and differing academic back- that may supplement the major. Currently, there 282. Bioethics grounds, the program director works closely with are minors in African studies, Asian studies, Irish 282. Health Care Ethics for the 21st Century each student to help select courses that will studies, Latin American studies, Mediterranean/ 416. Ethics of Scientific Research complement the student’s major program or be Middle East studies, Russian and East European 462. Ethics of Development most relevant to particular career aspirations. studies and West European studies. Cluster Three: Science, Technology, Contact Prof. Phillip Sloan, STV Program Of- The purpose of these minors is to assemble the and Public Policy fice, 346 O’Shaughnessy Hall. Web address: courses dealing with the language, literature, his- 204. Energy and Society www.nd.edu/~stv. tory, politics, anthropology, philosophy, sociology 205. Nuclear Warfare and economics of each area. In this way a meaning- 206. Environmental Chemistry ful course structure is available to students who 208. Chemistry and Public Policy wish to concentrate their scholarly interest upon a 254. Modern Physics and Moral Responsibility cultural or geographical area as well as upon an in- 311. Introduction to the American Health Care terdisciplinary approach. Such programs can be es- System pecially useful to students who plan a career in 382. Technology in War and Peace 386. Politics and “Big Science” international business, international organizations 419. Self, Society, and the Environment or government service or who intend to do gradu- 430. American Science ate work in one of these areas. 456. Tradition/Modernization in China The student who wishes to complete one of and Japan the area studies minors is required to take at least 457. Computers, Ethics, and Public Policy four area studies courses (12 hours) distributed 460. Appropriate Technology and the Third over three different departments. These courses World must be taken in addition to those required for the Cluster Four: Optional Electives major. The student must also take courses in a lan- (Satisfy fifth course requirement) guage of the area being studied (Russian or an East 224. Memoirs of Madness European language for the Russian studies pro- 228. Neurobiology and Narrative gram; Spanish or Portuguese for the Latin Ameri- 246. History of Communications Technology can studies program; French, German or Italian for 251. Visual America the West European studies program; a Mediterra- 306. History of Modern Economic Thought 310. Health, Healing, and Culture nean language for the Mediterranean/Middle East SCPP 311. Introduction to the American studies program; Irish for the Irish studies program; Health Care System and Japanese or Chinese for the Asian studies pro- 312. Philosophical Importance of Darwin gram). In most cases the required number of 342. History of Ancient Medicine courses will be equivalent to those required to sat- 418. Witchcraft and the Occult isfy the arts and letters language requirement, but 430. American Spaces students should check with program directors for 446. Technology and Medicine the specific requirements of a given area. While not 453. Visits to Bedlam: Mind and Madness in Swift and His Times required to take additional language instruction for 454. Cultural Aspects of Clinical Medicine the African studies program, students who plan to 455. Christ and Prometheus: continue their African interest at the graduate level Theological Evaluations are encouraged to develop a competency in Swahili, 467. Global Food Systetms French, Portuguese or Arabic. In the senior year, 471. History of Photography each student must submit a satisfactory essay based 474. Philosophy and Psychiatry upon research that combines the major discipline in the 20th Century with the area studies curriculum. 479. Environmental Risk Assessment 481. Philosophy of Human Biology Students interested in an area studies minor 485. Philosophy of Social Science should consult the director (listed below). 489. Problems in Human Evolution 490. Literature and Science 495. Topics in Philosophical Anthropology AFRICAN STUDIES
A. Peter Walshe, director
ASIAN STUDIES
Dian Murray, director
IRISH STUDIES
Seamus Deane, director
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Mary Ann Mahony (History); Jaime Ros, econom- largest initiative provides grants for summer courses LATIN AMERICAN STUDIES ics; Gregory Downey, Roberto da Matta and taken from accredited programs, either in the PROGRAM Victoria Sanford (Anthropology); J. Samuel United States or abroad. Traditionally, this has Valenzuela, sociology; Juan Rivera (Business); Rev. meant language study in Moscow, St. Petersburg, Robert Pelton (Theology). Warsaw, and Kraków, but language study elsewhere Christopher Welna, director in Eastern Europe as well as cultural programs and This program promotes opportunities for stu- internships may also qualify for support. The dents to deepen their understanding of the region program’s lecture series allows students to expand through a variety of courses, campus activities, in- MEDITERRANEAN/MIDDLE EAST their knowledge of Russia and Eastern Europe be- ternships, and firsthand overseas learning experi- STUDIES ences. Through the Kellogg Institute, the Program yond the scope of their coursework by supplying a offers a calendar of cultural events, summer re- continuous source of fresh ideas about the region. Joseph Amar, director search or internship grants, current affairs panels Each year, the program invites nationally and inter- This is a broad-based program that includes all as- and regular talks on Latin America by visiting lec- nationally renowned scholars to campus to share pects of the ancient and modern cultures that sur- turers. In addition, the Institute brings several Vis- their latest research in fields pertinent to the minor. iting Fellows each semester who are from Latin round the Mediterranean. Courses from three By virtue of their competence in Russian or an East America or who specialize in the region; these Fel- regions apply. In Europe, this includes the study of European language, participants in the program lows visit classes and meet with students. Classical Greece and Rome as well as modern Italy, also are eligible to study language abroad for a se- The core of the Program is a Minor in Latin France, Spain and Portugal in Europe. Courses on mester during the school year and to work in the American Studies. The Minor aims to give students the Middle East are related to the study of Semitic region as business interns and teachers during the well-rounded training that complements their Ma- peoples and their cultures, languages, religions and summer. politics. In North Africa, Arab and Francophone jor area of study and to make this training easily Russian Languages and Literatures recognized on a graduating student’s transcript. In history and civilization are the focus. order to qualify for the Minor, students must dem- Courses in Mediterranean/Middle East In English: onstrate proficiency in Spanish or Portuguese RU 373-374. 19th-Century Russian Literature Studies I and II (through the 3 course sequence in the Romance MEAR 101-104. Arabic Language RU 375-376. 20th-Century Russian Literature Languages Department or advanced placement), MELC 235. Arabic Literature in English I and II complete four courses on Latin America that are Translation RU 379. The Brothers Karamozov distributed across three departments, and write a MELC 240. Middle East History RU 381. Russian Women Memoirists senior essay. MELC 255. Women’s Memories, Women’s RU 393. Dostoevsky Qualifying courses are listed each semester in Narrative RU 394. Tolstoy MELC 260. The Golden Age of Islamic the Schedule of Classes under LAST. They include In Russian: Civilization Contemporary Latin American History, Economic RU 461. Survey of 19th-Century Russian MELC 300Y. Zion in the American-Israeli Development of Latin America, Latin American Literature Imagination Politics, Liberation Theology, Sociology of Devel- RU 462. Survey of 20th-Century Russian MELC 325. Christians and Muslims Literature opment, Spanish and Portuguese language and lit- MELC 350. Christianity in the Middle East RU 471. An Introduction to Russian Poetry erature. The program award a prize annually for an MELC 360. Canon and Literature of Islam RU 492. Chekhov outstanding senior essays dealing with a Latin MELC 390. Islam: Religion and Culture RU 393. Pushkin and His Time American topic. The summer research fellowships CLAS 305/HIST 305. Greek History RU 494. Tolstoy are offered through Kellogg to students after their CLAS 308/HIST 319. Roman Law and junior year in an effort to encourage undergradu- Governance Government and International Studies ates to undertake original research on international CLAS 450. Greek and Roman Mythology GOVT 347. The Nuts and Bolts of Russian subjects. The summer internships aim to provide GOVT 331. IR of the Middle East Politics HIST 248. Martyrs, Monks, and Crusaders undergraduates real-world experience in dealing GOVT 358. Comparative Politics of East Europe HIST 491N. Jerusalem with Latin American issues. Recently, interns have MI 390/HIST 394A. Medieval Middle East History been placed at the Washington Office on Latin ROFR 235. French Civilization and Culture HIST 250. Modern Russia to the Present America and the Center for Concern in Washing- ROSP 234. Civilization and Culture: Spain HIST 380. East-Central Europe I ton, D.C.; the Mexico project of the Minnesota ROIT 345. Introduction to Italian Literature HIST 381. East-Central Europe II Advocates for Human Rights in Minneapolis; the HIST 382. Eastern Europe Since 1945 Other courses may apply with the permission of the Nature Conservancy in Brazil and in Washington; HIST 383. 19th- and 20th-Century Polish director. and ForeignTV.com in Mexico. For more complete History information about courses that qualify each semes- HIST 414. Late Imperial Russia, 1861-1917 HIST 414A. Early Imperial Russia, 1700-1861 ter for the Minor degree, the calendar of events or HIST 415. 20th-Century Russian History the summer research and internship competitions, RUSSIAN AND EAST EUROPEAN HIST 417. Dostoevsky’s Russia please consult the LASP Webpage at: www.nd.edu/ HIST 495. Russian Thinkers ~kellogg/laasp/about/index.html. STUDIES HIST 495. The Russian Revolution Students are also invited to consult affiliated faculty, who include Thomas Anderson, Maria David Gasperetti, director Rosa Oliveira-Williams, Kristine Ibsen (Romance The program in Russian and East European Studies languages); Michael Coppedge, Frances Hagopian, enables students to enrich their understanding of Michael Francis, Guillermo O’Donnell, Scott the region through a variety of courses in language, Mainwaring, Rev. Timothy Scully, Christopher literature, history, politics, and economics while Welna (Government);Ted Beatty, Iván Jaksíc, and also encouraging and supporting the acquisition of firsthand experience in the culture of the area. Its
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EUROPEAN STUDIES Officers of Administration
Robert Wegs, director In the College of Arts and Letters AMITAVA K. DUTT, Ph.D. Formerly known as the Western European Area Chair of the Department of Economics Studies Program, this program now includes the MARK W. ROCHE, Ph.D. CHRIS VANDEN BOSSCHE, Ph.D. study of East-Central Europe as well as Western I.A. O’Shaughnessy Dean of the College of Arts Chair of the Department of English Europe. All the East-Central European states are and Letters now under consideration for inclusion in the Euro- DONALD CRAFTON, Ph.D. GREGORY E. DOWD, Ph.D. pean Union. Students will study the politics, his- Chair of the Department of Film, Television, Associate Dean of the College of Arts and Letters tory and culture of these areas as well as the and Theatre language of a particular country. CHRISTOPHER FOX, Ph.D. ALBERT K. WIMMER, Ph.D. Students may fulfill their course requirements Associate Dean of the College of Arts and Letters by selecting courses recommended each semester by Acting Chair of the Department of German the Nanovic Institute. These course listings are AVA PREACHER, M.A. and Russian Languages and Literatures Assistant Dean of the College of Arts and Letters available each semester in 420 Flanner Hall. A. JAMES McADAMS, Ph.D. Pre-Law Advisor FALL 2001 Chair of the Department JENNIFER ELY NEMECEK of Government and International Studies English Assistant Dean of the College of Arts and Letters 366. The Romantic Tradition CHRISTOPHER HAMLIN, Ph.D. Preprofessional Advisor 372C. Irish Writing and Colonial Experience, Chair of the Department of History 1600-2000 ALVEN M. NEIMAN, Ph.D. PAUL JOHNSON, Ph.D. 373A. Writing and Politics in Northern Ireland Assistant Dean of the College of Arts and Letters 472I. Becoming Modern: The European Novel Acting Chair of the Department of Music 473C. Studies in Modern Poetry ROBERT P. SCHMUHL, Ph.D. STEPHEN WATSON, Ph.D. Chair of the Program in American Studies History Chair of the Department of Philosophy 415. Early 20th-Century Russia 417. Dostoevsky’s Russia PATRICK GAFFNEY, C.S.C., Ph.D. CLARK POWER, Ph.D. 442. 19th-Century Ireland Chair of the Department of Anthropology Chair of the Program of Liberal Studies Philosophy AUSTIN COLLINS, C.S.C., M.F.A. JEANNE DAY, Ph.D. 302. History of Modern Philosophy Chair of the Department of Art, Art History, Chair of the Department of Psychology 303. 19th- and 20th-Century Philosophy and Design DAYLE SEIDENSPINNER-NÚÑEZ Government MARTIN BLOOMER, Ph.D. Chair of the Department of Romance Languages 338 01. Democratic Regimes Chair of the Department of Classics and Literatures 347 01. The Nuts and Bolts of Russian Politics MICHAEL C. BROWNSTEIN, Ph.D. RICHARD WILLIAMS, Ph.D. Film, Television, and Theatre Chair of the Department of East Asian Languages Chair of the Department of Sociology 310. History of Film I and Literatures JOHN CAVADINI, Ph.D. Theology Chair of the Department of Theology 469. Post-Holocaust Literature and Theology German and Russian 393 01. Dostoevsky (in English)
Students should contact their department rep- resentatives or the director, Robert Wegs, as soon as possible in order to enroll in the program and se- lect appropriate courses. For those with language skills, other courses are available in the language departments. Some courses, particularly those in a foreign language, will need the permission of the in- structor. The European Area Studies Program is tied closely to the Nanovic Institute for European Stud- ies that provides two summer study grants/intern- ships for East-Central Europe and four summer study grants for Western Europe. This program is recommended for students who wish to study abroad and who wish to pursue a career in interna- tional politics, business or the foreign service. Stu- dents completing the Area Studies Program will receive a European Area studies certificate at gradu- ation. Students should contact the Nanovic Insti- tute for European Studies, 419 Flanner Hall, for further information.
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Advisory Council
EDWARD M. ABRAMS WILLIAM P. JOHNSON PATRICIA J. O’DONNELL Atlanta, Georgia Goshen, Indiana Scottsdale, Arizona RUSSELL G. ASHBAUGH JR. J. COLLIS JONES THOMAS J. O’DONNELL Elkhart, Indiana Washington, D.C. Chicago, Illinois JAMES T. BARRY JR. PATRICK J. KEOUGH JEREMIAH P. O’GRADY Milwaukee, Wisconsin Warren, Michigan New York, New York DAVID L. BOEHNEN B. ROBERT KILL MICHAEL D. O’HALLERAN Minneapolis, Minnesota South Bend, Indiana Chicago, Illinois CORDELIA CANDELARIA PAUL G. KIMBALL TIMOTHY J. O’SHAUGHNESSY Tempe, Arizona New York, New York Alexandria, Virginia CHRISTOPHER WAI-CHEE CHENG EDWARD D. LEWIS MARK E. PASQUERILLA Kwung Tong, Kowloon, Hong Kong Palm Beach, Florida Johnstown, Pennsylvania KATHRYN H. COLLETT EARL L. LINEHAN LISA MARIE PORCHE-BURKE Bettendorf, Iowa Towson, Maryland Alhambra, California MORRISON A. CONWAY JR. CAROL LYMAN DONALD V. POTTER Wilsonville, Oregon Winnetka, Illinois Moraga, California DONALD L. CRIQUI JOHN R. MADDEN ROBERT P. QUINN New York, New York La Grange, Illinois New York, New York WILLIAM J. DEVERS JR. LUCIA RODARTE MADRID ROBERT T. ROLFS Chicago, Illinois Phoenix, Arizona West Bend, Wisconsin RAYMOND T. DUNCAN JOSEPH F. McCANN FRANKLIN D. SCHURZ JR. Denver, Colorado Purchase, New York South Bend, Indiana BADI G. FOSTER F. GERARD McGRATH BRIAN O. SHANNON Beachwood, Ohio New York, New York Chicago, Illinois VINCENT E. FRIEDEWALD JR. ANDREW J. McKENNA JR. CHARLES E. SHEEDY Houston, Texas Morton Grove, Illinois Houston, Texas CHARLES L. GRACE JOHN P. McMEEL MARK S. SHIELDS Charlotte, North Carolina Kansas City, Missouri Washington, D.C. ROBERT N. GRECO KENNETH R. MEYER F. QUINN STEPAN Spokane, Washington Chicago, Illinois Northfield, Illinois JANE SWIHART HAGALE JOSEPH E. MORAHAN III MATTHEW V. STORIN Houston, Texas Denver, Colorado Boston, Massachusetts SUSAN DARIN HAGAN JAMES A. MORSE SR. GEORGE W. STRAKE JR. Pittsburgh, Pennsylvania Muskegon, Michigan Houston, Texas C. ROBERT HANLEY CHRISTOPHER J. MURPHY III JAMES X. SULLIVAN Naples, Florida South Bend, Indiana Evanston, Illinois PAUL M. HENKELS ROBERT S. NANOVIC THOMAS A. SULLIVAN Blue Bell, Pennsylvania North Yarmouth, Maine New York, New York THOMAS A. HERBSTRITT JR. PHIL R. NORTH MARK E. WATSON JR. Franklin Park, Illinois Fort Worth, Texas San Antonio, Texas KAREN R. WEIGERT Washington, D.C. NOEL DON WYCLIFF Chicago, Illinois
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