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V COURSES OF INSTRUCTION The most up-to-date information about the curriculum is found in the course listings on departmental websites: https://www.amherst.edu/academiclife/departments or at: https://www.amherst.edu/academiclife/registar/ ac_catalog Courses of Instruction OURSES are open to all students, subject only to the restrictions specified Cin the individual descriptions. Senior Honors courses, usually open only to candidates for the degree with Honors, are numbered 498 and 499, and Special Topics courses are numbered 490. All courses, unless otherwise marked, are full courses. The course numbers of double courses and half courses are fol- lowed by D or H. SPECIAL TOPICS COURSES Departments may offer a semester course known as Special Topics in which a student or a group of students study or read widely in a field of special interest. It is understood that this course will not duplicate any other course regularly offered in the curriculum and that the student will work in this course as inde- pendently as the director thinks possible. Before the time of registration, the student who arranges to take a Special Topics course should consult the instructor in that particular field, who will direct the student’s work; they will decide the title to be reported, the nature of the examination or term paper, and will discuss the preparation of a bibliogra- phy and a plan of coherent study. All students must obtain final approval of the Department before registration. Two Special Topics courses may not be taken concurrently except with the prior approval of the Student’s Class Dean. First-Year Seminars: The Liberal Studies Curriculum During 2012-13, Faculty members in groups of one or more will teach 28 First- Year Seminars. Every first-year student must take one of these courses during the first semester. They are open only to Amherst College first-year students. 101. The Value of Nature. Our impact on the environment has been large, and in recent decades the pace of change has clearly accelerated. Many species face extinction, forests are disappearing, and toxic wastes and emissions accumu- late. The prospect of a general environmental calamity seems all too real. This sense of crisis has spurred intense and wide-ranging debate over what our proper relationship to nature should be. This debate will be the focus of the seminar. Among the questions we shall explore will be: What obligations, if any, do we have to non-human animals, to living organisms like trees, to ecosystems as a whole, and to future generations of humans? Do animals have rights we ought to respect? Is nature intrinsically valuable or merely a bundle of utilities for our benefit? Is there even a stable notion of “what is natural” that can be deployed in a workable environmental ethic? We will investigate these and related questions with readings drawn from literature, philosophy, the so- cial sciences and ecology. Fall semester. Professor Moore. 80 FIRST-YEAR SEMINARS 102. Secrets and Lies. Politics seems almost unimaginable without secrecy and lying. From the noble lie of Plato’s Republic to the controversy about former Pres- ident Clinton’s “lying” in the Monica Lewinsky case, from the use of secrecy in today’s war against terrorism to the endless spinning of political campaigns, from President John Kennedy’s behavior during the Cuban missile crisis to cover-ups concerning pedophile priests in the Catholic church, from Freud’s efforts to decode the secrets beneath civilized life to contemporary exposés of the private lives of politicians, politics and deception seem to go hand-in-hand. This course investigates how the practices of politics are informed by the keep- ing and telling of secrets, and the telling and exposing of lies. We will address such questions as: When, if ever, is it right to lie or to breach confidences? When is it right to expose secrets and lies? Is it necessary to be prepared to lie in order to advance the cause of justice? Or, must we do justice justly? When is secrecy really necessary and when is it merely a pretext for Machiavellian manipula- tion? Are secrecy and deceit more prevalent in some kinds of political systems than in others? As we explore those questions we will discuss the place of can- dor and openness in politics and social life; the relationship between the claims of privacy (e.g., the closeting of sexual desire) and secrecy and deception in public arenas; conspiracy theories as they are applied to politics; and the im- portance of secrecy in the domains of national security and law enforcement. We will examine the treatment of secrecy and lying in political theory as well as their appearance in literature and popular culture, for example Mr. Smith Goes to Washington, Primary Colors, Schindler’s List and The Insider. Fall semester. Professor Sarat. 103. Growing Up in America. How do race, social class and gender shape the experience of growing up in America? We will begin by examining the life of a contemporary African-American male on his journey from the inner city to an Ivy League university. We then look back historically at some nineteenth- century lives—male and female, real and fictional—to understand how the transition from an agricultural to an urban industrial society has influenced the experience of coming of age. The remainder of the course will center on coming of age in the twentieth century. Our focus will be on the formation of identity, relationship with parents, courtship, sexuality and the importance of place. In addition to historical, sociological and psychological texts, the class will include fiction by Horatio Alger, Ella Deloria, and James Baldwin. Fall semester. Professor Aries. 104. Friendship. An inquiry into the nature of friendship from historical, liter- ary, and philosophical perspectives. What are and what have been the relations between friendship and love, friendship and marriage, friendship and erotic life, friendship and age? How do men’s and women’s conceptions and expe- riences of friendship differ? Readings will be drawn from the following: The Epic of Gilgamesh; Plato’s Symposium and Phaedrus; selections from the Bible and Aristotle’s Nicomachean Ethics; essays by Montaigne, Emerson, and C.S. Lewis; Mill’s On the Subjection of Women; Whitman’s poetry; Jewett’s The Country of the Pointed Firs; Morrison’s Sula; Truffaut’s Jules and Jim, and Herzog’s My Best Fiend. Fall semester. Professor Emeritus Townsend. 105. Romanticism and the Enlightenment. The late eighteenth century is often characterized as the Age of Enlightenment, a time when educated men and women were confident that human reason was sufficient to understand the laws 81 AMHERST COLLEGE of nature, to improve society’s institutions, and to produce works of the imagi- nation surpassing those of previous generations (and rivaling those of classi- cal antiquity). The early nineteenth century brought a distrust of rationality (the Head) and an affirmation of the importance of human emotion (the Heart). “Romanticism and the Enlightenment” will test these broad generalizations by reading, looking at, and listening to some representative verbal, visual, and musical texts. Among the texts are paired and opposed works by Jean-Jacques Rousseau, Benjamin Franklin, J. W. von Goethe, Voltaire, Thomas Gray, John Keats, Jane Austen, Emily Brontë, Wolfgang Amadeus Mozart, Franz Schubert, Jacques Louis David, and Caspar David Friedrich. In dealing with these and other diverse texts, no special skills are required and all are welcome. Fall semester. Professors Brandes and Guttmann. 106. Africa: Power and Representation. The right to represent oneself has al- ways been an important piece of symbolic capital and a source of power. Exter- nal representations of Africa have consistently distorted and misinterpreted the peoples and cultures of the continent. Within Africa, this right—to produce and display particular images—has been inseparable from both secular and sacred power. The discrepancy in interpretation of various images, whether these are in the form of visual objects or in the form of philosophies or concepts, has produced a misunderstanding of African institutions and art. In addition, historically the right to represent and claim one’s identity has become increas- ingly politicized. Control over various representations and images of Africa and things African has become contested. Using an interdisciplinary focus from the fields of art history, history and anthropology, this course will exam- ine representations and interpretations of images of Africa both from within and from outside the continent. Ultimately we will link these various forms of power and legitimacy to consider the complexity behind the development of an idea of Africa. Fall semester. Professor Goheen. 107. Ancient and Modern Rhetoric. This course explores the theory and prac- tice of Greek and Roman oratory in comparison with contemporary speeches, with particular regard to those that will be delivered during the presidential campaign. Are there rules for crafting a successful speech? What does a speech reveal about the assumptions and mentality of its audience? How much do Greek and Roman oratory affect the way we construct and evaluate a speech today? Oratory will be considered both as a discipline with its own laws and practices and as a window into the values and debates that animate the public life of a people. We will do close readings of key passages and orations and analyze their rhetorical structure and argument. Assignments will include not only essays on major themes in classical rhetoric and on their reception in mod- ern discourse, but also close readings of key passages and orations, and analy- sis of their rhetorical structure and argument. Fall semester. Professor Grillo. 108. Evolution and Intellectual Revolution. The centerpiece of this course is Darwin and his book On the Origin of Species.
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