MEDIA AND SOCIETY

MEDIA AND SOCIETY media and society majors must also complete an internship and cognate Program Faculty courses in American history or social Iva Deutchman, Political Science, consciousness, and in social theory, and Coordinator demonstrate competence in a foreign Linda Robertson, Media and Society, language. Coordinator Eugen Baer, Philosophy REQUIREMENTS FOR THE MAJOR (B.A.) Nicholas D’Angelo, Music interdisciplinary, 12 courses Grant Holly, English MDSC 100; one course in studies in mass Marilyn Jiménez, Africana Studies media; one course in theory of representa- Michelle Rizzella, Psychology tion, historical criticism of the arts, or Nicholas H. Ruth, Art creative arts; five electives approved for Nicholas Sammond, Media and Society the major (at least one must be in the Rosalind Simson, Philosophy creative arts unless a creative arts course Andy Walters, Psychology is taken to fulfill a core requirement); a Cynthia Williams, Dance media and society senior seminar; and a credit-bearing internship in the area of Students interested in the study of media communications, artistic production, or and society examine the role of the media journalism. In addition, all majors must in shaping social consciousness while demonstrate competence in a foreign exploring their own expressive and language course at the 102 level or above creative capacities. The examination of and take two cognate courses, one in “media” embraces the representation of American history covering a period since ideas and the imagination in literature, the Civil War or social consciousness, music, the visual arts, the press, television, and one social theory course. and film. Media and society is an interdiscipli- REQUIREMENTS FOR THE MINOR nary program designed to study the social, interdisciplinary, 6 courses cultural, economic, and political influ- MDSC 100; one course in studies in mass ences of global communications, mass media; one course in theory of representa- media, the press, and the arts. Students tion, historical criticism of the arts, or also develop their capacity of expression creative arts; and three additional courses in writing, music, dance or the visual arts. drawn from approved media and society The purpose of the program is to encour- electives. At least one of the six courses age students to pursue their creative must be in the creative arts. interests while developing a critical understanding of the influences—both CORE COURSES desirable and undesirable—that mass Theory of Representation media, the press, and the arts have and ANTH 115 Language and Culture ART 100 Issues in Art can have on society in an emerging global ART 211 Feminism in the Arts economy. PHIL 190 Facts and Values The media and society program offers PHIL 220 Semiotics an interdisciplinary major and minor. PHIL 230 Aesthetics Both the major and the minor require PHIL 260 Mind and Language students to complete work in two areas: WRRH 250 Talk and Text: Introduction to media studies and the creative arts. All Discourse Analysis

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WRRH 310 Power and Persuasion: Readings in ENG 360c 20th-Century Central European Fiction: Rhetoric, Ancient to Medieval from Kafka to Kundera WRRH 312 Power and Persuasion: Readings in ENG 372c 20th-Century Latin American Literature Rhetoric, Renaissance to Modern MUS 130 Beethoven: The Man and His Music MUS 135 Music in the Americas: 1750-2000 Historical Criticism of the Arts MUS 150 In a Russian Voice: Music from ART 101 Ancient to Medieval Art Glinka to Stravinsky ART 102 Renaissance to Modern Art MUS 202 History of Western Art and Music: ART 116 World Architecture Medieval and Renaissance (600-1600) ART 201 African-American Art MUS 203 History of Western Art and Music: ART 210 Woman as Image and Image-Maker Baroque and Classical (1600-1800) ART 221 Early Italian Renaissance Painting MUS 204 History of Western Art and Music: ART 222 Women in Renaissance Art and Life Romantic and Modern (1800-1950) ART 223 The Poetry of Color: Painting in MUS 207 Music in American Culture: Jazz Venice (1470-1600) and Popular ART 226 Northern Renaissance Art MUS 210 American Musical Theater ART 230 The Age of Michelangelo MUS 216 Music of Asia ART 232 Rococo Art and Architecture MUS 217 Folk and Traditional Music of the ART 235 Art and Architecture of Baroque Rome Africa and the Americans ART 240 European Art and Architecture ART 250 European Painting in the 19th Century STUDIES IN MASS MEDIA ART 256 Art of Russian Revolution ALST 309 Black Cinema ART 282 American Art of the 20th Century ALST 310 Black Images / White Myths ART 333 Contemporary Art ART 212 Women Make Movies ART 340 American Architecture to 1900 ASN 342 Chinese Cinema ART 389 Rococo to Revolution ENG 176 Film Analysis I DAN 210 Dance History I ENG 229 Television Histories, Television DAN 212 Dance History II Narratives DAN 214 Dance History III: 1960s to Present ENG 230 Film Analysis II ENG 207 American Literature to Melville ENG 233 The Art of the Screen Play ENG 208 American Literature from Crane ENG 287 Film Histories I ENG 210 Modernist American Poetry ENG 288 Film Histories II ENG 216 Literature of the Gilded Age ENG 289 Film Histories III ENG 217 Chaucer ENG 324 Queer Cinemas ENG 228c Comparative Medieval Literature ENG 368 Film and Ideology ENG 236c Post-Apocalyptic Literature ENG 370 Hollywood on Hollywood ENG 240c Style and Structure in the 18th Cen. ENG 375 Science Fiction Literature and Art ENG 376 New Waves ENG 246 Globalism and Literature ENG 391 Film Censorship ENG 249 The 18th-Century Novel MDSC 224 Age of Propaganda I ENG 250 English Romantic Poetry MDSC 225 Age of Propaganda II ENG 255 Victorian Literature MDSC 300 Making the News ENG 256 The Gothic Novel MDSC 303 Social Documentary ENG 257 Dickens and His World POL 320 Mass Media ENG 258 The 19th-Century Novel ENG 261 The Literature of Decadence CREATIVE ARTS COURSES ENG 262 The Irish Literary Renaissance ART 105 Color and Composition ENG 264 Post WWII American Poetry ART 114 Introduction to Sculpture ENG 302c Post-Structuralist Literary Theory ART 115 Three Dimensional Design ENG 328 European Drama ART 125 Introduction to Drawing ENG 337 James Joyce’s Ulysses ART 203 Representational Painting ENG 338 Poe, Dickinson, Frost ART 204 Abstract Painting ENG 339 American Tale ART 209 Watercolor ENG 343 After Huck Finn: The Literature ART 215 Sculpture (Modeling) of Initiation

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ART 225 Life Drawing POL 175 Introduction to Feminists Theory ART 227 Advanced Drawing POL 265 Modern Political Theory ART 234 Photography SOC 201 Sociology of International Development ART 239 Digital Imaging SOC 220 Social Psychology ART 245 Photo Silkscreen Printing SOC 221 Sociology of Minorities ART 246 Intaglio Printing SOC 222 Social Change ART 248 Woodcut Printing SOC 223 Social Stratification ART 301 Photography Workshop SOC 224 Social Deviance ART 305 Painting Workshop SOC 225 Sociology of the Family ART 315 Sculpture Workshop SOC 226 Sociology of Sex and Gender ART 345 Printmaking Workshop SOC 228 Social Conflicts ART 440 The Art Museum SOC 230 Sociology of Everyday Life ASN 231 Tibetan Mandela Painting SOC 233 Women and the Political Mobilization BIDS 311 Writing Movement, Dancing Words in the Third World DAN 200 Dance Composition I SOC 241 Sociology of Sport DAN 300 Dance Composition II SOC 242 The Sociology of Business and EDUC 295 Theatre and the Child Management ENG 178 Acting I SOC 243 Religion, State, and Society in ENG 260 Creative Writing Modern Britain ENG 275 Acting II SOC 244 Religion in American Society ENG 305 Poetry Workshop SOC 249 Technology and Society ENG 307 Playwriting Workshop SOC 251 Sociology of the City ENG 308 Screenwriting I SOC 253 World Cities ENG 310 Creative Non-Fiction Workshop SOC 256 Power and Powerlessness ENG 386 Shakespeare Performance SOC 257 Political Sociology MUS 400 Orchestration SOC 258 Social Problems PHIL 120 Critical Thinking and Argumentative SOC 259 Theories of Social Movements Writing SOC 260 Sociology of Human Nature WRRH 302 Op-Ed: Writing Political and Cultural SOC 261 Sociology of Education Commentary SOC 271 Sociology of Environmental Issues SOC 275 Social Policy ELECTIVES SOC 290 Sociology of Community Analysis of Signs, Discourses, and SOC 291 Society in India Narratives SOC 299 The Sociology of Vietnam: Conflict, ALST 200 Ghettoscapes Colonialism, and Catharsis AMST 302 Culture of Empire BIDS 280 Women’s Narratives of Wealth Power American History and Social Consciousness EDUC 343 Special Populations in Texts AMST 100 History and Forms of American ENG 381 Sexuality and American Literature Culture ENG 388 Writing on the Body HIST 204 History of American Society HIST 105 Introduction to the American Experience HIST 208 Women of American History HIST 375 Seminar: Western Civilization and HIST 215 American Urban History its Discontents HIST 227 African-American History I: The Early Era WRRH 220 Breadwinners and Losers: the HIST 228 African-American History II: The Rhetoric of Work Modern Era WRRH 221 He Says, She Says: Language HIST 240 History of Immigration and Ethnicity and Gender in America WRRH 301 Discourse of Rape HIST 246 American Environmental History HIST 250 Medieval Popular Culture COGNATES HIST 258 Transformation of Rural America Social Theory HIST 306 Civil War and Reconstruction: BIDS 200 Critical Social Theory 1845-1877 PHIL 232 Liberty and Community HIST 310 Rise of Industrial America th POL 160 Introduction to Political Theory HIST 311 20 -Century America: 1917-1941 HIST 312 The U.S. Since 1939

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HIST 314 Aquarian Age: The 1960s 224 Age of Propaganda I: 1914-1945; HIST 337 History of America Thought 225 Age of Propaganda II: 1945-2001 The Since 1865 advent of modern or mechanized warfare brought HIST 340 Faulkner and Southern Historical awareness that propaganda directed at the home front, the enemy, and neutrals was as essential to Consciousness victory as effective deployment of resources, POL 215 Minority Group Politics weapons, and soldiers. Propaganda techniques POL 270 African-American Political Thought developed during World War I have had significant influence over the later emergence of COURSE DESCRIPTIONS public relations and advertising. This course 100 Introduction to Media and Society The examines the history and influence of war course considers the cultural meanings conveyed propaganda especially but not exclusively of the in popular entertainment, children’s television, United States during the twentieth century, the and advertising; the political economy of mass Age of Propaganda. (Robertson, Spring, each media ownership; and how the press mediates offered alternate years) the public’s sense of political and social realities. Students examine serious issues raised by the 300 Making the News This course examines pervasive influence of mass media, including the how the news is made. Students are introduced concentration of ownership over public to the concept of narrative or representational communications, the commodification of paradigms used to structure news stories, culture, and how the media affects the process of epistemological and ethical questions in political persuasion. This course is intended for considering who makes the news and why, as students interested in gaining a better under- well as to issues relevant to what constitutes standing of how we are influenced by public news and its social implications.. The course communications. (Robertson, Deutchman, and project consists of the research and editing of a Staff, offered annually) film documentary. Students learn how to edit raw videotape to shape news stories and analyze 202 Social Problem Films How do we discuss the implications of their choices. The course our shared social problems? This course develops skills in collaborative learning, examines a lesser genre of American cinema, the research, critical thinking, writing, and editing “social problem film,” exploring how film for visual impact. Prerequisites: MDSC 100 and producers’ interactions with fans, critics, and permission of instructor. (Robertson, offered censors helped shape films meant to address alternate years) pressing social concerns. Beginning in the early 1930s and continuing to the 1980s, students 303 Social Documentary Photography and look at how and why the film industry moving images have been used to enlighten approached issues such as class conflict, crime, those who do not suffer to the lives of those who sexism, racism, corruption, and homophobia do, to forward social change, and to influence through close readings of films, examination of social policy, sometimes progressively and the history of production, and readings of sometimes not. This course will examine visual popular arguments about Hollywood. social documentary’s influence, largely confined to (Sammond, Spring ’04) consideration of American social documentarists, including influence of photographers of immi- 203 History of Television An in-depth look at grants’ conditions in major cities during the early television history, from TV’s theoretical 20th century; government-sponsored documenta- beginnings to its current incarnation as a tion of rural Americans’ lives during the Great turbulent mirror for “reality,” this course Depression; and documentary films which have critically examines television texts and criticism shaped social conscience from consciousness. of the medium as entertainment and as a (Robertson, Spring, offered alternate years) contested force in social and cultural practices. Students consider significant technical and aesthetic shifts in programming, and arguments about the negotiation of race, ethnicity, class, and gender in TV. While some attention is paid to other national industries, the chief focus of the course is on television in the United States and western hemisphere. (Sammond, Spring ’04)

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305 The Fine Cut: The Basics of Film MEN’S STUDIES Editing This course offers an introduction to the art of film editing, with an emphasis on the practical aspects of editing. Students learn basic Coordinating Committee editing techniques for narrative and documen- Jack Harris, Sociology, Coordinator tary film, using either Final Cut Pro or Avid. In Rocco Capraro, History addition to actual editing exercises using unedited rushes or dailies, students study film Iva Deutchman, Political Science sequences to learn various editing styles and Susan Henking, Religious Studies techniques. Finally, students study the Renee Monson, Sociology relationship of a novel, its screen adaptation and the film in order to understand the relationship T. Dunbar Moodie, Sociology of editing to narrative. (Jiménez, offered Lee Quinby, English annually) Craig Rimmerman, Political Science William Waller, Economics 400 Senior Seminar This course is required of all Media and Society majors. Normally, seniors will Andy Walters, Psychology enroll in this course; however, juniors may also enroll with the recommendation of their The men’s studies program offers an advisers. This seminar, which is a capstone intellectually rigorous and coherent course for the major, will focus on a topic determined by the instructor. This is a research- explanation of men’s lives, focusing on intense course. (Staff, Spring, offered annually) theories of masculinity, the history and sociology of men’s experience, gender and 485 Practicuum: Journalism for College Newspapers A practicuum offers students an sexuality as organizing categories of men’s opportunity to develop their knowledge of some identity and experience, and ways of aspect of the production and dissemination of knowing and teaching about these information through the acquisition and use of matters. practical skills learned from an experienced practitioner. Journalism for College Newspapers is offered by an experienced journalist and feature- REQUIREMENTS FOR THE MINOR story writer. Course credit will be linked to interdisciplinary, 5 courses reporting on local, community, national, and international issues for the HWS newspaper, the An introductory course: either FSEM 196 Herald. (Offered annually) Theories of Masculinity or another course approved by the coordinator; BIDS 245 499 Media and Society Internship Permission Men and Masculinity; one theory course; only. one course on sexual minorities; and one course on gender. The five courses of the minor must include two courses from each of two divisions (humanities, social sciences, natural sciences, and fine and performing arts).

CROSSLISTED COURSES Theory Courses ART 211 Feminism in the Arts ECON 310 Economics and Gender ENG 304 Feminist Literary Theory SOC 220 Sociology of Everyday Life SOC 340 Feminist Sociological Theory WMST 300 Feminist Theory

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Sexual Minorities Courses MUSIC AMST 310 Sexual Minorities in America ENG 281 Literature of Sexual Minorities POL 219 Sexual Minority Movements and Robert Cowles, D.M.; Associate Professor, Public Policy Department Chair REL 283 Que(e)rying Religious Studies Joseph M. Berta, M.A.; Professor Nicholas V. D’Angelo, M.Mus.; Professor Gender Courses Patricia Ann Myers, Ph.D.; Professor ANTH 220 Sex Roles: A Cross-Cultural Robert Barbuto, B.A.; Instructor in Jazz Perspective ASN 220 Male and Female in East Asian Piano and Director of Colleges Jazz Societies Ensemble CLAS 230 Gender in Antiquity Mark Bartel, M.S.M.; Director of Colleges ENG 330 Male Heroism In The Middle Ages Community Chorus PHIL 152 Issues: Philosophy and Feminism Daniel Bruce, M.M.; Instructor in Piano POL 238 Sex and Power Gregg Christiansen, M.Mus.; Instructor in PSY 223 Social Psychology Piano SOC 225 Sociology of the Family SOC 226 Sociology of Sex and Gender Steve Curry, Instructor in Drums WRRH 221 He Says, She Says: Language and MaryAnn Hamilton, D.M.A.; Instructor Gender in Organ Alan Mandel, M.A.; Instructor in Jazz MODERN LANGUAGES Saxophone Mark Manetta, B.Mus.; Instructor in The courses offered in English by foreign Guitar language faculty members may now be Kenneth Meyer, D.M.A.; Instructor in found under the listing for the respective Guitar language; for example, the courses taught Suzanne Murphy, M.M.; Instructor in in English by the Department of French Voice and Francophone Studies will be found at John Oberbrunner, M. Mus.; Instructor in the end of the listing of French courses Flute and Director of Colleges Wood- and similarly for other foreign languages. wind Ensemble Jeananne Ralston, B.Mus.; Instructor in Piano Troy Slocum, B.M.; Instructor in Piano Jeffrey Stempien, M. Mus. Ed.; Instructor in Brass James Trowbridge, M.M.; Director of Colleges Brass Ensemble Wendra Trowbridge, M.Mus.; Instructor in Voice Andrew Zaplatynsky, B.M.; Instructor in Violin/Viola and Director of Colleges String Ensemble

The music department seeks to develop the musical understanding of students who desire to broaden their cultural perspective through study of the arts, as well as to prepare students wishing to pursue a professional career in music.

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Music courses are open to all students instrumental ensemble, or by private who have fulfilled the necessary prerequi- applied instruction, for four semesters. sites or gained permission of the appropri- ate individual instructors. Admission to COURSE DESCRIPTIONS choral and instrumental ensembles is by 100 Introduction to Music Literature This audition only. Private instruction in course is intended to deepen the meaning of experiencing music as a living language from applied music is available to all students listening to Beethoven’s Fifth Symphony for a fee of $270 per semester for a total of performed in the concert hall to hearing the 14 half-hour sessions. soulful strains of blues in a Chicago club, or the “exotic” timbres and tunings of a Balinese The music department offers a gamelan. Each repertory is unique in its materials disciplinary major and both a disciplinary and methods of organization, each elicits a and interdisciplinary minor. To be unique set of values and feelings in response. counted toward the major or minor, all Each is described and assigned meaning through the cultural filters of our own individual course work must be passed with a grade backgrounds. Music utilized in the American of C- or better. tradition based on European models is surveyed, as are representative models from contrasting REQUIREMENTS FOR THE MAJOR (B.A.) cultures. (Berta, offered annually) disciplinary, 12 courses 110 Introduction to Music Theory Fundamen- MUS 120, 121, 202, 203, 204, 231, 232, tals and basic principles of Western music theory 401, 460; one additional course from and their application are presented in this course. Specific areas include the study of clefs, MUS 130 or above; and two course credits major minor scales, key signatures, intervals, and earned through participation in a major triads. Music notation and terminology are choral or instrumental ensemble for four discussed. The final half of the course covers an semesters, or by taking private instruction introduction to four-part harmonic writing, use of chords in root position, and inversions. Basic for four semesters, or by taking two ear training techniques are employed. (Cowles, semesters of ensemble and two of private offered annually) instruction. 120 Tonal Theory and Aural Skills I This course strives to produce a listener/performer REQUIREMENTS FOR THE MINOR who can perceive sound in meaningful disciplinary, 6 courses patterns—developing a hearing mind from the MUS 120, 121; two courses from the Western classical tradition, including diatonic scales; intervals; keys and triads; introduction to group MUS 202, 203, or 204; one addi- principles of voice leading; Roman numeral tional course from MUS 130 or above; and analysis; functional harmony; and non-chordal one course credit earned through participa- melodic elements. The approach is an integrated one, providing both the theoretical knowledge tion in a major choral or instrumental necessary for analysis and composition and the ensemble for two semesters, or by private aural skills necessary for perception and applied instruction for two semesters. performance. Prerequisite: MUS 110 or permission of the instructor. (Cowles, offered annually) REQUIREMENTS FOR THE MINOR interdisciplinary, 7 courses 121 Tonal Theory and Aural Skills II This MUS 120, 121; two from the group MUS course continues goals outlined for MUS 120. It explores further techniques of part writing, 202, 203 and 204; one non-music elective including tonicization and modulation to closely course from art, history, education, related keys, and the use of seventh chords. philosophy, religious studies, anthropol- (Cowles, offered annually) ogy, languages, dance, or another 130 Beethoven: The Man and His Music This department, chosen in consultation with course deals specifically with the music of the adviser; two course credits earned Beethoven. Among the compositions carefully through participation in a major choral or examined and listened to are his nine sympho-

234 MUSIC nies; his opera Fidelio; concertos such as The 203 History of Western Art Music: Baroque Emperor; piano sonatas such as The Pathetique, and Classical (1600-1800) From the early Appassionata, and Moonlight; selected string operas of Monteverdi to the oratorios of Handel quartets; and his Missa Solemnis. Beethoven’s and the cantatas of Bach, the Baroque composer place in history, his personality, his leading the aimed to “affect” his listener through powerful way to individualism and subjective feeling in musical contrasts and rhetorical passions; Haydn, music, and his vision of human freedom and dignity Mozart, and the young Beethoven, on the other are also explored. (Berta, offered alternate years) hand, were more interested in projecting formal logic and proportional design in their sonatas, 135 Music in America: 1750-2000 Investigat- string quartets, symphonies, and other instru- ing the panorama of American Music to reveal its mental works. The course surveys tradition and infinite variety and vitality, origins of American change in Baroque and classical music and is music are traced from the Native Americans, to based on selected readings, recordings, and the psalm singing colonials, to the African slaves. scores. (Berta, offered every third semester) Eighteenth century works by Billings and Mason are examined. Emphasis is placed on 19th- and 204 History of Western Art Music: Romantic 20th-century music. Compositions include works and Modern (1800-1950) Most 19th century by Ives, Copland, Gershwin, Crumb, Antheil, composers pushed the expressive power of and Bernstein. (Berta, offered alternate years) chromatic harmony and thematic unity to the musical extreme. By 1910, most of the musical 150 In a Russian Voice: Music from Glinka to avant garde no longer found it possible to work Stravinsky Borodin, Balakirev, Cui, Mussorgsky, within the constraints of the three century old and Rimsky Korsakov—who inherited a passion tonal system. New systems and searches for novel for creating “Russian” works from Glinka and sonorities led to the use of natural and Dargomizhsky and passed this passion on in electronically generated sounds. Chance elements of melody, harmony, and rhythm to happenings were advocated by composers who Stravinsky—consciously and successfully objected to older music’s predictability. The incorporated folk and traditional elements into course surveys tradition and change in romantic the traditional genres of art music. This course and modern music and is based on selected considers these composers and their “Russianness” readings, recordings, and scores. (Myers, offered to discover what is “Russian” about their music every third semester) and what impact Russian Orthodox Church music and folk song and dance have had in the 206 Opera as Drama “That opera is properly a development of musical language and style in the musical form of drama, with its own individual 20th century. (Myers, offered alternate years) dignity and force,” informs the content and structure of this course. The central issue of the 160 The Symphony The concert symphony is relationship of words to music and form to the type of music most performed by orchestras meaning and their continuing reinterpretations is today. Students in this course study the evolution examined with respect to solutions offered by and ever changing nuances of symphony. They Monteverdi, Pergolesi, Gluck, Mozart, Verdi, explore the various periods and work their way Wagner, and Berg. Music moves the psyche on through the classical period, the romantic period, several levels simultaneously; it is more holistic and the 20th century. (Berta, offered alternate years) than the linearity of verbal syntax can ever be. The ability to follow a score in a rudimentary 202 History of Western Art Music: Medieval manner is desirable. (Myers, offered alternate years) and Renaissance (600-1600) From Gregorian chant and the songs of the troubadours, the 207 Music in American Culture: Jazz and beginnings of polyphony, the “new secular style” Popular This course studies the development of of the 14th century, and the “sweet” harmonies of contemporary styles and techniques in jazz and the 15th century Burgundian school, through the American popular music of the Western humanistic currents of the late 15th and 16th hemisphere since 1900. (D’Angelo, offered centuries, composers created new styles, alternate years) techniques, and forms, responding to the demand for greater expressivity and more variety. The 210 American Musical Theater A survey of the course surveys tradition and change in music development, as an art form, of American from 600 to 1600 and is based on selected musical theater from the European forms in early readings, recordings, and scores. (Myers, offered America to the present Broadway musical, every third semester) including minstrels, vaudeville, burlesque, revue, comic opera, operetta, and blacks in the theatre. The course culminates with a class production of a musical in concert form. (D’Angelo, offered alternate years)

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216 Musics of Asia Interest in the performing 400 Orchestration In this study of the ranges and arts of Asian cultures—music, theatre, and timbers of orchestral instruments with reference dance—on the part of Europeans can be traced to symphonic scoring, students arrange for small back to 18th century notions of enlightenment ensembles and full orchestra. Prerequisite: and universality and to increased contacts with permission of instructor. (D’Angelo, offered Asia through trade and colonization. The alternate years) Exhibition of 1889 introduced European audiences to Indonesian percussion orchestras, 401 Form and Analysis This course offers a melodic intricacies of Indian raga, and the survey of selected methods of musical analysis, stylized movement of “Siamese” dance. Asian including the traditional approaches to studying performing arts have unique, valid approaches to form developed by Leon Stein and Douglas the organization of sound and time. Among the Greene, La Rue’s style analysis, Schenker’s repertories studied are the classical music and system for tracing the underlying tonal structure dance of India, Indonesian gamelan, Chinese of pieces, and Perle’s handling of serial Opera, and the theatrical traditions of Japan. procedures and atonality. Each of the analytical (Myers, offered alternate years) systems is applied to representative works drawn from the six major style periods of Western art 217 Folk and Traditional Music of the Africa music. Prerequisite: MUS 231 or permission of and the Americas The ethnic, folk, and the instructor. (Myers, offered alternate years) traditional musics of the Western continents fall into two groups: music found in cultures and 450 Independent Study regions having an urban, professional, cultivated “art” tradition; or music of non literate, 460 Seminar in Music History This seminar “primitive” peoples affected marginally by provides in depth study of selected areas within literate cultures. The first helped develop the history of Western music. Subjects vary from popular styles in the 20th century. The second year to year. Topics may focus on the works of a provides richness in understanding the role music single composer (i.e., Mozart’s operas, and the other performing arts play in shaping a Stravinsky’s ballets, Bach’s cantatas) or specific culture’s view of itself and the surrounding world. themes (i.e., text/music relationships). Stylistic Among the repertories studied are Navajo and formal analysis of music is integrated with ceremonial music, ritual music from the Guinea European social and cultural history. Requirements Coastal area of Africa, Afro American blues and include active participation in discussion and work songs, ballad traditions of Appalachia, research projects. Students are expected to write Andean music, Caribbean Carnival, and Afro two substantive papers. Prerequisite: permission of Brazilian dances. (Myers, offered alternate years) instructor. (Myers, offered alternate years)

231 Tonal and Chromatic Theory This course 495 Honors focuses on chromatic harmony of 19th century Western art music, including modulation to chromatically related and non diatonic keys, and altered chords. There is a strong emphasis on all aspects of part writing, and on aural comprehen- sion of theoretical concepts and the performance of more complex melodic, rhythmic, and harmonic materials. Prerequisite: MUS 121 or permission of the instructor. (D’Angelo, offered annually)

232 Advanced Chromatic Theory and Counterpoint This course focuses on chromatic harmony of 19th-century Western art music, including modulation to chromatically related and non diatonic keys, and altered chords. There is continued emphasis on aural comprehension of theoretical concepts, part writing, and the performance of more complex melodic, rhythmic, and harmonic materials, including counterpoint of the 18th and 19th centuries. Prerequisite: MUS 231, or permission of the instructor. (D’Angelo, offered annually)

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Private Instruction PEER EDUCATION IN HUMAN MUS 907 Jazz Saxophone (Mandel) RELATIONS MUS 908 Violin/Viola (Zaplatynsky) MUS 909 Flute (Oberbrunner) MUS 910 Piano (Bruce, Christiansen, Ralston, Program Faculty or Slocum) Donna Albro, Coordinator MUS 911 Voice (Murphy or W. Trowbridge) MUS 912 Double Bass (D’Angelo) The issues of diversity and oppression in an MUS 913 Brass (Stempien) array of institutions (schools, corporations, MUS 914 Woodwinds (Berta) MUS 916 Organ (Hamilton) hospitals, the media, etc.) are important MUS 917 Guitar (Manetta or Meyer) political issues now and will continue to be MUS 918 Drums (Curry) so well into the 21st century. The peer MUS 919 Jazz Piano (Barbuto) education in human relations program helps students function effectively in this Ensembles environment by providing them with a MUS 920 Colleges Jazz Ensemble (Barbuto) deep, personally grounded understanding of MUS 926 Colleges Woodwind Ensemble (Oberbrunner) such issues, as well as experience in linking MUS 930 Colleges Chorale (Cowles) that analysis to action. MUS 935 Colleges Community Chorus (Bartel) Students ordinarily begin the peer MUS 940 Colleges Brass Ensemble education in human relations minor with (J. Trowbridge) PEHR 212 in the spring of their first year. MUS 945 Colleges String Ensemble Students completing this course then (Zaplatynsky) apply to the coordinating committee for Note: Students who take private lessons receive admission to the minor. one-half course credit per semester. Students who participate in the Colleges Chorale, Colleges REQUIREMENTS FOR THE MINOR Community Chorus, or String, Woodwind, Brass, and Jazz Ensembles, also receive one-half course interdisciplinary, 6 courses credit per semester. PEHR 212; three additional PEHR courses approved by an adviser in the program; Courses Offered as Needed and two approved elective courses. BIDS 298 The Ballet Russes: Modernism and the Arts MUS 305 Fundamentals of Conducting ELECTIVES ALST 200 Ghettoscapes ALST 309 Black Cinema ALST 216 African Literature II: National Literatures of Africa AMST 310 Sexual Minorities in America ANTH 205 Race, Class and Ethnicity ART 201 African-American Art ART 210 Woman as Image and Image-Maker ART 212 Women Make Movies ASN 220 Male and Female in East Asian Societies BIDS 245 Men and Masculinity ECON 122 Economics of Caring ECON 248 Poverty and Welfare EDUC 203 Children With Disabilities EDUC 332 Disability, Family and Society EDUC 337 Education and Racial Diversity in the U.S. EDUC 338 Inclusive Schooling

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EDUC 345 Women, Nature and Science sexism, racism, heterosexism, classism, ENG 281 Literature of Sexual Minorities anti-Semitism, ageism, and ableism. It gives ENG 291 Introduction to African-American students, staff, and faculty an invaluable Literature I opportunity to connect and inspire one another; to deal with issues of oppression and education; ENG 304 Feminist Literary Theory to topple the wall of resentment and fear that ENG 318 Body, Memory, and Representation separate men and women, white people and ENG 342 Readings in Multi-Ethnic Women’s people of color, gay/lesbian/bisexuals and Literature heterosexuals, poor and rich, students and ENG 381 Sexuality and American Literature teachers—and to redefine the meaning of FRNE 213 Vietnamese Literature in Translation community at Hobart and William Smith FRNE 218 French Caribbean Colleges. The course addresses the notion of LTAM 308 Latin American/Latino Cinema healing and the role of emotions and attitudes in LTAM 310 The Latino Experience the development of human intelligence, provides participants with a variety of traditional and MDSC 100 Introduction to Media and Society innovative teaching and learning methods, and PHIL 152 Issues: Philosophy and Feminism challenges the notion of hierarchical knowledge POL 215 Minority Group Politics by putting students in the role of teachers and POL 219 Sexual Minority Movements and facilitators. Prerequisite: by application. (Albro, Public Policy Spring, offered annually) POL 238 Sex and Power POL 334 Civil Liberties 213 Teaching Colleagues Practicum This POL 348 Racism and Hatreds course provides students a forum to demonstrate PSY 247 Psychology of Women the skills and competencies learned from Teaching for Change. The practicums take the REL 100 Religions in the World form of co-teaching the course, Culture of REL 271 The Holocaust Respect, or undertaking an equivalent experience. REL 272 The Sociology of the American Jew Students are given opportunities to practice skills REL 273 Foundations of Jewish Thought commensurate with their learning. At the REL 281 Unspoken Worlds minimum, students facilitate small groups and REL 283 Que(e)Rying Religious Studies help create a supportive and welcoming learning SOC 221 Sociology of Minorities environment. At the maximum, students present SOC 226 Sociology of Sex and Gender complex teaching modules in front of a large SOC 244 Religion in American Society group. Prerequisite: PEHR 212 or PEHR 215. (Albro, offered each semester) SOC 258 Social Problems SOC 340 Feminist Sociological Theory 215 Teaching for Change In this course, WMST 100 Introduction to Women’s Studies students are introduced to the basics of the WMST 300 Feminist Theory course pedagogy, skills, and competencies. Students explore and share their experiences of COURSE DESCRIPTIONS those identities that confer or deny privilege and access to resources on several levels: personal, 101 Peer Advocacy This course provides interpersonal, group, and intergroup. A students with the skills and background to serve service-learning component gives students the as peer advocates or peer facilitators. After being chance to practice and enhance their skills and introduced to the philosophy and pedagogical knowledge. Students also receive intensive skills framework of peer education programs, students training and advanced-level course work on acquire basic skills necessary to act as peer anti-oppression pedagogy in order to prepare advocates for other students around a wide range them to serve as student peer educators in PEHR of issues, e.g., alcohol abuse, sexual assault, and 212 Making Connections. Prerequisite: PEHR 212. wellness. Possible skills might include basic (Albro, Fall, offered annually) listening, crisis intervention, workshop organization, and intercultural communication. 312 Making Connections Practicum In this Students also become acquainted with on- and course, students serve as facilitators for PEHR off-campus resources and services available to all 212 Making Connections. (Albro, Spring, offered students, and study the legal and ethical issues annually) involved in being a peer advocate. (Offered annually) 315 Teaching for Change Practicum In this course, students serve as co-teachers for PEHR 212 Making Connections This course 215 Teaching for Change. (Albro, Fall, offered introduces participants to the following ‘isms,’ annually) their dynamics, and their interconnections:

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PHILOSOPHY thinking, a skill that helps a person to better communicate and to adapt more Steven Lee, Ph.D.; Professor, Department effectively to changing circumstances. Chair (2004-05) All courses toward a philosophy major Eugen Baer, Ph.D.; Professor or minor must be completed with a grade Eric Barnes, Ph.D.; Assistant Professor of C- or higher. Scott Brophy, Ph.D.; Professor, Department Chair (2005-06) REQUIREMENTS FOR THE MAJOR (B.A.) Benjamin Daise, Ph.D.; Professor disciplinary, 10 courses Carol Oberbrunner, Ph.D.; Visiting PHIL 100, PHIL 370, PHIL 372, PHIL Assistant Professor (2004-05) 373, PHIL 390, PHIL 460; four additional Rosalind Simson, Ph.D.; Associate philosophy courses, two of which must be Professor, part-time at the 200 level or higher. PHIL 100 is a prerequisite for 300-level courses. Courses in the philosophy department are designed to provide students with a REQUIREMENTS FOR THE MINOR background in the history of philosophy disciplinary, 5 courses and to assist them in developing compe- PHIL 100 and two 300-level history of tence in the analysis and evaluation of philosophy courses; two additional philosophical problems and arguments courses, one of which must be at the 200 that arise in making choices about their level or above. own lives and in participating in the decisions on the future of our society. COURSE DESCRIPTIONS Philosophy is concerned with the most 100 Introduction to Philosophy This course seeks fundamental questions that human beings to provide an understanding of what philosophy is by discussing some of the main problems that can ask. What is the ultimate nature of philosophers examine and by developing skills in the world? When are our beliefs justified? the methods used in philosophy. Among the kinds What can we know? Which actions are of problems considered in this course are: Can we prove God’s existence? What distinguishes right and which are wrong? What is the knowledge from mere belief? Is it always wrong to best form of government? What is the break the law? (Staff, offered annually) good life? Is mind reducible to body? In Typical readings: Plato, The Trial and Death of addition, philosophy seeks to understand Socrates; King, Letter From a Birmingham City Jail; Dworkin, Civil Disobedience; Perry, Dialogue on the bases of other areas of study, for Immorality and Personal Identity; Cahn, Classics of example in philosophy of science, Western Philosophy philosophy of language, philosophy of 100 Introduction to Philosophy Wonder about the law, and philosophy of art. existence of God, or life after death? Argue with The philosophy department welcomes friends about right and wrong, and wonder if there’s both those who have an interest in an answer? What gives humans free will, and could continuing in philosophy and those who animals or machines have it? Students who are fascinated by these questions have the prerequisites wish to use their philosophical training as to take this class. There are two sides to every issue, a basis for other life pursuits. The study of and the heart of critical thinking is understanding philosophy has both intrinsic and both sides. This is the skill students in this course instrumental value. The intrinsic value is hone. Students do this by reading classic and contemporary dialogues that represent both sides of the sense of satisfaction and self discovery these issues. Readings are short, focusing on depth that comes from dealing in a careful and and complexity. Course work consists mostly of systematic way with basic questions. The very short essays that will be revised. There is a strong emphasis on precise writing and critical instrumental value lies in the skill that the argumentation. (Barnes, offered annually) study of philosophy provides in critical Typical readings: Plato, The Trial and Death of

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Socrates; Perry, A Dialogue on Personal Identity Typical readings: Nietzsche, Beyond Good and and Immortality; Hume, Dialogues on Natural Evil; Euripides, Bacchae; Nietzsche, Birth of Religion; Williams, A Dialogue on Free Will. Tragedy; Freud, Civilization and Its Discontents; Marx/Engels, Communist Manifesto; Price, Three 120 Critical Thinking and Argumentative Gospels; Price, A Serious Way of Wondering; Writing This course is designed to improve a Kierkegaard, Works of Love person’s ability to think critically. While any course in philosophy does this, this course 150 Philosophy and Contemporary Issues: explicitly examines the principles of good Justice and Equality This course treats two topics reasoning. Emphasis is placed on the evaluation, that are of current social concern: the moral the understanding, and the formulation of permissibility of abortion and the justification of arguments. Instruction is given in the detection affirmative action. Students learn how to apply and correction of fallacies of reasoning and in the the tools of philosophical analysis in attempting to writing of argumentative essays. (Offered annually) resolve these issues. (Daise, offered annually) Typical readings: Wright, Critical Thinking; Lee, Typical readings: Joel Feinberg, The Problem of What is the Argument? Abortion; Ezorsky, Racism and Justice

130 Moral Dilemmas: Limiting Liberty The 150 Philosophy and Contemporary Issues: fundamental question addressed in this course is: To Debating Public Policy Effectively advocating what extent is it morally justifiable to limit a for one’s plan of action, when it’s opposed, is person’s liberty? The two topics in connection with what makes the difference between just a cool which this question is considered are pornography idea and an implemented policy. However, and hate speech. Both of these topics concern respectfully and persuasively selling one’s ideas contents of expression that some people think are requires knowledge and skills that most people justifiably restrained. Others think that however lack. This course develops students’ theoretical abhorrent the contents of expression in those areas knowledge and practical skills (especially oral may be, freedom of expression should be abridged in communication skills) to improve their very limited kinds of cases, and that the topics in advocacy. Students work in teams to develop question do not fall within that limited class. This public policy positions on current political, course attempts to reach an understanding of the moral, and legal issues—domestic and interna- concerns that underlie both positions, the tional. Teams then formally debate these arguments that may be presented for and against positions while other students vote on them. both positions, and how to evaluate those Strong emphasis is placed on anticipating arguments in order to reach a judgment that can be problems with one’s own public policy positions. shown to be satisfactory. (Daise, offered annually) Students concentrate on the general structure Typical reading: Bonevac, Today’s Moral Issues and tools of advocacy and opposition, not on particular issues in current events. (Barnes, 140 Introduction to Value Theory Values are offered annually) embodied in our interpretations, in personal and Typical readings: Readings include classic and collective perspectival stances we take on issues of contemporary texts in philosophy and rhetoric, everyday life. They become manifest in actions along with regular reading of the New York and words, when we state our opinion on, say, Times during the semester. Course work includes U.S. foreign policy, the role of parenting, the role some brief essays and outlines, but much of the of women in religion, the value of higher graded work is in oral arguments given during education etc. Values are generally acted out, most class debates. of them unconsciously. But some of them can be raised into our awareness and can be talked and 151 Philosophy and Contemporary Issues: written about. Although this process of conscious- Crime and Punishment This course explores the ness-raising is not without its problems, this is relationship between moral responsibility and precisely what this course tries to undertake. This criminal responsibility. It looks at some perennial course is an occasion for students to examine their problems in ethical theory, such as: What makes personal beliefs surrounding the meaning or lack an act wrong? When is a person morally of meaning they encounter in major issues around responsible for their actions? When is punishment the globe, both past and contemporary. Students an appropriate response to behavior that violates begin by studying and writing about values in the social norms? It also looks at some problems in form of aphorisms, anecdotes, short paragraphs. legal theory and in public policy, such as: What Then they aim at larger texts such as parables, sorts of acts ought to be criminal? When is a fables, myths, manifestos, poems, and entire books. person legally responsible for her actions? Why Students have as their main project to arrive at an should insanity be a defense to criminal charges? overall narrative embodying some of their values. The following general question links all these All writing in the course is oriented toward that problems: Which forms of behavior control are final project.(Baer, offered occasionally)

240 PHILOSOPHY morally justifiable responses to which forms of issues arise in all areas of human activity, but social deviance? (Brophy, offered annually) they arise in medicine with special urgency. Typical readings: Macklin, Man, Mind, and Some reasons for this are the special nature of Morality: The Ethics of Behavior Control; Morris, The the physician/patient relationship, the impor- Brothel Boy and Other Parables of the Law; Murphy tance of the matters of life and death involved, (ed.), Punishment and Rehabilitation, 3rd ed.; Katz, the difficulty in distributing health care in a just Bad Acts and Guilty Minds; Butler, Erewhon manner, and the many recent technological advances in medical treatment that exacerbate 152 Philosophy and Contemporary Issues: all of these problems. Among the issues Philosophy and Feminism This course considered are informed consent, patient examines ways in which a broad spectrum of autonomy, confidentiality and privacy, genetic feminist perspectives have influenced thinking intervention, medical experimentation, on a variety of problems in ethics and social reproductive control, allocation of scarce medical resources, and justice in health care and political philosophy. Examples of the delivery. (Lee, offered alternate years) topics discussed are: marriage and motherhood, Typical readings: Munson (ed.), Intervention justice within families, prostitution, rape, and Reflection: Basic Issues in Medical Ethics ed. 5; abortion, and reproductive technologies. Pence, Classic Cases in Medical Ethics (Simson, offered alternate years) Typical readings: Okin, Justice, Gender, and the 156 Contemporary Issues: Biomedical Ethics Family; Pearsall (ed.), Women and Values; Jaggar National health care policy is determined by (ed.), Living With Contradictions economic, social, moral and political consider- ations. Students focus on three contemporary 154 Philosophy and Contemporary Issues: issues in health care policy. First, which patients Environmental Ethics This course explores the should be allowed to die, who should decide, and ethical and philosophical issues that arise when should physicians assist patients in dying? we consider the relation between humans and Second, should human cloning or genetic the natural environment—issues made urgent by engineering be legal? Third, how should society our current environmental crisis. Among distribute our limited medical resources and questions examined are: Is the value of nature should insurance be nationalized? A satisfactory intrinsic or only instrumental? Do humans have public policy must confront all these hard obligations toward nonhuman animals? Why are questions in a way that has not yet been done. animal species worth preserving? Is it individual Students grapple with these issues individually animals or ecosystems that should be of moral and in small groups, working to develop and concern? What can feminism tell us about our defend a coherent stance. Mostly work is very treatment of nature? Are economic efficiency short essays that are revised. Expect a strong and cost/benefit analysis adequate criteria for emphasis on precise writing and critical assessing our relation to the environment? (Lee, argumentation. (Barnes, offered alternate years) offered alternate years) Typical readings: Munson (ed.), Intervention Typical readings: VanDeVeer and Pierce, (eds.), and Reflection: Basic Issues in Medical Ethics ed. 5th People, Penguins, and Plastic Trees; McKibben, The ed.; Pence, Classic Cases in Medical Ethics. End of Nature; Regan, Earthbound Additionally, there will be three film screenings outside of regularly scheduled class time. 155 Philosophy and Contemporary Issues: The Morality of War and Nuclear Weapons This 157 Ethical Inquiry: A Multicultural Approach course explores the phenomenon of war from a This course considers some specific ethical issues moral point of view. Among the questions from global and multicultural perspectives. Topics considered are: When, if ever, is it morally justified include issues such as human rights, gender roles to fight a war? What, if any, are the moral limits on and morality, world hunger and poverty, how one may fight a war? What difference have euthanasia, and racial and ethnic discrimination. nuclear weapons made in our moral understanding In addition to examining these issues using a of war? Among the topics considered are: just war variety of Western philosophical traditions, theory, pacifism, realism, Hiroshima, and nuclear students consider approaches that come from deterrence. (Lee, offered every three years) Chinese, African, Indian, Native American, Typical readings: Walzer, Just and Unjust Wars; feminist, Buddhist, and Islamic cultures and Beckman, et al., The Nuclear Predicament perspectives. (Oberbrunner, offered occasionally)

156 Contemporary Issues: Biomedical Ethics 190 Facts and Values This course examines a This course examines ethical issues that arise in variety of issues relevant to an understanding of the practice of medicine, in the delivery of facts and values. What is the difference between health care, and in biomedical research. Ethical a factual claim and a value claim? Does it make

241 PHILOSOPHY sense to think of facts as objective, and therefore adequacy of liberalism. (Lee, offered alternate years) the same for everyone, and values as subjective, Typical readings: MacPherson, Life and Times of and therefore relative to individuals, families, Liberal Democracy; Morgan, Classics of Moral and races, genders, classes, and cultures? What is the Political Theory; Avineri, Communitarianism and relationship between values and religion? How Individualism are values related to emotions? Is it possible, or even desirable, to put aside value preferences 235 Morality and Self Interest How should we when we seek knowledge? In what ways can act? Morality and individual self interest are knowledge seeking inquiries be biased? (Simson, often thought to give conflicting answers to this offered alternate years) question. This course examines basic issues in Typical readings: Rachels, Elements of Moral moral theory by focusing on the question of Philosophy; Quine and Ullan, The Web of Belief; whether acting in one’s own interests is Feinberg (ed.), Reason and Responsibility incompatible with acting as morality requires. The course has a community service component. 220 Semiotics This is an introductory course to (Lee, offered alternate years) semiotics, the doctrine of sign in all forms and Typical readings: Morgan, Classics in Moral and shapes. Signs are processes of interpretation. Political Thought; Nelson, Morality —What’s in it Anything (object, idea, feeling, action) can for Me? become a sign by being interpreted. But interpretation is itself a sign in need of being 236 Philosophy of Law Study of the law raises interpreted, and so semiotics quickly becomes a many problems for which philosophy can help labyrinth in which the concept of the sign provide solutions. At the same time, the law becomes more, rather than less, problematic, as provides valuable source material bearing on the inquiry into its nature proceeds. A wide many traditional issues in philosophy. This variety of approaches to semiotics are presented, course studies these problems and issues by and applications to literature, art, architecture, examining both philosophical writings on the dance, history, anthropology, film studies, women law and legal opinions. Tort and contract law are studies, photography, sociology, psychology, and examined, as well as criminal and constitutional biology are encouraged. (Baer, offered annually) law. Some of the questions to be considered are: Typical readings: Plato, Cratylus; Berger, What is law? What is the relation between law Introduction to Semiotics; Lakoff and Johnson, and morality? To what extent is the state justified Metaphors We Live By; Frank, The Wounded in interfering with a person’s liberty? When are Storyteller; Bal, Meaning Making persons responsible for their actions? What is justice? When is a person liable for harm caused 230 Aesthetics This course deals with a variety to others? When is it morally justified to punish a of philosophical issues relating to the arts. Some person? (Lee, offered alternate years) of the questions that the course considers are: Typical readings: Arthur and Shaw, Readings in What do we mean by the term “beautiful?” What Philosophy of Law; Berman, et al., The Nature and makes something a work of art? What is meant Function of Law; Scalia, A Matter of Interpretation by forgery in art? Are the meaning and value of a painting, poem, musical composition, or other 238 Philosophy of Natural Science: A Contempo- artistic creation a matter of individual opinion? rary Introduction This course focuses on several Is there a role for critics in the arts? What value questions: What is “scientific method?” What is do the arts have for society? Do artists have a “inductive reasoning?” When is data evidence for a responsibility to society? (Simson, offered theory? How well can different sciences explain and alternate years) predict the natural world? What is the relationship Typical readings: Ross, Art and Its Signifi- between explanation and prediction? What is the cance; Margolis (ed.), Philosophy Looks at the Arts; process by which a scientific community rejects one Battin et al., Puzzles About Art theory and replaces it with another? (Brophy, offered every three years) 232 Liberty and Community This is a basic Typical readings: Hacking, Representing and course in political philosophy. The focus is on Intervening; Casti, Searching for Certainty: What striking a balance in a political order between the Scientists Can Know About the Future; Boyd, freedom of the individual and the demands of Gasper, and Trout, (eds.), The Philosophy of community. The central question is whether the Science state is merely instrumental to the fostering of individuality or instead is valuable because of the 240 Symbolic Logic This course is an introduc- community it represents. A related question is tion to the techniques and theories of formal logic. whether social relations are best understood as It involves logic games and very user friendly created by contract among persons or as instructional software in the Macintosh computer constitutive of personhood. What is at issue is the laboratory. Topics include translation to artificial

242 PHILOSOPHY languages; formal techniques and procedures is inherently embodied and articulates itself (natural deduction and trees); the concepts of mostly in metaphors in ways that remain largely validity, soundness, completeness, and consis- unconscious. (Baer, offered annually) tency; and the theory of deductive reasoning. Typical readings: Lakoff and Johnson, (Brophy, offered every three years) Philosophy in the Flesh; Mair, Wandering on the Typical readings: Barwise and Etchemendy, Way; Mote, Intellectual Foundations of China The Language of First Order Logic, including the program, “Tarski’s World” 370 Ancient Philosophy This course gives careful attention to Plato’s arguments on 242 Experiencing and Knowing How questions of morality. It explores Plato’s view of trustworthy are our sense organs for giving us the proper relationship between the individual information about the world? Is there any other and society and the relationship between that good source of knowledge besides sensory view and Plato’s theory of knowledge. The views experience? How reliable are the inductive of the Sophists are examined as well. Addition- methods of science? How can we tell when we ally, Aristotle’s views in Metaphysics are have achieved knowledge? What is the scope of considered. (Daise, offered annually) human knowledge? What are its limits? This Typical readings: Plato, Meno; Protagoras, course examines some 20th century discussions Republic; Aristotle, Metaphysics of these and similar questions that have long intrigued thinkers wishing to understand the 372 Early Modern Philosophy This course is an capacities of the human mind. (Simson, offered introduction to the principal works and central occasionally) theories of the early modern period (1600 1750). Typical readings: Russell, The Problems of The philosophical thought of this period was Philosophy; Moser (ed.), Empirical Knowledge; closely tied to the newly developing sciences and Wittgenstein, On Certainty also to profound changes in religion, politics, and morality. Accompanying the transformation of 250 Feminism: Ethics and Knowledge This thinking in all of these areas was a renewed interest course examines various feminist critiques of in skeptical theories from ancient sources, and what traditional approaches to ethics and to science. emerged was the beginning of uniquely modern The first half of the course focuses on feminist approaches to philosophy. Each year this course claims that ethics traditionally has attended too focuses on a handful of texts from this period, to be much to issues of justice and not enough to selected from the works of Montaigne, Bacon, issues of caring. The second half of the course Galileo, Descartes, Hobbes, Bayle, Arnauld, focuses on feminist claims that the goal of Gassendi, Mersenne, Leibniz, Spinoza, Boyle, gender neutral objectivity traditionally endorsed Butler, Malbranche, Pascal, Newton, Locke, by science has been both unachievable and Berkeley, and Hume. (Brophy, offered annually) misguided. Some of the questions the course addresses are: Do women and men tend to differ 373 Kant Kant’s critical and transcendental in their approaches both to ethics and to investigations of the limits of the ability of the science? Have ethics and science traditionally human mind to resolve issues of what we can know reflected the subordination of women? Have and how we should act have been enormously they traditionally contributed to the subordina- influential for all subsequent philosophical inquiry. tion of women? What are the implications of This course is devoted to understanding the these feminist critiques for the future of ethics problems Kant faced, the answers he advanced, and and science? (Simson, offered alternate years) the difficult and intriguing arguments he provided Typical readings: Kant, Grounding for the to support his views. Because understanding Kant’s Metaphysics of Morals; Mill, Utilitarianism; Held empirical realism and transcendental idealism is (ed.), Justice and Care: Essential Readings in incomplete without critical scrutiny of his Feminist Ethics; Keller and Longino (eds.), argument, objections are introduced and discussed. Feminism and Science (Baer, offered annually) Typical readings: Kant, Critique of Pure Reason, 260 Mind and Language This course explores Foundations of the Metaphysics of Morals, Religion one of the newest theories of mind and language within the Limits of Reason Alone and applies it to one of the oldest philosophic texts. The circle linking Lakoff and Johnson 380 Experience and Consciousness: Introduc- (1999) to the work of Chuang Tzu (4th century tion to Phenomenology Phenomenology is a BC) does not only enclose some 2,500 years of 20th-century methodology that attempts to philosophy but also attempts to build a bridge understand our experiences independently of all between a U.S. version of a philosophy of scientific, cultural, or personal presuppositions. cognitive science with a version of Chinese The following are a few of the questions that the Taoism. Specifically, students study a method of course addresses: In what ways are we active rather cognitive linguistics which states that the mind

243 PHYSICS than passive participants in the process of learning PHYSICS about the world? How are learning about the world and learning about ourselves interrelated? How can we understand ourselves as both rational Donald A. Spector, Ph.D.; Professor, beings with minds and social beings with physical Department Chair bodies? What is the relationship between thought and language? (Simson, offered occasionally) Theodore Allen, Ph.D.; Assistant Typical readings: Husserl, Ideas; Merleau Professor Ponty, The Phenomenology of Perception Larry Campbell, Ph.D.; Professor Michael Faux, Ph.D.; Assistant Professor 381 Existentialism This course focuses on one of the major existentialist philosophers. The Steven Penn, Ph.D.; Assistant Professor existentialists reacted against the assumption that the defining feature of a person is rational- Historically, the discipline of physics is ity. They sought to see philosophy as relevant to the texture and fabric of real human life. identified as that branch of science which Students examine the way in which the seeks to discover, unify, and apply the philosophers of that orientation see philosophy most basic laws of nature. Our curriculum as appropriately dealing with the quality of introduces students to its principal human life. (Daise, offered occasionally) Typical readings: Kierkegaard, Fear and subfields—electromagnetism, mechanics, Trembling, Philosophical Fragments thermal physics, optics, and quantum mechanics—and provides the most 390 Analytic Philosophy This course traces the extensive training in mathematical and development of contemporary philosophy in the analytic Anglo-American tradition from Charles analytical methods of any of the sciences. Peirce and Bertrand Russell through Ludwig Since this is the foundation upon which Wittgenstein and Willard Quine, and beyond. all other sciences and engineering are Among the philosophical movements considered are pragmatism, naturalism, realism, intuitionism, based, the study of physics provides a positivism, emotivism, linguistic philosophy, strong background for students who plan conventionalism, and the return to normative careers in areas such as physics, astrophys- theory. Special attention is paid to the develop- ics, astronomy, geophysics, oceanography, ment of analytic philosophy within ethics. At the end, an important recent book in analytic meteorology, engineering, operations philosophy is studied. (Lee, offered annually) research, teaching, medicine, and law. Typical readings: Lindberg, Analytic Philosophy; Because physics is interested in first Cahn and Haber, Twentieth Century Ethical Thought causes, it has a strong connection to 450 Independent Study philosophy as well. Increasingly in the modern era, 460 Senior Seminar This course has variable physicists have turned their attention to content. Each year a central philosophical issue or the work of an important philosophical figure physics applications in areas where their is examined. (Offered annually) analytical and experimental skills are particularly demanded, exploring such 495 Honors things as nanotechnology, controlled Courses Offered Occasionally:* nuclear fusion, the evolution of stars and 140 Introduction to Value Theory galaxies, the origins of the universe, the 153 Philosophy and Contemporary properties of matter at ultra-low tempera- Issues: Economic Justice tures, the creation and characterization of 160 Philosophy of Medicine new materials for laser and electronics 205 Ideas of Self technologies, and biophysics and biomedi- 225 Versions of Verity 237 Philosophy of Religion cal engineering. 271 Medieval Philosophy PHYS 150 and 160 have a calculus co- 274 German Idealism requisite and are intended for students majoring in the natural sciences or other *Frequency as determined by student demand and students with a strong interest in science. faculty availability

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Courses with numbers lower than 150 are REQUIREMENTS FOR THE MINOR particularly suitable for students not disciplinary, 6 courses majoring in a physical science. Prerequi- PHYS 150, PHYS 160, PHYS 270, and sites for any course may be waived at the three additional physics courses. discretion of the instructor. Grades in courses comprising the major or the minor COURSE DESCRIPTIONS must average C- or better. 110 “Beam Me Up, Einstein”: Physics Through Star Trek Can you really learn physics watching Star Trek? This course says “yes.” BINARY ENGINEERING PLAN Students consider such Star Trek staples as warp A joint-degree engineering program is drive, cloaking devices, holodecks, and time offered with Columbia University, The travel, and learn what the principles of physics Thayer School of Engineering at tell us about these possibilities—and what these possibilities would mean for the principles of Dartmouth, Rensselaer Polytechnic physics. Anyone who has ever enjoyed a science Institute, and Washington University. fiction book or movie will find that using Star Upon completion of three years at Hobart Trek offers an excellent context for learning about a variety of topics in physics, including and William Smith Colleges and two black holes, antimatter, lasers, and other exotic years at an engineering school, a student phenomena. (Offered occasionally) will receive a B.S. in engineering from the Typical readings: L. Krauss, The Physics of Star engineering school and either a B.A. or a Trek; R. March, Physics for Poets B.S. from Hobart or William Smith. 112 Introduction to Astronomy This course Majoring in physics here provides the best offers a survey of the celestial universe, including preparation for further work in most planets, stars, galaxies, and assorted other celestial objects which are not yet well engineering fields. A similar program may understood. The Big Bang cosmological model is be constructed at many other engineering thoroughly explored, as are the various schools via the transfer process. See “Joint observational techniques employed to collect Degree Programs” elsewhere in the astronomical data. (Offered annually) Catalogue for details. 140 Principles of Physics This is a one-semester survey course in physics with laboratory, which REQUIREMENTS FOR THE MAJOR (B.A.) makes use of algebra and trigonometry, but not calculus. It is designed particularly for architec- disciplinary, 12 courses tural studies students, for whom it is a required PHYS 150, PHYS 160, PHYS 270, PHYS course. It also provides a serious, problem-solving 285, PHYS 381/382 (two semesters, 0.5 introduction to physics for students not wishing to credits each), MATH 130 Calculus I, learn calculus. The following topics are included: mechanics (particularly statics, stress, and strain), MATH 131 Calculus II, and five addi- sound, and heat. This course satisfies the physics tional courses in physics at the 200 or 300 prerequisite for PHYS 160. (Offered annually) level. A course at the 200 or 300 level from Typical reading: Hecht, Physics another science division department may 150 Introductory Physics I This is a be substituted for a physics course with the calculus-based first course in mechanics and waves approval of the department chair. with laboratory. Prerequisite: MATH 130 Calculus I (may be taken concurrently). (Offered annually) Typical reading: Young and Freedman, REQUIREMENTS FOR THE MAJOR (B.S.) University Physics disciplinary, 16 courses All of the requirements for the B.A. 160 Introductory Physics II This course offers a physics major, plus four additional courses calculus-based first course in electromagnetism and optics with laboratory. Prerequisites: PHYS in the sciences. Only those courses which 150 and MATH 131 Calculus II (may be taken count toward the major in the departments concurrently). (Offered annually) that offer them satisfy this requirement. Typical reading: Young and Freedman, University Physics

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240 Electronics This course offers a brief 361 Electricity and Magnetism In this course introduction to AC circuit theory, followed by students examine the vector calculus treatment consideration of diode and transistor characteris- of electric and magnetic fields in both free space tics, simple amplifier and oscillator circuits, and in dielectric and magnetic materials. Scalar operational amplifiers, and IC digital electronics. and vector potentials, Laplace’s equation, and With laboratory. Prerequisite: PHYS 160. Maxwell’s equations are treated. Prerequisites: (Offered alternate years) PHYS 160 and MATH 131 Calculus II. (Offered alternate years) 270 Modern Physics This course provides a Typical reading: Griffiths, Introduction to comprehensive introduction to 20th-century Electrodynamics physics. Topics are drawn from the following: special relativity; early quantum views of matter 362 Optics A survey of optics that includes and light; the Schrödinger wave equation and its geometrical optics, the usual topics of physical applications; atomic physics; masers and lasers; optics such as interference and diffraction, and radioactivity and nuclear physics; the band lasers. Prerequisites: PHYS 160 and MATH 131 theory of solids; and elementary particles. Calculus II. (Offered alternate years) Prerequisites: PHYS 160 and MATH 131 Typical reading: Hecht, Optics Calculus II. (Offered annually) Typical reading: Serway, Moses, and Moyer, 375 Thermal Physics This course reviews the Modern Physics laws of thermodynamics, their basis in statistical mechanics, and their application to systems of 285 Math Methods This course covers a number physical interest. Prerequisites: PHYS 160 and of mathematical topics that are widely used by MATH 131 Calculus II. (Offered alternate years) students of science and engineering. It is Typical reading: Kittel and Kroemer, Thermal intended particularly to prepare physics majors Physics for the mathematical demands of 300-level physics courses. Math and chemistry majors find 380 Contemporary Inquiries in Physics This this course quite helpful. Techniques that are course examines current major lines of develop- useful in physical science problems are stressed. ment in the understanding of physics. Typical Topics are generally drawn from: power series, examples include neutrino astronomy, supercon- complex variables, matrices and eigenvalues, ductivity, superstrings and other attempts at multiple integrals, Fourier series, Laplace unification, phase transitions, the early universe, transforms, differential equations and boundary and chaotic dynamics. Prerequisites: PHYS 270 value problems, and vector calculus. Prerequisite: and two 300-level physics courses or permission MATH 131 Calculus II. (Offered annually) of the instructor. (Offered occasionally) Typical reading: Boas, Mathematical Methods in the Physical Sciences 381-382 Intermediate and Advanced Physics Laboratory This laboratory course meets once a 351 Mechanics Particle dynamics and energy, week for the full academic year and offers a series potential functions, oscillations, central forces, of experiments for students in 200- or 300-level dynamics of systems and conservation laws, rigid physics courses. Whenever possible the bodies, rotating coordinate systems, Lagrangian experiments assigned are related to the field of and Hamiltonian methods are explored in this physics being studied in the corresponding 200 course. Prerequisites: PHYS 160 and MATH 131 or 300-level course. PHYS 381 is required of all Calculus II. (Offered alternate years) physics majors. (Offered annually) Typical reading: Barger and Olsson, Analytical Mechanics 450 Independent Study

352 Quantum Mechanics This course develops 495 Honors quantum mechanics, primarily in the Schrödinger picture. Topics include the solutions of the Schrödinger equation for simple potentials, measurement theory and operator methods, angular momentum, quantum statistics, and perturbation theory. Applications to such systems as atoms, molecules, nuclei, and solids are considered. Prerequisite: PHYS 270. (Offered alternate years) Typical reading: Griffiths, Introduction to Quantum Mechanics

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POLITICAL SCIENCE REQUIREMENTS FOR THE MINOR disciplinary, 5 courses Jodi Dean, Ph.D.; Professor, Department Five political science courses in at least Chair three separate subfields (American Iva E. Deutchman, Ph.D.; Professor politics, comparative politics, interna- Kevin Dunn, Ph.D.; Assistant Professor tional relations, political theory), three of Cedric Johnson, Ph.D.; Assistant which must be at the 200 level or higher. Professor DeWayne Lucas, Ph.D.; Assistant COURSE CONCENTRATIONS Professor Note: Some courses serve more than one subfield. David Ost, Ph.D.; Professor Seminars do not count toward subfields. American Politics Subfield Paul A. Passavant, Ph.D.; Associate POL 110 Introduction to American Politics Professor POL 212 The Sixties Craig Rimmerman, Ph.D.; Professor POL 215 Minority Group Politics Virginia Tilley, Ph.D.; Associate POL 219 Sexual Minority Movements and Professor Public Policy POL 221 Voting and Elections POL 222 Political Parties Political science offers courses in four POL 224 American Congress subfields: American politics (AMER), POL 225 American Presidency comparative politics (COMP), political POL 229 State and Local Government philosophy and theory (TH), and POL 236 Urban Politics and Public Policy international relations (IR). Each subfield POL 238 Sex and Power has a 100-level introductory course. The POL 248 Politics of Development 100-level courses can be taken in any POL 249 Protests, Movements, Revolutions POL 270 African-American Political Thought order. The 200- and 300-level courses are POL 320 Mass Media of equivalent difficulty, although POL 328 Environmental Policy 300-level courses tend to focus on more POL 332 American Constitutional Law specialized topics. Most 400-level courses POL 333 Civil Rights are seminars, to which junior and senior POL 334 Civil Liberties majors have priority. POL 335 Law and Society Political science offers a disciplinary major POL 364 Social Policy and Community Activism and minor. All courses must be completed Comparative Politics Subfield with a grade of C- or better in order to be POL 140 Introduction to Comparative Politics credited toward the major or minor. POL 243 Europe after Communism POL 245 Politics of the New Europe REQUIREMENTS FOR THE MAJOR (B.A.) POL 248 Politics of Development disciplinary, 10 courses POL 249 Protests, Movements, Revolutions POL 255 Politics of Latin American Two introductory courses from among Development POL 110, POL 140, POL 160, and POL POL 257 Russia/China Unraveled 180; one course in each of the four POL 258 Middle East Politics subfields ( the introductory courses POL 259 African Politics count); a seminar in the junior and senior POL 348 Racism and Hatreds years; and a group of four courses, one of International Relations Subfield which may be outside the department, POL 180 Introduction to International Relations that define a theme or focus and are POL 248 Politics of Development approved by the adviser. Except for POL 283 War in the International System seminars, no more than four courses in POL 290 American Foreign Policy any one subfield count toward the major.

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POL 296 International Law Aristotle, it considers justice, reason, and the POL 380 Theories of International Relations good in the context of life in the polis. The course ends with the challenges Machiavelli’s Political Theory Subfield and Hobbes’ notions of power present for the presumption of an original human sociality, for POL 160 Introduction to Political Theory the emergence of liberal ideals of individual POL 175 Introduction to Feminist Theory autonomy and national sovereignty. (Dean, POL 264 Legal Theory offered annually; subfield: TH) POL 265 Modern Political Theory POL 266 Contemporary Political Theory 175 Introduction to Feminist Theory This POL 270 African-American Political Thought course introduces students to key ideas in POL 310 Feminist Legal Theory American feminist thought. Juxtaposing the POL 363 Cyber Politics/Cyber Culture concerns motivating first, second, and third wave POL 365 Democratic Theory feminists, the course highlights changes in the politics of bodies, gender, and identities. How is it, POL 375 Feminist Legal Theory for example, that some second wave feminists POL 379 Radical Thought, Left and Right sought to politicize housework while contempo- rary feminists are more likely to concern COURSE DESCRIPTIONS themselves with complex articulations of 110 Introduction to American Politics This sexuality, pleasure, and autonomy? The course course examines the capability of the American situates these changes within their social, political system to respond to the needs of all its economic, and historical contexts. Course citizens. It looks at historical origins, basic materials include films, popular culture, memoirs, institutions, distribution of power, popular and novels as well as important texts in feminist influence, parties and social movements, the theory. (Dean, offered occasionally; subfield: TH) relationship of capitalism to democracy, and inequalities based on class, race, and gender. 180 Introduction to International Relations As (Deutchman, Lucas, Johnson, Passavant, a broad introduction to the study of international Rimmerman, offered each semester; subfield: relations (IR), this course is designed to give AMER) students an understanding of the basic concepts Typical readings: readings change each of world politics, an appreciation of the semester, but include several books and often the evolution of the current state system, and a daily New York Times. sampling of various approaches and theories of IR. Readings come from primary documents, as 140 Introduction to Comparative World well as a standard text. The course is grounded in Politics An ambitious introductory course, aimed an awareness of current events. Students examine at teaching students both basic political how the lens used to view the world shapes concepts—such as, individualism and understanding of the world, its problems, and communitarianism, tradition and modernity, possible solutions. (Dunn, offered every semester; right and left, fascism and communism, subfield: IR) democracy and capitalism—as well as the Typical readings: Donald Snow and Eugene fundamentals of various political systems Brown. International Relations; Marc Genest, throughout the world. Students look at the Conflict and Cooperation: Evolving Theories of impact of westernization, modernization, International Relations; Sven Lindqvist, Extermi- nationalism, racism, class conflicts, foreign nate All The Brutes; Ralph Pettman, Commonsense intervention, and globalization and anti- Constructivism, or the Making of World Affairs globalization as they try to figure out just why it is that the world’s political systems are organized 212 The Sixties "The Sixties" is commonly the way they are. (Ost, Tilley, offered each memorialized as a period of radical social, semester; subfield: COMP) political and cultural change in the United States. This course examines the origins of the 160 Introduction to Political Theory This various social movements—civil rights, black course reads classical political theory from the power, anti-war, women’s liberation—which Ancient Greeks through the early modern period characterized the decade and assesses their impact in England. The class introduces students to on the late 20th century American political some of the major themes through which politics landscape. By engaging primary materials, and political life have been understood. sociological studies and autobiography, students are Beginning with Thucydides, it examines the asked to offer critical analysis of the era’s many virtues and values of the ancient world with leaders, organizations and ideas. Additionally, attention to the dilemma between justice and this course addresses the character of conserva- expediency. Continuing with Plato and tive responses to the egalitarian overtures of

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Sixties oppositional movements and public other democratic nations. It outlines the policy changes. (Johnson, offered alternate years) operational, functional, and electoral factors that shape the American party system. The 215 Minority Group Politics This course course further examines the role and challenges examines the historical and contemporary of third parties in the U.S. (Lucas, offered relationship between ethnic minority and annually, subfield AMER) majority groups in the American political system. Typical readings: Eldersveld and Walton, The course looks at the use and effectiveness of Political Parties in American Society; Herrnson and political and social power in shaping American Green, Multiparty Politics in America; Wayne, The race relations and the ability of alternative Road to the White House. methods to change those relations. The focus of the course is largely on the relationship between 224 The American Congress This course U.S. society and African-Americans, but Asian- examines Congress as a major institution within Americans, Hispanic-Americans, and Native the American political system. It studies the Americans are also covered. (Johnson, Lucas, constitutional, theoretical, and practical offered annually; subfield: AMER) behavior of members of the legislative branch in Typical readings: Pohlmann, Black Politics in relation to American public policy, other Conservative America; Fong, The Contemporary political institutions, and the American public Asian American Experience; Duigan and Gann, at large. Particular attention is devoted to The Spanish Speakers in the United States influences on congressional behavior. (Lucas, offered annually, subfield AMER) 219 Sexual Minority Movements and Public Typical readings: Dodd and Oppenheimer, Policy This course explores the rise of the gay, Congress Reconsidered; Jacobson, The Politics of lesbian, and bisexual movements from both Congressional Elections; Smith, The American contemporary and historical perspectives. The Congress; Waldman, The Bill: How Legislation movements are also placed within a Really Becomes Law. cross-cultural comparative framework. The course addresses the sources of these movements, 225 The American Presidency This course the barriers that they have faced, and how they examines presidential powers from both have mobilized to overcome these barriers. historical and contemporary perspectives. It Specific attention is devoted to the responses of places the presidency within the broader these movements in the age of AIDS and the analytical context of James MacGregor Burns’ gays and lesbians in the military debate. Finally, notion of “the deadlock of democracy,” and it examines the consequences of these move- assesses whether the office of the presidency has ments for the responses of institutional actors in the power needed to translate presidential the American policy process. (Rimmerman, objectives into public policy during a time of offered annually; subfield: AMER) resource scarcity. Finally, it assesses proposed Typical readings: Adams, The Rise of the Gay policy recommendations for constitutional and and Lesbian Movement; Berube, Coming Out procedural reform. (Rimmerman, offered Under Fire; Duberman, Stonewall; Faderman, Odd annually; subfield: AMER) Girls and Twilight Lovers Typical readings: Lowi, The Personal President; Grover, The President as Prisoner; Smith, George 221 Voting and Elections This course studies Bush’s War; several other paperbacks both the operation of elections and the role of public opinion in shaping the government of the 229 State and Local Government This course is United States. It examines historical and concerned with the structures, functions, and contemporary patterns of voting and explores the politics of state governments. It highlights the expansion and limitation of suffrage in the similarities and differences that characterize the political process. (Lucas, offered alternate years, 50 states. It examines the historical and subfield AMER) constitutional roles of the states; the role of the Typical readings: Dionne and Pomper, The states in the federal system; and variations Election of 2000; Lublin Paradox of Representation; among the states in regard to economic Norrander and Wilcox, Understanding Public characteristics, citizen attitudes, voter participa- Opinion. tion, political parties, and public policy. (Lucas, offered alternate years; subfield: AMER) 222 Political Parties Despite early skepticism Typical readings: Saffell, State and Local and modern contempt, political parties have Government: Politics and Public Policy; Beyle, become integral components of the American State and Local Government: CO’s Guide to political process. This course examines the Current Issues; articles from scholarly journals, historical and contemporary functions of and computer simulations American political parties in comparison to

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236 Urban Politics and Public Policy This is and contrasts European with U.S. politics. one of the core courses in the urban studies Topics include the crisis of prewar Europe, program. Among the topics examined are: the Keynesianism and communism, the meaning of structure of urban governments; urban service 1968, radicalism, populism, the new right, and delivery, the concentration of power in urban the New Europe. (Ost, offered alternate years; settings, the urban fiscal crisis, and relations subfield: COMP) between city, state, and national governments. Typical readings: Spiegelman, Maus; (Johnson, Rimmerman, offered annually; subfield: Kesselman and Krieger, European Politics in AMER) Transition; Betz, Radical Right-Wing Populism; Typical readings: Banfield, The Unheavenly Pells, The Americanization of Europe City Revisited; Buss and Redburn, Shutdown at Youngstown; Wilson, The Truly Disadvantaged; 248 Politics of Development Why are some Kozol, Savage Inequalities countries wealthier than others? Is it because they have different resources, or are some better 238 Sex and Power The overwhelmingly male at organizing themselves? Are the World Bank bias in the American political system raises and the WTO actually forces for good—or fundamental questions about equity, justice, and evil—or both? This course identifies some key the representation of all interests. The feminist factors affecting economic development in movement, in an attempt to answer some of countries and regions around the world. Students these questions, has in effect redefined politics question whether culture matters, compares the itself, fundamentally altering the terms of the successes and failures of government interven- debate. This course uses the framework that “the tion, and explores whether “globalization” is personal is political” to critique the American generating new possibilities for countries—or political system from a variety of feminist just new traps. (Tilley, offered annually; subfields: perspectives. Specifically, the course focuses on IR, COMP) the issues of the sexual revolution, rape and Typical readings: Caufield, Masters of Illusion; pornography, and the sexuality debates within Klitgard, Tropical Gangsters; Fallows, Looking at the feminist community. (Deutchman, offered the Sun; Escobar, Encountering Development annually; subfield: AMER) Typical readings: Juska, A Roundheeled Woman; 249 Protests, Movements, Revolutions This is a Lefkowitz, Our Guys course in “unconventional” politics around the globe. In recent years, movements have become 243 Europe After Communism An old Chinese an inexorable part of the current political curse says “May you live in interesting times!” system. What are movements? How and why do East Europeans have, living through all the great they come about? What are their aims and (and awful) “isms” of the last century and ending purposes? How have movements changed over up with postcommunist global capitalism today. the past century? Why and when do movements The course focuses on communism: what was it, become revolutions? Topics include the Russian why did people embrace it, why did it fail? Then Revolution, the lure of communism, the civil it studies what has happened since: it looks at rights movement in the U.S., the struggle against the revolutions of 1989, the dilemmas of communism in Eastern Europe, transnational democratization, the rise of nationalism, the social movements, and the “alternative problem of privatization, the rise and decline of globalization” movement. The course also civil society, and the social costs of transforma- includes theoretical social science readings on tion. The course looks at the region in general, the causes, nature, and consequences of protests with particular focuses on Poland and the former and movements. (Ost, offered alternate years; Yugoslavia. (Ost, offered alternate years; subfield: subfields: AMER, COMP) COMP) Typical readings: Meyer and Tarrow, The Social Typical readings: Ost, Solidarity and the Politics Movement Society; Gornick, Romance of American of Antipolitics; Greskovits, Political Economy of Communism; Morris, Origins of the Civil Rights Protest and Patience; Glenny, The Fall of Movement; Tarrow, Power in Movement; Rose, Yugoslavia; Powers, In the Memory of Forest Coalitions Across the Class Divide; Klein, No Logo

245 Politics of the New Europe This course 255 The Politics of Latin American Develop- studies the evolution of postwar Europe—from ment This course examines how politics in Latin radicalism to globalism, the welfare state to American countries have been shaped by their Blairist Thatcherism, Stalinism to the fall of the differing historical role in supplying raw Berlin wall, American domination to the rise of materials for First World consumption, tracing the European Union. The focus of the course is how the production of various crops (coffee, the rise and fall of class politics. It explores what bananas, wheat) or goods (tin, beef) have led capitalism and socialism have meant to Europe, countries to develop different social structures

250 POLITICAL SCIENCE and corresponding political systems. It also both unique and universal problems of considers how recent efforts by social groups governance. (Dunn, offered alternate years; (women, indigenous people) to gain a greater subfield: IR, COMP) voice in government have been both inspired Typical readings: Peter Schraeder, African Politics and impeded by neoliberal reforms. (Tilley, and Society; Adam Hochschild, King Leopold’s offered alternate years; subfield: COMP) Ghost; Basil Davidson, Modern Africa; Ayi Kwei Typical readings: Thornton, Imagining Armah, The Beautyful Ones Are Not Yet Born Argentina; de Jesus, Child of the Dark; Warren, Indigenous Movements and Their Critics; Gleijeses, 264 Legal Theory This course addresses the Shattered Hope; Collier, Basta! relationship between liberalism and democracy, as well as the question of law's relation to justice. 257 Russia/China Unraveled This course The course engages in a critical inquiry into the explores the evolution and transformation of values and weaknesses of law as a mechanism for these two great powers over the last century. seeking justice. Among the questions asked: is it Students begin with trying to understand possible or desirable for independent law to serve communism, through a close look at Soviet as a neutral ground for resolving conflict? What practices for building the “new society.” Students is the value of rights? Is liberal law inclusive and follow Russia’s trajectory from superpower to tolerant of diversity? Is democracy? Should we beleaguered nation, then turn to parallel aspire to tolerance and diversity? What is developments in China and the reverse evolution democracy and does liberalism assist or hinder it? from struggling nation to potential world power Should we assist or hinder democracy? Should today. Why has China evolved so differently we seek to escape the limits of law in order to do than Russia? What do the differences mean for justice? (Passavant, offered alternate years; the people who live there? What do these subfield: TH). experiences tell about the nature of communism? Typical readings: Stanley Fish, The Trouble What do they tell about America with its historic with Principle; Carl Schmitt, The Concept of the fears of communism? Political; Anthony Scalia, A Matter of Interpreta- tion; Jacques Derrida, Given Time 258 Middle East Politics The Middle East is a geographic zone of crucial strategic and economic 265 Modern Political Theory Reading texts importance to the West, but is also a political from Locke through Nietzsche, this course zone facing its own internal difficulties in considers the relation between freedom and establishing democratic rule. This course slavery in modern European and American examines the region’s colonial legacy, the politics political theory. It interrogates the notion of the of oil, struggles against dictatorship, the role of autonomous subject and the idea of instrumental Islam, and competing concepts of identity: reason that animates it. Additionally, it reads pan-Arab, Muslim, Shia, Kurdish, nationalist. It the self-criticism that is always part of the seeks also to identify Western stereotypes of “the Enlightenment tradition for alternative oriental,” and so to gain understanding of how conceptions of equality, interconnection, and Middle Eastern political thought developed human flourishing. (Dean, offered annually; partly in dialogue with western pressures and subfield TH) prejudices. (Tilley, Ost, offered alternate years; Typical readings are key works of Locke, subfield: COMP) Rousseau, Douglass, Kant, Hegel, Marx, and Typical readings: Stone, The Agony of Algeria; Nietzsche Said, Orientalism; Kapuscinski, The Shah of Shahs; Eposito, The Islamic Threat; Hosking, The First 266 Contemporary Political Theory Concen- Socialist Society; Scott, Beyond the Urals; Remnick, trating on late 20th century and early 21st Resurrection; Meisner, Mao's China; Hessler, River century texts, this course grapples with the ways Town politics and the political have been configured and reconfigured under contemporary conditions 259 African Politics The course traces the of globally networked technoculture and evolution of the African state from its colonial communicative capitalism. How does a given creation to its modern day “crisis” through an conceptualization of the sites of politics link up examination of how political, economic and with the designation of a matter as political? social considerations have shaped and trans- Although the texts vary from year to year, an formed African politics. The first section of the emphasis on critical and poststructuralist theory course examines the historical creation of as well as an attunement to cultural studies can contemporary African polities from the era of be expected. (Dean, offered alternate years; European colonization. In the second section, subfield: TH) attention is paid to the creative solutions that African societies have employed as a response to

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270 African-American Political Thought This tional dispute resolution, and questions of course examines the political, economic, and sovereignty and self determination. (Passavant, social statuses of African Americans in American offered occasionally; subfield: IR) society, as depicted in the speeches and writings Typical readings: cases, documents, and of distinguished African-American thinkers, additional articles scholars and artists, from slavery to the present. It explores some fundamental tensions in 320 Mass Media We live in a world of mediated African-American thought that are manifest in political realities. Like Plato’s prisoners in the diverse and seemingly contradictory solutions, cave, we see only shadows, not realities. Yet such as accommodation vs. protest, emigration these shadows have become our reality, through vs. assimilation, and separatism vs. integration. the power of the mass media. This, of course, (Johnson, Lucas, offered alternate years; subfields: raises a fundamental question about our ability to TH, AMER) be self-governing when our understanding of Typical readings: Selections from Meir, Negro politics is determined not by the events Protest Thought; Washington, Up from Slavery; themselves, but by those who create and report DuBois, Dusk of Dawn; Malcolm X, The Auto- them. (Deutchman, offered annually; subfield: biography of Malcolm X; King, Why We Can’t Wait AMER) Typical readings: Cook, Governing with the 283 Terrorism Conflict has been a central issue News; Schudson, The Sociology of News. In in the relations among states since the advent of addition, students are required to watch and the modern nation-state system. Well before analyze television news broadcasts Sept. 11, 2001, terrorism had become a central feature of how conflict has been expressed in the 328 Environmental Policy This course assesses modern international system. This course the capability of the American policy process to examines the causes of terrorism, the ways in respond to energy and environmental concerns which individuals and social groups have chosen in both the short and long term. It examines the to wage terrorism, the goals they have estab- nature of the problem in light of recent research lished, and the ways in which political and on global warming, pollution and acid rain, solid military leaders have chose to engage in counter- waste management, deforestation, and nuclear terrorist strategies. Using specific case studies, energy, as well as the values that guide our liberal the course compares the motivations and capitalist society. It also outlines possible citizen implications of ethno-nationalist terrorism, responses that might prompt the American political terrorism, and religious terrorism, and policy process to consider coherent energy and the future of terrorism in a post-Sept. 11 world. environmental strategies for the long term. In so (Dunn, offered alternate years) doing, it incorporates political economy and comparative public policy approaches to energy 290 American Foreign Policy This course is an and environmental concerns. The goal is to introduction to the study of American foreign evaluate how the American policy process works policy. The first section provides a historical in light of one of the most significant public overview of American foreign policy since World policy issues of our time. (Rimmerman, offered War II, highlighting the important events, themes, annually; subfield: AMER) and trends that have shaped—and continue to Typical readings: Commoner, Making Peace shape—the making and practice of American with the Planet; Vig and Kraft, eds., Environmental foreign policy. The second section explores the Policy in the 1990s; Heilbronner, An Inquiry into process of foreign policy making within the the Human Prospect for the 1990s American political context. This section examines the “nuts-and-bolts” of how decisions are made and 332 American Constitutional Law This course is implemented. The third and final section presents concerned with the nature and development of key foreign policy issues facing the United States the U.S. constitutional structure. Emphasis is today. (Dunn; offered annually; subfield: IR) placed on judicial review, the powers of national Typical readings: Stephen Ambrose and and state governments, limits on those powers, Douglas Brinkley, Rise to Globalism; Kenneth and the separation of powers. It addresses such Jensen, Origins of the Cold War; Warren Strobel, issues as the regulation of private property, the Late-Breaking Foreign Policy: The News Media’s constitutionality of an Independent Counsel, Influence on Peace Operations and the law and politics of impeachment. (Passavant, offered annually; subfield: AMER) 296 International Law This course focuses on Typical readings: constitutional cases; Robert public international law. Subject matter includes McCloskey, The American Supreme Court; human rights, issues relating to the environment, Alexander Hamilton, James Madison, and John the use of force, the relationship between Jay, The Federalist Papers international law and domestic law, interna-

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333 Civil Rights This course addresses the anti-Chinese and anti-Black racism in the constitutional and statutory protection of civil U.S.A; anti-Semitism in Europe; ethnic hatreds rights in America. It studies the gradual in Africa; and look at topics such as the role of recognition and enforcement of civil rights, science; the relationship between race and class; recent retreats, and contemporary difficulties in and the nature of nationalism. The aim of the the implementation of egalitarian principles course is to understand how social conflicts can which inform citizenship in a democracy. best be organized to create a more democratic Substantive areas of focus include desegregation, society. (Ost, offered alternate years; subfield: voting rights, gender discrimination, affirmative COMP) action, and the problems involved with proving Typical readings: Takaki, Iron Cages; Roediger, discrimination that violates the Constitution. The Wages of Whiteness; Lindemann, The Jew (Passavant, offered annually; subfield: AMER) Accused; Mosse, History of European Racism Typical readings: constitutional cases; Gary Orfield and Susan Eaton, Dismantling Desegrega- 363 Politics and the Internet That globally tion; Mark Tushnet, Making Civil Rights Law networked communications media are radically changing the world is widely accepted. What 334 Civil Liberties This course analyzes key these changes mean, however, is widely debated. constitutional liberties like freedom of religion, This course focuses on these debates, asking the “wall of separation” between church and whether networked media enhance democratic state, and freedoms of speech and press. It also practices or facilitate new forms of political addresses problems regarding sex and the control and economic exclusion. It takes up Constitution (abortion and homosexuality), and issues of privacy, surveillance, virtual communi- whether there is a right to die. It studies how ties, speed, and the differing logics of networks. governments are obliged to act and the (Dean, offered alternate years; subfield: TH) constitutional limits placed on the way Texts may include web-based sources, films, governments may act. (Passavant, offered and books such as Barabasi, Linked; Dyer- annually; subfield: AMER) Witheford, Cyber-Marx; Rheingold, Smart Mobs Typical readings: constitutional cases; Ronald Dworkin, Freedom’s Law; Anthony Lewis, 364 Social Policy and Community Activism Gideon’s Trumpet; Isaac Kramnick and R. This is a course about democracy, community, Laurence Moore, The Godless Constitution and difference. It is a course that requires students to be involved in a semester-long 335 Law and Society This course addresses the community service project. Students are asked to relationship of “law” and “society” -- does law be fully engaged in the biographies of people stand above society and adjudicate disputes in a within the community. The course requires neutral manner, or do law and society bleed into students to write autobiographically about the each other such that law is corrupted by social effect of community service on their understand- interests and therefore invariably “political” in ing of democratic citizenship. (Rimmerman, the way that it is used to address disputes? offered alternate years; subfields: AMER) Additionally, how does law frame our perception Typical readings; Coles, The Call of Service; of such issues as ownership and value? How does Kozol, Savage Inequalities; Lorde, Sister Outsider; law affect “who gets what”? What are the Bellah, Habits of the Heart; Terkel, Race implications of these findings for America’s belief in liberalism and the value of liberalism’s 365 Political Theories of Democracy This individual rights? Substantive areas of focus course provides both historical and contempo- include the problems of objectivity in interpreta- rary perspectives regarding citizenship generated tion, whether legal rights matter, conflicts by classical and modern democratic theorists. between rights to free speech and private The consequences of these differing conceptions property in the area of Intellectual Property law, for citizen participation and public policy are and the consequences for law and freedom posed assessed, and students have an opportunity to by “gated communities.” (Passavant, offered confront their own roles as citizens critically. alternate years; subfield: AMER) During the first half of the course, students Typical readings: John Locke, The Second examine democracy from an historical Treatise on Civil Government; Evan McKenzie, perspective by focusing on the differing Privatopia; Christian Parenti, Lockdown America conceptions of democratic ideas seen in Hobbes, Locke, the American founding fathers, 348 Racism and Other Hatreds What is the role Rousseau, James Mill, John Stuart Mill, and Karl of conflicts and hatreds in politics? This course Marx. Once this historical foundation has been looks at various politicized hatreds around the established, it is then possible to address the world, based on race, nation, and religion. compelling questions generated by the classical Students explore hatreds in a variety of contexts: theorists that confront students of democratic

253 POLITICAL SCIENCE ideas and public policy today. (Rimmerman, 394 Identity Politics in International Relations offered alternate years; subfield: TH) This course examines how concepts of identity Typical readings: Rousseau, On the Social form and matter in the international system. Contract; Mill, On Liberty; Macpherson, The Life Students consider how national, ethnic, and other and Times of Liberal Democracy; Pateman, identities are shaped by international incentives Participation and Democratic Theory; Barber, Strong and constraints such as trade interests, security, Democracy; Miller, Democracy is in the Streets cultural flows, media, communication networks, and international norms like human rights or 375 Feminist Legal Theory This course environmental protection. Examining a range of examines the gender(s) of law. Students prepare topics varying with the latest world events, students court cases and feminist legal analyses to also develop a theoretical basis for understanding investigate the relationship between power and the significance of identity politics in world affairs. law as it establishes the boundaries separating (Tilley, Dunn, offered alternate years) public from private, straight from gay, qualified from unqualified, madonna from whore. Topics Seminars include workplace discrimination, sexual Seminars for juniors and seniors change harassment, prostitution, pornography, abortion, rape, and child custody. (Dean, offered alternate yearly; usually six seminars are offered years; subfield: TH) each year with a maximum of 15 students Typical readings: Frug, Women and Law; Frug, in each seminar. Political science majors Postmodern Legal Feminism; Williams, The have top priority; other students are Alchemy of Race and Rights; MacKinnon, Toward a Feminist Theory of the State welcome if there is space or with instructor’s permission. Recent seminars 379 Radical Thought Left and Right This have included Law and Society, The Civil course explores the sources of, and the transfor- Rights Movement, Discourse and the Body, mation in, European and American radical political thought since the time of Marx. Politics and Education, Women and World Students begin with Marx, and then look closely Politics, Democratization in Comparative at the Frankfurt School, Freud, Sartre, Herbert Perspective, Political Psychology, and The Marcuse, and the New Left in America and Eastern Europe. The course concludes with a Rise of the Right in the U.S. discussion of the New Right and of American and European radicalism in the new globalized Tentative Future Seminars: world. (Ost, offered alternate years; subfield: TH) 416 Native People’s Politics This course Typical readings: Marx, Selected Works; Freud, examines the politics of indigenous and tribal Civilization and Its Discontents; Griffin, Fascism; peoples around the world: Native Americans; Marcuse, One-Dimensional Man; Gitlin, The Latin American Indians; Australian Aborigines; Sixties and the Maoris of New Zealand. Students consider how current political movements reflect 380 Theories of International Relations the historical experience of forcible incorpora- Theories of international relations are plentiful, tion into modern states, and why such people and debatable. This course examines a number of seek to preserve their internal ethnic cohesion by theory traditions in the study of international invoking rights to self-determination. This relations and involves the student in efforts to course also employs theory from international further develop the theory and/or to test some of relations and comparative politics to examine its claims empirically. The theories selected vary larger issues: how discourses of nation-building, from semester to semester, but come from such the modern state, European ideas of “savagery” areas as structural realism, liberal international- and “civilization,” and economic development ism, globalism, constructivism, and world have contributed to creating this category of systems. (Beckman, Tilley, offered alternate years; ethnic conflict. (Tilley) subfield: IR) Typical readings: Waltz, Theory of International 426 Partisanship in the 21st Century This Relations; Keohane and Nye, Power and seminar explores the nature of American loyalty Interdependence; Bloom, Personal Identity, to their party system. It addresses how party National Identity, and International Relations; attachments among the public have evolved in Rosenau, Turbulence in World Politics the late 21st century and reasons behind shifting voting alignments and behaviors in the US. It examines the role of political, social, and economic factors in shaping contemporary political patterns. (Lucas)

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428 Pan-Africanism Pan-Africanism refers to 459 Law and Globalization What are the the political and cultural opposition to the consequences for law and democracy in an age legacies of racial capitalism, colonization, and when national sovereignty is in a state of crisis? imperialism. With discussion shifting from This is the primary research question for the intellectual writing to activities taking place in course. This course considers such substantive the streets, dance-halls and athletic arenas, the questions as the anti-globalization movement as course probes the extent to which emancipatory a legal movement, intellectual property issues in ideas have been “tainted” by the powers-that-be. globalized space, the relationship between For example, students look at how dominant human rights and national sovereignty, and new notions of gender, sexuality, class, color, transnational legal practices. (Passavant) leadership and religion have sometimes compromised Pan-Africanism’s liberatory 462 Public Spheres Democracy, many think, is potential. Finally, they look at the challenges for rule by the public. But who or what is the a new Pan-Africanism posed by globalization public? Does it refer to a numerical group? To and the technological revolution. (Johnson) occupants of a specific territorial space? To an ideal collectivity who may not yet exist but can 429 Nixon and His Times This course examines be called into being? Is it an adjective denoting the Nixon presidency in historical, social, something funded by the government, as in economic, institutional, and political context by “public housing”? This seminar considers the interrogating developments in presidential power impact of any of these understandings of the over time. Students explore the intersection public in terms of their opposites: the domestic among various social movements as reflected in private sphere, the economic private sphere, and contentious domestic and foreign policies, the sphere of secrets. Grappling with the impact including the Vietnam War. Considerable of notions of the public on conceptions of attention is devoted to the New Left, anti-war, democracy, students ask whether democracy environmental, women’s, civil rights, lesbian requires something like a public sphere, and and gay, and conservative movements. what this means in a mediatized, technocultural (Rimmerman) age. (Dean)

432 Politics in the Movies This seminar 481 International Travel This course is designed examines the changing ways in which Holly- to explore the multiple and varied ways that wood has depicted Washington. Films begin travel and tourism are related to international with the “days of innocence” when politicians relations. As such, the topics explored during the were seen as good men (and they were all men), semester cover, but are not limited to, imperialism as in “Mr. Smith Goes to Washington.” A and (neo)colonialism, international political critical edge emerges in the 1960s, with “The economy and development, refugees and Manchurian Candidate” and “Dr. Strangelove.” migration, ideology and nationalism, and Watergate gave us “All the President’s Men,” diplomacy and security. In so doing, this course and then Robert Redford gave us “The attempts to illustrate the centrality of travel and Candidate,” which is compared with the ’90s tourism to the study of international relations in film “Wag the Dog” to see the very different the 21st century. (Dunn) ways in which the interplay of media and politics is presented. (Deutchman) 450 Independent Study

437 Europe and America Is this historic alliance 495 Honors coming to an end? In light of the recent decline in transatlantic relations due to U.S. policy in Iraq, this course takes a close look at the evolution of U.S.-Europe relations, and at similarities and differences in policies and sensibilities. Students look at classic American attitudes to Europe and European attitudes to America, with a particular focus on the French experience with Americaniza- tion. Students then look at attitudes since World War II, and explore the legacy of the “cultural cold war,” as they try to figure out why there are such divisions today over styles of domestic and foreign politics, and on issues such as globalization, the role of military power, and the value of international treaties. Students take particular time to look at the conflict over Iraq. (Ost)

255 PSYCHOLOGY

PSYCHOLOGY REQUIREMENTS FOR THE MAJOR (B.S.) disciplinary, 16 courses Michelle Rizzella, Ph.D.; Associate All of the requirements for the B.A. in Professor, Department Chair psychology, plus five additional courses in Debra DeMeis, Ph.D.; Professor the natural sciences, approved by the Karen Feasel, Ph.D.; Assistant Professor adviser, assuming the course that provides Ron Gerrard, Ph.D.; Adjunct Professor a perspective on behavior from a disci- Jeffrey M. Greenspon, Ph.D.; Professor pline other than psychology is in the Catherine Renner, Ph.D.; Visiting natural sciences. Otherwise, six additional Associate Professor natural science courses are needed. Andy Walters, Ph.D., M.P.H.; Associate Professor REQUIREMENTS FOR THE MINOR Beth Wilson, Ph.D.; Assistant Professor disciplinary, 6 courses Uta Wolfe, Ph.D.; Assistant Professor PSY 100 and PSY 210; one psychology laboratory course (either group); and Psychology provides students with a broad three additional elective psychology introduction to the study of behavior and courses, only one of which may be at the its underlying processes with emphasis on 400-level. One of the electives must be a psychology as an experimental science. prerequisite for either a group A or B The department offers a disciplinary major laboratory course. and minor. To count towards the major or minor, courses must be passed with a grade of 200-LEVEL ELECTIVE COURSES C- or better. In order for courses to count PSY 203 Introduction to Child Psychology and toward the psychology major or minor, the Human Development following prerequisites must be met: 200-level PSY 205 Adolescent Psychology PSY 220 Introduction to Personality courses require PSY 100 as a prerequisite; Psychology 300-level non-lab courses require PSY 100 PSY 221 Introduction to Psychopathology and at least one 200-level course, which PSY 227 Introduction to Social Psychology might be specified; 300-level lab courses PSY 230 Biopsychology require PSY 100, PSY 210, and at least one PSY 231 Cognitive Psychology other 200-level course, which might be PSY 245 Introduction to Cross-Cultural specified. Refer to individual course descrip- Psychology PSY 275 Human Sexuality tions for specific 200-level prerequisites. PSY 299 Sensation and Perception WMST 223 Social Psychology REQUIREMENTS FOR THE MAJOR (B.A.) WMST 247 Psychology of Women disciplinary, 11 courses PSY 100 and PSY 210; one course from 300-LEVEL LABORATORY COURSE laboratory group A; one course from GROUPS laboratory group B; two 300-level non-lab Group A courses; four additional psychology courses, PSY 305 Psychological Test Development and only one of which may be at the 400-level, Validation* one of which must be the prerequisite for a PSY 310 Research in Perception and Sensory Processes 300-level group A lab course, and one of PSY 311 Research in Behavioral Neuroscience which must be the prerequisite for the 300- PSY 331 Research in Cognition level group B lab course; and one course from outside the department that provides Group B another perspective on behavior. PSY 305 Psychological Test Development and Validation*

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PSY 321 Research in Developmental sexuality. Considerable attention is given to how Psychology social structural systems (such as schools, PSY 322 Research in Personality Psychology families, and peers) impact development both PSY 327 Research in Experimental Social directly and indirectly. Contemporary as well as classic research is examined. Prerequisite: PSY Psychology 100. (Walters, offered alternating years) PSY 347 Research in Cross-Cultural Psychology 210 Statistics and Research Methods A survey PSY 350 Research in Clinical Psychology of basic procedures for the analysis of psychologi- WMST 323 Research in Social Psychology cal data, topics in this course include basic univariate and bivariate descriptive statistics; *PSY 305 cannot be counted as an A lab hypothesis testing; and a variety of analyses to use with single group, between group, within if PSY 322 is taken to satisfy the B lab group, and factorial designs. A study of requirement. experimental methods is also conducted with laboratory. Prerequisite: PSY 100. (Rizzella, 300-LEVEL NON-LABORATORY COURSES Greenspon, offered each semester) PSY 307 History and Systems of Psychology 220 Introduction to Personality Major PSY 309 Topics in Sensory Perception theoretical approaches and contemporary PSY 344 Topics in Personality Psychology research are evaluated to assess the current state PSY 346 Topics in Cross-Cultural Psychology of knowledge about intrapsychic, dispositional, PSY 352 Topics in Clinical Psychology biological, cognitive, and sociocultural domains PSY 359 Topics in Behavioral Neuroscience of personality functioning. The personal, PSY 370 Topics in Developmental Psychology historical, and cultural contexts of theory PSY 373 Topics in Social Psychology development are emphasized. Application of personality concepts to individual lives is PSY 375 Topics in Cognitive Psychology encouraged to enhance understanding of self and WMST 357 Self in American Culture others. Prerequisite: PSY 100. (Feasel, offered WMST 372 Topics in Social Psychology annually)

COURSE DESCRIPTIONS 221 Introduction to Psychopathology This 100 Introduction to Psychology This course course primarily focuses on the theoretical offers a comprehensive survey of the methodol- models, diagnosis and assessment of adult ogy and content of present day psychology. psychological disorders. Childhood disorders, Emphasis is placed on the development of a relevant controversies and prevention are also critical evaluative approach to theories and covered, time permitting. Typical readings empirical data. (Offered annually, Fall and Spring) assigned beyond the primary text include case studies and autobiographical accounts of mental 203 Introduction to Child Psychology and illness. Prerequisite: PSY 100. (Wilson, offered Human Development This course provides an annually) overview of theories and empirically based research in child development. The focus is on 227 Introduction to Social Psychology This normative development as it occurs from course introduces students to theory and research conception through late childhood. Areas of in social psychology, the study of the nature and development that receive considerable emphasis causes of individual and group behavior in social are theoretical approaches to development, contexts. Emphases are placed on understanding behavioral genetics, the impact of parents and social psychological theories through studying family environments toward healthy adjustment, classic and current research and on applying the development and maintenance of gender social psychological theories to better under- roles throughout childhood, the impact of stand phenomena such as person perception, friendships on development, and the develop- attitude change, prejudice and discrimination, ment of morality. Prerequisite: PSY 100. interpersonal attraction, conformity, aggression, (Walters, offered alternating years) and intergroup relations. Prerequisite: PSY 100. (Staff, offered occasionally) 205 Adolescent Psychology This course explores the developmental research associated with 230 Biopsychology This course examines adolescence. Emphases include theoretical relationships between biology and behavior. positions on growth and development, the Lectures are designed to concentrate on those construction of identity as a developmental task aspects of biopsychology that are interesting and for adolescents, social development, and important to a broad audience. A topical format is

257 PSYCHOLOGY employed focusing on contemporary areas. 299 Sensation and Perception Perception of the Prerequisite: PSY 100. (Greenspon, offered annually) world through the senses is one of the most Typical readings: Kalat, Biological Psychology, sophisticated yet least appreciated accomplish- and related articles ments of the human mind. This course explores how people experience and understand the world 231 Cognitive Psychology This course is through the senses, using frequent classroom designed to provide a general understanding of demonstrations of the perceptual phenomena the principles of cognitive psychology. Cognitive under discussion. The course introduces the psychology is the scientific approach to major facts and theories of sensory functioning understanding the human mind and its and examines the psychological processes relationship to behavior. The course introduces involved in interpreting sensory input. The students to classic and contemporary empirical primary emphasis is on vision, though other research in both theoretical and practical aspects senses are considered as well. Prerequisite: PSY of a variety of cognitive issues. Topics included 100. (Wolfe, offered annually) are pattern recognition, attention, mental representation, memory, language, problem 305 Psychological Test Development and solving and decision making. Prerequisite: PSY Validation Psychological tests are used in a 100. (Rizzella, offered annually) variety of settings for purposes such as educa- tional placement, public polling, market 243 Organizational Psychology This course research, diagnosis, scientific inquiry, and self- provides an introduction to organizational theory understanding. How do we determine if a test and behavior. Issues relating to effectiveness, measures what it’s supposed to, and how do we communication, and motivation within construct such a test? This course emphasizes organizations are considered from the point of practical, theoretical, and statistical consider- view of the individual. Some selected topics ations and approaches to test development and include leadership, management-employee validation. Students develop measures of relations, the impact of technology and the psychological concepts (e.g., attitudes, environment on organizations, and organiza- personality characteristics, cognitive abilities, tional survival and change. Prerequisite: PSY perceptual and motor skills, etc.) and design and 100. (Offered occasionally) carry out research to evaluate test properties and Typical readings: Baron, Behavior in refine the measures. Prerequisites: PSY 100, PSY Organizations, and current articles 210, and two additional 200-level PSY courses; or permission of instructor. (Feasel, offered 245 Introduction to Cross-Cultural Psychology alternate years) Cross-cultural psychology is the systematic, comparative study of human behavior in 307 History and Systems of Psychology This different sociocultural contexts. This course course examines the history of psychology and its examines theory and research that pertain to antecedents, both classical and modern. cross-cultural similarities and differences in Surveyed in detail are the processes by which the human experience and functioning. The cultural diverse roots of modern psychology fostered the antecedents of behavior are emphasized. Course development of principal areas of psychological readings focus on the diversity of human inquiry, including those that guide much of the experience in domains such as cognition and research and practice of psychology today. This intelligence, emotion and motivation, socializa- course places into historical perspective major tion and development, social perception and concepts, philosophical assumptions and theories interaction, and mental health and disorder. of psychology. Prerequisites: PSY 100 and two Prerequisite: PSY 100. (Offered occasionally) PSY courses other than PSY 210. (Offered occasionally) 275 Human Sexuality The primary aim of this course is to explore contemporary issues of the 309 Topics in Sensory Perception An in-depth human sexualities. Emphasis is given to exploration of a specific topic in sensory psychosocial and cross-cultural research of the perception, using advanced readings from the 20th century and the sequelae of institutional primary literature. The topics covered vary from forces designed to pathologize sexual expression. semester to semester but might include study of a Topics include variations of sexual behavior, particular sensory system (e.g., hearing or touch), sexual response, sexual deviance, and sexual study of a particular sensory ability (e.g., color dysfunction and treatment. Prerequisite: PSY vision), or study of a particular issue in 100. (Walters, offered annually) perception (e.g., perceptual development or Typical readings: Strong and DeVault, brain mechanisms of perception). Prerequisites: Human Sexuality PSY 100 and PSY 299 or permission of the instructor. (Wolfe, offered occasionally)

258 PSYCHOLOGY

310 Research in Perception and Sensory carry out, and report original research. Processes An introduction to conducting Prerequisites: PSY 100, PSY 210 and PSY 220. research on the senses (with laboratory). Students (Feasel, offered annually) explore contemporary issues in sensation and perception through classroom discussion and 327 Research in Experimental Social “hands on” research experience. Working closely Psychology This course is designed to acquaint with the instructor, students develop, conduct, students with experimental research approaches analyze, and present research projects on specific in social psychology. Through examination of topics in the field. Prerequisites: PSY 100, PSY classic and contemporary studies and innovative 210 and PSY 299. (Wolfe, offered annually) as well as traditional methods in the discipline, the practical and ethical challenges of designing, 311 Research in Behavioral Neuroscience This conducting, and interpreting social course exposes students to basic concepts of psychological research are explored. Students psychological research in the area of neuro- design and carry out original research. science. Emphasis is placed on theoretical and Prerequisites: PSY 100, PSY 210 and PSY 227 or methodological issues surrounding the study of WMST 223. (Offered occasionally) brain-behavior relationships. Specifically, the history of questions to which theory and method 331 Research in Cognition An in-depth have been applied, the logic implicit to answer examination of experimental methodology in certain kinds of questions, and the strengths and the field of cognitive psychology is covered in limitations of specific answers for providing this course. The use of reaction time and insights into the nature of the brain-behavior accuracy measures is emphasized. Students relationship are examined. The development of conduct a study in a cognitive area of their conceptual and theoretical skills is emphasized. choice and present it during a classroom poster Prerequisites: PSY 100, PSY 210 and PSY 230, or session. Prerequisites: PSY 100, PSY 210 and permission of instructor. (Greenspon, offered PSY 231. (Rizzella, offered annually) annually) Typical readings: selected journal articles and 344 Topics in Personality This course explores book chapters classic and current theory and research pertaining to fundamental and often controver- 321 Research in Developmental Psychology sial issues in personality psychology. The course This is an advanced class in research methodol- follows a seminar format that emphasizes critical ogy. Research methodologies are discussed in the analysis and articulation of ideas, both in context of human development. Emphases are discussion and in writing. Topics are announced placed on methodological decisions investigators in advance. Possible topics include personality make when designing research projects and the and culture; personality development; self and interpretations that can be drawn from research identity; personality and interpersonal given methodological limitations. Considerable relationships, ethnic identity, personality and attention is given to the ethical parameters of emotion. Prerequisites: PSY 100 and PSY 220, or involving humans in clinical/single subject, permission of instructor. (Feasel, offered experimental, naturalistic, and field studies. annually) Students are asked to complete a research project and make a formal presentation of their project 346 Topics in Cross-Cultural Psychology This to other students and invited faculty. Prerequi- course provides an in-depth examination of a sites: PSY 100, PSY 210, and PSY 203 or PSY contemporary topic in cross-cultural psychology. 205. (Walters, offered annually) Topics may include: culture and cognition; cultural contexts of emotional experience; 322 Research in Personality Psychology This culture and communication; culture, mental course provides an introduction to a variety of health, and psychopathology; social perception methods employed in the service of three across cultures; cultural influences on social complementary objectives of personality behavior; diversity and intercultural training; research: 1) holistic understanding of the unique prejudice and discrimination; or ethnic identity. organization of processes within individuals; 2) Course activities draw upon extensive readings explanation of individual differences and in the primary literature of the selected topic. similarities; and 3) discovery of universal (Offered occasionally) principles that characterize human personality functioning. Practical, ethical, and theoretical 347 Research in Cross-Cultural Psychology considerations for assessing and studying This course concentrated on the study of human personality characteristics and processes are behavior and experience as they occur in emphasized, as are interpretation and critical different cultural contexts and/or are influenced analysis of published research. Students design, by cultural factors. Special attention is devoted

259 PSYCHOLOGY to cross-cultural research methodology. Claims Prerequisites: PSY 100 and at least one other about the generality or universality of psycho- psychology course. (Greenspon, offered logical laws and theories are evaluated. Students occasionally) use knowledge gained in this course to design and carry out a research project. Prerequisites: 370 Topics in Developmental Psychology This PSY 100, PSY 210, and PSY 227 or PSY 245. course surveys theory and research reflecting (Offered occasionally) contemporary issues in life span development. Theoretical and empirical readings are drawn 350 Research in Clinical Psychology This from several current psychological discourses course provides an introduction to the scientist- within developmental science. This course is practitioner model of clinical psychology. open to students with a varied distribution of Students examine a variety of theoretical models psychology courses. Topics to be covered are of psychotherapy and research regarding the announced in advance. Prerequisites: PSY 100 effectiveness of therapeutic interventions. and PSY 203 or PSY 205. (Walters, offered Contemporary treatment issues and ethics are occasionally) also considered. Students are introduced to clinical research methods and design a single- 373 Topics in Social Psychology This course case behavior-change experiment. The surveys the empirical and theoretical literature laboratory component provides an opportunity associated with a significant contemporary issue for students to learn and practice basic in social psychology. Topics are announced in counseling skills with their peers. Prerequisites: advance. Possible topics include persuasion and PSY 100, PSY 210 and PSY 221. (Wilson, offered social influence, processes in social cognition, annually) prejudice and intergroup relations, altruism and prosocial behavior. Prerequisites: PSY 100 and 352 Topics in Clinical Psychology The scope of PSY 227 or WMST 223. (Offered occasionally) this course varies from covering general clinical issues to a more in-depth analysis of one topic 375 Topics in Cognitive Psychology In this area. The topic is announced in advance and seminar, students read primary research articles may include aggression and violence, positive and study current theories and empirical findings psychology, forensic psychology, community in an area of cognition. Students are required to psychology, child psychopathology or child make substantial contributions to the course psychotherapy. Prerequisites: PSY 100 and PSY through classroom discussion. Topics vary from 221. (Wilson, offered occasionally) year to year; topics covered in the past include mental representation, accuracy of memories, 359 Topics in Behavioral Neuroscience This creation of false memories, and flashbulb course surveys literature and theory representa- memories. Two substantial term papers are tive of an important contemporary conceptual required. Prerequisites: PSY 100 and PSY 231. issue in behavioral neuroscience. Each year (Rizzella, offered occasionally) topics for the course are announced in advance. The course is designed to include a nonspecial- 450 Independent Study (Staff) ized group of students having a varied distribu- tion of psychology courses and interested in 495 Honors (Staff) developing conceptual relationships among different subdivisions within psychology.

260 PUBLIC POLICY STUDIES

PUBLIC POLICY STUDIES Some examples of concentrations are: –Public Policy and Children Program Faculty –Public Policy and Development Craig Rimmerman, Political Science, –Public Policy, Family, and Gender Coordinator –Public Policy and Health Care Eric Barnes, Philosophy –Public Policy and Law Scott Brophy, Philosophy –Public Policy, Media, and Communications Judith-Maria Buechler, Anthropology –Public Policy and Technology David Craig, Chemistry All courses applied towards a public Iva Deutchman, Political Science policy major or minor must be completed Richard Dillon, Anthropology with a grade of C- or higher. Maureen Flynn, History Jack Harris, Sociology REQUIREMENTS FOR THE MAJOR (B.A.) Clifton Hood, History interdisciplinary, 10 courses Cedric Johnson, Political Science One course in each of the three public Steven Lee, Philosophy policy core groups (humanities, social Derek Linton, History sciences, natural sciences); two courses in Elisabeth Lyon, English public policy research methods, one of Patrick McGuire, Economics which must be quantitative; at least three Susanne McNally, History 200-level or above courses forming a Jo Beth Mertens, Economics concentration in an area chosen by the Renee Monson, Sociology student (see examples below); a capstone Paul Passavant, Political Science course that requires writing a policy brief; H. Wesley Perkins, Sociology and a one-course practicum (a course Linda Robertson, Writing and Rhetoric equivalency, independent study, or off- Lilian Sherman, Education campus program experience; students James Spates, Sociology should register for PPOL 499) that Donald Spector, Physics includes an internship, community Cynthia Sutton, Education service, or community action. The William Waller Jr., Economics capstone course should be completed in the senior year, but it may be completed The public policy program connects in the junior year if circumstances require classroom learning to problems in the larger this. Each semester, there are a variety of society, teaching analytic skills within an courses offered in which students may interdisciplinary, liberal arts context. Its goal elect to write a policy brief (often in is that graduates think and act critically in addition to the regular course work) and public affairs. Students explore the method- which thus can count as the student’s ological, analytical, and ethical issues of capstone course. To complete the policy formulation and implementation. practicum, students should make arrange- Public policy is designed to prepare students ments with a faculty sponsor before for careers in government, human services, beginning the work. A practicum usually social work, urban affairs, city planning, law, requires, in addition to the internship or community organizing, business, communi- other outside activity, the keeping of a cations, or academia. journal on the activity and the writing of The public policy program offers an a substantial paper. interdisciplinary major and minor. Students majoring or minoring in public policy must develop a concentration.

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REQUIREMENTS FOR THE MINOR RESEARCH METHODS COURSES interdisciplinary, 6 courses Qualitative Two public policy core courses from two ANTH 227 Intercultural Communication different divisions; one research methods ANTH 273 Ethnographic Research and Methods ECON 305 Political Economy course; two courses forming a concentra- PHIL 120 Critical Thinking and Argumentative tion in an area chosen by the student (see Writing examples below); and a capstone course POL 263 Philosophy of Political Science that requires writing a policy brief. SOC 211 Research Methods

EXAMPLES OF POLICY BRIEF COURSES Quantitative ECON 316 Labor Market Analysis BIO 212 Biostatistics ECON 317 Economics of Sports ECON 202 Statistics ECON 326 Public Microeconomics ECON 304 Econometrics EDUC 460 Baccalaureate Seminar: Moral and PSY 210 Statistics and Research Methods Ethical Issues in Education SOC 212 Data Analysis PHIL 236 Philosophy of Law POL 219 Sexual Minority Movements and CONCENTRATION COURSES Public Policy Children POL 364 Social Policy and Community ALST 200 Ghettoscapes Activism ANTH 230 Beyond Monogamy POL 328 Environmental Policy BIDS 307 Contexts for Children PPOL 385 The Workshop in Public Policy ECON 248 Poverty and Welfare SOC 275 Social Policy ECON 310 Economics and Gender EDUC 202 Human Growth and Development CORE COURSES EDUC 203 Children With Disabilities Humanities EDUC 332 Disability, Family and Society MDSC 100 Introduction to Media and Society EDUC 333 Literacy PHIL 150 Issues: Justice and Equality EDUC 337 Education and Racial Diversity in the U.S. PHIL 151 Issues: Crime and Punishment EDUC 338 Inclusive Schooling PHIL 152 Issues: Philosophy and Feminism EDUC 460 Baccalaureate Seminar: Moral and PHIL 154 Issues: Environmental Ethics Ethical Issues in Education PHIL 155 Issues: Morality of War and Nuclear HIST 204 History of American Society Weapons HIST 208 Women in American History PHIL 156 Issues: Biomedical Ethics HIST 371 Life-Cycles: The Family in History PHIL 235 Morality and Self Interest Social Sciences POL 334 Civil Liberties ANTH 110 Introduction to Cultural Anthropology POL 375 Feminist Legal Theory ECON 122 Economics of Caring PSY 203 Introduction to Child Psychology and POL 229 State and Local Government Human Development POL 236 Urban Politics and Public Policy PSY 205 Adolescent Psychology POL 290 American Foreign Policy PSY 364 Cognitive Development in Children POL 364 Social Policy and Community SOC 225 Sociology of the Family Activism SOC 258 Social Problems SOC 100 Introduction to Sociology SOC 275 Social Policy SOC 258 Social Problems SOC 290 Sociology of Community SOC 310 Generations Natural Sciences WRRH 302 Op-Ed: Writing Political and Cultural BIOL 151 Organisms and Populations Commentary BIOL 152 Molecules and Cells CHEM 110 Molecules That Matter Development ENV 110 Topics in Environmental Studies ANTH 280 Environment and Culture: Cultural GEO 190 Environmental Geoscience Ecology PHYS 150 Introductory Physics I ANTH 296 African Cultures ANTH 297 Peoples and Cultures of Latin America

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BIDS 235 Third World Experience Law ECON 212 Environmental Economics ECON 203 Collective Bargaining ECON 344 Economic Development ECON 204 Business Law HIST 283 South Africa in Transition ECON 319 Forensic Economics HIST 284 Africa: From Colonialism to PHIL 236 Philosophy of Law Neocolonialism POL 333 Civil Rights HIST 285 The Middle East: Roots of Conflict POL 334 Civil Liberties POL 248 Politics of Development POL 335 Law and Society SOC 233 Women in the Third World POL 375 Feminist Legal Theory SOC 259 Social Movements SOC 224 Social Deviance SOC 299 Sociology of Vietnam SOC 228 Social Conflict SOC 275 Social Policy Gender AMST 310 Sexual Minorities in America Media ANTH 220 Sex Roles: A Cross-Cultural ART 212 Women Make Movies Perspective BIDS 280 Women’s Narratives of Wealth and ANTH 230 Beyond Monogamy Power BIDS 245 Men and Masculinity EDUC 343 Special Populations in Texts BIDS 280 Women’s Narratives of Wealth and ENG 229 Television Histories, Television Power Narratives BIDS 307 Contexts for Children ENG 304 Feminist Literary Theory ECON 248 Poverty and Welfare ENG 368 Film and Ideology ECON 310 Economics and Gender ENG 376 New Waves ECON 316 Labor Market Analysis MDSC 223 War, Words and War Imagery EDUC 345 Women, Nature and Science MDSC 321 Grand Illusions: Press and Political HIST 208 Women in American History Spectacle HIST 367 Women and the State: Russia POL 320 Mass Media HIST 371 Life-Cycles: The Family in History WRRH 301 Discourse of Rape PHIL 250 Feminism: Ethics and Knowledge WRRH 302 Op-Ed: Writing Political and Cultural POL 219 Sexual Minority Movements and Commentary Public Policy POL 238 Sex and Power Technology POL 333 Civil Rights AMST 201 American Attitudes toward Nature POL 375 Feminist Legal Theory ECON 230 History of Economic Thought PSY 247 Psychology of Women ECON 305 Political Economy PSY 275 Human Sexuality ECON 344 Economic Development REL 281 Unspoken Worlds EDUC 334 Science and Cognition SOC 225 Sociology of the Family ENG 223 Environmental Literature SOC 226 Sociology of Sex and Gender HIST 215 American Urban History SOC 256 Power and Powerlessness HIST 256 Technology and Society in Europe SOC 275 Social Policy HIST 310 Rise of Industrial American SOC 310 Generations HIST 311 20th-Century America: 1917-1941 SOC 340 Feminist Sociological Theory HIST 325 Medicine and Public Health in WRRH 221 He Says, She Says: Language and Modern Europe Gender PHYS 270 Modern Physics POL 283 War in the International System Health Care POL 328 Environmental Policy BIDS 295 Alcohol Use and Abuse PSY 243 Organizational Psychology ECON 248 Poverty and Welfare SOC 249 Technology and Society ECON 338 Third Sector Economics SOC 251 Sociology of the City EDUC 203 Children With Disabilities EDUC 332 Disability, Family and Society ENG 388 Writing on the Body HIST 325 Medicine and Public Health in Modern Europe

263 PUBLIC SERVICE

COURSE DESCRIPTIONS PUBLIC SERVICE 385 The Workshop in Public Policy This course has a public policy research emphasis. The specific issue is chosen at the start of each Program Faculty semester and students spend the semester Jack Harris, Sociology, Coordinator studying the topic, analyzing the policy Steven Lee, Philosophy implication and designing alternative solutions Craig Rimmerman, Political Science or recommendations for public policy action. The course is designed for public policy majors/ Charles Temple, Education minors and it serves to satisfy the program requirements for a capstone course and The liberal arts and education through practicum. See instructor for a list of potential public service share the goal of developing topics. Prerequisites: Public Policy major or minor or permission of instructor. (McGuire, the basis for effective democratic citizen- Spring, offered annually) ship. In the public service program, service learning—the integration of 499 Internship in Public Policy Studies The public policy internship is designed to provide community service into an academic students with an opportunity to connect their course—may be used in the teaching of classroom study of public policy to the real world many different subject areas. The service of policy making. In doing so, students draw experience can allow the student to upon the analytical, methodological, and substantive training that they have received in achieve an understanding of human the public policy process (Staff, offered annually) community as well as of our particular society in a way which is more complex and effective than readings and class discussions alone. In addition, the community involvement fostered by the service experience can lead the student to a better understanding of the self. The public service program offers an interdisciplinary minor built upon courses that include a service learning compo- nent. These courses change yearly. American Commitments, a group involved in community service, coordi- nates service learning courses and can provide updated information. All courses toward a public servide minor must be completed with a grade of C- or higher.

REQUIREMENTS FOR THE MINOR interdisciplinary, 6 courses One introductory course, one course from the list of public service humanities electives, one course from the list of public service social sciences electives, two additional public service electives, and a seminar. The minor must include at least two courses in each of two divisions (humanities, social sciences, natural

264 RELIGIOUS STUDIES sciences, and fine and performing arts). RELIGIOUS STUDIES For the seminar, a senior group indepen- dent study is recommended. Susan E. Henking, Ph.D.; Professor, Chair Lowell Bloss, Ph.D.; Professor RECENT PUBLIC SERVICE COURSES Bahar Davary, Ph.D.; Assistant Professor Introductory Courses Michael Dobkowski, Ph.D.; Professor ALST 200 Ghettoscapes Mary Gerhart, Ph.D.; Professor, SOC 290 Sociology of Community Richard Salter, Ph.D.; Assistant Professor Humanities Electives EDUC 295 Theatre and the Child The Department of Religious Studies EDUC 320 Children’s Literature brings a variety of perspectives to bear on EDUC 333 Literacy the study of a significant aspect of human PHIL 235 Morality and Self Interest existence: the experience of, thought REL 271 The Holocaust WRRH 220 Breadwinners and Losers: The about, and actions concerning, the sacred, Rhetoric of Work or what Paul Tillich called “ultimate WRRH 322 Adolescent Literature concern.” Our approaches to the study vary. Collectively, we bring historical, Social Sciences Electives theological, philosophical, sociological, ECON 122 Economics of Caring political, ethical, literary, feminist, and POL 110 Introduction to American Politics psychological perspectives to this SOC 100 Introduction to Sociology enterprise. We are united in the under- Natural Sciences Electives standing that each of these perspectives BIDS 295 Alcohol Use and Abuse provides a different way of interpreting religious phenomena and that no single approach is adequate to, let alone exhaustive of, the work of religious studies. This means that the study of religion, as we engage it, is intrinsically interdisciplinary and multicultural. Religious studies offers a disciplinary major and minor. It is strongly recom- mended that students take one of the introductory courses (100 through 110) prior to any other course in the depart- ment. Students wishing to enter an upper-level course without having taken an introductory course should consult the instructor. All courses toward a religious studies major or minor must be completed with a grade of C– or higher.

REQUIREMENTS FOR THE MAJOR (B.A.) disciplinary, 11 courses One introductory religious studies course; two courses each from two concentra- tions—one in each concentration should be at the 200 level and the other at the 300 level or higher (one of these concen-

265 RELIGIOUS STUDIES trations must be in a specific religious REL 305 Tongues of Fire: Pentecostalism tradition); REL 461 Senior Seminar; three Worldwide additional religious studies courses, at REL 345 Tradition Transformers: Systematic Theology least two of which are outside the student’s areas of concentration; and two Islamic Studies Courses approved cognate courses from other REL 219 Introduction to Islamic Tradition departments or two other courses in the REL 228 Religion and Resistance department. Cognate courses may be REL 236 Gender and Islam chosen from an accepted list or by REL 242 Islamic Mysticism: The Inward Dance petition to the adviser. REL 321 Muslim Women in Literature History of Religions Courses REQUIREMENTS FOR THE MINOR REL 210 Hinduism disciplinary, 5 courses REL 211 Buddhism One introductory religious studies course, REL 217 Gurus, Saints, Priests and Prophets a 200-level course and a 300-level or REL 312 New Heavens, New Earths higher course in one of the religious REL 315 Japanese Religions REL 410 Sacred Space studies concentrations, REL 461 Senior Seminar, and one additional religious Philosophy of Religions Courses studies course. REL 251 Revelation in Religion and Science REL 254 The Question of God/Goddess COURSE CONCENTRATIONS REL 260 Religion as a Philosophical Act Introductory Courses REL 402 Conflict of Interpretations REL 100 Religions in the World REL 103 Journeys and Stories Religion and Literature Courses REL 105 Religious Imagination REL 256 Tales of Love and Horror REL 108 Religion and Alienation REL 257 What’s Love Got to Do With It? REL 109 Imagining American Religion(s) REL 258 The Qu’ran and the Bible REL 402 Conflict of Interpretations Judaic Studies Courses REL 270 Modern Jewish History Religion, Gender and Sexuality Courses REL 271 The Holocaust REL 236 Gender and Islam REL 272 The Sociology of the American Jew REL 281 Unspoken Worlds REL 273 Foundations of Jewish Thought REL 283 Que(e)rying Religious Studies REL 274 Zionism, Israel and the Middle East REL 321 Muslim Women in Literature Conflict REL 382 Toward Inclusive Theology REL 276 History of East European Jewry REL 464 God, Gender and the Unconscious REL 278 Jewish Life and Thought in Modern Times Psychological and Social Scientific REL 279 Torah and Testament Approaches Courses REL 370 Jewish Mysticism and Hasidism REL 263 Religion and Social Theory REL 401 Literary and Theological Responses REL 267 Psychologies of Religion to the Holocaust REL 269 Therapy, Myth and Ritual REL 365 Loss of Certainty Christian Traditions Courses REL 464 God, Gender and the Unconscious REL 228 Religion and Resistance REL 232 Rethinking Jesus CROSSLISTED COURSE REL 237 Christianity and Culture ASN 101 Intellectual and Religious REL 238 Liberating Theology Foundations of Asian Civilization REL 240 What Is Christianity? REL 241 Rastaman and Christ REL 279 Torah and Testament

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COURSE DESCRIPTIONS as a Cultural System; Cappadona, Art, Creativity, 100 Religions in History and Around the and the Sacred; Levi, The Drowned and the Saved; World This course provides an historical and Cone, Martin and Malcolm in America geographic frame for understanding religions of the world—a journey through ostensive and 108 Religion and Alienation in 20th-Century explicitly religious phenomena in space and Culture What is religion, and how is it part of time. Topics include varieties of religious human experience? What shapes have religious architecture, images and music, locus of the ideas and institutions taken in confrontation origin and spread of major religions, movements with the contemporary world? How has the of contemporary religions around the world, phenomenon of alienation contributed to the “lost” vs. “living” religions, influence of religions development of religion and religious responses. on political structures, religious conflagrations How have specific groups that have suffered and collisions, religions “gone wrong” and occult alienation—Jews, Blacks, American Indians, or “bogus” religions, gender tensions within Rastafarians and women—coped with their religions, and the study of religion in its relation situations through the appropriation and to other academic disciplines. (Gerhart, Salter, modification of religious tradition? This course Davary, offered annually) explores these issues as well as religious, social, Typical readings: Comstock, Religious and existential interpretations of alienation set Autobiographies; Eliade, The Sacred and the out by 20th-century thinkers in the West. Profane; Esposito, World Religions Today; Fisher/ (Dobowski, offered annually) Bailey, An Anthology of Living Religions Typical readings: Camus, Rebel; Sartre, Anti-Semite and Jew; Des Pres, The Survivor; 103 Journeys and Stories What does it mean to Barrett, The Rastafarians; Berger, The Sacred live a myth or story with one’s life or to go on a Canopy; Neihardt, Black Elk Speaks pilgrimage? How are myths and voyages religious, and can storytelling and journeying be 109 Imagining American Religion(s) What meaningful in our contemporary situation? This does it mean to imagine an American religion? course begins by focusing on the journeys and This course explores that question in two ways. stories found within traditional religious One way is to work towards a definition of the frameworks. It then turns to the contemporary terms in the title of this course: what is an world and asks whether modern individuals in “American”? What is “religion”? What does it light of the rise of secularism and the technologi- mean to “imagine” these things? The other way cal age can live the old stories or must they we explore the question of American religion is become non-religious, or religious in a new to examine various attempts to make meaning in manner. (Bloss, offered alternate years) the United States. How do different social groups Typical readings: Wiesel, Night, Gates of the “imagine American religion”? Does that change Forest; Olsen, Tell Me a Riddle; Hampl, I Could and, if so, why and how? Why does it matter how Tell You Stories; Dallas, The Book of Strangers; people imagine American religion? (Salter, Neihardt, Black Elk Speaks; Silko, Ceremony; Henking, offered annually) Novak, Ascent of the Mountain, Flight of the Dove Typical readings: Berger, The Sacred Canopy; Eck, A New Religious America?; Wertheimer, A 105 The Religious Imagination This course People Divided; Fuller, Spiritual But Not Religious constructs a critical perspective on contemporary culture and then proceeds to investigate 210 Hinduism This course traces the major experiences traditionally referred to as Indian religious tradition from its roots in the “religious,” as well as the problem of locating the Indus Valley civilization and the Vedic era, “religious” in a world commonly understood to through the speculations of the Upanishadic be “secular.” Traditional understandings of seers and the meditative techniques of the yogis, religious experience are both affirmed and to the development of devotional cults to Siva, questioned in one novel and one memoir. Durga, and Vishnu. It ends with an exploration Cross-cultural ways of understanding religious of the effect of Hinduism on such figures as symbol and ritual are proposed. How different Gandhi, Sri Aurobindo, and Tagore in the cultures (primitive, classical, contemporary) imperial and contemporary periods. Sacred texts, address the problems of good and evil, oppres- novels, autobiographies, village studies, and sion, suffering, and death are studied in Hindu art and architecture provide major sources cognitive and artistic forms. Students are of this study. Audiovisual aids—slides and films— encouraged to explore new ways of reflecting are used extensively. (Bloss, offered annually) upon their experiences of these forms of Typical readings: Zaehner, The Bhagavad expression. (Gerhart, offered alternate years) Gita; Narayan, The Ramayana; Zimmer, Myths Typical readings: Herrigel, Zen in the Art of and Symbols in Indian Art and Civilization; Archery; Gordon, Final Payments; Geertz, Religion Forster, A Passage to India; Eck, Darsan; Roy, Bengali Women

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211 Buddhism Buddhism’s rise and develop- and oppression. They ask how religious communi- ment in India, and its spread into Southeast ties identify and combat oppression. In combating Asia, Tibet, China, Korea, Viet Nam, and Japan oppression, the class also turns to questions of are traced. In each of these regions the practice. Is it enough to talk about liberation? Is indigenous traditions, such as Bon in Tibet, or religion a “call to action?” If so, what is meant by Confucianism and Taoism in China, or Shinto in “action?” (Salter, Davary, offered occasionally) Japan, are considered, and the question is asked Typical readings: Al-e Ahmad, Gharbzadegi as to how Buddhism adopted and/or influenced [Weststruckness]; Esack, Qur’an, Liberation, and elements of its new surroundings. This interac- Pluralism: an Islamic Perspective of Interreligious tion of the core of Buddhist ideas and practices Solidarity Against Oppression; Johnson, She Who Is: and other cultures creates such movements as the Mystery of God in Feminist Theological Zen (Ch’an) and Vajrayana (Tibetan Tantrism). Discourse; Romero, The Violence of Love; Shariati, Audiovisual materials include the films Requiem Religion vs. Religion; Tutu, No Future Without for a Faith and The Smile. (Bloss, offered annually) Forgiveness; Ellison, Invisible Man Typical readings: Rahula, What the Buddha Taught; Lhalungpa, The Life of Milarepa; Suzuki, 232 Rethinking Jesus Who is Jesus? The Zen Mind, Beginner’s Mind; Trungpa, Meditation question is not as simple to answer as it might in Action; Kaltenmark, Lao Tzu and Taoism; seem. This course explores central ways the Confucius, Analects; Hesse, Siddhartha; Kasulis, founding figure of Christianity has been Zen Action, Zen Person conceived and rethought, especially in the last 100 years. Though students start with an inquiry 217 Gurus, Saints, Priests, and Prophets: into “the historical Jesus,” they move on to rethink Types of Religious Authority Using informa- Jesus from theological, cultural, and literary tion from many Asian cultures, this course perspectives. (Salter, Spring, offered alternate years) compares types of religious leadership. Focusing Typical readings: The New Testament; on founders, prophets, shamans, gurus, mystics, Crossan, Jesus: A Revolutionary Biography; and priests, the course explores how these Asian Sanders, The Historical Figure of Jesus; Pelikan, specialists in the sacred relate to the ultimate and Jesus Through the Centuries; Spencer, Dread Jesus; how their authority is viewed by the members of Ogden, The Point of Christology; various films, their traditions. Do these leaders mediate or including The Matrix, The Life of Brian, The intercede with the sacred, pronounce or Greatest Story Ever Told, Jesus of Montreal, The interpret, advise or perform rites? What types of Last Temptation of Christ, and The Gospel religious experiences do they have and what According to St. Matthew techniques do they use to exhibit their authority? (Bloss, offered alternate years) 236 Gender and Islam Westernization has Typical readings: Spence, God’s Chinese Son; brought sweeping changes and challenges to Herrigel, Zen in the Art of Archery; Fingarette, Islamic cultures and religious practices. As a Confucius, The Secular as Sacred; Hawley, Saints result, political developments, social patterns, and Virtues; Kendall, Shamans, Housewives and codes of dress have undergone metamorpho- sis as secular ideologies conflict with traditional 219 Introduction to Islamic Religious religious beliefs. The role of women continues to Traditions This course is an historical study of undergo transformation. How will these changes the rise of Islam from seventh-century Arabia to effect Muslim identity in the 21st century? the current global context. It examines basic (Davary, offered annually) beliefs, major figures, sacred scriptures, and Typical Readings: Haddad, Esposito, Islam, rituals of this religious tradition. The course Gender and Social Change; Mernissi, The Veil and emphasis is on modern developments in Islam, the Male Elite: A Feminist Interpretation of including the Muslim presence in North Women’s Rights in Islam; Ahmed, Women and America. (Davary, offered annually) Gender in Islam; Rachlin, Foreigner Typical readings: Denny, An Introduction to Islam; Arberry, The Koran Interpreted; Watt, A 237 Christianity and Culture What is the Short History of Islam; Esposito, Islam: The Straight relationship between what Christian groups do and Path; Barboza, American Jihad: Islam after Malcolm how they understand themselves? This course uses X; Mernissi, Fatima, Dreams of Trespass case-studies of a wide variety of Christian communi- ties, from a Native American community in the 228 Religion and Resistance In this course contemporary U.S. to the Christian communities of students explore the ways in which religion and the Apostle Paul, to examine the relationship resistance are related. Among other questions, between theory and practice in Christianity. Special students ask how the religious imagination helps us emphasis is placed on the questions of whether or to see alternate realities and permits us to call into how Christian communities can produce significant question our current realities. Students also explore social change. (Salter, Spring, offered alternate years) the role of religion in legitimizing the status quo

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Typical readings: Hall (ed.), Lived Religion in The Faces of the Gods: Vodou and Roman America: A Fundamental Practical Theology; Catholicism in Haiti; Olmos and Paravisini-Gebert Bourdieu, Outline of a Theory of Practice; Prejean, (ed.), Sacred Possessions: Vodou, Santeria, Obeah, Dead Man Walking; Orsi, The Madonna of 115th and the Caribbean Street 242 Islamic Mysticism: The Inward Dance One 238 Liberating Theology In the popular of the most enigmatic and enamoring aspects of imagination we often associate Christianity with Islam is Islamic mysticism or Sufism. What is the elites, colonizers, or oppressors in history. Sufism and how has it come to be such a pervasive But what happens when we rethink Christianity presence in Islamic civilization? The Sufi’s goal is from the perspective of those marginalized from often defined as the unveiling of the Divine light mainstream society? This course does that with leading to union or annihilation. Sufi theoreti- the help of major 20th-century theologians who cians have often used simple imagery, symbolism, might in some way be considered part of the and storytelling for expression. This course Liberation Theology movement. Key perspec- addresses the classical Sufi thought through tives covered include Latin American liberation theoretical expressions and texts, current orders, theology, feminist theology, black theology, and and its presence in the West. Comparative others. (Salter, Spring, offered alternate years) references to other mystical traditions such as Typical readings: Boff and Boff, Introducing Christian mystical thought, Hasidism, and Yoga Liberation Theology; Cone, A Black Theology of are also made. (Davary, offered annually) Liberation; Gutierrez, On Job: God-talk and the Typical readings: Schimmel, The Triumphal Suffering of the Innocent; Ruether, Sexism and Sun, I am the Fire You are the Wind; Ernst, trans., God-talk; Deloria, Jr., God is Red Ruzbihan Baqli: The Unveiling of Secrets, Diary of a Sufi Master; al-Din Rumi, Mathnavi; Barks, Feeling 240 What is Christianity? This course is an the Shoulder of the Lion; ‘Attar, The Conference of introduction to Christianity designed both for the Birds students with no familiarity at all with Christian- ity and for students who have been raised in 251 Revelation in Religion and Science One of Christian traditions, but who are not familiar with the influential books of the 20th century was the critical study of religion or the breadth of Alfred North Whitehead’s Science and the Modern Christian traditions. Students explore Christianity World (1925). In it he expressed his concern for using primary readings from Christian scriptures, the future when he wrote, “When we consider historical readings on the development of various what religion is for humanity, and what science is, Christian traditions, and theological readings it is no exaggeration to say that the future course about the various interpretations of key Christian of history depends upon the decision of this symbols in different Christian traditions. (Salter, generation as to the relation between them.” This offered alternate years) course carries his concern into our postmodern Typical readings: Reuther, Women and world with its new understandings of science and Redemption: a Theological History; Hans Kung, religion. (Gerhart, offered alternate years) On Being a Christian; Eusebius, The History of the Typical texts: Gerhart and Russell, New Maps Church from Christ to Constantine; Owen for Old; Lindberg, The Beginnings of Western Science Chadwick, A History of Christianity; the Christian Testament. 254 The Question of God/Goddess: Metaphoric and Philosophical Origins In an age when 241 Rastaman and Christ: Encounters in formal language has become more technical, the Diaspora What happens when religions collide? question of God is often given over to those who This course explores this question in the specific do not want to be bothered with the complexity context of the “New World,” where religions from of the question. In an attempt to “overhear” some various traditions collided under the rubrics of of the issues that are left out of specialized colonial conquest, slavery and, more recently, rapid knowledge, this course examines Greek plays social changes like migration, communications with special attention to the ways in which these advances, and tourism. This course primarily texts raise the question of God. It also familiarizes explores the collision of West African religions students with representative ways of formulating with Christianity. Thus students focus on the question of God in classical and contempo- understanding the emergence of religions like rary thought. Students dramatize one contempo- Rastafari, Vodou, Santeria, Shango, and other New rary play to show the transformation of images World religions. (Salter, Fall, offered alternate years) and issues. (Gerhart, offered alternate years) Typical readings: Chevannes, Rastafari: Roots Typical readings: Euripides, Ion, Alcestis, and Ideology; Burdick, Looking for God in Brazil; Medea; Heracles, Electra, Helen, Hecuba, The Mais, Brother Man; McCarthy Brown, Mama Trojan Women, Iphigenia at Aulis; McFague, Lola: a Vodou Priestess in Brooklyn; Desmangles, Models of God; O’Neill, Mourning Becomes Electra

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256 Tales of Love, Tales of Horror What is a 260 Religion as a Philosophical Act An inquiry tale? Why might tales of love and terror be into the possibilities of belief and/or skepticism as significant from a religious perspective? These texts presented by major philosophical thinkers from relate to the experience of the holy as a mystery the 18th century to the present. Each text is that is both fascinating and fearful. This course studied for the model of thought it proposes, the explores texts from different centuries on the kinds of evidence it advances for or against subjects of “love” and “terror,” and how they treat religious claims, and the literary forms it embodies. the experiences of marginality, alienation, and The sense in which philosophy of religion is a form transcendence. (Gerhart, offered alternate years) of work or form of praxis, is the focus of the course. Typical readings: Eliade, Bengali Nights; Deri, (Gerhart, offered alternate years) It Does Not Die; Morrison, Sula; O’Connor, Typical readings: Selections from books such Everything That Rises Must Converge; tales from as the following: Buckley, The Origin of Modern classic religious traditions Atheism; Doniger, Other People’s Myths; Nietzsche, The Gay Science; Tracy, Pluralism and 257 What’s Love Got to Do with It? Suppose Ambiguity; Lloyd, The Man of Reason-‘Male’ and the understanding of a concept such as love is ‘Female’ in Western Philosophy proportional to the number of genres through which it is perceived. Then one can expect that 263 Religion and Social Theory Is society God? the most complete understanding of love will be Is religion the opiate of the people? What does found through an entire galaxy of genres, such as religion do? This course examines a variety of dialogues, satires, videos, canticles, modern lyrics, classic (Freud, Marx, Weber, Durkheim, newspaper columns, and novels. Besides “literary” Malinowski) and contemporary (Berger, texts, students read and discuss “sacred” texts on Luckmann, Douglas, Geertz) theories of religion love from both Eastern and Western religious that emphasize social and cultural aspects of traditions. (Gerhart, offered alternate years) religion, including the origins and functions of Typical readings: Plato, Symposium; symbol, myth and ritual. (Henking, offered Sappho’s lyrics; the Hebrew Song of Songs; Sufi alternate years) love poetry; John’s First Letter and Paul’s Letter to Typical readings: Freud, Totem and Taboo; the Corinthians; Amerindian tales; Joyce, The Geertz, The Interpretation of Culture; Weber, The Dead; Thompson, Who Do You Love; Soble, Eros Sociology of Religion; Turner, Religion and Social and Agape Theory; Erikson, Where Silence Speaks: Feminism, Social Theory, and Religion; Durkheim, The 258 The Bible and the Qur’an: Do They Mean Elemental Forms of the Religious Life What They Say? The three major religious texts of many cultures—the Hebrew Bible, the New 267 Psychologies of Religion This course examines Testament, and the Qur’an—originated at the variety of modern psychological perspectives that different times and can be understood differently have been used to understand religion, including by different people. How have the texts been depth psychologies, social psychology, and empirical understood at their best? What controversies and behavioral approaches. In doing so, it explores have affected particular expressions of belief in psychological theories that attempt to answer such each tradition? How do different translations questions as: Why are people religious? Where do affect the meanings of the texts? The course has religious experiences and images come from? What two foci: first, to compare accounts in the sacred does it mean to be religious? (Henking, offered texts in the same narratives (e.g. of Abraham, alternate years) Moses, Jesus, Mary, Hagar, Joseph, Potiphar), Typical readings: James, The Varieties of and second, to locate principles that major Religious Experience; Jung, Psychology and Religion; thinkers in each tradition have used to interpret Freud, The Future of an Illusion; Batson, their respective texts. Students make presenta- Schoenrode, and Ventis, The Religious Individual tions of how the sacred texts of each religion are used in ritual, art, architecture and music. In 269 Therapy, Myth, and Ritual How are what different senses are the three religions— religion and psychology connected? Does Judaism, Christianity and Islam—“religions of psychology operate as a religion today? Are the book”? How might some of the polemical psychotherapists the new clergy? Has modern criticisms that have been brought against the Western religion become psychologized? This texts be answered? Prerequisite: One 100-level course explores such issues by examining the course in religious studies, or permission of historical connections of religion and psychology instructor. (Gerhart, offered annually) in the West and the interaction of religion and Typical readings: The Qur’an; The Oxford psychology in modern Western culture. English Bible; Textual Sources for the Study of Islam; (Henking, offered alternate years) Textual Sources for the Study of Judaism; Textual Typical readings: Tillich, The Courage to Be; Sources for the Study of Christianity, Tracy, Writing Szasz, The Myth of Psychotherapy; Fromm,

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Psychoanalysis and Religion; Suler, Contemporary 273 The Foundations of Jewish Thought This Psychoanalysis and Eastern Thought course traces the foundations of Jewish religious and philosophical thought from the Bible, Rabbinic 270 Modern Jewish History This course literature, Talmudic Judaism, the Kabbalah, examines Jewish intellectual, political, and medieval philosophy, and mysticism, to contempo- socio-economic history from the period of the rary Jewish thought. It is an attempt to understand French Revolution until the mid-20th century. the “essence” of Judaism and to trace how it has The specific focus of the course is on the manner developed over time and been influenced by other in which Jews accommodated themselves and traditions. It also examines the impact of Judaism related to changes in their status which were on Islamic and Western European thought. caused by external and internal events. A major (Dobkowski, offered alternate years) area of concern are the movements—intellec- Typical readings: Neusner, Understanding tual, political, and religious, such as, Reform Rabbinic Judaism, Invitation to the Talmud; Judaism, the Haskalah, Zionism, Jewish Sholem, The Messianic Idea; Lamm, Faith and radicalism, Hasidism—which arose within the Doubt; Baeck, The Essence of Judaism; Herchel, Jewish communities in question as reactions to Man’s Quest for God; Steinsaltz, The Essential Emancipation and Enlightenment. (Dobkowski, Talmud; Gillman, Sacred Fragments offered alternate years) Typical readings: Hertzberg, The Zionist Idea; 274 Zionism, the State of Israel, and the Sartre, Anti-Semite and Jew; Wiesel, Souls on Fire; Middle East Conflict An examination of the Dawidowicz, The War Against the Jews; Arendt, roots of Zionism—a complicated religious, Anti-Semitism; Glazer, American Judaism ideological, and political movement. Such external factors as the Holocaust and the acute 271 The History and Impact of the Holocaust problems of the surviving refugees; the conflict This course analyzes the background and history between Jews and Arabs in Palestine; the of the Holocaust; its impact on the Jewish breakdown of the British Mandate and the community in Europe and worldwide; theological mutual rivalries of the Western powers in the reactions as reflected in the works of Buber, Middle East; and the East-West conflict in the Fackenheim, and Rubenstein; the question of global scene are some of the historical forces resistance; the problem of survival; the Elie which accelerated the creation of the Jewish Wiesel syndrome; and collective guilt leading to state that are examined. But attention is also the creation of the State of Israel. It also examines given to the internal intellectual and spiritual the nature of man, society, religion, and politics forces in Jewish life, which were at least as post-Auschwitz. (Dobkowski, offered annually) important and which constitute the ultimately Typical readings: Hilberg, The Destruction of decisive factor. (Dobkowski, offered occasionally) European Jews; Wiesel, Night, Dawn, The Oath; Typical readings: Laqueur, A History of Rubenstein, After Auschwitz; Fackenheim, God’s Zionism; Hertzberg, The Zionist Idea; Chomsky, Presence in History; Arendt, Eichmann in Peace in the Middle East?; Curtis, The Palestinians; Jerusalem; Des Pres, The Survivor; Clendinnen, Gal, Socialist-Zionism; Spiro, Kibbutz; Shipler, Reading the Holocaust Arabs and Jews

272 The Sociology of the American Jew This 276 History of East European Jewry, 1648-1945 course examines the sociological, religious, and This course examines the social, political, historical complexion of the American Jewish cultural, and religious history of the Jews in community. It attempts to deal with such issues Eastern Europe. Since Eastern Europe was home to as immigration, religious trends, anti-Semitism, a majority of world Jewry until the Holocaust, it is assimilation, adjustment, identity, and survival, important to analyze what was distinctive about and it attempts to understand the nature of the the East European Jewish experience and what American Jewish community. It analyzes this impact it had on contemporary Jewish life. Topics experience by utilizing sociological and covered include: Hasidism; the Haskalah; Yiddish historical insights, as well as by looking at literature and language; Polish-Jewish politics; immigrant literature in its cultural and historical anti-Semitism; the world of the Yeshiva; Zionism context. (Dobkowski, offered alternate years) and Socialism; and the Russian Revolution and Typical readings: Sklare, America’s Jews, The the creation of Soviet Jewry. (Dobkowski, offered Jew in American Society; Liebman, The Ambiva- every three years) lent Jew; Fein, Where are We?; Goldstein, Jewish Typical readings: Dawidowicz, The Golden Americans; Howe, World of Our Fathers; Tradition; Buber, Tales of the Hasidim; Singer, The Wertheimer, A People Divided Spinozo of Market Street; Stanislawski, Tsar Nicholas I and the Jews; Hoffman, Shetle

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278 Jewish Life and Thought in Modern Times the role of religious formulations in enforcing This course examines Jewish life, thought, and compulsory heterosexuality. Prerequisites: Any cultural development from 1760 to the present. 100-level religious studies course or permission of Among the topics discussed are: the rise of instructor. (Henking, offered alternate years) Hasidism and reaction to it; the Enlightenment Typical readings: Herdt, Same Sex, Different and modern varieties of Judaism; Zionist Culture; Shokeid, A Gay Synagogue in New York; thought; and revolution and Jewish emancipa- Brown, Immodest Acts; Comstock and Henking, tion. The course also focuses on major Jewish Que(e)rying Religion thinkers and actors who have had a profound impact on shaping, defining, and transforming 305 Tongues of Fire: Pentecostalism World- Jewish thought and praxis. This includes thinkers wide The Pentecostal movement is characterized like the Baal Shem Tov, Martin Buber, Abraham by the “descent of the Spirit” and manifested Joshua Heschel, Mordecai Kaplan, and Blu through such practices as speaking in tongues, Greenberg. (Dobkowski, offered alternate years) spontaneous healing, and spontaneous prayer. Typical readings: Gillman, Sacred Fragments; This movement has been one of the fastest Buber, I and Thou; Heschel, G-d in Search of growing forms of Christianity worldwide over the Man; Katz, Tradition and Crisis; Avineri, The past three decades; two Pentecostal denominations Making of Modern Zionism were recently ranked as the first and second fastest growing religious denominations in the U.S. What 279 Torah and Testament How do we read is this movement and how do we make sense of it? sacred texts? How can they say anything to us Why has it spread so rapidly? To whom does it today? This course introduces students to central appeal? And what has been its effect where it texts of the Jewish and Christian traditions and spreads? (Salter, offered every three years) key methods of reading/interpreting those texts. Typical readings: Harvey Cox, Fire From Through close readings of selected representative Heaven; Martin Riesbrodt, Pious Passion; David texts, we cover themes that may range from Martin, Tongues of Fire: the Explosion of Protestant- origins and cosmologies to liberation, freedom, ism in Latin America; R. Andrew Chesnut, Born law and morality. (Dobkowski, Salter, offered Again In Brazil; Walter Hollenweger, The alternate years) Pentecostals; Diane Austin-Broos, Jamaica Genesis Typical readings: Genesis; Exodus; the Gospel of John; the Gospel of Matthew; Holtz, Back to the 312 New Heavens, New Earths This course Sources; Sanders and Davis, Studying the Synoptic compares religious movements that arise during Gospels times of rapid social change, cultural crisis, or oppression and often, under the guidance of a 281 Unspoken Worlds: Women, Religion, and prophet, foresee the dramatic end of an age and a Culture When theorists describe the lives of beginning of a period of redemption. It begins religious people and the meaning of religion, with religious movements among primitive they often speak of homo religious, religious man. cultures which have been overwhelmed or What happens when we move beyond a focus severely shaken by contacts with the West, then upon men to examine the religious lives of turns to the pursuit of the Millennium in the women? This course focuses exclusively upon Middle Ages, Mother Anne and the Shakers, the women, located within and enacting a variety of Rastafarians of Jamaica; and ends with a study of cultures and religions. In doing so, it considers a flying saucer cult in Chicago. Audiovisual aids women’s agency and oppression, the significance are used extensively. (Bloss, offered alternate years) of female (or feminine) religious imagery, and Typical readings: Burridge, New Heaven, New the interweaving of women’s religious lives with Earth; Cohn, The Pursuit of the Millennium; such imagery. (Henking, offered alternate years) Andrews, A People Called Shakers; Lurie, Typical readings; Sered, Priestess, Mother, Mountain Wolf Woman; Barrett, Rastafarians; Sacred Sister; Falk (ed.), Unspoken Worlds; Gross, Halm, Shi’a Islam; Kehoe, The Ghost Dance Feminism and Religion 315 Japanese Religions Japan provides a 283 Que(e)rying Religious Studies What do wonderful opportunity to apply the discipline of religion and sexuality have to do with each the history of religions. This field of study traces other? This course considers a variety of religious the rise, development, and changes of religious traditions with a focus on same-sex eroticism. In traditions over time, as well as comparing types of the process, students are introduced to the religions. Japanese history begins with the fundamental concerns of the academic study of indigenous shamanistic Shinto tradition, which religion and lesbian/gay/queer studies. Among interacts with a number of Buddhist traditions, the topics considered are the place of ritual and filtered before their arrival through India, Tibet, performance in religion and sexuality, the and China. This mix is then challenged by construction of religious and sexual ideals, and Christianity and most recently has been transformed

272 RELIGIOUS STUDIES by the growth of “new” religions in sublime and theoretical work which examines the relation of terrifying forms. This course uses a range of sources religion to historical and psychological processes. in the study of Japanese religions and culture. (Henking, offered alternate years) Selections of poetry, drama, novels, and biographies, Typical readings: Berger, Sacred Canopy; as well as rituals and art provide glimpses of the Swift, Ever After; Glasner, The Sociology of richness of Japan. Prerequisites: An introductory Secularisation; Tillich, Dynamics of Faith; Miller, course in religious studies or permission of instructor. Nurturing Doubt (Bloss, offered alternate years) Typical readings: Endo, The Samurai; 370 Jewish Mysticism and Hasidism This McFarland, Daruma; Ono, Shinto the Kami Way; course attempts to trace and describe the Statler, Japanese Pilgrimage; and readings from such developments in Jewish mysticism culminating texts as the Man’Yoshu, the Kojiki, and Noh plays in the Hasidic movements of the 18th and 19th centuries and neo-Hasidic trends in the 20th. 321 Muslim Women in Literature The question These movements are viewed as religious and of what is intrinsically Islamic with respect to spiritual, as well as social and economic ideas about women and gender is important for manifestations. The course operates from the understanding the position of women in Islam, premise that there is a continuing dialectic and for distinguishing the religious element from between an exoteric and subterranean tradition. socio-economic and political factors. The course The true history of a religion lies beneath the sets in perspective the diversity of cultural surface and often contradicts, energizes, and manifestations which contribute to the complex- finally transforms the assumptions of the ity of Islam, through a selective exploration of normative tradition. The course argues the literary works by both women and men. The central importance of the Kabbalistic-mystical writings contain political, social, and religious tradition, not as a footnote of Jewish history, but themes and reflect debates regarding the nature of as a motivating force. (Dobkowski, offered every society and the status of women, written primarily three years) in the last 50 years. Readings include fiction, Typical readings: Scholem, Jewish Mysticism; poetry, and non-fiction. (Davary, offered annually) Minkin, The Romance of Hasidism; Zborowski, Typical readings: Mernissi, Dreams of Life Is With People; Buber, Tales of the Hasidic Trespass: Tales of a Harem Girlhood; Daneshvar, Masters; Wiesel, Souls on Fire; Schaya, The Savushun; Mahfouz, Midaq Alley; Khalifa, Wild Universal Meaning of the Kabbalah Thorns; Hillman, A Lonely Woman: Forough Farrokhzad and Her Poetry; El-Sa’dawi, Memoirs 382 Toward Inclusive Theology Theology from a from the Women’s Prison feminist perspective has called into question many of the presuppositions of theologies that are 345 Tradition Transformers: Systematic assumed to apply to anyone. At the same time, Theology This course focuses on key Christian neither womanist nor other identifiable groups of theologians/figures who have shaped Christian theologians speak with the same voice; nor need thought. The work of these thinkers has been they work explicitly on the same issues. This course fundamental to the development of and changes investigates the major contributions feminist in Western thought and society. The emphasis of theologians have made since 1980 and additional the course is on close readings of selections from resources for addressing issues of inclusive theology the primary texts (in translation) and biographi- in general. (Gerhart, offered occasionally) cal/historical readings which contextualize each Typical readings: Elizabeth Johnson, She Who author. (Salter, offered alternate years) Is; Mary Boys, Jewish-Christian Dialogue; Bill Typical readings: the Pauline Epistles; Moyers et al, Genesis and the Millennium; Bharati Augustine, On Christian Teaching; Aquinas, Mukherjee, Jasmine; Paul Knitter, One Earth, Summa Theologica (selections); Luther, Many Religions: Religions, Multifaith Dialogue and Commentary on Romans; Calvin, Institutes; Global Responsibility Copleston, Aquinas; Sanders, Paul; Steinmetz, Luther in Context 401 Literary and Theological Responses to the Holocaust It is increasingly obvious that the 365 Loss of Certainty Religious experience has Holocaust is a watershed event, a phenomenon been described as a purely individual phenom- that changes our perceptions of human nature, enon. Yet, religion has also been a powerful religion, morality, and the way we view reality. institutional and cultural force. The loss of faith All that came before must be re-examined and has been depicted in similarly contradictory all that follows is shaped by it. Yet, precisely ways—both as the product of individual decision because of its dimensions, the meaning of the and as a large scale historical process called Holocaust is impenetrable. Language is secularization. This course explores this tension inadequate to express the inexpressible. But the by reading novels and biographies as well as moral imperative demands an encounter. This

273 RELIGIOUS STUDIES course examines some of the more meaningful 450 Independent Study “encounters” with the Holocaust found in literature, films, and in theology. It is through 461 Senior Seminar: Toward Theory in the creative and theological mediums that Religious Studies Religious studies is an post-Holocaust human beings have attempted endeavor to understand phenomena referred to most sensitively and seriously to come to terms in the general categories “religion” and with the universal implications of the Holocaust. “religious.” What does it mean to be religious in (Dobkowski, offered every three years) U.S. culture? In other cultures? What is religion? Typical readings: Schwartz-Bart, Last of the What are some major religious questions? What Just; Wiesel, Night, Dawn, The Gates of the are ways people have responded to these Forest; Cohen, In the Days of Simon Stern; questions? What is theory? What is experience? Fackenheim, God’s Presence in History, The How are theory and experience related? In this Jewish Return to History course students discuss diverse theoretical perspectives on religion, differentiate among 402 Conflict of Interpretations “That’s just kinds of theories, evaluate them, and apply them your interpretation!” This course engages in and to particular examples. The course offers a reflects on two levels of interpretation: regional context for recognizing the contribution of prior (interpretation of texts) and general (interpreta- work in religious studies and provides a capstone tion of issues in interpreting any text). It studies for the major. (Fall, offered annually) conflicting interpretations of traditionally religious texts (such as proverbs in Ecclesiastes 464 God, Gender, and the Unconscious The and parables), traditionally literary texts (such as unconscious and God have both been depicted Antigone, Pygmalion), and one contemporary as inaccessible to ordinary conscious reflection. novel, The Magus. It then studies kinds of Likewise, depth psychologists like Freud have interpretations that are understood to conflict depicted women as mysterious objects of desire (structuralist, psychoanalytic, religious, etc.) and or, like Jung, as representative of the depths the senses in which a text embodies a surplus of which call men toward wholeness. What is the meanings. It also considers various ways of relation of the enigmas of God, woman, and the adjudicating between conflicting interpretations. unconscious? This course examines depth (Gerhart, offered alternate years) psychology with particular reference to Typical readings: Booth, Critical Understand- connections between religion and gender. In ing: The Powers and Limits of Pluralism; Bal, Lethal doing so, students read the work of Freud and Love; Eagleton, Literary Theory; Fowles, The Jung, consider the positions of selected followers Magus; Tracy, Dialogue with the Other; Gerhart, who have discussed religion and/or gender, and Genre Choices, Gender Questions examine the perspectives of various feminists who have used and/or critiqued Freud and Jung. 410 Sacred Space The course takes a compara- (Henking, offered alternate years) tive approach in order to explore the meaning, Typical readings: Freud, The Future of an function, and structure of space for religious Illusion; Jung, Aspects of the Feminine; Wehr, Jung persons. Topics include: the “wanderings” of the and Feminism; Van Herik, Freud on Femininity Australian aborigines; habitation modes of and Faith American Indians; the Peyote pilgrimage of the Huichol Indians of Mexico; the Hindu Temple; 495 Honors the Buddhist Stupa; and the individual as cosmos in yoga and Chinese alchemical texts. The student is asked to keep a journal reflecting his or her reactions to the readings and reflections on space as experienced in our culture. Prerequisite: One 200-level course in history of religions (210-219), or permission of instructor. (Bloss, offered alternate years) Typical readings: Turner, Ritual Process; Bachelard, The Poetics of Space; Chatwin, Songlines; Snodgrass, The Symbolism of the Stupa; Griaule, Conversations with Ogotemmeli; Campbell, The Hero with a Thousand Faces; Eliade, Australian Religions; Mookerjee, The Tantric Way

274 RUSSIAN AREA STUDIES

RUSSIAN AREA STUDIES society, while the disciplinary track involves a concentration in Russian Program Faculty language for the minor and Russian Judith McKinney, Economics, Coordinator language and culture for the major. (Note David Galloway, Russian that a student may not satisfy the Jo Anna Isaak, Art requirements for both disciplinarity and Derek Linton, History interdisciplinarity within Russian area Susanne McNally, History studies.) Only courses for which the Patricia Myers, Music student has received a grade of C- or David Ost, Political Science better will be counted toward either of Kristen Welsh, Russian the majors or minors. A term abroad in one of the Colleges’ programs is strongly The Russian area studies program is recommended for either major. designed to give students knowledge of the Russian language, to help students REQUIREMENTS FOR MAJOR, HISTORY better understand Russian culture and the AND SOCIETY situation in the newly independent interdisciplinary, 10 courses countries, and to prepare students for Three Russian language courses, starting continued study at the graduate level. The at least at the 102 level; two courses from geopolitical location and vast size of the the Russian area studies humanities former Soviet Union ensure that this area electives; three courses from the Russian will continue to play a critically impor- area studies social science electives; and tant role in the world. In addition, two additional courses in either Russian because Russia’s historical development language or from the Russian area studies has occurred within the context of the electives. At least two courses must be at challenge and comparison represented by the 300 level or above. No more than one the West, the perspective which emerges course can come from the contextual from a study of Russian and Soviet courses category. Students are encouraged history, culture and language offers an to take one independent study outside of excellent opportunity to see ourselves language study. more clearly. Russia is a natural subject for a REQUIREMENTS FOR MAJOR, LANGUAGE multidisciplinary approach. The struggle AND CULTURE to improve conditions of life in that disciplinary, 10 courses country has constituted a common Seven language courses, starting at least at project engaging social, political, the 102 level, and three non-language economic, and religious thinkers, courses from the Russian area studies historians, philosophers, writers, and offerings, at least one of which must be artists. No one area, approach, or way of from the humanities and at least one of knowing has developed in isolation from which must be from the social sciences. the others; each illuminates the whole. No course from the list of “Contextual The Russian area studies program Courses” will count. offers two tracks for a major (one disciplinary and one interdisciplinary), REQUIREMENTS FOR MINOR, RUSSIAN and two tracks for a minor (one disciplin- LANGUAGE ary and one interdisciplinary). The disciplinary, 5 courses interdisciplinary track involves a Five courses in Russian language starting concentration in Russian history and at least at the 102 level.

275 RUSSIAN AREA STUDIES

REQUIREMENTS FOR THE MINOR, AREA ECON 344 Economic Development and Planning STUDIES HIST 238 World Wars in Global Perspective HIST 276 The Age of Dictators interdisciplinary, 5 courses POL 140 Introduction to Comparative Politics Five courses from the Russian area studies POL 245 Europe East and West electives selected in consultation with an POL 379 Radical Thought Left and Right adviser. At least two courses must be in SOC 300 Classical Sociological Theory humanities and two in social sciences. No courses from the list of “Contextual COURSE DESCRIPTIONS (RUS) Courses” may count toward the minor. 101, 102 Introductory Russian I and II An introduction to the Russian language designed particularly to develop listening, speaking, CROSS-LISTED COURSES reading and writing. Students work with Humanities Electives dialogues and grammatical patterns, using audio/ ART 256 Art of the Russian Revolution (offered video tapes and computers. occasionally) BIDS 298 The Ballets Russes (offered 105 Beginning Russian in Review This course offers qualified students the opportunity to occasionally) th complete the elementary sequence of language ENG 360 20 -Century Central European Fiction acquisition in one semester rather than two. HIST 367 Women and the Russian State Students learn the fundamentals of the Russian (offered occasionally) language (speaking, listening, writing, and RUSE 112 Introduction to Russian Literature— reading). Instruction and practice rely heavily on the 20th Century technological tools such as CD-Roms, computer- RUSE 203 Russian Prison Literature ized drilling exercises, and interactive World RUSE 204 Russian Film Wide Web activities. Weekly laboratory is RUSE 230 Russian Culture mandatory. RUSE 237 Russian Folklore 201, 202 Intermediate Russian I and II The RUSE 238 Spies, Reds, & Poets aim of these courses is to develop further the RUSE 350 Survey of 19th-Century Russian basic language skills acquired in the introductory Literature courses. An intensive study of grammatical RUSE 351 Survey of 20th-Century Russian structures with a continued emphasis on oral and Literature written skills, they include supplementary MUS 150 In a Russian Voice (offered reading with vocabulary useful for everyday occasionally) situations and creative writing based on course material. Audio/video tapes and computers are Social Sciences Electives used. BIDS 120 Russia and the Environment 301, 302 Russian Language, Literature and ECON 146 The Russian Economy Culture I and II These courses are intended to HIST 260 19th-Century Russian Modernity expand usage of Russian in oral and written forms. through Literature The main emphasis is on contemporary conversa- HIST 261 20th-Century Eurasia tional Russian. Intensive and reading is accompa- HIST 394 Russia and Central Asia nied by a review of grammar in context, and HIST 396 History and the Fate of Socialism compositions on a variety of themes, based on POL 257 Russia and China Unraveled reading original texts of Russian literature, poetry, and newspapers. Films and computers are used.

Contextual Courses 330, 331 Russian Language, Literature and Cannot count for either of the minors or Culture I and II These courses in Russian for the Language and Culture major; emphasize using the language largely as a means maximum of one can count for the of looking at Russian literature, culture, and contemporary life. The focus of attention is texts, History and Society major. such as poetry, short stories, and newspaper ECON 233 Comparative Economic Systems and articles, as well as Russian painting, music, films, Institutions and videotapes. Readings, discussion, and written ECON 236 Introduction to Radical Political assignments in Russian are suited to students at Economy the third or fourth year level of language study. ECON 240 International Trade Computers are used.

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401, 402 Selected Topics: Russian Literature 237 Russian Folklore In this course students and Culture Highly advanced Russian language survey the wealth of Russian and Slavic folk and culture courses for students who have already tales, epic songs, legends, riddles, and other achieved the fourth level of language study. elements of the oral tradition, as well as the later These courses offer topics from a broad range of literatures these genres inspired. Students choices, including literary texts, poetry, film and examine characters such as the Firebird, Baba- avant-garde writers. Written and oral reports and Yaga the witch, Koshchei the Deathless, and Ilya weekly journals. Muromets. Materials are not restricted to the printed word, and include art and music arising 450 Independent Study from the Russian folk tradition. There are no prerequisites and no knowledge of Russian 495 Honors language or culture is presumed. (Galloway, Spring, alternate years) COURSES TAUGHT IN ENGLISH (RUSE) 203 Russian Prison Literature The Soviet 238 Spies, Reds, and Poets Throughout their system of prisons and labor camps operated for history, Russians have left their homeland much of the 20th century. Under dictator Josef because of war, political and religious persecu- Stalin, millions of the country’s own citizens tion, and unbearable censorship. In the 20th were imprisoned on false charges for years, century, this problem intensified to create three worked to death in Siberian mines, or executed distinct “waves” of Russian émigrés, many of outright. The perpetrators of these crimes have whom settled in the United States. Students will never been brought to justice. In this course analyze stereotypes such as the gangster, the students read from the literature that arose in capitalist, the spy, and the femme fatale while response to this tragedy: works by Aleksandr considering the more subtle representations Solzhenitsyn, Varlam Shalamov, Lidia Ginzburg, created by writers who have experienced the and Georgii Vladimov. The course is open to all other culture first-hand. The course is open to all students regardless of level, and all readings will students regardless of level. (Welsh, Fall) be in English translation. (Galloway, Spring) 350 Survey of 19th-Century Russian Literature 204 Russian Film This course is an introduction (In translation) Nineteenth-century Russian to the most important trends, directors, and films writers recorded “the ‘body and pressure of time’” in Russian cinema from the beginning of the and mapped the human heart, exploring 20th century to the present. Students are relationships between men and women, sexuality, exposed to a wide range of movies, including issues of good and evil, and the alienated early silent films, experimental films of the 1920s individual’s search for meaning in the modern and early 1930s, socialist realist films, films on world. In brilliant, yet deliberately accessible work, World War II and Soviet life, and films from prose writers recorded the conflict and struggle of contemporary Russia. All readings are in English their distinctively Russian cultural tradition, with and all films shown with English subtitles. Due to its own understanding of ideas about religion, the rich heritage of Russian cinema this course freedom, and the self, and its own attitudes toward does not claim to be an exhaustive treatment of culture, historical, and social order. Open to all the great Russian films, but rather aims to students of all levels. (Offered occasionally) acquaint students with the overall contours of Typical readings: Pushkin, Little Tragedies; Russian filmmaking. (Welsh, Spring) Lermontov, A Hero of Our Time; Gogol, The Overcoat and other stories; Turgenev, Fathers and 230 Russian Culture Russia has stood at a Sons; Dostoevsky, Notes from Underground crossroads in Eastern Europe between the influence of the Orient and Western Europe. As 351 Survey of 20th-Century Russian Literature a consequence, the Russian identity is a curious (In translation) In the 20th century, Russia’s mix of Eastern and Western influences. This “other voices” continued to express the souls and course presents samplings from many aspects of spirit of individual men and women, but now Russian culture, including art, music, language, under the profound impact of historical events religious practice, film, cuisine, history, and the from revolution and world wars through glasnost image of Russia in American culture. The goal is and perestroika. Witnessing and experiencing to comprehend how Russian culture has great suffering, these heroic writers could neither established itself between the two extremes of remain silent under censorship nor write the East and West. Open to all students. (Galloway, socialist-realist propaganda dictated by the Soviet Spring) government. Open to students of all levels. (Offered alternate years) Typical readings: Akhmatova, Requiem and other poetry; Bulgakov; Solzhenitsyn

277 THE SACRED IN CROSS-CULTURAL PERSPECTIVE

THE SACRED IN CROSSLISTED COURSES CROSS-CULTURAL PERSPECTIVE Religious Studies Courses REL Any 100-level course REL 210 Hinduism Program Faculty REL 211 Buddhism Mary Gerhart, Religious Studies, REL 217 Gurus, Saints, Priests and Prophets Coordinator REL 219 Introduction to Islamic Tradition Lowell Bloss, Religious Studies REL 232 Rethinking Jesus Judith-Maria Buechler, Anthropology REL 236 Gender and Islam REL 237 Lived Christianity Bahar Davary, Religious Studies REL 238 Liberating Theologies Richard Dillon, Anthropology REL 241 Rastaman and Christ Michael Dobkowski, Religious Studies REL 254 The Question of God/Goddess Susan Henking, Religious Studies REL 258 The Qu’ran and the Bible Ilene Nicholas, Anthropology REL 263 Religion and Social Theory H. Wesley Perkins, Sociology REL 272 The Sociology of the American Jew Richard Salter, Religious Studies REL 273 Foundations of Jewish Thought REL 281 Unspoken Worlds REL 283 Que(e)rying Religious Studies This program provides an opportunity to REL 305 Tongues of Fire: Pentecostalism study expressions and representations of Worldwide the sacred across several eras from the REL 312 New Heavens, New Earths prehistoric to the modern, and in several REL 315 Japanese Religions cultures. Topics include the following: REL 336 Islam and the West REL 402 Conflict of Interpretations religious artifacts and sites; behaviors, REL 410 Sacred Space relationships and roles associated with the sacred; sacred thought-worlds of peoples Anthropology Courses in their own terms; religious expressions; ANTH 102 World Prehistory and religious and ritual systems in ANTH 110 Introduction to Cultural Anthropology socio-cultural context and as they change ANTH 206 Early Cities through innovation, revitalization, ANTH 208 Archaeology of Japan and China ANTH 220 Sex Roles: A Cross-Cultural resistance, and myriad other processes. Perspective The focus is on the sacred in different ANTH 227 Intercultural Communication cultures from a religious studies and an ANTH 296 African Cultures anthropological perspective. One ANTH 297 Peoples and Cultures of Latin objective is to show that the sacred is America necessarily constituted socially and ANTH 306 History of Anthropological Theory culturally, on the one hand, and that the ANTH 326 Patterns and Processes in Ancient Mesoamerica Urbanism meanings of any particular expressions of ANTH 352 Builders and Seekers the sacred are not necessarily exhausted by social- cultural analysis, on the other. Sociology Courses The sacred in cross-cultural perspec- SOC 243 Religion, State, and Society in tive program offers an interdisciplinary Modern Britain minor; the program does not offer a major. SOC 244 Religion in American Society SOC 370 Theories of Religion: Religion, Power, and Social Transformation REQUIREMENTS FOR THE MINOR interdisciplinary, 6 courses One course in religious studies and one course in anthropology at each of three levels: 100, 200, and 300 to 400 level from the following lists.

278 SELF-INSTRUCTIONAL LANGUAGE LROGRAM (SILP)

SELF-INSTRUCTIONAL LANGUAGE SOCIOLOGY PROGRAM (SILP) The program and course descriptions for Sociology can be found in the section for Program Faculty the Department of Anthropology and Thelma Pinto, Director Sociology (p. 87)

The Self-Instructional Language Program SPANISH AND HISPANIC STUDIES (SILP) offers courses in less commonly taught languages. Students work indepen- Marisa DeSantis, M.A., Instructor dently using the language lab facilities at Alejandra Molina, Ph.D., Assistant the Colleges and team up with a native Professor speaker for biweekly tutorials. The Juan Liébana, Ph.D., Associate Professor program makes extensive use of audio- Edgar Paiewonsky Conde, Ph.D., visual material, and interactive multime- Associate Professor dia computer stations. Every program is monitored by the The Spanish and Hispanic studies SILP director and evaluated by outside department meets the demands and examiners who are instructors of the expectations of students as they confront specific language at a neighboring college the global situation of the third millen- or university. Languages available include nium in which the language and cultures advanced Italian, Arabic, Brazilian, of the Hispanic world play a crucial role. Portuguese, Hindi and Vietnamese. Other The program is built on the premise that languages may be offered on request. language and culture are inseparable: All courses may be taken for credit or every step in the process of becoming pass/fail. proficient in language must be rooted in culture and, conversely, language COURSE DESCRIPTIONS proficiency is the necessary foundation for 111 Beginning Arabic I Permission needed from instructor. (Pinto, Fall 2004) all true understanding of culture. We promote the intellectual and moral 131 Beginning Hindi I Permission needed from expansion that must typify a liberal arts instructor. (Pinto, Fall 2004) education, making students more 145 Brazilian Portuguese Permission needed conscious of the linguistic dimension that from instructor. (Pinto, Fall 2004) is the essence of human society and deepening their understanding of how 301 Advanced Italian I Permission needed from identity is both product and producer of instructor. (Pinto, Fall 2004) the fabric of culture. 161 Beginning Vietnamese I Permission needed Delving into the ethnically diverse from instructor. (Pinto, Spring 2005) and conflictive genesis of both imperial Spain and colonial Latin America, our program traces some of the main features and events of the Hispanic world, as it has evolved and continues to evolve, on both sides of the Atlantic. Covering the multifaceted cultural topography of Spain and Latin America, as well as the relatively new manifestations of Hispanic culture in the U.S., the Spanish and

279 SPANISH AND HISPANIC STUDIES

Hispanic Studies department offers, by REQUIREMENTS FOR THE MAJOR (B.A.) definition, a profoundly multicultural disciplinary, 10 courses academic experience, one firmly grounded Ten Spanish and Hispanic studies courses in bilingualism and intended for students at the 203 level or above, including three of diverse backgrounds. Recent innova- courses from the Introduction to Culture tions include the integration of the latest and Literature group, three from the multimedia technology in order to create Advanced Culture and Literature group, a fully interactive learning experience and two more which may be either from that encompasses the cultural richness of the Advanced Culture and Literature the Hispanic world. group or courses taught in English with All Spanish and Hispanic studies Hispanic content (SPNE). students are strongly advised to study one semester abroad. The department sponsors REQUIREMENTS FOR THE MINOR two off campus programs: one in Madrid, disciplinary, 6 courses Spain, and one in Santiago, Dominican Six Spanish and Hispanic studies courses Republic. In these programs students live at the 203 level or above, at least three of with families, take all courses in the target which must be from level III (Introduc- language, and speak only in Spanish. The tion to Culture and Literature) or level IV Colleges also have programs in Ecuador (Advanced Culture and Literature). Only and Mexico and some course credits from one of the level IV courses can be from these programs may, with approval of the courses taught in English with Hispanic department, be counted toward a major or content (SPNE). minor. A maximum of four course credits from off campus study may be applied to COURSE LEVELS the major, two to the minor. Level 1: Fundamental Language Skills Spanish and Hispanic studies courses SPAN 101 Beginning Spanish I are organized into four sequential levels: SPAN 102 Beginning Spanish II fundamental skills, advanced skills, SPAN 121 Intermediate Spanish I SPAN 122 Intermediate Spanish II introduction to culture and literature, and advanced culture and literature. Courses Level II: Advanced Language Skills at the 100 level focus on fundamental SPAN 203 Conversation and Composition language skills and must be taken in SPAN 204 Spanish for Heritage Speakers sequence. Courses at the 200 level SPAN 221 Spanish in Film and Song develop advanced language skills. Courses SPAN 225 Spanish for Contemporary Issues numbered 300 through 339 are an SPAN 231 Translation I SPAN 260 Issues in Spanish Grammar introduction to Hispanic culture and literature, and courses numbered 340 and Level III: Introduction to Culture and above offer an advanced exploration of Literature Hispanic culture and literature. SPAN 316 Voces de Mujeres The Spanish and Hispanic studies SPAN 317 Arte y Revolución department offers a disciplinary major and SPAN 321 Cuentos de América Latina SPAN 336 Spain: The Making of a Nation minor. Only courses completed with a grade of C or better may count toward Level IV: Advanced Culture and Literature the major or minor. SPAN 346 Latin American Women’s Writings SPAN 361 The Sounds of Spanish: Phonetics and Dialects SPAN 362 Generations of 1898 and 1927 SPAN 372 Contemporary Spanish Novel

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SPAN 410 Spanish Golden Age instructor and practice sessions using the SPAN 420 Contemporary Latin American Novel multimedia materials accompanying the text. SPAN 490 Cervantes: Don Quixote Prerequisite: SPAN 121 or the equivalent. (Offered each semester) Courses Taught in English with Hispanic 203 Advanced Spanish: Conversation and Content Composition This course is designed for students SPNE 201 ¿Spanglish? Issues in Bilingualism who have completed the intermediate Spanish SPNE 330 Latina Writing in the United States sequence, or students who have taken at least SPNE 345 The Paradoxes of Fiction three or four years of Spanish in high school. The SPNE 355 García Márquez: The Major Works course focuses on mastering the different stages of oral and written communication. Students refine COURSE DESCRIPTIONS (SPAN) their skills toward improved proficiency in speaking and writing, with emphasis on current 101 Beginning Spanish I Designed for students practices and everyday situations. Prerequisite: who have not taken Spanish before, this course SPAN 122 or the equivalent. (Offered each develops the basic skills in understanding, semester) speaking, reading, and writing the language. Beginning Spanish I, as well as the other courses 204 Spanish for Heritage Speakers A compre- in the beginning and intermediate levels, use a hensive review of the Spanish language that combination of master classes with the regular targets the particularities of the bilingual instructor and small groups and individual condition, this course introduces students to practice with the multimedia materials issues that are relevant to the different Hispanic accompanying the text. (Offered each semester) populations living in the United States. Readings, exercises, and class discussions address 102 Beginning Spanish II A continuation of the specific needs of the bilingual student. Beginning Spanish I, this is normally the Students in this course also have the opportunity appropriate level for students who have taken to work with migrant workers and other Hispanic recently one year of Spanish in high school. The communities living in the area. Prerequisite: course combines master classes with the regular permission of the instructor. (Molina, offered instructor, and practice sessions using the alternate years) multimedia materials accompanying the text. Prerequisite: SPAN 101 or the equivalent. 221 Spanish in Film and Song This course uses (Offered each semester) Spanish and Latin American music and cinema to refine the student’s language skills beyond the 121 Intermediate Spanish I The intermediate intermediate level. Team work is emphasized in level of Spanish is designed for students who the creation of multimedia projects tailored to have completed the beginning Spanish sequence, the needs of the group and the individual. Scripts or students whose previous language studies place and lyrics are used as text to introduce students them at that level. The course further develops to popular culture and current events in today’s the basic language skills acquired in the Hispanic world. In addition, students develop a beginning sequence through the intensive study script writing project. Prerequisite: Completion of grammatical structures, continued attention to of the intermediate Spanish sequence or the oral and written communication, and an equivalent. (Liébana, offered annually) increased emphasis on reading comprehension. Written Spanish is practiced through short essays 225 Spanish for Contemporary Issues This and oral expression and through the creation of course focuses on contemporary issues of dialogues and situations. The course combines relevance to Spain, Latin America, and Latino master classes with the regular instructor, and communities in the United States. The Internet, practice sessions using the multimedia materials plus current video and audio materials, accompanying the text. Prerequisite: SPAN 102 supplement the textbook and provide opportuni- or the equivalent. (Offered each semester) ties for discussion and writing on non literary topics, though literary texts may be used on 122 Intermediate Spanish II A continuation of occasion to illustrate a theme or topic. Advanced Intermediate Spanish I, this course introduces grammar topics are reviewed as needed. the student to the more complex aspects of Prerequisite: SPAN 203 or above, or the grammar, continues vocabulary build up, and equivalent. (Offered annually) emphasizes oral and written communication through discussion of textual material, situation 260 Issues in Spanish Grammar This course is dialogues, and the writing of short essays. The designed to develop an advanced level of course combines master classes with the regular proficiency in Spanish with an emphasis on

281 SPANISH AND HISPANIC STUDIES grammatical accuracy. The course addresses the exercise their skills as inventors and narrators. needs of students who are comfortable speaking, Prerequisites: Two courses from level II and above, reading, and writing Spanish but who still need or the equivalent. (Offered alternate years) to refine their linguistic skills by concentrating Typical readings: Stories by writers on the more advanced grammatical structures. mentioned above and also Quiroga, Bombal, This course can be taken at any point after García Márquez, Poniatowska, Valenzuela, completion of SPAN 203 or the equivalent. Sánchez, Vega Students majoring in Spanish are required to take this course or the language equivalent. 336 Spain: the Making of a Nation This course (Offered annually) takes an approach to the development of contemporary Spain and Spanish national 316 Voces de mujeres Designed to introduce identities in the context of Western civilization. students to Hispanic women’s discourse, this It studies and discusses historical background, course is an introduction to the critical analysis of economic and political patterns, literary and texts written by women from Spain and Latin artistic development (Cervantes, Velázquez, America. Class discussions confront issues of race, Goya, Picasso), as well as cultural traditions and class, gender, sexuality and nation; the relation- folklore. Some of the issues the course addresses ship between gender and writing, and the are: Jews, Muslims, and Christians; imperial dialogue of the analyzed texts undertaken within Spain and the psychology of conquest; the myth their historical and cultural context. Prerequisites: of Don Juan; the Gypsy paradox. Prerequisites: Two courses from level II and above, or the Two courses from level II and above, or the equivalent. (Molina, offered annually) equivalent. (Liébana, offered alternate years) Typical readings: Santiago, Cuando era Typical readings: Ugarte, España y su puertorriqueña; Gerúa Morales, Él sur; Laforet, civilización; Umbral, Guía irracional de España; Nada; Alegría, No me agarran viva; works by films by Buñuel, Berlanga, Saura and Almodóvar; Poniatowska, Storni, Garro, and others paintings by el Greco, Dalí, and Picasso

317 Arte y Revolución This course offers an 346 Latin American Women’s Writings This introduction to literary discourse through the course encompasses one or more topics exploration of literary genres, and the particular concerning female experience as represented in vocabularies, strategies and devices they employ. texts written by women in Latin America. Class A number of critical approaches are brought to themes and discussions center on issues such as bear on a variety of representative contemporary women as writers; the female body and violence; Latin American texts. Comparisons are drawn women and power; women as agents of history; between literary works and the forms of other or female voice/female silence. Prerequisite: Two artistic media, such as films, paintings, and courses from level III or the equivalent. (Molina, songs. Students sharpen their critical and offered alternate years) communicative skills through oral and written Typical readings: Allende, Eva Luna; responses to texts. Prerequisites: Two courses Valenzuela, Cambio de armas; Esquivel, Como from level II and above, or the equivalent. agua para chocolate; Menchu, Me llamo Rigoberta (Paiewonsky Conde, Spring, offered annually) Menchú and other testimonials Typical readings: Stories by García Márquez, Rulfo and Borges; the poetry of Neruda; essays by 361 The Sounds of Spanish: Phonetics and Alegría; paintings by Rivera and Kahlo; songs by Dialects This course takes students one step Parra, Blades, and others; novels by Fuentes and further in their study of the Spanish language Sábato, and theatre by René Marqués with an introduction to the biological mechanics of native sound production. Students work 321 Cuentos de América Latina Against a together to approximate the sounds created by a background of contemporary theory on the genre, native speaker of Spanish and the develop an ear the course examines this ancestral drive to tell a for native versus non-native sounds. Once these story in its multifaceted manifestation in Latin tasks are accomplished, students are introduced America. Moving from the forms of the oral to the phonetic variation found in the Spanish- tradition (anécdota, chiste, cuento popular) to the speaking world with particular emphasis on the popularly rooted stories of Bosch, Rulfo and social advantages and disadvantages that these Allende, to the metaphysical games of Borges and variations produce. Prerequisites: Two courses Cortázar, and from the Amazon to the urban from level II or the equivalent. (DeSantis, Fall, centers, from the Andes to the Caribbean, the annually) course ends with an examination of the multi functionality of feminine voices in the present 362 Generations of 1898 and 1927 From the generation of women storytellers. Students sharpen Spanish American War (1898) to the Spanish their receptivity as listeners and readers as well as Civil War (1936) there was a period of

282 SPANISH AND HISPANIC STUDIES extraordinary literary and artistic production. 420 Contemporary Latin American Novel This This course focuses on the study of the two course focuses on reading and discussion of major generations that compose what is known as the works by the generation of Latin-American second Golden Age in Spanish literature. The writers know as the Latin American “boom” and socio historical conditions and the literary important precursors. Consideration is given to currents that affected this period in Spanish the political factors that inform the ideological history are examined in the light of the concept premises of these writers. (Paiewonsky Conde, of “generation” in the arts. Prerequisites: Two offered every three years) courses from level III or the equivalent. Typical readings: Bombal, La amorta ja da; (Liébana, offered every three years) Rulfo, Pedro Páramo; Carpentier, El acoso; Typical readings: Unamuno, Niebla; Márquez, La hojarasca; Fuentes, L muerte de Machado, Campos de Castilla; Baroja, El Arbol de Artemio Cruz; Vargas Llosa, Los cachorros la Ciencia; Valle Inclán, Luces de bohemia; García Lorca, Bodas de sangre; Guillén, Cántico (poetry); 450 Independent Study selected poetry by Aleixandre 490 Cervantes: Don Quixote This course offers 372 Contemporary Spanish Novel A study of careful analysis of the style, characterization, the novel after the Spanish Civil War, the course theme, and structure of Spain’s greatest literary focuses on some of the major novelists writing masterpiece, and study of the work’s relationship during the Franco regime (1939-1975), and the to major social and intellectual currents of the new generation of authors of the post-Franco 16th and 17th centuries. (Paiewonsky Conde, period. Such topics as the trauma of the Civil offered every three years) War, censorship and creative freedom, the New Typical readings: Don Quixote and required Wave novelists, and female voices in Spanish critical writings fiction are addressed. Movies based on contem- porary Spanish novels are part of the course. 495 Honors Prerequisites: Two of SPAN 341, SPAN 342, SPAN 343, or the equivalent. (Offered alternate COURSES TAUGHT IN ENGLISH (SPNE) years) 201¿Spanglish? Issues in Bilingualism This Typical readings: Cela, San Camilo, 1936; course examines the ever-growing bilingual Delibes, Los santos inocentes; Sánchez Feriosio, El Spanish/English population in the United States Jarmana; Mendoza, El misterio de la cripta from both a linguistic and sociolinguistic point of embrujada; Montero, Tetrararé como una reina; view. Students first explore linguistic and Muñoz Molina, El invierno en Lisboa sociolinguistic history by looking at the specific events that lead to the merging of Spanish and 410 Spanish Golden Age: Renaissance and English along with prior notions of bilingualism. Baroque This course offers careful analysis of the They then look at the present linguistic and major literary works of Spain’s century of sociolinguistic state of bilingualism through conflictive splendor, 1550-1650. It focuses on current research as well as conduct their own certain epochal features that have become research by exploring the local bilingual foundational to modernity, as the relation of community. Prerequisites: SPAN 101 or 102, or crisis and criticality, self-fashioning and equivalent. (Offered alternate years) orthodoxy, perspectivism and ethnocentrism. The literature is studied in the wider context of 330 Latina Writing in the United States This Renaissance history, philosophy and art, with course examines works by women writers of attention given to the preceding Italian and Hispanic descent in the United States. It contemporary Elizabethan counterparts. explores the dynamics of gender, race, and Prerequisites: Two courses of level III or IV, or sexuality as it affects the writers’ identities as the equivalent. (Paiewonsky-Conde, offered every Latinas. The works analyzed are placed in critical three years) dialogue with the changing U.S. cultural and Typical readings: El Lazarillo de Tormes, political attitudes towards an ever-growing novels and dramas by Cervantes; Quevedo, El Latino population. Prerequisite: Open to all; buscón; theatre by Lope, Tirso and Calderón; recommended for sophomores and above. epigrams by Gracián; poetry of Garcilasco, Santa (Molina, offered alternate years) Teresa de Avila, San Juan de la Cruz, Góngora Typical readings: García, Dreaming in Cuban; and Quevedo; key paintings by el Greco, Murillo Cisneros, Woman Hollering Creek; Anzaldua, and Velázquez; essays and films on the period and Borderlands/La Frontera; Mohr, El Bronx the works Remembered; Santiago, When I Was Puerto Rican

283 THEATRE

345 The Paradoxes of Fiction: Latin American THEATRE Contemporary Narrative This course examines some of the most representative works by the generation of Latin American literary giants Robert F. Gross, English, Coordinator known as the “Boom.” This is a fiction that lays bare the paradoxes at the very core of fiction: exposing the double-sidedness of boundaries, The theatre program provides students turning life inside out and death outside in, with the opportunity to explore the dismantling the construction of subjectivity, and literature of the theatre as well as the constantly assaulting and reconstructing the performance of theatre. reader’s own identity. And yet for all this, the reader is always caught in the very dense web of The theatre program offers an interdis- socio-historical conditions (and at times ciplinary minor. gruesome political reality) of Latin America. It is, therefore, a literature responsive to the whole of human experience. Prerequisite: Open to all; REQUIREMENTS FOR THE MINOR recommended for sophomores and above. interdisciplinary, 5 courses (Paiewonsky-Conde, offered alternate years) ENG 178 Acting I; ENG 278, Introduction Typical readings: Borges, Ficciones; Bombal, to Dramatic Interpretation; one course from The Shrouded Woman; Rulfo, Pedro Páramo; Carpentier, Manhunt; Cortazar, Stories; Fuentes, the dramatic literature group; and two Aura; Garcia Márquez, On Love and Other courses from the art of theatrical produc- Demons; Traba, Mothers and Daughters tion group. 355 García Márquez: the Major Works This course provides a close study of major novels and CROSSLISTED COURSES stories by this extraordinary writer, as well as Dramatic Literature Courses some of his journalistic pieces and key CLAS 108 Greek Tragedy interviews. Consideration is given to both the ENG 225 Shakespeare: Histories and political and magic-realist perspectives in his Comedies work. The context of ideological controversy ENG 226 Shakespeare: Tragedies (the politics of culture) in contemporary Latin America is examined. Prerequisites: Open to all; ENG 278 Introduction to Dramatic recommended for sophomores or above. Interpretation (Paiewonsky-Conde) ENG 328 European Drama from Lessing to Typical readings: Cándida Eréndida y su Ibsen Abuelo Desalmado; Cien años de soledad; Crónica ENG 333 American Drama de una muerte anunciada; El amor en los tiempos de ENG 380 Modern Drama cólera; El olor de la guayaba Art of Theatrical Production Courses EDUC 295 Theatre and the Child ENG 275 Acting II ENG 307 Playwriting Workshop

284 URBAN STUDIES

URBAN STUDIES REQUIREMENTS FOR THE MINOR interdisciplinary, 5 courses Program Faculty BIDS 229 Two Cities: New York and Patrick McGuire, Economics, Coordinator Toronto; three courses from three different James Spates, Sociology, Coordinator disciplines; and one upper-level (300 or Ted Aub, Art higher) course or independent study Judith-Maria Buechler, Anthropology approved by an advisor in the program. Alan Frishman, Economics Christopher Gunn, Economics CROSSLISTED COURSES Clifton Hood, History Introductory Courses Derek Linton, History BIDS 229 Two Cities: New York and Toronto Stan Mathews, Art Core Courses Scott McKinney, Economics ANTH 206 Early Cities Ilene Nicholas, Anthropology ANTH 247 Urban Anthropology ECON 213 Urban Economics Urbanization and globalization are HIST 215 American Urban History proceeding at an incredible rate. The field HIST 264 Modern European City POL 236 Urban Politics of urban studies examines the living SOC 251 Sociology of the City environment of most Americans and of a rapidly growing proportion of the world’s Methods Courses population. In this context, urban studies ANTH 273 Ethnographic Research and Methods is a valuable major. ECON 202 Statistics The program is multidisciplinary, using SOC 211 Research Methods a variety of analytical methods to study Electives the life and problems of cities. The ALST 200 Ghettoscapes primary subject areas for the major are ANTH 297 Peoples and Cultures of Latin anthropology/sociology, economics, America history, and political science. However, ANTH 298 Modern Japan courses in art, English, classics, and ANTH 326 Patterns and Processes in Ancient American studies are also relevant and Mesoamerica Urbanism give the student additional perspectives ARCH 302 Design II: The Wider Environment ARCH 311 History of Modern Architecture on urbanization beyond those offered in ARCH 312 Theories of Modern Architecture and the three basic departments. Urbanism Urban studies offers an interdiscipli- ART 101 Ancient to Medieval Art nary major and minor. All courses toward ART 102 Renaissance to Modern Art an urban studies major or minor must be ART 116 World Architecture completed with a grade of C- or higher. ART 232 Rococo Art and Architecture ART 235 Art and Architecture of Baroque Rome REQUIREMENTS FOR THE MAJOR (B.A.) ART 340 American Architecture to 1900 interdisciplinary, 10 courses ASN 102 Istanbul BIDS 229 Two Cities: New York and BIDS 265 Architecture, Morality, and Society Toronto; four core courses from at least CLAS 202 Athens in the Age of Pericles four disciplines; one methods course; and CLAS 251 The Romans: Republic to Empire four additional elective courses (from the ECON 344 Economic Development ECON 248 Poverty and Welfare core or elective list) approved by an ENG 258 19th-Century English Novel advisor in the program. One upper level HIST 246 American Environmental History (300 or higher) course should be included. HIST 256 Technology and Society in Europe

285 WOMEN’S STUDIES

HIST 300 American Colonial History WOMEN’S STUDIES HIST 310 Rise of Industrial America HIST 311 20th-Century America: 1917-1941 HIST 352 Who Wants to be a Millionaire? Program Faculty HIST 469 Global Cities Betty Bayer, Women’s Studies, Coordinator POL 215 Minority Group Politics Biman Basu, English POL 229 State and Local Government Lara Blanchard, Art SOC 223 Social Stratification Judith-Maria Buechler, Anthropology SOC 290 Sociology of Community Rocco Capraro, History Elena Ciletti, Art Melanie Conroy-Goldman, English Anna Creadick, English Bahar Davary, Religious Studies Donna Davenport, Dance Jodi Dean, Political Science Debra DeMeis, Psychology Iva Deutchman, Political Science Richard Dillon, Anthropology Laurence J. Erussard, English Maureen Flynn, History Mary Gerhart, Religious Studies Jack Harris, Sociology Susan Henking, Religious Studies Leah R. Himmelhoch, Classics Jo Anna Isaak, Art Marilyn Jiménez, Africana Studies Cedric Johnson, Political Science George Joseph, French and Francophone Studies Elisabeth Lyon, English Susanne McNally, History Dia Mohan, Sociology Alejandra Molina, Spanish and Hispanic Studies Renee Monson, Sociology Paul Passavant, Political Science Eric Patterson, English and American Studies Lee Quinby, English and American Studies Craig Rimmerman, Political Science Mary Salibrici, Writing and Rhetoric Richard Salter, Religious Studies Nicholas Sammond, Media and Society John Shovlin, History Rosalind Simson, Philosophy Deborah Tall, English and Comparative Literature Lisa Tetrault, History Michael Tinkler, Art

286 WOMEN’S STUDIES

Andy Walters, Psychology ELECTIVES Margaret Weitekamp, Women’s Studies Humanities Cadence Whittier, Dance ALST 240 Third World Women’s Texts Cynthia Williams, Dance AMST 201 American Attitudes Toward Nature/ Methodologies of American Studies Jinghao Zhou, Asian Languages and ART 210 Woman as Image and Image-Maker Cultures ART 211 Feminism in the Arts ART 212 Women Make Movies Women’s studies has been taught at the ART 229 Women and Art in the Middle Ages Colleges since 1969 and the program was, ART 256 Art of Russian Revolution in fact, one of the first such programs in ART 306 Telling Tales: Narrative in Asian Art the country. The goals of the program are ART 403 Gender and Painting in China ART 467 Seminar: Artemesia and Gentileschi to educate women and men about women’s ASN 212 Women in Contemporary Chinese participation in history, literature, society Culture and thought, and about the serious ASN 220 Male and Female in East Asian Societies implications for social and cultural life of ASN 342 Chinese Cinema: Gender, Politics and the neglect of women’s contributions. In Social Change in Contemporary China pursuing these goals, we seek to enrich BIDS 365 Dramatic Worlds of South Asia ourselves and others by asking questions CLAS 230 Gender in Antiquity DAN 212 Dance History II about past history and present practices in DAN 214 Dance History III 1960s to Present order to work for the betterment of the DAN 900-level courses require prior dance future. department approval to count as WMST credits Women’s studies is a multidisciplinary ENG 264 Post-World War II American Poetry enterprise. Students are encouraged to take ENG 281 Literature of Sexual Minorities a wide range of courses, developing ENG 304 Feminist Literary Theory ENG 318 Body, Memory, and Representation theoretical sophistication, cultural and ENG 342 Readings in Multi-Ethnic Women’s historical awareness, and an understanding Literature of multiple perspectives on gender. ENG 354 Forms of Memoir Women’s studies offers a disciplinary ENG 381 Sexuality and American Literature major and minor and an interdisciplinary FRE 251 Eros and Thanatos major and minor. FRE 380 Advanced Francophone Topics: Images de Femmes FRE 389 Women in the French Renaissance REQUIREMENTS FOR THE MAJOR (B.A.) FRNE 311 Feudal Women in France, Vietnam and interdisciplinary, 10 courses Japan WMST 100, WMST 300, WMST 401, a HIST 208 Women in American History feminist research and methodology course HIST 234 Medieval Europe (WMST 323 or WMST 301 or other as HIST 241 The Politics of Gender and the Family approved by the program), and six in Europe, 1700-1850 HIST 279 Body Politics: Women and Health in additional women’s studies elective courses America that create an area of concentration and HIST 317 Women’s Rights Movements in the U.S. include courses from four disciplines and at HIST 367 Women and the State: Russia least two divisions. HIST 371 Life-Cycles: The Family in History HIST 375 Western Civilization and Its REQUIREMENTS FOR THE MINOR Discontents interdisciplinary, 5 courses MDSC 203 History of Television MUS 206 Opera As Drama WMST 100 and four additional women’s PHIL 152 Issues: Philosophy and Feminism studies elective courses from two divisions PHIL 250 Feminism: Ethics and Knowledge or programs.

287 WOMEN’S STUDIES

REL 236 Gender and Islam COURSE DESCRIPTIONS REL 237 Christianity and Culture 100 Introduction to Women’s Studies This REL 254 The Question of God/Goddess course introduces the vast, complex, changing REL 256 Tales of Love and Horror field of women’s studies. By engaging some key REL 257 What’s Love Got to Do With It? issues, questions, and conversations that have been REL 281 Unspoken Worlds raised in and by women’s studies in specific times REL 283 Que(e)rying Religious Studies and places, this course is designed to stimulate analyses about students’ locations in the circuits of REL 321 Muslim Women and Literature such conversations, and to encourage students to REL 402 Conflict of Interpretations raise their own questions about women, gender, REL 464 God, Gender and the Unconscious feminism(s), modes of women’s organizing, and RUSE 351 Other Voices in 20th-Century Russian production of knowledge about women. While it Literature: Women Writers is impossible to cover all pertinent topics in one SPAN 316 Voces de Mujeres semester, this course introduces various specific SPAN 346 Latin American Women’s Narratives issues and histories, that, taken together, highlight WRRH 221 He Says, She Says: Language and the complexity of Women’s Studies as both an Gender academic and activist field. (Offered each semester) WRRH 252 An Anatomy of American Class: 203 Space, Race, and Gender: Space Explora- Realities, Myths, Rhetorics tion in History and Fiction Why did NASA hire WRRH 301 Discourse of Rape Nichelle Nichols, Star Trek’s Lt. Uhura, to recruit WRRH 304 Hidden Writing: Journals, Diaries, astronauts in 1978? Historically, fictional visions and Notebooks as Creative Discourse of space flight have shaped actual space exploration. This course explores how gender and Social Sciences race depictions in space science fiction ANTH 209 Gender in Prehistory influenced the history of female and minority ANTH 220 Sex Roles: A Cross-Cultural astronauts, and vice versa. The course investi- gates how gender and race politics shaped U.S. Perspective space history, by examining space visions from ANTH 230 Beyond Monogamy Jules Verne to Star Trek and Star Wars. How do ANTH 296 African Cultures they encode social and political issues about BIDS 245 Men and Masculinity gender and race? Engaging these topics provides BIDS 280 Women’s Narratives of Wealth and new vision of space exploration and American Power culture. (Weitekamp, Spring) BIDS 307 Contexts for Children ECON 310 Economics and Gender 215 Between Feminism and Psychoanalysis POL 175 Introduction to Feminist Theory Sigmund Freud has been reviled by many feminists for his notions of penis envy and his puzzled query POL 212 The Sixties “What do women want?” And yet, Freud and such POL 219 Sexual Minority Movements and subsequent psychoanalytic theorists as Horney, Public Policy Klein, Winnicott, and Lacan also have been POL 238 Sex and Power sources of significant analyses of female subordina- POL 333 Civil Rights tion, sexuality, and desire. This course examines POL 375 Feminist Legal Theory relations between psychoanalysis and feminism by SOC 221 Sociology of Minorities focusing on ways in which psychoanalytic theory SOC 225 Sociology of the Family has understood gender, as well as the ways in SOC 226 Sociology of Sex and Gender which feminists have critiqued and/or appropri- ated such depictions of female experience. SOC 233 Women in the Third World (Henking, offered occasionally) SOC 240 Gender and Development Typical readings: Freud, Sexuality and the SOC 340 Feminist Sociological Theory Psychology of Love; Freud, Dora; Hooks, Feminist Theory, From Margin to Center; Olivier, Jocasta’s Natural Sciences Children; Sayers, Mothers of Psychoanalysis; Trask, PSY 275 Human Sexuality Eros and Power WMST 223 Social Psychology WMST 247 Psychology of Women 223 Social Psychology With the emergence of WMST 323 Research in Social Psychology the discipline of social psychology in late 19th century came new ways of thinking about the WMST 357 Self in American Culture gender, race, and class of individuals, groups, and WMST 372 Topics in Social Psychology nations. These new conceptualizations brought with them new ways of seeing the social

288 WOMEN’S STUDIES psychological nature of “Man” and by extension 301 Feminist Oral History Feminist oral history “Woman,” and the psychological terms of considers how women communicate and modernity and postmodernity. Drawing on conceptualize their life stories, putting into influential European and North American social practice a feminist commitment to recording psychologists, students in this course ask: Was women’s life stories. This seminar operates as a social psychological nature to be understood in workshop, investigating the theory underlying more symbolic interactionist, behaviorist, feminist oral history while putting the methodol- psychodynamic, cognitive or cybernetic terms? ogy to work through a class interviewing project. Students learn how ideas on social psychological Through critical reading and practical experi- life carried commitments to uncovering the ence, students research oral history questions and “social laws of life” (Dewey); or social conduct interviews that are recorded using audio psychology’s efforts to engage with women and and video equipment. Furthermore, they develop men as historicized subjects within social, the critical tools and analytical judgment needed political, and cultural contexts (Wilkinson, to analyze the role of gender in oral history Sampson). This course also can count toward the interviewing and prepare interviews to be major in psychology. Prerequisites: Permission of deposited in an archive. (Weitekamp, Fall) instructor or PSY 100. (Bayer) Typical readings: Myers, Social Psychology; 323 Research in Social Psychology How lives Halberstadt and Ellyson, Social Psychology are studied in social context is the question at Readings: A Century of Research; Festinger, the heart of social psychological research and Riecken and Schachter, When Prophecy Fails; feminist epistemology. Brought together, these Wilkinson, Feminist Social Psychologies; Bourke, approaches have reawakened concerns about the A., The Burning of Bridget Cleary place of language, cultural discourses and relations of power in social psychological life. 247 Psychology of Women To Freud’s question This course asks students to think through the of “What do women want?” psychology has philosophical and theoretical underpinnings to brought description, analysis, categorization and different research paradigms as they learn how to diagnosis in its effort to plumb the depths of put different research methods into practice. woman’s purported enigmatic nature. Parallel to Students design and conduct a research project, psychology’s mainstream versions on the for which one component will be discourse psychology of women are feminist writings analysis of women’s and men’s forms of language exploring alternative views of psychological and the subtle ways in which these forms act on issues and life events of concern to women. This perceptions. This course also can count toward course examines these distinct paths from early the major in psychology and satisfies the case studies of hysteria through to mid-century psychology laboratory requirement. Prerequi- depictions of the “problem with no name” sites: WMST 223 or WMST 247 or permission (Friedan) and to late 20th-century renderings of of the instructor. (Bayer) PMS, bodily dissatisfactions and eating disorders. Typical readings: Wetherell, Taylor, and The course uses history, theory and research in Yates, Discourse Theory and Practice; Potter and psychology to examine these issues and events as Wetherell, Discourse and Social Psychology; well as to appreciate psychology’s changing Wilkinson and Kitzinger, Feminism and Discourse: views, treatment and study of women’s lives in Psychological Perspectives (Gender and Psychology) all of their diversity. This course also can count toward the major in psychology. Prerequisite: Permission of the instructor or PSY 100. (Bayer) Typical readings: Chodorow, Femininities, Masculinities, Sexualities; Riger, Transforming Psychology: Gender in Theory and Practice; Hurtado, The Color of Privilege

300 Feminist Theory This seminar surveys several strands of feminist theorizing and their histories. By critically engaging the underlying assumptions and stakes of a range of theories, students become more aware of their own assumptions and stakes, and sharpen their abilities to productively apply feminist analyses in their own work. Prerequisite: WMST 100 or permission of instructor. (Fall)

289 WRITING AND RHETORIC

357 Self in American Culture Twentieth WRITING AND RHETORIC century U.S. life is distinguished by an increasing tendency to see everyday life in psychological terms. How and when did it become so chic to Program Faculty see and conceive of ourselves as essentially Cheryl Forbes, Ph.D.; Associate Professor, psychological? What happens when these forms Coordinator of self recede and newer ones, such as the consumer self, the narcissistic self, or the Susan Hess, M.A., Instructor saturated self begin to signify the psychology of a Gary L. Matassarin, M.A.; Instructor decade and who we are as humans? This course Mary M. Salibrici, Ph.D.; Assistant draws on a feminist approach to examine the place of social psychology in the cultural history Professor of American individualism and notions of the Stefan J. Senders, Ph.D.; Assistant self. This course also can count toward the major Professor in psychology. (Bayer) Typical readings: de Tocqueville, Democracy in America, Danziger, The Historical Formation of rhetoric. n. 1. The study of the elements, Selves; Pfister and Schnog, Inventing the as structure or style, used in writing and Psychological; Gergen, The Saturated Self; Haiken, speaking. 2. The art of effective expres- Venus Envy sion and the persuasive use of language. 372 Topics in Social Psychology This course is —American Heritage Dictionary designed to focus on a topic of current interest in the field. Topics are announced in advance, and The writing and rhetoric program serves are addressed through feminist social psychology frameworks. Possible topics include the students of Hobart and William Smith cyberpsychology (Gordo-Lopez and Parker; and the curriculum of the Colleges by Turkle); Cold War America and Cold War social offering rigorous courses at all levels that psychology; the social psychology of the integrate the study of writing and the Women’s Movement through classic texts; history of social psychology. This course also can study of rhetoric. It does so in the count toward the major in psychology. following ways: Prerequisite: Permission of the instructor. (Bayer) First, the courses support students who 401 Senior Seminar Women’s studies seniors enter the institution knowing that they produce a culminating project as they apply need and want to strengthen their ability feminist theories and research methods, to express themselves effectively in integrating their experiences as women’s studies written discourse. majors. Prerequisites: WMST 100 and WMST 300. (Spring, offered annually) Second, the courses help students meet the challenges of the community 450 Independent Study/Practicum This course curriculum, which puts effective written provides the opportunity for students to engage in discourse at its center. Writing is both a practical involvements in topics/issues in women’s studies as well as pursuing independent research way to learn course content and a result of under faculty supervision. learning: the mark of a liberally educated person. Writing across the curriculum, therefore, is a central component of these offerings through the Writing Colleagues Program (a program for preparing student mentors to help with the teaching of writing and reading); through our work in first-year seminars and bidisciplinary courses; and through the support of faculty members’ use of writing in their courses. Third, the courses provide students who understand that written discourse will

290 WRITING AND RHETORIC be fundamental to their post-college lives 220 Breadwinners and Losers: The Rhetoric of the opportunity to pursue concentrated Work How do we talk about work in our society? How do we decide what work to do? studies in writing and rhetoric through How does work affect identity and what life the individual majors program. means? Is work valuable in and of itself, or is Every course offered by the writing work only a means to an end? What are the rhetorical requirements of various workplaces? and rhetoric program is open to any What issues of gender, class, and equity are raised student interested in refining her or his by workplace rhetoric? This course seeks to prose and who wants, at the same time, to address these and other questions about a pursue a particular topic in communication. fundamental aspect of every person’s life. It explores the issue of work in school and after school through readings and discussions. Topics CROSSLISTED COURSES vary. (Repeatable) (Forbes, offered alternate years) MDSC 100 Introduction to Media and Society Typical readings: Hall, Life Work; Wilson, MDSC 223 War, Words and War Imagery When Work Disappears; Millhauser, Martin MDSC 300 Making the News Dressler; Snyder, The Cliff Walk; Levine, What Work Is. MDSC 321 Grand Illusions: Press and Political Spectacle 221 He Says, She Says: Language and Gender Relations Awareness of gender difference often COURSE DESCRIPTIONS constitutes a significant barrier both to effective 100 Writer’s Seminar This course is for self expression and interpersonal communica- students who wish to improve their ability to tion, becoming for both men and women a express their own ideas, positions, and source of either self censorship or an (often interpretations. It emphasizes developing the unconscious) silencing of others. Is there a value writer’s “voice” because much of what one is to having a sense of otherness based upon one’s asked to write in college requires the writer to gender roles? Are there ways to bridge the gender express his or her own ideas in a convincing, gap in order to communicate effectively and credible manner. The course considers what it without diminishing one’s sense of self? If one means to be a writer—what habits of mind and takes the problem as an opportunity for serious work lead to an effective essay—and stresses study, one is confronted with fundamental focus, cohesion, and organization. Course times questions about how language links individual and themes vary with instructor. (Repeatable) identity with socially defined gender roles. (Offered each semester) Students encounter the potential for discovering new opportunities for personal expression and 200 Grammar and Style Understanding communication with others. (Offered annually) grammar is important for writers because grammatical choices affect style; stylistic choices 224 Writing and the Culture of Reading have grammatical implications. Yet grammar is Academic, intellectual culture is a culture of the often given last place in writing classes or made word, of reading and writing, of print. This a mere matter of mechanics—correcting a course explores the dynamics of this culture comma splice, changing a relative pronoun. This through a close interrogation of the writing and course is designed for all writers and would be reading practices of intellectuals, ourselves writers who want to understand the rhetorical included. Through the course of the semester power of grammar. It is designed for anyone who students keep a reading journal, write several wants to understand what stylistic choices critical essays, and complete a final project. writers have available. It is not, therefore, a (Forbes, offered alternate years) course in grammar or a course in style, but a Typical readings: Rose, The Year of Reading course on the relationship between them. Proust; Manguel, A History of Reading; Denby, Students improve their grammar through Great Books; Montaigne, selected essays; Carroll, working on style; they improve their style by Alice in Wonderland; Scholes, Protocols of Reading working on grammar, sentence diagramming, weekly grammatical excursions, required weekly 250 Talk and Text: An Introduction to quizzes, and a final project. (Forbes, offered Discourse Analysis This course investigates one annually) of the fundamental theoretical ways language is Typical readings: Kolln, Rhetorical Grammar: studied today. Students study the theories of Grammatical Choices, Rhetorical Effects; Kolln discourse analysis and practice those theories by and Funk, Understanding English Grammar; analyzing spoken and written texts. Analysis of Wislawa Szymborka; and Annie Proulx the various kinds of texts in our culture—from billboards to novels, from political speeches and

291 WRITING AND RHETORIC academic lectures to radio and TV talk shows— 300 Writers World of Discourse: Issues and leads into discussions of conversational style, Practice of American Journalism This course gender, linguistic stereotypes, and problems in introduces print journalism. It focuses on the intracultural communication. (Offered alternate basics of reporting and feature writing (business, years) sports, local government, and the law). Partici- Typical readings: Brown/Yule, Discourse pants should expect to produce several pages of Analysis; Tannen, ed., Analyzing Discourse: Text accurate, detailed, and well-written copy a week and Talk; Tannen, Talking Voices: Repetition, and be prepared for extensive and numerous Dialogue, and Imagery in Conversational Discourse revisions. Students also work on typography and layout. As the major project for the semester, 251 Black Talk, White Talk What is BEV or students in teams write, edit, design, and typeset a Ebonics? Is it a language or a dialect? This course newspaper. There is a fee for this course. studies Black English Vernacular, also called (Repeatable) (Forbes, offered alternate years) Ebonics or Black street speech or Black talk Texts: A subscription to The New York Times; (depending on the linguist): its sounds, structure, Harrower, The Newspaper Designer’s Handbook; semantics, and history. It investigates the and The Associated Press Stylebook and Libel differences between black and white spoken Manual. discourse styles, which lead to tension and misunderstanding. It looks at written texts for 301 Writers World of Discourse: The the ways in which they reveal particular styles of Discourses of Rape in Contemporary Culture spoken discourse. And it investigates the An examination of the many ways our culture educational public policy issues surrounding talks about rape, from political rape to date rape; Black English Vernacular. (Forbes, offered the changing definitions of rape; rape as alternate years) metaphor; and the social, political, and ethical Typical readings: Smitherman, Talkin and implications of such discourses. How does the Testifyin: The Language of Black America; Baugh, news media cover rape? How does the entertain- Black Street Speech: Its History, Structure, and ment industry portray rape? Issues of power and Survival; Smitherman, Black Talk: Words and powerlessness, victims and victimization, and Phrases from the Hood to the Amen Corner; privacy and the public good emerge. (Forbes, Holloway, Africanisms in American Culture; offered alternate years) Wiley, Why Black People Tend to Shout Typical readings: Brownmiller, Against Our Will; Roiphe, The Morning After: Sex, Fear and 252 An Anatomy of American Class: Realities, Feminism on Campus; Raini, After Silence; short Myths, Rhetorics Visit any American high stories by Atwood; novels by Morrison and school and find most students dressed in trendy Irving; Thornhill and Palmer, A Natural History sneakers and jeans, a good representation of the of Rape. hidden discourse of class since these same students originate from different social and 302 Secrecy and Security: Rhetoric, Theory, economic backgrounds. This course interrogates Practice This course examines government American class—how is it defined? Who gets to secrecy and security discourse as responses to define it? How is it represented in written and current political events including Sept. 11, 2001, spoken discourse? What are its costs and hidden the war in Iraq, and the articulation of injuries? How does class shape and predict? What international policy in the post-Cold War world. is the connection between race, ethnicity, and The course looks in particular at the rhetorical class? What is the language of class? Students dimensions of government secrecy—the ways it think, read, and write analytically about their own is explained, rationalized, and argued. The experiences as well as develop critical interpreta- readings include general philosophical and tions about the cultural discourse of class. sociological approaches to secrecy, as well as (Salibrici, offered alternate years) case-studies, critiques and polemics. Students are Typical readings: Terkel, Division Street encouraged to integrate theoretical approaches America; Rubin, Worlds of Pain; Fussell, A Guide with concrete examples, and they are expected Through the American Status System; Burke, The to develop their abilities to express complex Conundrum of Class; Weis, Working Class Without ideas in writing. (Senders) Work; Zandy (ed.), Liberating Memory: Our Work and Working Class Consciousness; and literary 304 Hidden Writing: Journals, Diaries, and works by Sinclair Lewis, Tillie Olsen, Alice Notebooks as Creative Discourse Creative Walker, and Gloria Anzaldua. ideas for writers often begin with jottings that remain out of sight when final artistic creations are unveiled. Journals, diaries, and notebooks are usually private but normally pivotal to the creative process. This course explores the

292 WRITING AND RHETORIC connection between private and public texts and Typical readings: Primo Levi, Roald the value of private writing as a creative activity. Hoffman, David Quammen, Ann Penrose, and How does the language of privacy prefigure or Steven Katz. help shape public creations? Can private writing be considered an art form? Students investigate 312 Power and Persuasion: Readings in such questions while examining private writings Rhetoric, Ancient to Modern In this course, of published authors. They also engage in their students read and respond to texts of rhetorical own hidden writing, making connections theory, practice the art of detailed rhetorical between their experiences, authors studied, and analysis, and apply rhetorical theory to their own the discourse of hidden writing. (Salibrici, offered persuasive texts. They also focus on political alternate years) rhetoric as exemplified in representative great Typical readings: Dresher and Munoz (eds.), 20th-century speeches. Students study and give Darkness and Light: Private Writing as an Art: An traditional kinds of speeches, including Anthology of Contemporary Journals, Diaries, and deliberative, judicial, and ceremonial. (Salibrici, Notebooks; Johnson, The Hidden Writer: Diaries offered annually) and the Creative Life; Ghiselin (ed.), The Creative Typical readings: Plato, Phaedrus; Aristotle, Process; and hidden writings of such authors as Art of Rhetoric; Cicero, De Oratore; Augustine, Franz Kafka, Virginia Woolf, Anais Nin, and On Christian Doctrine; Virginia Woolf, Monique Sylvia Plath. Wittig, Cornel West, and speeches by Franklin Roosevelt, Martin Luther King, Robert Kennedy, 305 Writing Colleagues Seminar: The Teaching Ronald Reagan, Geraldine Ferraro, among others. of Writing and Reading This intensive course is designed for students who would like to work in 322 Adolescent Literature This course, run as a the Writing Colleagues Program, or study the workshop and compliment to EDUC 320 current theories of the teaching of writing and Children’s Literature, considers contemporary reading at the college level. Students investigate works that represent the main forms of literature the theories of writing as a process and the ways for early and late adolescence: science fiction, that reading is a critical and interdependent part fantasy, realistic and “problems” novels, and of that process; engage in frequent critical historical novels. Students write young adult reading, writing, and discussion; and, under the fiction, as well as read and discuss young adult supervision of the instructor, work with at least novels—their rhetoric, style, and issues. one student during a five-week practicum to help Participants form reading partnerships with local her or him improve critical reading and writing middle and high school students to discuss the abilities. In addition, students solidify and hone books they are reading and the stories they are their grammatical skills. Prerequisites: Must be writing. There is a lab with this course. (Forbes, completing sophomore year although excep- Salibrici, offered alternate years) tional first-years are accepted; submission of Typical readings: Voigt, Paterson, Hamilton, portfolio; interview; and faculty recommenda- Kerr, L’Engle, Singer, Alexander, Tolkien, tion. (Forbes, Salibrici, offered each semester) LeGuin, Fox, O’Dell, Konigsburg, Aiken, Avi, Typical readings: Batholomae and Petrosky among others. eds., Ways of Reading: An Anthology for Writers; Vacca and Vacca, Content Area Reading; Straub 351 Writing in the Natural and Social Sciences and Lunsford, eds., 12 Readers Reading: This course is designed for students interested in Responding to College Student Writing. writing about science, particularly environmental science. Students write weekly articles or essays, 306 Science Colleagues Seminar This intensive read and discuss articles by major science writers, course is designed for students who would like to and read and discuss each other’s articles in a work in the science version of the Writing workshop. (Offered alternate years) Colleagues Program or those interested or who Typical readings: Gould, McPhee, Angier, need courses in scientific discourse. Students Hubbell, Heath, Sacks, Thomas; a subscription investigate the distinguishing linguistic characteris- to the New York Times is required tics of a variety of scientific genres, from the lab report and professional academic journal article to 352 Writing in the Professional Workplace academic conference presentations and the general Preparing students for the principles and science article; write multiple drafts of each genre practices of professional writing in nonacademic investigated; engage in weekly workshops on those settings is the focus of this course. It explores the drafts; and read several science writers. In addition, way rhetoric functions in professional cultures students hone and solidify their grammatical skills. and, more broadly, within a high-tech “informa- Prerequisites: Submission of a portfolio; faculty tion society.” Issues of gender relations and recommendation; interview; and course work in at multiculturalism in the workplace are also least one lab science. (Forbes) addressed. Students investigate, read, and write

293 WRITING COLLEAGUES PROGRAM about professional writing, as well as practice its WRITING COLLEAGUES numerous forms, including (but not limited to) job application materials, letters and memos, PROGRAM reports and proposals, oral presentations, and electronic communications. (Salibrici, offered alternate years) Cheryl Forbes, Writing and Rhetoric, Typical readings: Bell, Tools for Technical and Director Professional Communication, Boyett/Conn, Workplace 2000, Jackall, Moral Mazes, The World The Writing Colleagues program of Corporate Managers, and chapters from Barnum/Carliner, Techniques for Technical combines practical experience working Communication with students to improve their reading and writing, not as a tutor but as a trained 360 Writing Colleagues Field Placement reader, with intellectual inquiry into the 420 The Writer’s Guild The goal of the course social, cultural, psychological, and is to write a collection of essays. This capstone cognitive processes of language. A student workshop for Writing and Rhetoric majors or first applies to the Writing Colleagues serious writers meets once a week in extended session during which students read and critique program by contacting the program each other’s work. Students should be prepared director. Once accepted as a candidate to write an essay a week, with extensive colleague, the student enrolls in the revisions, read professional examples on the Writing Colleagues seminar and, by theme for the semester, which varies from year to year, submit an essay for publication, and give a earning a B or better, becomes a Writing public reading as the final examination. Colleague. The colleague is then Prerequisite: permission of the instructor based qualified to work with professors in a on a writing sample. (Repeatable) (Forbes, series of field placements, associated with Salibrici, offered alternate years) courses the professor is teaching. Comple- 450 Independent Study tion of the Writing Colleagues program is valuable preparation for work in teaching, 495 Honors law, journalism, public policy, advertis- ing/marketing, public relations, and publishing. The Writing Colleagues program offers both a disciplinary and an interdisciplinary minor. Students who major in writing and rhetoric and minor in the Writing Colleagues program must have a second minor.

REQUIREMENTS FOR THE MINOR disciplinary, 6 courses WRRH 305 Writing Colleagues Seminar; two field placements, one of which must be a first-year seminar; three courses from the Writing Colleagues core or any of the electives.

294 WRITING COLLEAGUES PROGRAM

REQUIREMENTS FOR THE MINOR ELECTIVES interdisciplinary, 6 courses Humanities WRRH 305 Writing Colleagues Seminar; AMST 101 American I, Eye, Aye two field placements, one of which must ART 211 Feminism in the Arts ART 212 Women Make Movies be a first-year seminar; one course from EDUC 202 Human Growth and Development the social sciences and natural sciences EDUC 321 Language, Experience and Schooling electives group; two additional courses EDUC 333 Literacy from the Writing Colleagues core courses EDUC 334 Science and Cognition or any of the electives. EDUC 343 Special Populations in Texts ENG 310 Creative Non-Fiction Workshop CORE COURSES ENG 354 Forms of Memoir PHIL 120 Critical Thinking and Argumentative MDSC 321 Grand Illusions: Press and Political Writing Spectacle PHIL 190 Facts and Values WRRH 200 Grammar and Style PHIL 260 Mind and Language WRRH 220 Breadwinners and Losers: The PHIL 380 Experience and Consciousness Rhetoric of Work REL 103 Journeys and Stories WRRH 221 He Says, She Says: Language and REL 258 The Qu’ran and the Bible Gender REL 402 Conflict of Interpretations WRRH 224 Writing and the Culture of Reading WRRH 250 Talk and Text: Introduction to SOCIAL AND NATURAL SCIENCES Discourse Analysis WRRH 252 An Anatomy of Class ANTH 227 Intercultural Communication WRRH 251 Black Talk/White Talk ANTH 370 Life Histories WRRH 300 Writers World of Discourse: POL 270 African-American Political Thought Journalism POL 375 Feminist Legal Theory WRRH 301 Discourse of Rape PSY 203 Introduction to Child Psychology and WRRH 302 Op-Ed: Writing Political and Cultural Human Development Commentary PSY 205 Adolescent Psychology WRRH 304 Hidden Writing PSY 357 Self in American Culture WRRH 305 Writing Colleagues Seminar WRRH 306 Science Colleagues Seminar WRRH 312 Power and Persuasion: Readings in Rhetoric, Ancient to Modern WRRH 322 Adolescent Literature WRRH 325 Writing in the Professional Workplace WRRH 351 Writing in the Natural and Social Sciences WRRH 420 Writers Guild

295 COURSE CODES

CODE DEPARTMENT OR PROGRAM HIST History AEP Arts and Education ITAL Italian ALST Africana Studies JPN Japan AMST American Studies LAT Latin ANTH Anthropology (Anthropology LGBS Lesbian, Gay, Bisexual Studies and Sociology) LTAM Latin American Studies ARCH Architectural Studies MATH Mathematics (Mathematics ART Art and Computer Science) ASN Asian Studies MDSC Media and Society BIDS Bidisciplinary Courses MUS Music BIOL Biology PEC Athletics and Physical CHEM Chemistry Education (formal) CHIN Chinese PEHR Peer Education in Human CLAS Classics Relations CPSC Computer Science PER Athletics and Physical (Mathematics and Computer Education (informal) Science) PEW Athletics and Physical DAN Dance Education (wellness) DAT Dance (Technique) PHIL Philosophy ECON Economics PHYS Physics EDUC Education POL Political Science ENG English and Comparative PPOL Public Policy Studies Literature PSY Psychology ENV Environmental Studies REL Religious Studies EUST European Studies RUS Russian Area Studies FRE French and Francophone RUSE Russian Area Studies (taught Studies in English) FRNE French and Francophone SILP Self-Instructional Language Studies (taught in English) Program FSCT Fisher Center SOC Sociology (Anthropology and FSEM First-Year Seminar Sociology) GEO Geoscience SPAN Spanish and Hispanic Studies GERE German Area Studies (taught SPNE Spanish and Hispanic Studies in English) (taught in English) GERM German Area Studies URST Urban Studies GRE Greek WMST Women’s Studies WRRH Writing and Rhetoric

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