College of Arts and Letters

ArtsCollege and of Letters

American Studies Admission Policies. Admission to the College of Arts College of Arts and Anthropology and Letters takes place at the end of the first year. Letters Arabic Studies The student body of the College of Arts and Letters Art: thus comprises sophomores, juniors and seniors. The College of Arts and Letters is the oldest, and Art History The prerequisite for admission of sophomores traditionally the largest, of the four undergraduate Design into the College of Arts and Letters is good standing colleges of the University of Notre Dame. It houses Studio at the end of the student’s first year. 17 departments and several programs through which Classics: students at both undergraduate and graduate levels The student must have completed at least 24 Greek and Roman Civilization pursue the study of the fine arts, the humanities and credit hours and must have satisfied all of the Greek the social sciences. specified course requirements of the First Year of Latin Studies Program: University Seminar; Composition; Liberal Education. The College of Arts and Letters East Asian Languages and Literatures: two semester courses in mathematics; two semester provides a contemporary version of a traditional Chinese courses in natural science; one semester course cho- liberal arts educational program. In the college, Japanese sen from history, social science, philosophy, theology, students have the opportunity to understand them- Economics literature or fine arts; and two semester courses in selves as heirs of a rich intellectual and spiritual English physical education or in ROTC. (The University tradition and as members of a complex national and Film, Television, and Theatre seminar will satisfy the relevant requirement in fine international society. The faculty of the college are German and Russian Languages and Literatures: arts, literature, history, social science, philosophy or committed to the life of the mind, to the critical and German theology.) Two semesters of physical education are constructive engagement with the whole of human Russian also required. A student who does not meet all of experience. On the basis of a firm yet broad founda- History these conditions is retained in the First Year of Stud- tion, graduates of the college are equipped for a Mathematics (honors only) ies until all of the conditions are met. The deficien- lifetime of learning in an ever- changing world. The Medieval Studies cies must be removed at the Notre Dame Summer overall curriculum and the specific major programs Music Session or in the student’s third semester at Notre encourage students to approach issues reflectively, to Philosophy Dame. analyze them carefully and to express their reasoned Philosophy/Theology (joint major) conclusions with clarity. Political Science Description of General College Requirements. The intellectual quest conducted in the Col- Program of Liberal Studies Every student graduating from the College of Arts lege of Arts and Letters takes place in an explicitly Psychology and Letters must have a minimum of 120 credit Catholic environment. Here ultimate questions of Romance Languages and Literatures: hours and must have fulfilled all University, college the meaning and value of human life before God are French and major requirements. Unless special permission welcome, and efforts to deal with such questions uti- Italian has been obtained from the Office for Under- lize the immense resources of the Catholic tradition. Spanish graduate Studies, special studies and directed read- Inquiry and faith are seen not as opposing forces but Sociology ings courses do not satisfy university or college as complementary elements of the fully human pur- Theology requirements. suit of truth. The college also offers supplementary majors, but University Requirements Courses Organization. The college’s administrative center, not stand-alone first or degree-yielding majors, in: Composition 1 the Office for Undergraduate Studies, is located in Mathematics 2 105 O’Shaughnessy Hall. Sophomores who have not Arts and Letters Preprofessional Studies (ALPP) Natural Science 2 yet declared a major and students of all levels in the African and African American Studies *History 1 college with questions about college or University Art History (24 hours) *Social Science 1 requirements should seek advising there. Staff mem- Chinese (24 hours) *Theology 2 bers are also available to discuss academic progress, Classical Civilization *Philosophy 2 problems or career goals with all students. Pre-law Computer Applications (CAPP) *Fine Arts or Literature 1 and preprofessional advisors are also available in this French (24 hours) (Physical Education-two hours) 2 office. FTT–Theatre (24 hours) —— Because education is not limited to the class- Gender Studies 14 courses room, the college also sponsors or helps to subsidize German (24 hours) events which are intended to enrich the under- Greek (24 hours) * One of these requirements must be a University graduate experience and facilitate faculty-student French (24 hours) Seminar 180. interaction both on and off campus. History (24 hours) Arts and Letters Requirements Italian (24 hours) College Seminar 1 Curricula and Degrees. The College of Arts and Let- Japanese (24 hours) Language 1–3 ters offers curricula leading to the degree of bachelor Latin (24 hours) +History/Social Science 1 of fine arts in Art (Studio and Design) and of bach- Mathematics (42 hours) *Literature or Fine Arts elor of arts in: Medieval Studies (24 hours) (whichever is not taken above) 1 Peace Studies (24 hours) Major 8–12 Philosophy (24 hours) Russian (24 hours) + In addition to the University requirement of one his- Spanish (24 hours) tory and one social science course, the college requires Theology (25 hours) a third course, which can be either history or social science. * The arts and letters student is required to complete one fine arts and one literature course. 89

COLLEGE OF ARTS AND LETTERS ~ STUDENT AWARDS AND PRIZES

University requirements are described under credit despite the fact that it will be included on the “Degree Requirements,” in the front section of this student’s transcript. A list of equivalent math and Student Awards Bulletin. science courses can be found under “Mathematics,” and Prizes later in this section of the Bulletin. The same rules Course Load. The normal course load in the College about double credit apply to them also. COLLEGIATE AWARD IN MODERN AND CLASSI- of Arts and Letters is five courses. The maximum No courses in logic will satisfy the University phi- CAL LANGUAGES number of credit hours per semester is 17. Overloads losophy requirement for students in arts and letters. for juniors and seniors are accepted only with the The Robert D. Nuner Modern and Classical Lan- After matriculation into the college, it is the expec- permission of the deans in the Office for Under- guage Award—presented to the graduating senior in tation that arts and letters students will complete any graduate Studies and only during the designated days the College of Arts and Letters with a first or second outstanding math or science requirements at Notre of the enrollment period. major, in any classical or modern foreign language, Dame. who has earned the highest cumulative grade point Writing Requirement. Students in arts and letters ROTC. First-year students enrolled in any of the average. are required to complete one course in their major at three ROTC programs are exempted from the the 300 or 400 level designated as a writing intensive University’s physical education requirement. Credits AMERICAN STUDIES course. This course may satisfy other distributional received for 100- and 200-level ROTC courses do requirements within the major. Writing intensive James E. Murphy Award for Excellence in Journalism— not count toward a student’s 120 credit hours, de- courses require the student to work closely with a open to graduating American Studies majors or spite the fact that they appear on the transcript. They professor throughout the semester on a significant non-majors with an interdisciplinary minor in Jour- will be manually subtracted from the student’s total written project. nalism, Ethics and Democracy. number of hours appearing thereon. The College Paul Neville Award for Journalism—awarded to a of Arts and Letters accepts a maximum of 12 free Activity and Experiential Learning Courses. Three senior in American studies for excellence in elective credits from the 300- and 400-level military elective credits of the required 120 hours can be journalism. sciences only. derived/obtained from the following activity courses: Hugh A. O’Donnell Award in American Studies— Band (Marching and Concert) Dual Degree. Programs leading to dual degrees (two awarded to a senior in American studies for superior Orchestra undergraduate degrees, such as a bachelor of arts and academic achievement. Chorale a bachelor of business administration) are distinct Prof. James Withey Award—awarded to a senior in Glee Club from programs in which a student receives one de- American studies for notable achievement in Liturgical Choir gree with two majors (such as a bachelor of business writing. Folk Choir administration with a major in finance and a major Music Lessons and Ensembles in political science). Dual degree programs require ANTHROPOLOGY the permission of the deans of both colleges. There Ballet The Kenneth E. Moore Founding Chair Award— are additional requirements which usually result in Debate awarded to the outstanding senior in cultural the need for a fifth year. Dual degree students in the Social Concerns Seminars anthropology. college are required to take the Arts and Letters Col- The Rev. Raymond W. Murray, C.S.C., Award in lege Seminar. Exceptions will be made for music majors. Anthropology—awarded to the outstanding senior The requirements for a dual degree generally are Registering for these courses will not affect a majoring in anthropology. student’s overload status. These credits do not count as follows: The student completes all of the Uni- versity requirements, all of the requirements for both toward a student’s 17 semester hours. If students ART, ART HISTORY, AND DESIGN complete more than three of these courses, these will colleges, all of the requirements for both majors, appear on a student’s transcript, but the extra credits and the total number of degree credits specified for a Grief Art Awards—awarded to outstanding senior will be subtracted from the student’s total number dual degree in two colleges. While the total number B.F.A. students to defray the cost of their thesis of hours at the time the graduation check is made; of hours required does depend on the two major exhibitions. hence, these will not count toward the 120 hours programs, the minimum required total number of Emil Jacques Medals for Work in the Fine Arts—The needed to graduate. degree credits is set to be 30 degree credits beyond department awards a gold medal and a silver medal the college total for the college with the greater num- for excellence in studio art to undergraduates pursu- Pass-Fail. Juniors and seniors may take one non- ber of degree credits. ing a B.F.A. major, non-required elective course each semester on Mabel L. Mountain Memorial Art Award—awarded International Studies. In light of the expansion a pass-fail grading basis. These declarations must be for excellence in studio art. of Notre Dame’s international study programs, made during the enrollment period of each semester, The Radwan and Allan Riley Prize in Design—award- the provost’s office has asked that students be and once made, these declarations are irreversible. ed to a senior design major for excellence in his or encouraged to participate in University programs her respective field. Arts and Letters Degree Credit. Students should whenever possible. Limited exceptions, however, will The Radwan and Allan Riley Prize in Studio Art— not have both examination and degree credit for the be made for students whose academic or program- awarded to a senior studio art major for excellence in same course. For example, if students have exami- matic needs cannot be met through existing Notre his or her respective field. nation placement credit for German 101, then they Dame programs, i.e., Chinese or Russian majors who The Radwan and Allan Riley Prize in Art History should neither take nor receive credit for German wish to pursue language instruction in Beijing or St. and Criticism—awarded for the best essay in art his- 101 or German 105. Similarly, students should take Petersburg, or art history majors who may require a tory or criticism submitted by an undergraduate or either Theology 100 or 200 and Philosophy 101 semester in Florence. These exceptions will be made graduate student. or 201, but not both. Economics 115 and 225 are on an individual basis after extensive consultation Eugene M. Riley Prize in Photography—awarded to an considered to be equivalent courses, as are Econom- with both the students and their faculty advisors. ics 123 and 223. Students should take only one undergraduate or graduate photography major for of each pair but not both. In cases where students excellence in photography. have double credit for the same course (that is, both Judith A. Wrappe Memorial Award—awarded to an examination and degree credit), the examination outstanding junior studio/design major. It is pre- credit will not be counted toward a student’s degree sented at the beginning of the student’s senior year of study. 90

STUDENT AWARDS AND PRIZES

ARTS AND LETTERS GENDER STUDIES POLITICAL SCIENCE PREPROFESSIONAL The David and Shari Boehnen Internship Awards— Paul Bartholomew Essay Prize—awarded to the senior The Dr. Robert Joseph Barnet Award—presented to an awarded for outstanding summer internships won by major submitting the best senior honors essay in the outstanding Arts and Letters preprofessional senior Gender Studies students. fields of American politics or political theory. who has demonstrated, in addition to excellent char- Gender Studies Outstanding Essay Award—awarded to The Stephen Kertesz Prize—awarded to a senior major acter, superior academic achievement across the arts the best undergraduate essay. submitting the best senior honors essay in the fields and sciences. of international relations or comparative politics. The Dr. John E. Burke Award—presented to an GERMAN AND RUSSIAN outstanding Arts and Letter preprofessional senior LANGUAGES AND LITERATURES PROGRAM OF LIBERAL STUDIES who has demonstrated, in addition to excellent academic achievement, outstanding leadership qualities The Rev. Lawrence G. Broestl, C.S.C., Award—pre- The Edward J. Cronin Award—awarded annually to through service within and/or beyond the Notre sented to the graduating senior with the best aca- a student in the Program of Liberal Studies for excel- Dame community. demic achievement in German. lence in writing in regular course work. Jeffrey Engelmeier Award—presented to the out- The Willis D. Nutting Award—given to the senior CLASSICS standing student of German whose leadership and major who has contributed most to the education of contribution to the life of the department are espe- fellow students. Departmental Award in Greek, Latin, or Arabic— cially conspicuous. The Otto A. Bird Award—awarded to the senior in awarded when merited to a graduating senior for Delta Phi Alpha German Honor Society Award— the Program of Liberal Studies who has written the excellence in study of: Greek, Latin or Arabic. awarded to a graduating senior for outstanding best senior essay. achievement in the study of German language and EAST ASIAN LANGUAGES literature. PSYCHOLOGY AND LITERATURES The Russian Language and Literature Award—presented to the graduating senior with the best aca- Senior Recognition Award in Psychology—given in rec- Departmental Awards in Chinese and Japanese— demic achievement in Russian. ognition of outstanding achievement in research, ac- awards given when merited to graduating seniors for The Lauren B. Thomas Scholarship—Awarded by the ademic performance and student-life activities, while excellence in Chinese and Japanese language studies. Russian faculty to an outstanding Russian major pursuing a major course of study in psychology. who exhibits financial need. The John F. Santos Award for Distinctive Achieve- ECONOMICS ment in Psychology—to a senior psychology major in recognition of outstanding achievement in research, The Weber Award—awarded to the senior economics HISTORY academic performance and student-life activities. major who has achieved the highest academic The Monsignor Francis A. O’Brien Prize—presented average. to the senior who has achieved distinction in the best ROMANCE LANGUAGES AND John Harold Sheehan Prize Essay Award—given to the essay in History. LITERATURES senior Economics major who has written the best The O’Hagan Award—awarded to the undergraduate senior honors essay in economics. who has submitted the best original essay on a phase Walter Langford Awards for Excellence in Spanish The John Joyce Award on the American Worker—The of Irish history. Literature and Excellence in French Literature—two award is given as merited to the best undergraduate The O’Connell Award—an annual award for the best awards—to the graduating senior majors in French short story or poem on the “American Worker,” by sophomore or junior essay in History. and Spanish literature whose work was deemed most the Higgins Labor Research Center and the Eco- outstanding by the Romance languages and litera- nomics Department. (There is also a graduate award LATIN AMERICAN STUDIES tures faculty. for the best graduate essay). The Joseph Italo Bosco Senior Award—awarded to a John J. Kennedy Prize for Latin American Studies— graduating senior for excellence in Italian studies. ENGLISH awarded to the senior who has written an outstanding essay on Latin America. (Occasionally there SOCIOLOGY awarded to The Academy of American Poets Award— is a runner-up award). the undergraduate or graduate student submitting The Margaret Eisch Memorial Prize in Sociology— the best collection of original poetry. MEDIEVAL STUDIES awarded to the outstanding graduating senior ma- The Ernest Sandeen Poetry Award—awarded to the joring in sociology. best original poetry submitted by an undergraduate. Michel Prize in Medieval Studies—given to gradu- The Sociology Major Essay Award—presented to the Eleanor Meehan Medal for Literary Merit—presented ating senior who has written the best essay on a senior sociology major who has written the best to the English major who submits the best original medieval subject. essay. critical essay written for an English course. The Richard T. Sullivan Award for Fiction Writing— MUSIC THEOLOGY awarded to the undergraduate who submits the best original fiction manuscript. Department of Music Senior Award—awarded to the The Gertrude Austin Marti Award in Theology—pre- outstanding senior in the music department. sented to a graduating senior who has evidenced FILM, TELEVISION, AND THEATRE qualities of personal character and academic achieve- PHILOSOPHY ment in theological studies. Joseph P. O’Toole Jr. Award—The award was estab- The Rev. Joseph H. Cavanaugh, C.S.C., Award— lished by Joseph P. O’Toole Jr. (B.A., 1948) of San The Dockweiler Medal for Philosophy—presented awarded to the senior who has evidenced high quali- Jose, California, and goes to the outstanding gradu- to the senior submitting the best essay on a philo- ties of personal character and academic achievement, ating senior in film and television. sophical subject. particularly in theological studies. Catherine Hicks Award—This award was established The John A. Oesterle Award in Philosophy—awards by Catherine Hicks (B.A. ’74—Saint Mary’s) of given when merited to graduating philosophy majors Los Angeles and goes to the outstanding graduating for excellence in philosophy. senior in theatre. 91

SERVICE AWARDS ~ SPECIAL ARTS AND LETTERS REQUIREMENTS

Service Awards

AMERICAN STUDIES J. Sinnot Meyers Award—awarded to a senior in American studies for outstanding service to the academic community.

ECONOMICS Lawrence J. Lewis Award—awarded to the senior in the Department of Economics who has best distinguished himself or herself in community service.

MUSIC The Daniel H. Pektke Memorial Award—presented to two underclassmen in the Notre Dame Glee Club in recognition of musical leadership, exemplary personal character and overall contribution to the success of the group. Outstanding Band Member—for loyalty, dedication, and leadership. Gerald J. Smith Memorial Award—awarded for citizenship and loyalty to band. Outstanding Marching Band Award—awarded for dedication, ability and leadership during marching band season. The Kobak Memorial Scholarship—for outstanding instrument achievement for band. Robert F. O’Brien Award—for outstanding service and dedication to the band. Thomas J. Kirschner Band Treasurer Prize—annual award to the elected band treasurer. Band Vice President Prize—annual award to the elected vice president of the band. Terry Baum Secretary Prize—awarded for the secretary of the band presented by the University of ROMANCE LANGUAGES AND Special Arts and Letters Notre Dame. LITERATURES annual award for the out- Requirements Halland President’s Prize— William Richardson Award in Hispanic Culture for going president of the band. an African American Student—given to a graduating Language Requirement. Students in Arts and Social Chairperson Award—plaque given annually to African American student who has shown an unusu- Letters are required to reach intermediate profi- the social chairperson in appreciation for dedication ally strong interest in Hispanic Culture through his or ciency in a foreign language, but “intermediate and service to the Notre Dame Bands. her active participation in campus and/or community proficiency” is defined differently in each of the projects or activities. languages, depending on the complexity of the POLITICAL SCIENCE José Tito Sigüenza Award for Service to Hispanic language itself and the intensity of the course. Students without Advanced Placement or SAT II George Brinkley Service Award—awarded to the Youth—awarded to the senior who has studied Spanish credit, but who come with some background in student who best exemplifies the political science at Notre Dame and contributed outstanding service to the language they elect will be placed by examina- department’s ideal of public service through service Hispanic youth. tions given during first-year orientation and prior to the department, the University, or the wider Carlos Aballí Award in Hispanic Cultural Awareness— to spring preregistration. Departmental placement community. given to a graduating Hispanic student who has taken Spanish at Notre Dame and has been active in pro- exams will not be credit-bearing. Students may re- moting Hispanic cultural awareness at Notre Dame. ceive up to six hours of credit based on their scores on the AP and SAT II tests. If, for some reason, a The Mara Fox Award for Service to the Hispanic Com- student receives more than six hours of credit that munity—awarded to a graduating senior who has per- appear on the transcript, the credits beyond six will formed outstanding service to benefiting the Hispanic be non-counted and will be manually subtracted community. from the total number of degree credits counting for graduation. Regardless of the scores on these exams, it is impossible for a student to test out of the language requirement in the College of Arts and Letters. Every student in Arts and Letters must take at least one course at the appropriate level that deals with texts in the original language. For the 92

SPECIAL ARTS AND LETTERS REQUIREMENTS ~ ARTS AND LETTERS PROGRAMS ~ DOUBLE-COUNTING ~ MAJORS

specific details of a given language offering or program, check with the relevant department. College Seminar. The College Seminar is a unique one-semester course experience shared by all sophomores majoring in the College of Arts and Letters. The course offers students an introduction to the diversity and distinctive focus of Arts and Letters at the University of Notre Dame. Specific sections of the College Seminar vary in their topics and texts, but all feature an interdisciplinary approach, commitment to engaging important questions, employment of major works, and emphasis on the development of oral skills. Every College Seminar syllabus will include works that approach the topic from the perspective of each of the three divisions of the college: the arts, humanities, and social sciences. For descriptions of the University and other colleges’ requirements, see “Degree Requirements” in the front section of this Bulletin. Arts and Letters Programs The programs offered by the College of Arts and Letters include majors, supplementary majors, and minors, which may be either departmental or interdisciplinary. The latter includes what were formerly called concentration and area study programs. Every student in the college must complete one major sequence. Supplementary majors and minors are optional and may be taken to supplement or enhance a student’s major but do not lead to graduation in and of themselves. Double-Counting One course may be double-counted one time to fulfill a second major, supplemental major, or minor requirement and a University or college requirement. No course may be double-counted between majors or minors or between a major and University and college requirements. University Seminar, by definition, fulfills a University or college requirement and is not considered a double count under this rule. Supplementary majors are those that cannot Philosophy (24 hours) stand alone in qualifying a student for an under- Russian (24 hours) Majors graduate degree but must be taken in conjunction Spanish (24 hours) A major sequence is a carefully chosen combina- with a primary major. They include both interdisc- Theology (25 hours) tion of courses from an individual department or iplinary and departmental offerings. Self-Designed Majors. A new program for a special program that stand alone in qualifying students for Arts and Letters Preprofessional Studies (ALPP) self-designed major was approved by the college an undergraduate degree. They usually consist of African and African American Studies council during the 1994-95 year. This is a special between eight and 12 courses. In contrast to the Art History (24 hours) program for self-designed majors that will be con- University and college requirements that provide stu- Chinese (24 hours) ducted on a limited, experimental basis. While it is dents with broad exposure to a variety of the liberal Classical Civilization not the intent to predetermine the kind and nature arts and sciences, the major affords the student an Computer Applications (CAPP) of majors to be proposed, it is the expectation that opportunity to gain more specialized knowledge of a Gender Studies they will involve substantive integration of the sub- particular field or discipline. German (24 hours) ject matter in ways that cannot be undertaken within The major in liberal arts programs is normally Greek (24 hours) any existing major, minor, area studies or concentra- chosen during the sophomore year and is completed French (24 hours) tion program. during the junior and senior years. Each spring History (24 hours) before preregistration, the college holds a series of Italian (24 hours) The Process: programs and meetings to inform the students about Japanese (24 hours) 1. Interested students, in consultation with three fac- the various majors so that they may make intelligent Latin (24 hours) choices. Students pursue their majors under the di- ulty sponsors from at least two departments, should Latino Studies (24 hours) present a detailed written proposal of their major rection of the departmental or program chair and its Medieval Studies (24 hours) advising staff. (which has been signed by their faculty sponsors) to 93

MAJORS ~ MINORS ~ ELECTIVES

the Undergraduate Studies Advisory Committee no later than Friday before the midsemester break of Minors Electives each semester. One of the faculty sponsors should be Minors are five-course sequences that can either be In addition to the University and college require- identified as the chair of the supervising committee. departmental or interdisciplinary. The college has ments and the major, the balance of a student’s usual three categories of minors: Departmental, Inter- five-course-per-semester program consists of elective 2. Approval of the special major will be granted by disciplinary (formerly Concentrations), and Area courses, which can be drawn from the offerings of the dean, on the recommendation of the Under- Studies. any department or college that are open to non-ma- graduate Studies Advisory Committee. The com- jors who have met the necessary prerequisites. mittee will review the proposals and communicate Departmental: their recommendations to the students before the African and African American Studies preregistration period begins. As it deliberates, the Anthropology committee may ask for additional information from Art History the student, faculty sponsors and other colleagues in Chinese related areas to assist in further refining and rewrit- Classical Literature ing the original proposal. It is the expectation that East Asian Languages and Literature: the on-campus portions of the major will rely heavily Chinese on existing courses. Japanese French and Francophone Studies 3. Special majors must culminate in a capstone es- German say or where appropriate, other work, which will Greek be evaluated by more than one faculty member. (In Greek and Roman Civilization most cases, it is assumed that the faculty evaluators Italian will be the faculty sponsors). A detailed proposal of Japanese the capstone project must be submitted to the fac- Latin ulty sponsors by November 1 of the senior year. It is Music expected that a capstone essay will consist of between Russian 30 and 50 pages (7,500–15,000 words). Theology 4. Changes in an individual program need the ap- For details, see the departmental descriptions in the proval of the chair of the supervising committee and section “Programs of Study.” the dean. If students discover midstream that they Interdisciplinary (formerly called Concentrations): are unable to complete the special major, it may be Catholic Social Tradition “dropped,” but they must then complete one of the Education, Schooling, and Society traditional departmental majors. Retroactive propos- Gender Studies als will not be considered. Thus, these programs Hesburgh Program in Public Service should be well under way by the end of the junior Journalism, Ethics, and Democracy year. Latino Studies 5. Administration of special majors will take place Liturgical Music Ministry through the Office of Undergraduate Studies in Medieval Studies a manner similar to that of the ALPP program; Peace Studies i.e., students will pick up their PINs in 105 Philosophy and Literature O’Shaughnessy. Philosophy, Politics, and Economics (PPE) Philosophy Within the Catholic Tradition 6. The college council will periodically review the Religion and Literature special major program. Science, Technology, and Values Area Studies: African Asian European Irish Latin American Mediterranean/Middle East Russian and Eastern European 94

AMERICAN STUDIES P r o g r a m s o f S t u d y

BEGINNING COURSES 258. American Art: History, Identity, Culture American Studies (3-0-3) Schlereth Chair: 201. The Rise and Fall of the Modern Racial Order: Introductory and historical overview of the role that Benedict F. Giamo Race and Ethnicity in the Twentieth-Century United several arts—architecture, painting, sculpture— States Professors: played in American cultural history, 1640–1940. In (3-0-3) Guglielmo F. Richard Ciccone (adjunct); Eugene Halton addition to surveying major high style trends, atten- A mixture of lecture, discussion, and in-class group (concurrent); Thomas J. Schlereth; Robert P. tion is given to selected regional, folk, and vernacular projects, this course is an introduction to the history Schmuhl; H. Ronald Weber (emeritus) artistic traditions. Basically a lecture-format course of race and ethnicity in the 20th-century United Associate Professors: in which the student prepares two short papers, States. The key questions of the course will be: How Elizabeth Christman (emerita); Walton Collins researches and assembles a 15-page visual portfolio, has race, as a “social construction,” been made and (adjunct); Jack Colwell (adjunct); Benedict F. and takes two exams, a midterm, and a final. un-made over the years? That is, how have the “south Giamo; Matthew Storin (adjunct) Italian race” and the “Anglo-Saxon race” come and 264. American Social Experience: Traditions of Assistant Professors: gone, while the “white race” and “black race” have Protest Heidi Ardizzone; Thomas Guglielmo; Collin stayed with us? How have these groups and others (3-0-3) Ardizzone Meissner encountered the nation’s racial order over the years, This interdisciplinary survey of civil rights and social Visiting Welch Chair Professor: with some attempting to dismantle it to gain greater protest movements in the United States examines Alex Kotlowitz (fall semester only) equality (e.g. the civil rights movement) and others suffrage inclusion, abolitionism and Black civil rights Professional Specialist: attempting to shore it up to protect their own privi- movements, labor organizing, and women’s rights Ruthann Johansen (concurrent, Arts and leges (e.g., the KKK and the Zoot Suit Riots)? in the nineteenth and twentieth centuries, as well Letters) as several contemporary protest movements. These 250. Victorian America: Transformations in Every- movements certainly question selected American The Department of American Studies provides stu- day Life, 1876–1915 ideologies, but they also draw on American values dents with a unique opportunity to study American (3-0-3) Schlereth and practices. We will use history, film, fiction, jour- culture and society in challenging and innovative An introductory American Studies course designed nalism, and autobiographies to trace a tradition of ways. Students majoring in American Studies explore to interpret and integrate the cultural and social protest which both depends on and offers challenges the American experience from both integrative and ideas, institutions, and artifacts of average Americans to a democratic society. disciplinary perspectives by selecting interdisciplinary in the period 1876–1915. Within this Victorian era, courses taught by the Department’s faculty as well as the course will explore the changes and continuities 265. American Men, American Women crosslisted classes offered by Anthropology, English, in domestic life and housing arrangements, common (3-0-3) Ardizzone Political Science, History, and Sociology. With help foodways of eating and drinking, working places and What does it mean to be male or female in America? from a faculty advisor, a student plans a curriculum patterns of recreational and leisure pursuits. How different are our ideas about gender from those of 12 courses, six from within American Studies and of other cultures? This course will focus on the twen- six in American subjects offered in cognate depart- 251. Visual America tieth century and look at the origins and developments. The interdisciplinary courses housed in the (3-0-3) Schlereth ment of masculine and feminine roles in the United Department of American Studies span a broad range An introductory course, offered as a sequel to Arts States. How much have they changed over time and of academic interests: Arts and Material Culture; in America (AMST 357), that will explore dimen- what aspects have been retained? We will explore Journalism and Media Studies; Literature and Soci- sions of several types of visual expression—popular the ways that cultural images, political changes, and ety; and Social History/Movements. Courses in these photography, cartography, genre and historical paint- economic needs have shaped the definition of ac- academic areas typically include an historical dimen- ing, chromolithography, the commercial and graphic ceptable behavior and life choices based on gender. sion, insights gathered from a variety of sources, per- arts—in American cultural history from Louis Topics will range from Victorian ideals through the spectives drawn from traditional disciplines, and an Daguerre’s development of photography in 1839 to Jazz age and war literature to movie Westerns, ’50s integrative approach that complements specialism. the public exhibition of television at the 1939 New television families, and ’60s youth culture; and into Because of its breadth, the major enables students York World’s Fair. recent shifts with women’s rights, extreme sports, to experience much of the richness of the College and talk shows. of Arts and Letters. Internships are available which 256. American Conditions: Poverty and Affluence in offer practical experience in the potential career areas the United States, 1930–1990 282. American Political Life of historical research, journalism, publishing, and (3-0-3) Giamo (3-0-3) Schmuhl social service. Special features include an affiliated To advance our inquiry, we will take an interdisci- An introductory and interdisciplinary examination interdisciplinary minor in Journalism, Ethics, and plinary perspective on the relationship between pov- of American political culture, particularly contempo- Democracy. erty and affluence in American culture and society. rary political thought and behavior. Although we will What is the nature of reality—the meaning and sig- Course Descriptions. The following course de- trace the development of our political culture from nificance—concerning each realm of social existence? the nation’s beginning to the present, a principal scriptions give the number and title of each course. In addressing that question, we will explore the social Lecture hours per week, laboratory, and/or tutorial concern of the class will be the involvement of the conditions, values, and attitudes associated with each mass media in recent political history. In short, we hours per week and credits each semester are in pa- dimension, especially in relationship to the broader will attempt to come to terms with questions about rentheses. The instructor’s name is also included. American experience. Historical, socioeconomic, and the role and influence of mass communications in political approaches will be considered. In addition, modern politics. we will focus on cultural perceptions of poverty and affluence, as seen through literature, photography, and film. 95

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330. Culture and Society in the Great Depression (3-0-3) Giamo This course explores the culture and society of one of the most turbulent periods in American history. The economic collapse and ensuing national crisis altered the political, social, and symbolic landscape of the country. We will examine the historical context and social activism of this period (1929–1941), including the conditions and responses of those affected by various hardships. Also, we will be concerned with the cultural expression of Depression America as depicted in literature, ﬁlm, the art of social realism, and various documentary formats.

AMST 333. The American Scene: Literary and Cultural Studies (3-0-3) Meissner “To make much so much money that you won’t, that you don’t mind, don’t mind anything—that is abso- lutely, I think, the main American formula.” Henry James, The American Scene, 1907. “Greed, for lack of a better word, is good, is right, it works...and it will save that malfunctioning corporation called the USA,” Gordon Gecko, Wall Street, 1987. After a 20-year absence Henry James returned to America to examine the country of his birth. His Robert P. Schmuhl, professor of American studies tour brought him to the above quoted and dismay- ing conclusion. This course tries to contextualize and understand James’s remark by placing it within a INTERMEDIATE COURSES 316. World War II America: History and Memory broader atmosphere of late 19th- and early 20th- (3-0-3) Guglielmo century American culture. We’ll look at works which 301. Fundamentals of Journalism Exploring a wide-range of primary and secondary predate, are contemporary with, and follow James’s (3-0-3) Ciccone sources from the 1940s and today (e.g., novels, films, American tour. We’ll look at works of literature What is news? What are the most effective ways of ads, posters, poetry, art, museum exhibitions, and and biography, of politics and philosophy, and of presenting news to the public? What ethical deci- memorials), this course will examine the history of theology and economics. Throughout, we will keep sions are involved in gathering and reporting news? America’s World War II experience and how this his- circling around and back to James’s notion of “The These are a few of the questions addressed in “Fun- tory is remembered and memorialized today. Areas Main American Formula” and asking not only what damentals of Journalism.” of study will include D-Day and Pearl Harbor; the exactly he meant, but how other major thinkers of bombing of Hiroshima and Nagasaki; the Holocaust; the age understood or conceived of an “American 306. Homefronts During War the emerging African-American and Mexican-Ameri- Formula,” and how that “formula” could be mea- (3-0-3) Ardizzone can civil rights movements; the Americanization of sured at the level of the individual, the corporation, How have Americans responded at home to war and European immigrants; Japanese-American intern- threats of war throughout the 20th century and into ment and redress; and “Rosie the Riveter” and other the country, and, with Conrad’s Nostromo, the world. the 21st? What internal divisions and shared identi- women’s experiences as paid workers. Readings will include works of the following authors: ties has war inspired or revealed? We will examine Joseph Conrad, Theodore Dreissner, Henry Ford, not the battles and factors that determined the 317E. Latino/Latina American Literature Henry James, Theodore Roosevelt, Thorstein Veblen, military outcomes, but the domestic struggles that See ENGL 316. and Edith Wharton. In addition, we will view several have defined our national experience and informed movies, the focus of which is directly related to the many of our responses to current events. Topics will 322E. Passing in Twentieth-Century American course’s central questions. include: critiques of democracy and civil rights inclu- Literature 337. Race and Ethnicity in American Television sion during WWI; treatment of Japanese Americans See ENGL 319. during WWII; development of peace movements, (3-0-3) Ohmer anti-nuclear movements; cold war politics and fears This course examines the formation of commercial of American communism; debates over the draft, broadcast television in the United States, focusing just-war, racism at home, and U.S. policies abroad on the industrial, economic, technological and so- in the wake of Vietnam. The final unit will focus cial forces that have shaped the images we see. We on the Gulf War, terrorism, and developments since will look at how American television developed in September 11th. the competitive business climate of the 1920s and 1930s, and how advertiser-supported networks came 312H. Fashioning Identity in American History to dominate. We then analyze the role of television See GSC 312. in America’s social and political life: its links to suburbia and consumerism, its impact on the political movements of the 1960s, and the ways it has represented America’s changing ideas of race, gender, and ethnicity. 96

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338Z. Poverty, Inequality, and Social 368H. U.S. Presidents: FDR to Clinton 414. Media Ethics Stratification See HIST 458. (3-0-3) Storin See SOC 338. What questions need to be asked—and answered— 369H. Jacksonian America in deciding what’s news at newspapers, magazines, 340. Witnessing the Sixties See HIST 369. and broadcasting outlets? (3-0-3) Giamo This course will examine the journalistic and ethical The purpose of this interdisciplinary course is 386H. U.S. Foreign Policy Since 1945 challenges that newsroom managers face as well as twofold: to examine the social context and cultural See HIST 458. the issues that reporters in the field must tackle on a change of the ’60s, on the one hand, and on the daily basis. Roughly half of the course will deal with 387H. American Peace Movement Since World War II other to explore the various journalistic represent- case studies of ethical dilemmas and the other half See HIST 474. ations of events, movements, and transformation. will involve students in making choices for the front We will focus on the manner in which each writer page of a mythical newspaper. Although there will witnessed the ’60s and explore fresh styles of writ- 391E. Contemporary Short Fiction See ENGL 392E. be readings from books on the topic, students will ing, such as the new journalism popularized by Tom be expected to read The New York Times, The South Wolfe. Major topics for consideration include the ADVANCED COURSES Bend Tribune, and The Observer on a regular basis, counterculture and the movement—a combination especially on the class days when front-page deci- of civil rights and antiwar protest. 401. Immigration, Ethnicity, and Race in the United sions will be made. The stories in those newspapers will provide the basis for those decisions. We will 347H. Era of U.S. Civil War, 1848–1877 States, 1840s–Present also consider how television deals with news on local See HIST 454. (3-0-3) Guglielmo Examining monographs, novels, film, photography, and network levels. 348G. Interest Group Politics poetry, government records, and court cases, we 415. Whiteness Studies See POLS 303. will explore a variety of immigrant groups and time periods—from the Irish of the mid–19th century to (3-0-3) Guglielmo 350. The Craft of Journalism Jamaicans, Mexicans, and the Vietnamese today. We Over the last decade, “whiteness studies” has been all (3-0-3) Schmuhl will focus on questions of identity—how immigrants the rage in academic disciplines as diverse as law and This class will focus on how print and broadcast have come to understand themselves racially and eth- literature, anthropology and art. This course will be journalists work—how they think and act as well as nically over time—and questions of power—where a high-level introduction to and critical appraisal of the dilemmas they face in delivering news, analysis, immigrants have been located within America’s this burgeoning literature—particularly as it relates and commentary. Several sessions will be devoted to developing racial order and what difference this has to American Studies. We will examine some of its presentations by visiting correspondents, editors, and made in their everyday lives—their jobs, homes, key texts from its earliest roots among African- producers, explaining their approaches to specific families, and opportunities. American scholars, to its more recent incarnations in stories and circumstances. In addition, students U.S. history, literary criticism, critical race and legal will discuss the issues and questions raised in a few 405G. Public Policy and Bureaucracy studies, sociology, anthropology, and more. We will books. See POLS 405. also examine recent attempts—both scholarly and popular—to make sense of this literature. Along the 351. Visual America 412. Comparative Cultural Studies way, we will focus on the following key questions: (3-0-3) Schlereth (3-0-3) Giamo What is “whiteness studies”? Where did it come Offered as a sequel to American Art (AMST 258). The purpose of this seminar is to introduce students from? What is it so popular now? What are some of The course has two objectives: First, to introduce to comparative dimensions of American Studies. its contributions and limitations? What is its future? students to the various methods scholars have de- International perspectives will be explored and 416H. American Thought, Belief, and Values veloped to use visual evidence in cultural history approaches that compare American culture with research; and second, to provide students with a con- another national culture will be encouraged. Intrana- See POLS 416. tent course in United States history, one where they tional comparative topics will also be welcome (example: Asian-American studies). Concepts, methods, 419. American Nonfiction Narrative: The Literature receive an overview of the various roles that the art of Social Concerns and materials related to comparative studies will be forms noted above have played in 19th- and 20th- (3-0-3) Kotlowitz examined. Students will work on selecting appropri- century American life. Iconographic analysis—the This course will—through both reading and writ- ate comparative topics, organizing information and uncovering of past and present, conflicting and para- ing-explore, the place and the art of what is often ideas, developing themes, and designing an interdis- doxical layers of cultural meanings within an image called literary journalism or narrative nonfiction. ciplinary framework for their projects. or assemblage of images—will be an important part What makes for a compelling story? Why employ of the course. the use of narrative? How does it form our view of people and events? We’ll read nonfiction narratives 357. The Arts in America on such issues as war, poverty and race. Readings will (3-0-3) Schlereth include John Hersey’s Hiroshima, Philip Gourevitch’s Introductory and historical overview of the role that We Wish To Inform You That Tomorrow We Will Be several arts—architecture, painting, sculpture, pho- Killed With Our Families, and Richard Wright’s Black tography, and the decorative arts—played in Ameri- Boy, as well as the instructor’s The Other Side of the can cultural history, 1640–1940. In addition to River. We’ll also explore the craft and work with surveying major high style trends, attention will also rigor and discipline on the art of reporting and writ- be given to selected regional, folk, vernacular, and ing story. There will be regular writing assignments, popular artistic traditions. Basically a lecture-format and students will be encouraged to report and craft a course in which the student prepares one research es- narrative on an issue of interest to them. This course say and takes two exams, a midterm, and a final. will be run as a seminar, so there will be an emphasis 366H. African-American History I on critical class discussion, including presentations See HIST 371. by students. 97

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419E. African-American Literature 430. American Spaces 450. Writing for Publication See ENGL 419C. (3-0-3) Schlereth (3-0-3) Collins A comparative survey of the multiple histories of This course is designed to improve and extend 422. Confronting Homelessness in American Culture several natural and human-made environments cre- student skills in writing non-fiction articles, with and Society ated in America from the New England common to emphasis on writing for magazines. It will touch (3-0-3) Giamo the Los Angeles freeway. Using specific cases studies, on freelancing, researching markets, understanding The purpose of this seminar is to examine the condi- the course will analyze sites such as the Mesa Verde audience, finding salable topics, writing query letters, tions of extreme poverty and homelessness within pueblo, Rockefeller Center, the Southern plantation, and working with editors. Students will be expected the broader context of American culture and society. the Midwest Main Street, the Prairie style residence, to write several short articles and one major one, and In order to confront the nature of these conditions, the Brooklyn Bridge, New Harmony (Indiana), U.S. they will be responsible for developing a marketing this seminar will draw upon insights from history, Route 40, the American college campus, Pullman plan for the long article. The instructor of this course literature, documentary film and photography, and (Illinois), the skyscraper, Spring Grove Cemetery is the editor emeritus of Notre Dame Magazine . the social sciences. We will focus on the degree of (Cincinnati), the Victorian suburb, Grand Central permanence and change in our approach to both Station, Golden Gate Park, Coney Island, Yosemite 453H. Revolutionary America traditional and modern forms of the social problem. National Park, Chautauqua (New York), and the See HIST 452. There will be an experiential component to the 1939 New York World’s Fair. seminar as well. 456H. United States 1900–1945 436A. Society and Culture Through Films See HIST 456. 425. Religion and Women’s Rights See ANTH 436. (3-0-3) Ardizzone 460. Politics, Policy, and the Media This course focuses on religious aspects of the 439. Advanced Reporting (3-0-3) Schmuhl women’s rights movement and women’s movements (3-0-3) Colwell The seminar will also explore how popular commu- within religious communities. Focusing primarily Prerequisite: Completion of a writing course above nications affect the policy process and political life on the Protestant, Catholic, and Jewish traditions, freshman level and/or previous news experience. as well as the formation of public opinion. Although we will examine how women have understood the This is an advanced course in journalistic reporting the majority of the seminar’s time will be devoted to relationship between their religious beliefs and their and writing devoted to learning how to prepare, in a analyzing contemporary, practical manifestations of interest in expanding women’s roles. From this professional manner, in-depth articles on issues and the policy, politics, press relationships, we will also beginning, we will explore several historical and events of community interest for Notre Dame and in consider theoretical principles that serve as the foun- contemporary examples of the influence of religion this area. Emphasis will be on the techniques, ethics, dation for the interplay between our democratic/ on the women’s rights movement and, by the 20th and responsibilities of conducting interviews and republic system and our “free press.” century, the influence of the women’s movement in research and crafting pieces for newspapers and other American religion. publications. 470H. History of the American Woman II See HIST 470. 425Z. Ethnicity in America 440. Persuasion, Commentary, Criticism See SOC 452. (3-0-3) Colwell 480. American Architecture This course will consider the roles of persuasion, (3-0-3) Schlereth 426. Leadership and Social Responsibility commentary and criticism in contemporary Ameri- A course designed to examine the social factors, See PSY 407. can culture, and will explore the techniques of these technological innovation and artistic impulses that forms of expression. Following introductory sessions have produced the American built environment, 427. Jack Kerouac and the Beats dealing with principles and concerns, students will 1740–1940. Comparing several building types—the (3-0-3) Giamo prepare and discuss their own writing assignments— private residence, the workplace, and the public This seminar will reexamine Kerouac and his prose including opinion columns, editorials and book or building—the seminar will explore structures and in relation to Beat subculture and the larger context performance reviews. spaces as material culture evidence of American tech- of post-World War II American society. Although nological, artistic, and social history. the work of other Beat writers, such as William S. 440A. Native Americans in Fact and Fiction Burroughs, Allen Ginsberg, and Gary Snyder will be See ANTH 440. 483Z. Social Demography for U.S. Minorities considered, the primary focus will be on Kerouac. See SOC 483. Moreover, the seminar will question the cultural 440H. U.S. Latinos: A History codification of Kerouac as “King of the Beats” and See HIST 440. 484. Material America: Creating, Collecting, Con- advance the notion that he was a prose artist on a suming spiritual quest. Or, as Ginsberg aptly put it—an 441. Literary Journalism (3-0-3) Schlereth “American lonely Prose Trumpeter of Drunken Bud- (3-0-3) Collins A seminar exploring how historians, archaeologists, dha Sacred Heart.” This writing course is open by application to a few art historians, folklorists, geographers, and cultural students who have shown unusual promise in other anthropologists use material culture as important journalism courses and/or have demonstrated supe- evidence in interpreting the American historical and rior writing skills in student publications or media contemporary experience. Research fieldwork in area internships. Literary journalism is a demanding form museums and historical agencies such as the Snite of communication that combines fictional tech- Museum, the Northern Indiana Center For History, niques with scrupulous adherence to fact. Students National Studebaker Museum, and Copshaholm/ will be responsible for two to three major pieces of Oliver Mansion will be part of the seminar. writing and will work closely with one another and the instructor, who is the editor emeritus of Notre Dame Magazine and an experienced freelance writer. 98

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484E. Tragedy: Shakespeare and Melville many majors as is possible with hands-on research See ENGL 482C. Anthropology experiences both in the field and laboratory. Two Chair: Smithsonian and two Chicago Field Museum sum- 486. Grecian Architecture and Furniture I James J. McKenna mer research internships created by the department See ARCH 581. Edmund P. Joyce Professor of Anthropology: are available to majors and it is common throughout Roberto A. DaMatta (emeritus); James J. the school year and summer for the faculty to pair 487. Building America: Architecture, McKenna with students to conceptualize and work together Economics, Politics Nancy O’Neill Associate Professor of Anthropology: on research projects both on campus and abroad. (3-0-3) Schlereth Susan G. Sheridan Often this collaborative research leads to joint pub- A seminar designed to examine the social and lications. Our undergraduate students receive many economic factors, energy and land use policies, Professors: Leo A. Despres (emeritus); Carl W. O’Nell undergraduate research awards from the University demographic urban/suburban trends, technological and regularly attend national professional meetings innovations and artistic impulses that have produced (emeritus); Irwin Press (emeritus) Associate Professors: and stand alongside graduate students and professors the American built environment, 1640–1940. Com- from around the nation to present the results of their paring several building types—the private residence, James O. Bellis; Susan D. Blum; Douglas E. Bradley (concurrent); Agustin Fuentes; Rev. research. Our anthropology minors also participate the workplace, and the public building—the seminar to a high degree. will explore structures and spaces as material culture Patrick D. Gaffney, C.S.C.; Ian Kuijt (on leave fall 2004); Joanne M. Mack (concurrent); Aside from its applicability and relevance across evidence of American domestic, real estate, political different disciplines, professions, and careers, one and cultural history. Cynthia Mahmood; Kenneth E. Moore (emeritus); Carolyn R. Nordstrom (on leave of the truly unique aspects of anthropology is that 498. Special Studies: Reading and Research 2004–2005); Mark R. Schurr (on leave spring it changes in a most profound and insightful way the manner in which our students experience and (0-9-3) Giamo 2005) come to interpret their own lives. The subject of Special Studies offers students the opportunity to Assistant Professors: anthropology is, of course, humankind as viewed pursue an independent, semester-long reading or Meredith S. Chesson (on leave fall 2004); not through a local lens limited by the biases or research project under the direction of a faculty Gregory J. Downey; Satsuki Kawano; Daniel world view of one’s own culture, but by a view that member. The subject matter of Special Studies must H. Lende (on leave fall 2004); Karen E. attempts to reconcile and understand the intersecting not be duplicated in the regular curriculum. Richman Visiting Assistant Professors: and sometimes conflicting, yet, often logical alterna- INTERNSHIPS Yorke Rowan; Kimbra L. Smith tive ways by which our fellow human beings live and Adjunct Assistant Professor: think. AMERICAN STUDIES INTERNSHIPS Marcia L. Good Perhaps it is the result of this very personal All American Studies Internships provide opportun- Adjunct Instructor: encounter, experienced alongside exposure to the ities for practical work experiences under the super- Devorah Snively very best scholarship, that permits our anthropology vision of a professional. Students will spend nine to students to connect so easily and successfully with twelve unpaid, supervised hours per week on the job, Program of Studies. The undergraduate program the diverse professional communities to which they the hours to be arranged between the student and in anthropology is designed to provide each student are drawn. But whatever accounts for this relative the “employer.” Intern candidates should so arrange with a broad, holistic, integrated and species-wide fluidity by which our graduates make the transition their academic schedule as to allow large chunks perspective on contemporary human behavior. into so many diverse fields, the knowledge and skills of time for internship work, such as entire days or Anthropology may be the only major that provides gained by studying anthropology, in addition to entire mornings. significant intellectual and professional links with providing keen insights into others, enriches one’s the humanities and other social science fields, while understanding of one’s self. In this way anthropology 496A. Publishing Internship also providing separate bridges into both the natural maximizes the chances of personal achievement and (0-9-3) Collins sciences and business. In so doing the anthropology self-fulfillment, and proves a surprisingly powerful Apprentice training with Notre Dame Magazine. major prepares students for successful entry into any beginning point for just about any career. Satisfactory/unsatisfactory credit only. number of fields and disciplines and their appropri- PROGRAMS FOR THE CLASS OF 2007 AND 496B. Community Service Internship ate professional graduate schools including medical schools, public health, and law. Human evolutionary BEYOND (0-9-3) Giamo models, critical comparative analysis, ethnographic Apprentice training with community social service 1. The Major. There are no prerequisites to the methods, and a variety of developmental approaches organizations. Satisfactory/unsatisfactory credit only. major. The major requires 27 credits, nine of are taught and applied in our classes to such diverse which must be in the sequence of fundamentals, 496C. Historical Research Internship topics and research areas as: health; illness; addiction; including ANTH 326 (Fundamentals of Linguistic (0-9-3) Schlereth human communication (verbal and non-verbal); hu- Anthropology), ANTH 327 (Fundamentals of Apprentice training in archives or museums or man origins; the nature of social groups; the family; Archaeology), ANTH 328 (Fundamentals of Social historical preservation with local organizations. worldwide political and socio-economic systems; re- and Cultural Anthropology), and ANTH 329 Satisfactory/unsatisfactory credit only. ligion; warfare; infancy and childhood; non-human (Fundamentals of Human Evolution). In addition, primate ecology and behavior; the archaeology, pre- majors must take ANTH 430 (Perspectives in An- 496D. News Internship history, and ethnology especially of North America thropological Analysis), one methods course (three (0-9-3) Schmuhl and the Middle East; sexuality; museum studies; credits), and 12 credits of electives. At least six Apprentice training with newspapers. Satisfactory/ China; evolutionary medicine; Japanese culture, reli- credits of the electives must be at the 400 level. It is unsatisfactory credit only. gion, and society; martial arts; transnationalism; sex recommended that students take the fundamentals and gender; and medical anthropology. by the end of their junior year, whereas ANTH 430 In moving toward our goal to achieve national is usually taken as a junior or senior. prominence as one of the top undergraduate research and teaching departments in the nation, our faculty stress the importance of innovative and significant undergraduate research. We aim to provide as 99

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2. The Honors Major. The honors major requires 33 Approaches and Methods (six hours) 421. Religious Life in Asian Cultures credits. In addition to the above program, the honors 423. Tribe, Religion, Nation in Africa student will take one additional methods course 305. Introduction to Human Ethology 437. Film and Society (three credits) and one additional 400 level course 310. Health, Healing and Culture 440. Native Americans in Fact and Fiction 463. Gender and Power in Asian Cultures (three credits) taken in the senior year, which satisfies 322. Black Music, World Market 482. Archaeology of Ireland the honors capstone. 326. Fundamentals of Linguistic Anthropology 327. Fundamentals of Archaeology 3. The Minor. The minor requires 15 credit hours. 382. The Anthropology of Gender Topics in Anthropology (three hours) There are no prerequisites. Students must take three 386. Religion, Myth and Magic of the four fundamentals, ANTH 326, 327, 328, 403. Anthropology of Art 377. Cultural Difference and Social Change 404. Topics in Biological Anthropology 382. The Anthropology of Gender and 329. In addition, students must take six credits 405. Biological Anthropology 386. Religion, Myth, and Magic of electives. 406. Primate Behavior 411. Topics in Social/Cultural Anthropology Courses taken for pass-fail credit will not satisfy 407. Human Osteology 412. Topics in Asian Anthropology requirements for the major, the honors major, or the 408. Native North American Art 414. Transnational Societies and Cultures minor. 420. Person, Self, and Body 420. Person, Self, and Body 429. Mexican Migration and Transnationalism in 421. Religious Life in Asian Cultures PROGRAMS FOR THE CLASS OF 2006 AND South Bend 423. Tribe, Religion, Nation in Africa BEFORE 432. Anthropology of War and Peace 427. Doing Things with Words 437. Film and Society 429. Mexican Migration and Transnationalism in 1. The Major. There are no prerequisites to the 454. Cultural Aspects of Clinical Medicine South Bend major. The major requires 27 hours, six of which 463. Gender and Power in Asian Cultures 431. Race, Ethnicity and Power must be in the sequence of fundamentals, either 468. Household Archaeology 432. Anthropology of War and Peace 470. Engendering Archaeology 434. Vision, Culture, and Race ANTH 326 (Fundamentals of Linguistic Anthro- 472. Theory and Method in Archaeology 440. Native Americans in Fact and Fiction pology) or ANTH 328 (Fundamentals of Social 473. The Archaeology of Death 454. Cultural Aspects of Clinical Medicine and Cultural Anthropology), and either ANTH 475. Archaeological Materials Analysis: Lithic 463. Gender and Power in Asian Cultures 327 (Fundamentals of Archaeology) or ANTH 329 Technology 468. Household Archaeology (Fundamentals of Human Evolution). ANTH 430 484. Museum Anthropology: An Introduction 470. Engendering Archaeology (Development of Anthropological Theory) and 486. Mother-Baby Behavioral Sleep ANTH 495 (Advanced Seminar) are also required Laboratory Course Descriptions. The following course de- of all students in the major sequence. It is recom- scriptions give the number and title of each course. mended that students take the fundamentals, ANTH Evolutionary Perspectives and Adaptation Lecture hours per week, laboratory, and/or tutorial 326 or 328 and ANTH 327 or 329, by the end of (three hours) hours per week and credit hours per semester are en- closed within parentheses. The names of the instruc- their junior year, whereas ANTH 430 is usually 305. Introduction to Human Ethology taken as a junior or senior. ANTH 495 is designed as 327. Fundamentals of Archaeology tors normally responsible for courses are indicated. a senior capstone seminar. The remaining 15 hours 336. Human Diversity Courses in which graduate students may enroll must be apportioned among various subareas as 339. Archaeology of Ancient Palestine and for which graduate credit may be obtained follows: Approaches and Methods (six hours); Evolu- 340. Ancient Cities and States are indicated with an asterisk (*) before the course tionary Perspectives and Cultural Adaptation (three 389. Prehistory of Eastern North America number. Special requirements are made of graduate hours); Area Studies (three hours); and Topics in An- 391. Prehistory of Western North America students who enroll in these courses. thropology (three hours). Courses taken for pass-fail 404. Topics in Biological Anthropology 405. Biological Anthropology credit will not satisfy requirements for the major. 109. Introduction to Anthropology 406. Primate Behavior (3-0-3) Staff 2. The Major with Senior Thesis. Students may 407. Human Osteology The anthropological study of humankind will be elect to complete a senior thesis (see ANTH 499) 452. Evolutionary Medicine for six credits in addition to the requirements for the 458. Infancy: Evolution, History and Development approached from the perspectives of physical an- major. 474. Environmental Archaeology thropology; prehistory and archaeology; linguistic 3. The Minor in Anthropology. The minor 477. Forager/Farmer Transition anthropology and sociocultural anthropology. requires 15 credit hours. There are no prerequisites. 180. Social Science University Seminar Students must take either ANTH 326 or 328 and Area Studies (three hours) (3-0-3) Staff either ANTH 327 or 329 and are free to elect the 322. Black Music, World Market Anthropology, the holistic study of humans and their remaining nine hours from among the 300- and 339. Archaeology of Ancient Palestine societies and cultures, is the focus of this seminar 400-level courses in the department. Courses taken 340. Ancient Cities and States course. Through discussion and analysis of a variety for pass-fail credit will not satisfy requirements for 353. Societies and Cultures of South Asia of anthropology texts, this seminar course aims to the minor. 354. Japanese Society develop writing skills among first-year students while 4. Anthropology and the Preprofessional Pro- 356. Chinese Society and Culture exposing them to some central problems and issues gram. Preprofessional students will find anthropol- 359. Peoples of Africa within anthropology. ogy to be a highly relevant major. 361. Societies and Cultures of Latin America 365. The Contemporary Middle East 368. Native Peoples of North America SUBAREAS 370. Caribbean Diasporas 389. Prehistory of Eastern North America Courses and Major Subareas of the Department. 391. Prehistory of Western North America The department offers courses in four major subareas 408. Native North American Art in addition to the fundamentals (ANTH 326, 327, 414. Transnational Societies and Cultures 328, and 329), theory (ANTH 430), and capstone seminar (ANTH 495). See “The Major” on this page. Minimum required hours in each subarea are indicated in parentheses. 100

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195. Introduction to Anthropology Honors 323H. Modern Mexico 339. Archaeology of Ancient Palestine (3-0-3) Staff (3-0-3) Beatty (3-0-3) Chesson Prerequisite: First-year honors students only This course examines the complex nation that is This course introduces students to the rich prehis- Anthropology moves forward from the classifica- Mexico in the 20th century, its challenges and its toric and early historic archaeology of the southern tion of our species in biological terms to explore, in prospects. Focusing primarily on the period since Levant, the region encompassing modern Israel, theory and by empirical investigation, the particular 1870, we will study the social, economic, political Palestine, and Jordan; topics will include the origins forms of cultural expression that characterize the and cultural forces that have shaped the history of of agriculture, the emergence of towns and cities, development of human societies and account for the United States’ southern neighbor. Crosslisted international seafaring and exchange, the Philistines their richness and their remarkable variety. It ad- with HIST 323. and Sea Peoples, and the influence of neighboring dresses evolution and genetics, ecological adaptation empires. and the emergence of complex societies. It looks into 326. Fundamentals of Linguistic Anthropology language and other symbolic systems. It studies the (3-0-3) Blum, Gaffney 340. Ancient Cities and States vast domain of social and cultural life, from kinship An inquiry into the origins of language, the nature of (3-0-3) Chesson, Rowan to kingship and from cyborgs to shamans. Seminar meaning, the power of language and how language This course looks at the archaeology of ancient cit- format. systems are acquired and variously function in cul- ies and states, with a special emphasis on those of ture and society. the eastern Mediterranean and the Near East. It also 205/305. Introduction to Human Ethology explores theories about why ancient civilizations rose (3-0-3) McKenna 327. Fundamentals of Archaeology and fell. This course explores the cultural and evolutionary (3-0-3) Chesson, Kuijt, Schurr origins of language, non-verbal communication, This course is an introduction to the methods, 353. Societies and Cultures of South Asia infant behavior, parenting, human aggression, sexual goals, and theoretical concepts of archaeology, with (3-0-3) Staff behavior, gender development and human courtship a primary focus on that practiced in the Middle This course provides a broad introduction to soci- rituals. Each subject is examined from a cross- East, North America, Central America, Europe, and eties and cultures of South Asia (including India, species, cross-cultural, evolutionary and develop- Africa. Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, and mental (including historical) perspective. the Maldives). 327Z. Historical Memories and the Developments 310. Health, Healing, and Culture Bridging Latino and Latin American Identities 354. Japanese Society (3-0-3) Good (3-0-3) Orozco (3-0-3) Staff Prerequisite: ANTH 109, 326, 327, 328, or 329. See SOC 327. This course presents a survey of the social structures After introducing the student to the discipline of and forms of expression that make up the complex 328. Fundamentals of Social and Cultural Anthropol- medical anthropology, the course focuses on the society of contemporary Japan, using anthropologi- ogy interaction between disease and culture and on the cal writings, history, reporting, film, and fiction. (3-0-3) Gaffney, Kawano, Nordstrom, Richman characteristics and functions of diverse medical This course addresses the question of how and why systems. 356. Chinese Society and Culture cultures differ, the relationship between environment (3-0-3) Blum 311R. Mesoamerican Art: Olmec and Their Legacy and culture and how humans use culture to solve This course introduces students to the complexities (3-0-3) Bradley common problems. Students examine the cultural of contemporary Chinese society in the context of This course introduces the student to the Mesoamer- nature of language, personality, religion, economics, the past. Topics covered include food, family and ican world-view by tracing the origins of Mexican politics, family and kinship, play and even deviant gender, political activity, ethnicity and identity, art, religion and culture from the development of the behavior. urban and rural life, work and unemployment, Olmec civilization up to Aztec times, 1500 B.C.– economic complexity, multilingualism, arts, religion, 329. Fundamentals of Human Evolution A.D. 1500. Special emphasis will be placed upon the medicine and the body, and literature. (3-0-3) Bellis, Fuentes, McKenna, Schurr, Sheridan essential unity of religious concepts as iconography This course deals with human evolution in both evolved over this 3,000-year time span. Crosslisted 359. Peoples of Africa biological and cultural terms. Topics covered will with ARHI 311. (3-0-3) Bellis include primate behavior, the mechanisms of evo- An introduction to the societies of Sub-Saharan 314Z. Social Movements lution, the fossil record and the characteristics of Africa. It examines cultures in present-day Africa as (3-0-3) Summers-Effler prehistoric cultures. well as in the past in order to lend an understanding See SOC 314. to the developmental processes which led to their 336. Human Diversity modern forms, emphasizing the relation between a 322. Black Music, World Market (3-0-3) Sheridan culture and its physical environment. (3-0-3) Downey Prerequisite: ANTH 327 or 329. Prerequisite: ANTH 109, 326, or 328. This course presents the methods used by physical 360K. Holy Fools in Christian Tradition Slavery and the coerced migration of Africans to anthropologists to study both the biological basis of (3-0-3) Kobets the New World left a multitude of popular musical human differences (race, intelligence, sex, gender, See RU 360. styles from Black peoples (and others) on both sides etc.), as well as the ongoing process of human adap- of the Atlantic. This course is an examination of the tation and evolution in response to climate, nutrition 361. Societies and Cultures of Latin America diversity of Black popular musics on a global scale. and disease. (3-0-3) Downey This course introduces students to the diverse cultures and societies of Latin America through historical, ethnographic and literary study. Contemporary issues of globalization, violence and migration will preoccupy the discussion of Central and South America and the Caribbean today. 101

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389. Prehistory of Eastern North America (3-0-3) Schurr This course traces the development of a Native American culture from its earliest beginnings in North America to the time of European contact. Topics includes Moundbuilders, agriculture, development of sophisticated societies, and why historic American Indian tribes were so diverse.

390M. Islam: Religion and Culture (3-0-3) Afsaruddin See MELC 390.

391. Prehistory of Western North America (3-0-3) Mack Archaeological data and cultural life of prehistoric Western North America over the last 20,000 years will be covered. This course emphasizes origins and cultural development from an early pioneer stage to the later, sophisticated, diverse cultures of Native Americans.

391E. Short Story in East Asia and the Asian Diasporas (3-0-3) Selden Players of capoeira, an Afro-Brazilian martial art and dance, prepare to start a game in Salvador, Brazil. This course introduces students to short stories by 20th-century writers in China, Taiwan, Korea, Japan 365. The Contemporary Middle East 378Z. Migration, Race, and Ethnicity and the East Asian diasporas. The goals of the course (3-0-3) Gaffney in 21st-Century America are to examine the intertwined modern histories of Surveys Islamic civilization, the most important (3-0-3) Woodrow-Lafield East Asian nation-states, investigate the short story as cultural influence in the Middle East, as context for See SOC 378. a literary genre, and explore critical concepts of liter- discussion of the life of Middle Eastern peoples. Top- ary and cultural identity studies. Crosslisted from ics include the foundations of Islam, Muslim ethics, 382. Anthropology of Gender EALL 391. Sunni-Shi’a split, religious pilgrimage, ethnicity, (3-0-3) Richman ecological adaptations, religious brotherhoods and Prerequisite: ANTH 109, 326, or 328. 393G. Icons and Action Figures in Latino/Latina sisterhoods, Sufism and concepts of the state. This course introduces students to the main issues Literature and debates characterizing the anthropology of gen- (3-0-3) Delgadillo 370. Caribbean Diasporas der and explores how anthropologists have attempted This course will use novels, short stories, films, (3-0-3) Richman to understand changing roles, sexual asymmetry, and cartoons, poems and art to compare newer versions Prerequisite: ANTH 109, 326, or 328. stratification. of icons and action figures with their traditional This course explores the transnational orienta- representations and interrogate the shifts in mean- tions and the multidimensional consequences of 386. Religion, Myth, and Magic ing as well as techniques, histories and arts involved movement from the Caribbean as it affects sites (3-0-3) Gaffney in the process of re-interpretation. Crosslisted from in Miami, London, Paris or Brooklyn as well as The study of religious beliefs and practices in tribal ENGL 393I. Havana, Jamaica, Haiti or Belize. Reading works of and peasant societies emphasizing myths, ritual, ethnography, fiction and history, questions about the symbolism and magic as ways of explaining man’s 403. Anthropology of Art construction and reconstruction of family bonds, place in the universe. Concepts of purity and pol- (3-0-3) Bellis community identity, religion, political power and lution, the sacred and the profane, and types of ritual Prerequisite: ANTH 109, 326, 327, 328, or 329, or economic relations will be treated in the domestic specialists and their relation to social structure will art major. and the global context. also be examined. This course will examine art as a functional part of culture from an anthropological point of view. 372Z. Religion and Social Life 387E. City in Modern Chinese Fiction Attention is given to evolution of art as part of hu- (3-0-3) Christiano (3-0-3) Lin man culture and to evolution of the study of art by See SOC 372. Examining portrayals of cities such as Beijing and anthropologists. Open to graduate students. Shanghai in fictional works, this course explores 377. Cultural Difference and Social Change the image of the city as the big, the bad, and the ir- 404. Topics in Biological Anthropology (3-0-3) Downey resistible site of desire for modernity in 20th-century (3-0-3) Fuentes This course is designed especially for students return- China. Crosslisted with EALL 387. Prerequisite: ANTH 109, 327, or 329. ing from summer service projects or study abroad This course explores the latest developments in programs in the developing world. Students can only 388E. Chinese Mosaic: Philosophy, Politics, Religion biological anthropology, including but not limited enroll with the permission of the instructor or the (3-0-3) Jensen to population genetics, human diversity, the concept director of the ISSLP at the Center for Social Con- This is a special topics class that provides an in- of race, primate evolution and behavior, patterns of cerns. In the class, students will conduct research to troduction to the diverse lifeways constituting the adaptation, and evolutionary medicine. better understand the sites that they visited during puzzle of the Chinese people. The course will cover their overseas projects, orienting them in relation to the influences of religion, philosophy, and politics. broader global, regional, and national patterns. Crosslisted with EALL 388. 102

ANTHROPOLOGY

405. Biological Anthropology 414. Transnational Societies and Cultures 429. Mexican Migration and Transnationalism in (3-1-4) Fuentes, Sheridan (3-0-3) Richman, Smith South Bend Prerequisite: ANTH 109, 327, or 329. Prerequisite: ANTH 109, 326, or 328. (3-0-3) Richman This course includes research pertaining to human This course analyzes how cultural identities and be- Prerequisites: ANTH 328, 361, 414, or 431. Juniors evolution and to epidemiological and nutritional haviors are formed in the context of global systems. and seniors. Fluent Spanish. studies both now and in the remote past, as well as Through speciﬁc case studies, students will explore This course uses experiential learning in the Mexican the applied physical anthropology ﬁelds of forensic how different social groups construct their cultures community of South Bend in order to understand sciences and genetics. in interaction with other cultures and how, in so do- how Mexican migrants conduct their lives across ing, these groups are both responding to and shaping the vast distances separating South Bend and their 406. Primate Behavior global agendas. homeland. (3-0-3) Fuentes, Sheridan, McKenna Prerequisites: ANTH 109, 327, or 329. 415Q. Gender, Politics, and Evolutionary Psychology 430. Development of Anthropological Theory This course will explore the similarities and dif- (3-0-3) Manier (3-0-3) Blum, Gaffney, Smith ferences in behavior among primates. Aspects of This course explores the conceptual foundations of Prerequisite: ANTH 326 or 328. Anthropology primate social interaction—mother/infant bonds, evolutionary psychology and its implications for the majors only. male/female interactions, dominance hierarchies, view that a wide range of human social behaviors are This course provides an introduction to anthropo- communication, reproductive strategies, and ab- sexually dimorphic as a result of the long evolution- logical theory, including its relation both to other errant behaviors—will be explored in light of their ary history of the human species. Crosslisted with intellectual approaches within the social and natural relationship to human origins. PHIL 215. sciences, and to anthropological practice.

407. Human Osteology 420. Person, Self, and Body 431. Race, Ethnicity, and Power (3-1-4) Sheridan (3-0-3) Blum (3-0-3) Prerequisite: ANTH 327 or 329. Prerequisite: ANTH 109, 326, or 328. Prerequisite: ANTH 109, 326, or 328. This is a lab-intensive course that explores the This course will examine theoretical works and eth- Presents a review and discussion of social scientific methods used in physical anthropology for studying nography on persons, selves, and bodies to address research concerning the nature of race and ethnicity individual human skeletal remains, as well as those issues of private versus public self, the concept of the and their expression as social and cultural forces in employed to establish biocultural connections at body, the construction of identity, and the issues of the organization of multi-ethnic societies. The focus the population level. Forensic techniques utilized in conflict within a person and between persons and is multidisciplinary. individual identification will be developed in the first the material world. third of the course. 432. Anthropology of War and Peace 421. Religious Life in Asian Cultures (3-0-3) Mahmood, Nordstrom 408. Native North American Art (3-0-3) Staff Prerequisite: ANTH 109, 326, or 328. (3-0-3) Mack Prerequisite: ANTH 109, 326, or 328. This class will explore the human capacity for war Prerequisite: ANTH 326 or 328 or ARHI 169. This course explores topics such as ritual, ancestor and peace, from tribal conflicts through guerilla Traditional Native North American art will be stud- worship, shamanism, spirit possession, divination, warfare to conventional and nuclear war. It will also ied through form, technique and context, as well and festivals in changing Asian societies, including study societies without war and populations with in- as the perception of this art as exemplified through Japan, Korea, China, Malaysia, and India. novative ideas about peace. changing content, technique and context. Students will work with the collections in the Snite Museum 423. Tribe, Religion, Nation in Africa 434. Vision, Culture and Race of Art. (3-0-3) Gaffney (3-0-3) Song Prerequisite: ANTH 109, 326, or 328. Prerequisites: ANTH 326 or 328 plus one more 411. Topics in Social/Cultural Anthropology This course will examine the key theoretical issues in ANTH course. (3-0-3) Staff the formation of large, culturally heterogeneous and This class will explore how culture shapes the ways This course explores the latest developments in so- complex social groupings from many smaller and in which people see the world. It will then examine cial-cultural anthropology including, but not limited more homogeneous ethnic groups. Special attention how race‚ as a visual evidence, came to its promi- to, nationalism and transnationalism; colonialism will be given to the influence of religion, the role of nence as a way of categorizing people. and post-colonialism; political-economy; gender; Christianity and Islam, and the influence of tradi- religion; ethnicity; language; and medicine and the tional African religions. Open to graduate students. 437. Film and Society body. Emphasis will be on social and cultural trans- (3-0-3) Snively formations in specific historical contexts. 425Z. Ethnicity in America Prerequisites: Two previous ANTH courses. (3-0-3) Chrobot This course will examine the “American experience” 412. Topics in Asian Anthropology Review of the theory and history of ethnicity, its via cinematic representation and analysis. Course (3-0-3) Staff policy implications for family, education, economics, work will include research papers and the production This course explores the latest developments in the religion, government and international relations; of a short visual narrative piece representing students’ anthropology of Asian societies and cultures. The in-depth study of one ethnic group of choice. Cross- conceptualizations of Americana. course may include the study of nationalism and listed from SOC 425. transnationalism; colonialism and post-colonial- 440. Native Americans in Fact and Fiction ism; political-economy; gender; religion; ethnicity; 427. Doing Things with Words (3-0-3) Mack language; and medicine and the body. Emphasis will (3-0-3) Blum Prerequisite: ANTH 109, 326, or 328. be on social and cultural transformations of Asian Prerequisites: ANTH 326, 328 or permission. Juniors This course focuses on our images of Native Ameri- societies in specific historical contexts. and seniors. cans and how these images may have been shaped by Topics include religious language; silence; politeness popular and scientific writing and film. The course and sincerity; truth, deception, lying, and cheating; uses books and film displaying Indian stereotypes linguistic variety, identity, and stereotypes; moral and compares them to ethnographic studies which evaluations made of language; and language used for reveal more realistically the diversity of Native power and solidarity. American culture. 103

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452. Evolutionary Medicine 468. Household Archaeology 477. The Forager/Farmer Transition (3-0-3) McKenna (3-0-3) Chesson (3-0-3) Kuijt Prerequisite: One ANTH course. Prerequisite: ANTH 327, 329, 340, or 389. Prerequisite: ANTH 109, 327, 329, or 389. This course will reconceptualize a variety of human This course explores the theoretical and method- The course explores the transition from hunting and diseases, syndromes and disorders from the stand- ological challenges faced by archaeologists excavating gathering ways of life to agricultural societies and point of evolution, in the modern cultural context. ancient households. Students will explore the social, systems of food production in the Old and New The evolution of infectious diseases, menopause, economic, political and physical characteristics of Worlds. This course examines the origins of food women’s reproductive cancers, allergy, pediatric households, the relationship between households and production in diverse areas as a long-term social, topics, breastfeeding, obstetrics, geriatric medicine, communities, and the contribution of household conceptual and economic process. structural and genetic abnormalities, psychiatric archaeology to architectural, artifactual, and social disorders, psychological health, eating disorders, nu- analyses of ancient communities. 479H. History of Chinese Medicine trition, obesity, myopia, emotional disorders, touch (3-0-3) Murray therapy and massage will be examined. 470. Engendering Archaeology In light of certain contemporary Chinese practices (3-0-3) Chesson in the field of alternative medicine, this course will 453P. Psychology and Medicine Prerequisite: ANTH 326, 327, 328, 329, 340, or explore the phenomenon of Chinese traditional (3-0-3) Kolberg 389. medicine in both its historical and contemporary set- The course covers a range of topics dealing with This course will consider the historical and theo- tings. Crosslisted with HIST 479. health issues related to different stages of human de- retical foundations of creating an engendered past, velopment (childhood, adolescence, and adulthood), the methodological and practical aspects of “doing” 479Z. International Migration and Human Rights disabled populations, culture and gender, stress, engendered archaeology, and the intersection be- (3-0-3) Bustamante physician-patient interactions, death and dying, pro- tween political feminism, archaeological knowledge Using a historical approach, this course focuses on fessional ethics, and social policies relating to health production, and the politics of an engendered the current debate on the impact of the undocu- care. Primarily intended for students intending to archaeology. mented immigration from Mexico and Central enter medical school. Crosslisted with PSY 453A. America, with a discussion of the gap between public 472. Theory and Method in Archaeology perceptions and research findings. The recent devel- 454. Cultural Aspects of Clinical Medicine (3-0-3) Bellis, Chesson opments within the context of the United Nations’ (3-1-4) Wolosin Prerequisite: ANTH 327, 329, or 488. Commission on Human Rights are also covered. Prerequisite: Permission required. Juniors and seniors The practice of archaeological research will be cov- Crosslisted with SOC 479. only. ered, from the various methods of identifying sites The course examines popular medical concepts and in the field, to excavation procedures, to analysis 482. Archaeology of Ireland expectations patients bring with them to the clinical of material in the laboratory. Useful to individuals (3-0-3) Kuijt or hospital setting, as well as the attitudes, organiz- in anthropology, history, theology, classics and art Prerequisite: Permission required. ation and goals of the clinical medical care. Students history. This course examines the cultural and historical divide their time between classroom and service as trajectory of the archaeology of Ireland from the patient/family liaisons in an area emergency room. 473. The Archaeology of Death Neolithic through the Viking period. Topics include Student access to transportation is necessary. (3-0-3) Schurr the emergence of the unique systems of commu- Prerequisite: ANTH 327 or 329. nities, the development of systems of metallurgy in 458. Infancy: Evolution, History, and This course explores the significance of prehistoric the Iron Age, regionalism, monetary practices and Development human mortuary behavior, from the first evidence ritual, and discussion of village life in ring forts dur- (3-0-3) McKenna of deliberate burial by Neanderthals as an indicator ing the Bronze Age. Prerequisite: One ANTH or PSY course. of the evolution of symbolic thought, to the analysis This course explores aspects of infant biology and of the sometimes spectacular burial patterns found 484. Museum Anthropology: An Introduction socio-emotional development in relationship to in the complex societies such as ancient Egypt and (3-0-3) Mack Western child care practices and parenting, and Megalithic Europe. Open to graduate students. Prerequisite: ANTH 326, 327, or 328. cross-cultural, human evolutionary and develop- An introduction to the history, philosophy, and pro- mental data. A variety of mammals are included as a 474. Environmental Archaeology fessional practices of museums. It includes an exami- comparative background. (3-0-3) Schurr nation of the ethical and practical issues of museum Prerequisite: ANTH 109, 327, 329, or 389. work through readings, discussions, and hands-on 463. Gender and Power in Asian Cultures This course explores the relationships between past experience. (3-0-3) Staff societies and the ecosystems they inhabited and con- Prerequisite: ANTH 109, 326, or 328. structed using concepts from settlement archaeology, 486. Mother-Baby Behavioral Sleep The class studies the representations of women and human geography, and paleoecology (the study of Laboratory men in different Asian societies and in different ancient ecosystems). (1–2-3) McKenna political, social, and economic contexts, and their Prerequisite: ANTH 205, 305, 452, or 458. Permis- affect on kinship, family, work, religion, and the 475. Archaeological Materials Analysis: Lithic sion required. state. Ethnographic studies will cover Japan, Korea, Technology This course examines the sleeping arrangements of China, Malaysia, Indonesia, and India, with a special (3-1-4) Kuijt infants and children, nighttime nurturing patterns emphasis on contemporary Japan. Prerequisite: ANTH 109, 327, 329, or 389. by parents, and the cultural values and ideologies The course will cover laboratory procedures and that underlie them. Research will be conducted in techniques used in the analysis of a range of ex- a sleep laboratory on the sleep behavior of mothers, cavated chipped stone artifacts from prehistoric fathers and children from the local contexts. Students will participate in flintknapping community. practice and work intensively with several archaeological collections. 104

ANTHROPOLOGY ~ ART, ART HISTORY, AND DESIGN

495. Advanced Seminar 498B. Directed Research in Biological Anthropology (3-0-3) Various (V-V-V) Fuentes, McKenna, Sheridan Art, Art History, Corequisite/Prerequisite: ANTH 430. Anthropology Prerequisites: Junior or senior standing, dean’s list, and Design majors only. consent of instructor. Chair: This course will provide an opportunity for students Intensive independent research on a special problem Dennis P. Doordan to apply theoretical knowledge and critical thinking area in biological anthropology about which the skills that they have acquired in their anthropology student will be expected to produce a detailed anno- Professors: courses, especially ANTH 430. This course may be tated bibliography and write a scholarly paper. Dennis P. Doordan; William J. Kremer; used as the first semester of the two semester senior Charles M. Rosenberg thesis sequence. 498C. Directed Research in Sociocultural Associate Professors: Anthropology Charles E. Barber; Robert R. Coleman; 497A. Directed Readings in Archaeology (V-V-V) Blum, Downey, Gaffney, Kawano, Mack, Rev. Austin I. Collins, C.S.C.; Jean A. Dibble; (V-V-V) Bellis, Chesson, Kuijt, Mack, Schurr Mahmood, Nordstrom, Richman Paul A. Down; Rev. James F. Flanigan, C.S.C.; Prerequisites: Junior or senior standing, dean’s list, Prerequisites: Junior or senior standing, dean’s list, Richard L. Gray; Martina A. Lopez; Rev. consent of instructor. consent of instructor. Martin Lam Nguyen; Kathleen A. Pyne; Intensive independent readings on a special problem Intensive independent research on a special problem Robin F. Rhodes; Maria C. Tomasula area in archaeology about which the student will area in sociocultural anthropology about which the Assistant Professors: be expected to produce a detailed annotated bibli- student will be expected to produce a detailed anno- Nyame O. Brown; John K. Caruso; Meredith ography and write a scholarly paper. tated bibliography and write a scholarly paper. Gill; Robert Haywood; Robert P. Sedlack Associate Professional Specialist: 497B. Directed Readings in Biological 498D. Directed Research in Bioarchaeology John F. Sherman Anthropology (V-V-V) Schurr, Sheridan Concurrent Assistant Professors: (V-V-V) Fuentes, McKenna, Sheridan Prerequisites: Junior or senior standing, dean’s list, Douglas E. Bradley; Stephen R. Moriarty; Prerequisites: Junior or senior standing, dean’s list, consent of instructor. Tom Walker consent of instructor. Intensive independent research on a special problem Intensive independent readings on a special problem area in biological anthropology and/or archaeology The Department. The Department of Art, Art His- area in biological anthropology about which the about which the student will be expected to produce tory, and Design at the University of Notre Dame, as student will be expected to produce a detailed anno- a detailed annotated bibliography and write a schol- part of the College of Arts and Letters, is dedicated tated bibliography and write a scholarly paper. arly paper. to the liberal education of the whole person. The art and design student, guided by an active faculty, can 497C. Directed Readings in Sociocultural 498E. Directed Research Sleep Lab Anthropology expect to become critically aware of the rich artistic (V-V-V) McKenna past and challenged to become a thoughtful maker (V-V-V) Blum, Downey, Gaffney, Kawano, Mack, Prerequisites: Junior or senior standing, dean’s list, of contemporary visual expression. The art history Mahmood, Nordstrom, Richman consent of instructor. student, under the tutelage of an expert faculty, will Prerequisites: Junior or senior standing, dean’s list, Intensive independent research at the Mother-Baby achieve a broad and evaluative knowledge of the art consent of instructor. Behavioral Sleep Laboratory about which the student of the Western world. An active lecture and visiting Intensive independent readings on a special problem will be expected to produce a detailed annotated artist series and the extensive collections of the Snite area in sociocultural anthropology about which the bibliography and write a scholarly paper. Museum of Art strengthen and broaden the work student will be expected to produce a detailed anno- in the classroom and studio. The South Bend and 499. Anthropology Senior Thesis tated bibliography and write a scholarly paper. Chicago area provide additional cultural activities (V-V-V) Various and experiences. 497D. Directed Readings in Bioarchaeology Prerequisites: Senior standing, dean’s list, consent of The department has 14 visual art and design and (V-V-V) Schurr, Sheridan instructor. seven art history faculty. The student may pursue Prerequisites: Junior or senior standing, dean’s list, This course, which continues for two semesters, one of three degrees at the undergraduate level: the consent of instructor. provides the student with the opportunity for in- bachelor of arts (B.A.) in studio art and design or Intensive independent readings on a special problem dependent study and the development of skills in a B.A. in art history, or the bachelor of fine arts area in biological anthropology and/or archaeology research and writing. The effort is the student’s own, (B.F.A.) in studio art and design. Studio concen- about which the student will be expected to produce from the choosing of a topic to the conclusion pre- trations are offered in ceramics, design, painting, a detailed annotated bibliography and write a schol- sented in the final paper. A thesis director is chosen photography, printmaking and sculpture. The size of arly paper. to guide the student and provide assistance. the department enables the serious student to receive 498A. Directed Research in Archaeology a solid foundation and, through personal contact (V-V-V) Bellis, Chesson, Kuijt, Mack, Schurr with the faculty, to develop a creative individual direction in a discipline. The department is further Prerequisites: Junior or senior standing, dean’s list, enriched by an active graduate program offering the consent of instructor. M.F.A. degree in studio art and design and the M.A. Intensive independent research on a special problem degree in art history. area in archaeology about which the student will The art history classrooms and the art slide li- be expected to produce a detailed annotated bibliography and write a scholarly paper. 105

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brary are housed on the first floor of O’Shaughnessy degree. Students who do not qualify are eligible for and white input and output. Two model fabrication Hall. Offices for the art history faculty are in Decio the B.A. degree. B.F.A. candidates are waived from shops allow pattern making activities leading to “on Faculty Hall. The departmental office is in Riley the second History/Social Science requirement and site” processing that ranges from plastic molding to Hall, as are the art and design faculty studios. Riley the University Fine Arts requirement. foundry casting. Intermediate and advanced level Hall also houses all the visual arts activities in well- undergraduate students share an energized design equipped studios that are always available for student B.F.A. Junior and Senior Years community with defined studio space located in use. Skilled technical staff and support facilities are Students accepted into the B.F.A. program begin close proximity to all studio fine arts, art history, and available as appropriate for each medium that is a two-year primary concentration in one of the exhibition galleries. offered. following studio areas: ceramics, design, painting, photography, printmaking or sculpture. The concen- Graphic Design THE STUDIO ART tration requires 15 hours of study in a major concen- Graphic design is a creative process that combines AND DESIGN MAJOR tration area during the last four semesters. Teaching fine art and technology to communicate ideas. It in the major is highly individualized and stresses the begins with a message that, in the hands of a talented Bachelor of Arts Degree in Studio Art and Design creative development and preparation of the student graphic designer, is transformed into visual commu- The Bachelor of Arts degree program in art and for the professional world. In addition to pursuing nication that transcends mere words. By controlling design is defined as a general liberal arts degree. a concentration, all B.F.A. majors must enroll in the color, type, movement, symbols, and images, the The B.A. degree is ideal for the student who desires B.F.A. Seminar and the Senior Thesis Course. The graphic designer creates and manages the production a liberal education with a strong emphasis in art. culmination of the B.F.A. degree is the completion of visuals designed to inform and persuade a specific Students enrolling in the B.A. degree program are of a senior thesis. This two-semester senior project, audience. By combining aesthetic judgment with required to complete a five-course core curriculum directed by a faculty member, will be exhibited and project management skills, graphic designers develop during their first three semesters. These courses are approved by the faculty as a requirement for visual solutions and communications strategies. The Drawing I, 2-D Foundations, 3-D Foundations, one graduation. professional designer works with writers, editors, il- course treating material from before 1500 taught by lustrators, photographers, code writers, and printers a regular full-time art historian in the department, STUDIO ART AND DESIGN to complete compelling designs that communicate a and one course that treats material from after 1500 CONCENTRATIONS client’s message effectively. taught by a regular full-time art historian in the de- At Notre Dame, the graphic design education Ceramics Concentration partment. Students are not required to select a major begins with the liberal arts curriculum as part of the Ceramics is a concentration emphasizing clay as the College of Arts and Letters. This varied background concentration for the B.A. degree, but some focus primary vehicle for expression. Pottery, vessel making includes science, math, philosophy and theology, of study is encouraged. The B.A. degree consists of and sculpture may be addressed through a variety of and creates a well-rounded graduate prepared to deal 36 hours in art and design, of which 27 are in studio processes to include hand-building, throwing and with the wide variety of complex communication is- and nine in art history. casting. As students develop technical skill with the sues professional designers face. medium, they will create and explore forms and ideas Bachelor of Fine Arts Degree in Studio Art and Within the Department of Art, Art History, of their own choosing. Beyond clay, students will Design and Design, the graphic design curriculum gives a be encouraged to study and utilize other sculptural The bachelor of fine arts degree program in art and student the opportunity to be firmly grounded in the media as well as become familiar with contemporary design is intended for the student who wishes to pur- fundamentals of graphic design and gain exposure in and historical source material which will inform their sue a professional career in the visual arts. The pro- various fine art curriculum. The further the student own direction in ceramics. gram is organized into a four-year sequence of study progresses through the tiered program, the greater that provides a solid understanding of art and art the opportunities are to explore creative avenues history. The student has an opportunity to explore Design Concentration Design is the order of form and control of function. and problem-solving-as well as problem-defining- a variety of curricular options and then chooses an methods. These experiences are coupled with access intensive and professional major concentration. In It is what designers do. Because people are conditioned to evaluate and select on the basis of appear- to leading-edge technology, including an on-site addition to a primary concentration, B.F.A. students eighteen-station Mac lab, color input/output devices, are encouraged to select a secondary area of interest ance and textural input, the acceptance or rejection of material goods is often reduced to an object’s CD burners, digital cameras, and the most current to broaden their thinking and to enrich their creative computer applications recognized by industry. study. B.F.A. candidates share a close working rela- visual power of seduction. The act of giving form, texture, and color to information and object empow- tionship with the department’s faculty who are active Industrial Design ers the designer with influence that can lead to the professional artists and designers. Intensive studio Industrial designers give form to virtually all mass- success or failure of made aspects of our work is complemented by an academic education manufactured products in our culture. Their tasks environment. with strong art history and liberal arts component. include the conceptual act of planning how made Responsible designers aspire to conceive objects The B.F.A. degree consists of 66 credit hours in art, objects will affect utility, appearance, and value to with a sensitivity for human need, human aspiration, of which 54 are in studio and 12 in art history. users, sellers, and makers. Toward these ends, design- and the functional requirements for both imple- ers require an awareness of aesthetics, human behav- menting and producing made objects. At its best, B.F.A. Freshman and Sophomore Years ior, human proportion, material, process, and the design serves a community that includes industry, Students beginning in the program are required responsible appropriation of resources, both before marketing, consumer, and the environment. to complete a seven-course studio core curriculum and after use. Design has been part of the curriculum at the during their first two years. Five of these courses Industrial designers identify and solve problems. University of Notre Dame since the early 1950s. are mandated: Drawing I, Figure Drawing, 2-D The industrial designer must present different points Here, design students share the advantages of a Foundations, 3-D Foundations and Photography of view and alternative solutions involving products campus that is rich in contemporary technology I. The remaining two studio courses are optional, or systems in a clear and engaging manner. This and still retains a deep appreciation for a heritage of based on the student’s interest. This intensive cur- persuasive art form requires highly developed orga- traditional human values and wisdom. Technically riculum establishes a base for the studio practices nizational and presentational methods that utilize advanced lecture rooms and digital labs support all and principles for all visual art expression. At the end drawing, physical modeling, computer modeling, student design activities. One 18-station Mac lab of the fourth semester, students who have earned a and animation as well as verbal skills. and one 10-station SGI lab share campus network minimum 3.25 grade point average in their studio Design education begins at Notre Dame with courses will be accepted as candidates for the B.F.A. with a complete range of facilities for color or black 106

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utilization of campus facilities through the liberal fessional level by creating a cohesive body of work 241S–242S. Wood Sculpture arts curriculum. This social, philosophical, critical, and by striving toward exhibiting that work. (0-6-3) (0-6-3) ethical, and historical experience helps build a foun- Open to all students. dation of cultural understanding that naturally leads Sculpture Concentration This course uses wood as a primary medium. Em- to the more specific aspects of traditional creative The goal of the sculpture program is to offer stu- phasis is placed on individual concept and design. and problem-solving methods required of designers. dents a solid understanding of sculptural materials, Students learn the use of hand and power tools as The industrial design area also maintains close con- tools and techniques which will enable them to well as techniques of joining, laminating, fabricating tact with regional and national corporate design and expand their ideas into skillful and thoughtful indi- and carving. consulting offices in the form of annual conferences, vidual expression. Students work in well-equipped sponsored projects, and internships. studios under the direction of the sculpture faculty. 243S–443S. Metal Foundry The design faculty at Notre Dame are profession- A full range of sculptural experiences in traditional (0-6-3) als in their fiends. Their diverse experiences, as well and nontraditional media are available in specific Open to all students. as their commitment to quality design education, courses. Independent study, visiting artist lectures This course focuses on work in fabricated and complement an atmosphere for creative learning and and visits to area museums and galleries supplement welded steel and cast bronze sculptures. Students problem solving. The faculty’s range of qualifica- course offerings. By blending required and elective learn basic welding techniques using oxygen and tions extend internationally to include Eastern and courses, students may design a curriculum that will acetylene, and arc and heliarc welding. Moldmak- Western Europe, into the corporate realm as design respond to their particular needs and direction. ing, working in wax, and metal finishing techniques managers, design and manufacturing entrepreneurs, Course Descriptions. The following course de- are also explored. professional design consultants and experts in digital scriptions give the number and title of each course. 245S–246S. Metal Sculpture I design technologies. These credentials present the Lecture hours per week, studio hours per week and (0-6-3) (0-6-3) students with a rich complement of educational re- credits each semester are in parentheses. “V” indi- Open to all students. sources plus a professional base in which to network, cates variable. both nationally and internationally. Metal is the medium of choice in this course designed to explore three-dimensional design with a Painting Concentration ART STUDIO COURSES variety of projects grounded in historical precedents. Painting is a traditional visual expression of human Students become familiar with as many metal- 121S–122S. Basic Drawing experience that combines the direct manipulation working techniques as time and safety allow, such (0-6-3) (0-6-3) of materials with an illusion of the world in space. as gas and arc welding, basic forge work, and several Open to all students. Paintings can report what the eye sees as well as what methods of piercing, cutting and alternative joinery. This course deals with form depiction in its many the eye might see; it is fact and fantasy. A painting aspects and modes and is intended for beginning can also stimulate and delight the consciousness 247S–248S. Figure Sculpture students as well as advanced students who need ad- with formulations of colored pastes on a flat surface. (0-6-3) (0-6-3) ditional experience in drawing. The concentration in painting exposes students to Open to all students. This course concentrates on modeling from the fig- the varied traditions of the medium and encourages 133S–134S. Basic Painting ure. Work is predominantly in clay, but mold-mak- them to explore their own capacity to create. Empha- (0-6-3) (0-6-3) ing and casting techniques are also explored. sis is placed on discovering the student’s individual Open to all students. values and developing techniques that elucidate and This course is an introduction to oil painting tech- clarify those values. 285S. Photography I niques and to stretcher and canvas preparation. The (0-6-3) Photography Concentration emphasis is on finding a personal direction. Open to all students. Photographs mediate our experiences with the phys- This course is an introduction to the tools, mate- 149S. 3-D Foundations ical world experiences that take place at the inter- rials and processes of black-and-white photography. (0-6-3) (0-6-3) section between art, culture and our own individual Lectures and demonstrations expose students to both This required course for all art majors introduces perceptions. The concentration in photography is traditional and contemporary practices in photog- the student to three-dimensional art by producing designed to inform students of photographic tradi- raphy. Critiques of ongoing work encourage students sculptures (both figurative and abstract) in a variety tions while engaging them in issues of contemporary to begin discovering and developing their individual of media. Contemporary movements in sculpture are art practice. The photography program seeks to strengths and interests in the medium. facilitate growth and development of the art student examined through slide lectures and attendance at through a full range of courses dealing with techni- visiting artist lectures and visits to exhibitions. 287S–288S. Relief and Collography cal, historical, critical and aesthetic concerns. The (0-6-3) (0-6-3) 209S–210S. Ceramics I goal of the program is to enable students to be con- Open to all students. (0-6-3) (0-6-3) versant with these issues and to recognize the power This course investigates various relief methods of Open to all students. of photography as a uniquely flexible medium for printmaking, including linocut, woodcut and col- This course examines basic techniques of wheel- both personal and cultural expression. lograph. Emphasis is on experimentation and com- thrown and hand-built clay structures for sculpture bining media. Printmaking Concentration and pottery. The printmaking concentration emphasizes a man- 289S. Silk screen I 231S Watercolor I ner of thinking and making images that printmaking (0-6-3) (0-6-3) (0-6-3) techniques allow and encourage. As students become Open to all students. Open to all students. familiar with the various techniques and technologies This course is an introduction to stencil processes This course is an introduction to the watercolor of lithography, intaglio, relief and silk screen, they and printing. Hand-drawn and photographic stencil- medium and deals with a variety of methods, mate- learn methods of developing images and ideas. Ex- making techniques are explored. Mono-printing and rials and techniques (both realistic and abstract) with perimentation and exploration of mixed print media discovery of unique aspects of serigraphy are encour- special emphasis on color and composition. images are encouraged. The courses are designed aged. Emphasis is on exploration of color and to progressively develop skill, creativity, personal development of student’s ideas and methodologies. imagery and knowledge of relevant current issues. Advanced students are encouraged to work on a pro- 107

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291S. Print Business and Photogravure This course is concerned with learning the business of contract printing for photogravure prints. These prints look exactly like photographs but are printed onto soft printmaking papers. The class will invite a photographer to produce a suite of six black-and- white photographic prints that the class will convert into photogravure prints. The class will learn the business of production, including costs, while engaging in the scheduling, platemaking, printing, packaging, and sales of a suite of photogravures.

292S. Etching I (0-6-3) Open to all students. This basic studio class introduces techniques of etching. Students learn basic plate making and printing techniques while learning to incorporate their own drawing skills and points of view. Historical and contemporary prints are reviewed.

293S. Lithography (0-6-3) Open to all students. This course is an introduction to planographic print Jean A. Dibble, associate professor of art, art history, and design techniques including drawing, painting, and photographic transfer on stone and metal plate. Basic 325S. Figure Drawing 375S. Color Photography black-and-white and color printing techniques are (0-6-3) (0-6-3) (3-3-3) practiced. Contemporary and historical prints are re- Open to all students. Prerequisite: Photography I. viewed. Emphasis is on development of the student’s The emphasis is on drawing in all its aspects: mate- This course is an introduction to the tools, materials own ideas and methodology. rials, methods, techniques, composition, design and and processes used in color photography. The as- personal expression. The human figure is the subject signments explore the use of color prints, slides and 294S. Photolithography matter. While anatomy is studied, the course is not Polaroid materials, emphasizing the development of (0-6-3) an anatomy class. Male and female models, clothed personal imagery. Slide lectures, demonstrations and Photolithography is a method of printmaking and nude, are used. critiques help students to refine their technical and utilizing a metal plate that is photosensitive. Hand- creative skills in the medium. drawn and computer-generated images as well as 333S–334S. Painting II traditional photographs are used to create prints that (0-6-3) (0-6-3) 377S. Documentary Photography reflect an individual’s creativity. Emphasis is placed Prerequisite: Painting I. (0-6-3) on the student developing his or her own vision and This course is devoted to painting from models. The Prerequisite: Photography I. its expression. emphasis is on observing nature and incorporating Through individual projects, readings and slide figures into a composition. lectures, students explore the history and implica- 297S. Artists’ Books and Papermaking tions of the documentary tradition. Major styles, (0-6-3) 349S–350S. Advanced Sculpture practitioners and techniques are discussed. Special at- Open to all students. (0-6-3) (0-6-3) tention is paid to issues of truth and realism includ- This introductory course explores the making of Prerequisites: 3-D Foundations, Wood Sculpture or ing the impact of digital imaging on the medium. artists’ books and papermaking. Students learn basic Metal Sculpture. Students produce several creative projects. bookbinding techniques for books and printing This sculpture course allows students to work in techniques for stationery and posters. They also learn one or a combination of the following media: clay, 400S. B.F.A. Seminar how to make handmade papers. Part of the focus is metal, wood, plaster, resins or concrete. Students are (0-6-3) on historical books as well as on what contemporary encouraged to develop an individual direction. B.F.A. majors only. Required of all B.F.A. studio artists are doing with books. and design majors. B.A. students who have had four 366S–367S. Photography II studio courses beyond the core program are also 309S–310S. Ceramics II (3-3-3) (0-6-3) eligible. (0-6-3) (0-6-3) Prerequisite: Photography I. This course is designed to broaden the context of Prerequisite: Ceramics I. This course extends and develops the skills and con- the student’s chosen major in the department by This course explores advanced processes in clay cepts initiated in Photography I. Students are also introducing the student to alternative and integrated for pottery and sculpture as well as techniques of introduced to a variety of photographic possibilities points of view from all areas of study that are rep- glazing. outside traditional black-and-white printing. Tech- resented by the studio and design field. This course niques explored include darkroom manipulations, will help junior B.F.A. majors to orient toward their photo-constructions, Polaroid transfers, installations chosen direction and project for the B.F.A. senior and non-silver processes. Projects encourage students thesis year. Critical writing and directed readings will to continue defining their own areas of interest and be assigned throughout the semester. Slide lectures, to locate their own concerns within the broad range visiting artist interviews, gallery visits, student pre- of photographic issues. sentations, portfolio preparation and graduate school application procedures will supplement the course. 108

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409S–410S. Ceramics Studio 480S. Digital Photography 499S. B.F.A. Thesis (0-6-V) (0-6-V) (3-3-3) (0-6-3) Prerequisites: Ceramics I and II. Permission required. Prerequisite: B.F.A. candidacy. This advanced course is for students pursuing an This course explores the use of computers for cre- The B.F.A. Thesis is defined by an independent individual direction in ceramics. Emphasis is on ative imagemaking. Students are introduced to the thesis project, continuing for two semesters during individual concepts and techniques. practices and procedures of digital imaging with an the senior year. The B.F.A. Thesis is a personal visual emphasis on exploring their own personal work. statement that is the culmination of a student’s col- 425S. Figure Drawing—Multilevel lective development within the department. The Prerequisite: Figure Drawing. 485S. Studio Photography B.F.A. Thesis can be the extension of an ongoing The emphasis is on drawing in all its aspects: materi- (0-6-3) body of work or a defining project. The thesis proj- als, methods, techniques, composition, design, and Prerequisites: Photography I and Photography II or ect is supported by a written statement defining the personal expression. The human figure is the subject Color Photography I. project, which is due at the end of the first senior matter. While anatomy is studied, the course is not This course introduces the student to the funda- semester. The thesis project culminates in the second an anatomy class. Male and female models, clothed mentals of studio photography. Included are lighting senior semester with a B.F.A. Thesis Exhibition. The and nude, are used. skills and the basics of large-format cameras. The B.F.A. Thesis student signs up with a faculty member course serves as an introduction to both commercial working in the student’s area of interest, who serves 431S. Watercolor—Multilevel illustration and methods for personal work with the as an advisor for the thesis project. Prerequisite: Figure Drawing. view camera. This course is a continuation of the watercolor me- DESIGN COURSES dium and deals with a variety of methods, materials, 491S. Printmaking Studio—Etching and techniques (both realistic and abstract) with (0-6-V) (0-6-V) 111S. 2-D Foundations special emphasis on color and composition. Permission required. (0-6-3) This course offers advanced experience in printmak- Art majors only. 433S. Painting Studio ing. The emphasis is on developing personal imagery This course deals with fundamentals of two-dimen- (0-6-V) and techniques. sional design and is intended for students entering Permission required. studio practice for the first time. The course is also This course is devoted to defining personal painting 492S. Multilevel Books and Printmaking open to more advanced students who wish to in- directions (oil/acrylic). Students gain experience in Prerequisite: Any college-level printmaking course. crease their knowledge of the elements and principles criticism and in exhibition techniques. This course offers advanced experience in making of design. The course is project-oriented. Studio artists' books, lithography, photolithography, etch- practice in the basic principles of design employing 434S. Painting—Multilevel ing, silk screen, and relief. Emphasis is on developing color theory, form and space organization, as well as Prerequisite: Painting I or Painting II. personal work and imagery. materials and processes used in the design process, This course extends and develops the skills and are emphasized. concepts initiated in Painting I and II. Students are 493S–494S. Printmaking Studio—Lithography engaged in projects that allow them to hone their (0-6-V) (0-6-V) 217S. Visual Dialogue technical skills while they define and develop their Permission required. (0-6-3) individual concerns as well as the formal means This course offers advanced experience in mixed Open to all students. through which to communicate those concerns. print media printmaking. The emphasis is on devel- Emphasis is placed on developing a sensitive visual oping personal imagery and techniques. thinking process and acquiring drawing skills es- 449S–450S. Sculpture Studio sential to both Product Design and Graphic Design. (0-6-V) (0-6-V) 495S. Topics in Photography The course is intended for students entering studio Prerequisites: 3-D Foundations, Wood Sculpture or (0-6-3) practice for the first time as well as for advanced Sculpture Studio. Permission required. students who wish to deepen their visualization and This advanced sculpture course offers serious stu- This is a topics course for advanced photography illustration skills. dents an opportunity to pursue a sculptural direction students. Students are engaged in critical issues and to carry that direction to a professional level of involving contemporary studio practice through 218S. Product Design I competence. It also develops the student’s awareness slide lectures, discussions, visiting artist interviews, (0-6-3) of definitions and criticism of sculpture. The work gallery visits and student presentations. Directed This foundation 3-D design studio begins as a may be done in any three-dimensional medium. readings and critical writings will be assigned during natural extension of Basic Design. Students are the semester. Students will concurrently develop a encouraged to think and work in three-dimensional 476S. Advanced Photography creative project. media. A series of fundamental design problems are (0-6-3) assigned during the course of the semester. Emphasis Prerequisite: Color Photography or Photography II. 498. Special Studies is placed on the transformation of imagination from This is an advanced photography course that allows (0-V-V) mind to paper to model. students to explore their own areas of interest while Permission required. learning about a broad range of contemporary pho- Independent study in art studio: directed readings, 281S. Graphic Design I tographic issues. Students may work in any photo research or creative projects. Open to qualified se- (0-6-3) medium (black-and-white, color, digital, etc.) they niors with permission of the instructor. Prerequisite: 2-D Foundations. choose. Emphasis is on creating a portfolio of This is an introductory course in the use of materials images. and processes related to the production of graphic media. Laboratory applications in typography, photographic processes, and printing technology are utilized in the development of student-designed projects. 109

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314S. Digital 3-D 417S. I.D. Research Project 499S. B.F.A. Thesis (0-6-3) (0-6-3) (0-6-3) Permission required. Prerequisite: Product Design II. Prerequisite: B.F.A. candidacy. This course introduces students to sophisticated, This advanced-level studio is directed toward the The B.F.A. Thesis is defined by an independent complex three- and four-dimensional computer product design student who is preparing to enter thesis project, continuing for two semesters during software for designing objects and images and ani- either graduate school or professional practice. Ful- the senior year. The B.F.A. Thesis is a personal visual mated graphic sequences. In this digital exploration, fillment of this studio requires the completion of one statement that is the culmination of a student’s col- computer technology will be used to generate, research and design project. In addition, portfolios lective development within the department. The modify and present design ideas. An intense session and resumes are prepared. Emphasis is placed on B.F.A. Thesis can be the extension of an ongoing of CAD instruction for technical documentation will knowledge, analytical skills, logic, creativity and ex- body of work or a defining project. The thesis proj- be included. cellence in visualization. ect is supported by a written statement defining the project, due at the end of the first senior semester, 317S. Product Design Research Project 418S. Advanced Product Design and is represented in the second senior semester with (0-6-3) (0-6-3) a B.F.A. Thesis Exhibition. The B.F.A. Thesis student Prerequisites: Visual Dialogue, Introduction to Prod- Prerequisite: Product Design I. will sign up with a faculty member, working in the uct Design. This advanced-level studio is directed toward the student’s area of interest, to serve as an advisor for This course exposes Art and Art Design students to product design student who is preparing to enter the thesis project course. common low- and high-production manufacturing either graduate school or professional practice. Ful- processes. Students use these methods to execute fillment of this studio requires the completion of one THE ART HISTORY MAJOR their own original designs. Students are introduced research and design project. In addition, portfolios to plastic thermoforming, injection molding, sheet and resumes are prepared. Emphasis is placed on The bachelor of arts degree program in art history is and profile extrusion, blow-molding, rotational knowledge, analytical skills, logic, creativity, excel- a 30-credit-hour major. An art history major should molding, reaction-injection molding, and open mold lence in visualization and modeling skills, as well as strive to achieve a broad knowledge of the develop- laminating. Metal processes include roll forming, on oral presentation skills. ment of the art of the Western world. Majors are foundry sand casting, die casting, extrusion, stamp- required to take the Art History Methods seminar ing, anodizing and plating. 430S. Furniture Design Studio (three credit hours) and complete a final thesis in (0-6-3) the fall of his or her senior year. The thesis, normally 318S. Product Design III Open to all students. between 20 and 30 pages in length, is done under (0-6-3) This course offers advanced students an opportunity the direction of one of the regular art history faculty. Prerequisite: Product Design II. to develop a personal direction, using wood as a ma- It is expected to demonstrate the student’s ability to This Design Research Studio challenges the terial of expression. treat an important art historical topic in a manner advanced student with problems requiring a that shows his or her writing skills and methodologi- combination of skills. Investigation leads to an iden- 481S–482S. Multimedia Design I cal training. It is expected that the thesis will be suit- tification of needs. Final proposals will demonstrate (0-6-3) (0-6-3) able for submission as a writing sample for students concern for human factors, knowledge of material Permission required. intending to apply to art history graduate programs. and process and a sensitivity of form. Presentations This advanced digital imagemaking course gives the In addition, the department offers courses in four typically include project documentation, conceptual studio or design major the opportunity to pursue areas of Western art: ancient, medieval, Renaissance information, control drawings, renderings, and fin- research and development in an advanced area of and baroque, and modern (19th and 20th centuries). ished presentation models. National and regional in- technology. In some semesters, a topic is announced An art history major must take at least one course dustry-sponsored projects are employed on occasion. as a focus for the course, such as PostScript program- in each of these areas (12 credit hours). It is strongly ming or hypermedia design. recommended that this distribution requirement be 330S. Furniture Design I fulfilled with 200- or 300-level introductory courses (0-6-3) 483. Multimedia Design II taught by regular art history faculty on campus. Open to all students. (3-0-3) The remaining 12 credit hours may be taken in any In this course, students gain an understanding of Prerequisite: Graphic Design I. area. Students must also have taken a minimum of the design and construction of furniture. Lectures This advanced digital image-making course gives the two seminars in addition to Art History Methods in and demonstrations expose students to the history studio or design major the opportunity to pursue the process of fulfilling the major. The sequence in of furniture, basic woodworking techniques, and the research and development in an advanced area of which the required and elective courses and seminars use of woodworking tools and equipment. Students technology. In some semesters, a topic is announced are taken is left to the discretion of the individual construct full-scale furniture of their original design. as a focus for the course such as Postscript program- student. The Art History Methods seminar should ming or hyper-media design. be taken in either the junior or senior year. 415S. Graphic Design II Students with a first major in another department 496. Design Internship (0-6-3) can complete a second major in art history by taking Prerequisite: Graphic Design I. (V-V-V) Down one course in each of the four departmental areas, an This advanced course in Visual Communication is Permission required. Art History seminar, and three electives in art history for students interested in the layout and production This course provides an opportunity for the design (24 credit hours total). It is strongly recommended of advertising campaigns, corporate identity and student to earn credit at an approved design office. that the four-course distribution requirement be packaging. 498. Special Studies fulfilled with 200- or 300-level introductory courses taught by regular art history faculty on campus. 416S. Graphic Design III (0-V-V) (0-V-V) Students wishing to minor in art history can do (0-6-3) Permission required. so by taking five art history courses (15 credit hours Graphic Design II. Independent study in design. Prerequisite: total). At least one of these courses must treat mate- This advanced course in Visual Communication is rial prior to 1600, and at least one must treat mate- for students interested in the layout and production rial from 1600 to the present. of advertising campaigns, corporate identity and packaging. 110

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Courses taken for the second major or the minor 230. Introduction to Medieval Art 247. European Art and Architecture of the 17th and cannot be counted in more than one university (3-0-3) 18th Centuries program. This course will provide an introduction to the visual (3-0-3) arts of the period ca. 300 CE to ca. 1400 CE. In the This course will survey major stylistic trends in Course Descriptions. The following course de- course of the semester we shall devote much time to 17th- and 18th-century painting, sculpture, and scriptions give the number and title of each course. considering the possibility of a history of Medieval architecture in Italy, Spain, France, the Low Coun- Lecture hours per week, laboratory, and/or tutorial Art, as the objects and practices of the Middle Ages tries, England, and Germany. The course will begin hours per week, and credits each semester are in pa- will be shown to problematize our assumptions with the art of the Counter-Reformation in Italy rentheses. “V” indicates variable. Prerequisites, if any, about the nature of art history. Working from indi- and will end with the Age of the Enlightenment, are also given. Most of the following courses are of- vidual objects and texts we will construct a series of encompassing the reigns of Pope Urban VIII to fered at least once over a three-year period. Be sure to narratives that will attend to the varieties of artistic the death of Louis XVI. Stylistic trends such as the consult the course elective booklet published by the practices available to the Middle Ages. From these Baroque, Rococo and the origins of Neoclassicism department each semester for particular offerings. it will be shown that art was a vital, complex, lucid will be discussed through the works of such diverse 180. Fine Arts University Seminar: Topics in Art and formative element in the societies and cultures, artistic personalities as Bernini, Caravaggio, Gentile- History both secular and sacred, which shaped this period. schi, Velasquez, Poussin, Rembrandt, Rubens, Wren, (3-0-3) Every fall. Hogarth, Reynolds, Watteau, Boucher, Fragonard, University seminars will address a variety of topics in Robert Adam, Neumann, Tiepolo, and Zimmer- 231. Survey of Early Christian and Byzantine Art the history of art depending on the interests of the mann. Discussion will also focus on the impact on (3-0-3) professor. Topics which have been treated in the past art and artists by religious orders, emerging modern Open to all students. in the context of this course are visual narrative and European states, capitalism, and global This course will provide an introduction to the vi- biography, the art of Andy Warhol and the language expansionism. sual arts of the period c. A.D. 200 to c. A.D. 1600. of art. These courses require several short papers as We will begin by examining the complex relations 253. Nineteenth-Century European Art and well as a final written exercise appropriate to the Architecture material. between Early Christian iconography and its Late Antique context. We will then consider the birth and This course will survey the major monuments of 221. An Introduction to the Ancient Art of Greece, history of the icon, the development of an imperial painting, sculpture, and architecture that were Rome, Egypt, and the Near East art, the theological implications of art, and the produced in the dynamic 100 years following the (3-0-3) question of colonialism and cultural exchange in a French Revolution. We will investigate how artists This course will examine the origins of Western art Medieval context. and architects envisioned a new modern society, at and architecture, beginning with a brief look at the the same time that the old social structures and sup- Bronze Age cultures of the Near East and Egypt, 242. Survey of Italian Renaissance Art ports crumbled around them. We also will consider then focusing in detail on Greece and Rome, from (3-0-3) how new materials and experimental techniques the Minoan and Mycenaean world of the second Open to all students. contributed to ways of representing the experience of millennium B.C.E. to the rule of the Roman emper- This course will examine the painting, sculpture modern life. or Constantine in the fourth century C.E. Among and architecture produced in Italy from the very 269. Understanding Museums the monuments to be considered are ziggurats, end of the 12th through the beginning of the 16th (3-0-3) palaces, and the luxuriously furnished royal graves century, from Giotto’s Franciscan spirituality to Mi- Open to all students. of Mesopotamia; the pyramids at Giza in Egypt and chelangelo’s heroic vision of man and God. A wide This course is designed to present the museum as a their funerary sculpture; the immense processional variety of questions will be considered in the context resource from the past, present, and future for learn- temple of Amon at Luxor; the Bronze Age palaces of this chronological survey, including changing ing and enjoyment. It introduces the student to the of Minos on Crete—the home of the monstrous conventions of representation, the social function of issues that challenge art museums in general and Minotaur—and Agamemnon at Mycenae, with their art, and the impact of the Renaissance ideology of The Snite Museum of Art in particular. It provides colorful frescoes and processional approaches; the individual achievement on the production of art and the tools that make a museum visit more meaningful great funerary pots of early Athens and the subse- the role of the artist. and immediate. quent traditions of Red and Black Figure vase paint- 243. Introduction to Renaissance Art ing; architectural and freestanding sculpture of the Archaic and Classical periods; the Periclean Acropolis (3-0-3) in Athens, with its monumental gateway and shining Open to all students. Fulfills the University Fine Arts centerpiece, the Parthenon; and finally, among the requirement. cultural riches of Rome, the painted houses and villas This course will survey the major trends in the of Pompeii; the tradition of Republican and Imperial art of Italy and Northern Europe from roughly portraiture; the Imperial fora; the exquisitely carved 1300 to 1575. It will concentrate on such major Altar of Peace of Augustus; the Colosseum; and the figures as Giotto, Donatello, Masaccio, Botticelli, Pantheon of the philhellene emperor Hadrian. Raphael, Michelangelo, and Titian in Italy, and the Limbourg Brothers, Jan van Eyck, Rogier van der Weyden, Hieronymus Bosch, Albrecht Dürer, Math- ias Grünewald, and Pieter Brueghel in the North. It will consider such themes as artistic production and technique, public and private spirituality, naturalism, narrative, and the changing status of the artist. 111

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311. Mesoamerican Art: The Olmec 330. Survey of Medieval Art 333. Art into History: Reading the Art of Medieval and Their Legacy: 1500 B.C.–A.D. 1500 (3-0-3) Staff Byzantium (3-0-3) This course will provide an introduction to the visual (3-0-3) Open to all students. arts of the period c. A.D. 300 to c. A.D. 1300. In Byzantine art has often been opposed to the tradi- The Olmec civilization was the mother culture of the course of the semester, we shall devote much tions of western naturalism, and as such has been an Mesoamerica, and beginning in 1500 B.C. It forged time to considering the possibility of a history of undervalued or little known adjunct to the story of the template of pre-Columbian cultural development Medieval art, as the objects and practices of the medieval art. In order to develop a more sophisti- for the next 3,000 years. This course will introduce Middle Ages will be shown to make our assumptions cated understanding of this material we will examine the student to the Mesoamerican worldview by trac- about the nature of art history problematic. Working the art produced in Byzantium in the period from ing the origins of Mexican art, religion and culture from individual objects and texts we will construct a the ninth to the 12th century, a period which marks from the development of the Olmec civilization series of narratives that will attend to the varieties of the high point of Byzantine artistic production and up to Aztec times. Each week’s classes will consist artistic practices available to the Middle Ages. From influence. Stress will be placed upon the function of a thorough examination of the iconography and these, it will be shown that art was a vital, complex, of this art within the broader setting of this society. function of art objects through slide lectures, as well lucid and formative element in the societies and Art theory, the notions of empire and holiness, the as hands on, in-depth study of individual pieces of cultures, both secular and sacred, that shaped this burdens of the past and the realities of contemporary sculpture. Special emphasis will be placed upon the period. praxis will be brought to bear upon our various essential unity of religious concepts as iconography analyses of material from all media. How we, as art evolved over this 3,000-year time span.This will be 331. The Formation of Christian Art historians can write the history of this rich culture an object-oriented course. Students will be called (3-0-3) will be a central issue of this course. upon to reason logically, voice opinions, and make Art in Late Antiquity has traditionally been char- aesthetic judgments. A good visual memory is acterized as an art in decline, but this judgment is 334. Romanesque Art: Three Journeys helpful. relative, relying on standards formulated for art of (3-0-3) other periods. Challenging this assumption, we will In this course we will examine the place of art in an 321. Survey of Greek Art and Architecture examine the distinct and powerful transformations expanding culture. The 11th and 12th centuries wit- (3-0-3) within the visual culture of the period between the nessed the economic and military expansion of the Open to all students. third and sixth centuries AD. This period witnesses societies of Western Europe. This growth produced a This course analyzes and traces the development of the mutation of the institutions of the Roman Em- complex and rich art that can be broadly labelled as Greek architecture, painting, and sculpture in the pire into those of the Christian Byzantine Empire. Romanesque. We will investigate this phenomenon historical period from the eighth through second Parallel to these social changes we can identify the (or rather these phenomena) through three actual century B.C., with some consideration of prehistoric emergence of a Christian art that defines our basic and metaphorical journeys: the pilgrimage to Santia- Greek forebears of the Mycenaean Age. Particular assumptions about the role of art in a Christian go de Compostela, a journey to the ruins of ancient emphasis is placed upon monumental art, its histori- society. The fundamental change in religious identity Rome, and a visit to the Palestine of the Crusades. cal and cultural contexts, and how it reflects chang- that was the basis for this development had a direct These journeys, in many ways typical of this period, ing attitudes toward the gods, human achievement, impact upon the visual material that survives from will provide the means of examining how the art of and the relationship between the divine and the this period. This course examines the underlying this period responds to the various new demands of human. conditions that made images so central to cultural an increasing knowledge provoked by travel. identity at this period. 324. Etruscan and Roman Art and Architecture 335. Gothic Art in France (3-0-3) 332. The Contest of Word and Image in Early (3-0-3) Open to all students. Medieval Art This course examines the art produced in France in Roman art of the Republic and Empire is one focus (3-0-3) the 13th and 14th centuries. Alongside the more of this course, but other early cultures of the Italian This course will investigate the art produced in traditional discussions of court culture and of the peninsula and their rich artistic production are also Western Europe between the seventh and eleventh development of Gothic architecture, this class will considered. In particular, the arts of the Villanovans centuries. Often characterized as a Dark Age, this use the visual material of this period to address wider and the Etruscans are examined and evaluated as period in fact demonstrates a fertile, fluid and issues of power, class, gender, spirituality, identity, both unique expressions of discrete cultures and as inventive response to the legacy of Late Antique and learning. The first part of this course will treat ancestors of and influence on Rome. The origins and Christianity. The course will focus on the production such institutions as St.-Denis, Chartres, Reims, and development of monumental architecture, painting, and reception of illuminated manuscripts, perhaps the Sainte-Chapelle as complex cultural phenomena portraiture and historical relief sculpture are isolated the site where the most original encounters with and that weave together a variety of visual media into and traced from the early first millennium B.C. re-shaping of this legacy occur. This course should strong political and spiritual messages. The second through the early fourth century of the modern era. interest those who wish to think through the rela- part of the course will examine devotional practices tionship of words and images on the page and in life. and their importance in defining responses to the arts available at this period. 112

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336. Empire and Colony: Cultural Survival and Politi- 353A. Survey of Nineteenth-Century Art 362. Twentieth-Century Art II: 1955 to Present cal Demise of the Byzantine World (3-0-3) (3-0-3) The political death of the Byzantine Empire is Open to all students. Open to all students. marked by the 1204 fall of Constantinople to a This survey of 19th-century painting treats the This introductory course is subtitled “Techno- crusader army. Although the Empire was revived major figures of the period within the context of the Capitalism and the Art of Accommodation.” The in 1261 and continued until 1453, it was little social, political, and intellectual ferment that shaped post-World War II era, particularly in the United more than a shadow of its former glory. In spite of the culture—primarily, the numerous political States, is marked by the greatest expansion of cor- this, Byzantium remained a vibrant and influential revolutions and the rise of industrial capitalism and porate and consumer capitalism in history. Massive culture. The court and church in Constantinople the middle class in France, England, and Germany. wars are fought to defend capitalist ideology. (A case maintained and breathed new life into the rich tradi- Among the artistic movements discussed are neo- in point is the tragic Vietnam War.) How has art tion of Byzantine art. These forms were adopted and classicism, romanticism, realism, pre-Raphaelitism, figured into these social transformations? Has art adapted by the mendicant orders who accompanied impressionism, and symbolism. Some of the major protested these conditions or easily accommodated the Venetian colonizers of the Empire. This course themes addressed are the relationships between tradi- itself to overpowering economic, political, and will examine the afterlife for Byzantine culture, tion and innovation, between the artist and public, legalistic techno-capitalist regimes? These questions considering the conditions that enabled this late me- and between gender and representation, as well as arise throughout this course, which concentrates dieval flourishing of a culture now bereft of a strong the multiple meanings of “modern” and “modern- on selective artistic events in the United States and political ground. ism.” The class will visit the Snite Museum of Art Europe during the second half of the 20th century. on occasion to discuss special exhibitions related to Movements considered include pop art, minimalism, 344. Rome: A Journey in Art and History topics in the course. op art, arte povera, postminimalism, earth art, con- (3-0-3) ceptual art, photo-realism, video and performance This class is an exploration of the history and 353B. Impressionism and Symbolism in European art, and other recent picture/theory approaches to art culture of Rome from late medieval times through Art making. This course focuses on recent developments the 20th century, with an emphasis on art and The focus of the course it on key paintings produced in painting and sculpture. It also examines associated architecture. We will examine the urban panorama of by Impressionist and Symbolist artists from 1865 to theories of art criticism. the Eternal City through a series of layered investiga- 1895. We will ask how Impressionist painters began tions of its major sites and monuments, such as the to engage the forms of high art with contemporary 365. History of Photography Capitoline Hill, St. Peter’s and the Vatican complex, urban culture taking shape in European capitals. We (3-0-3) the Lateran, and Santa Maria Maggiore. We will will also examine how the next generation, the Sym- Open to all students. read travelers’ descriptions and literary evocations of bolists, responded in their thematics and painterly This course deals with the development and use of the city with a view to reliving the enchantment of strategies to the modernism epitomized in Impres- photography as an artistic medium from the time of Rome, and the “idea” of Rome, through the ages. In sionist paintings. its invention in the mid–19th century to the present. addition to our readings and lectures, members of Besides viewing slides, the student will be able to the class will have an opportunity to develop projects 361. Twentieth-Century Art I: 1900–1955 view a large number of original photographs from on objects, structures, or works of art of their own (3-0-3) the Snite Museum of Art. choosing. Open to all students. Fulfills fine arts requirement. This course focuses on early 20th-century art and 346. Survey of Italian Baroque Art: From Caravaggio cultural politics in Europe, Russia, and the United to Tiepolo States. In the early modern period, many of the most (3-0-3) ambitious and innovative artists strove to destroy old Open to all students. models of art, often replacing them with models that This course surveys Italian painting, sculpture, and advocate revolutionary forms for a new, imaginary architecture of the 17th and 18th centuries, a period society. At other times, artists have employed art which also witnessed the foundation and suppression to undermine accepted norms of bourgeois culture of the Jesuit Order, the Counter-Reformation, ab- and to liberate art and experience from convention. solute monarchy, and democratic nations. Thus, the These are themes addressed in this course, along course begins with the “new Rome” of Pope Sixtus with the contradictory reality in which the art arose: V, which attracted pilgrims and artists from all over an era defined by massive wars, racist ideologies, Europe, and ends with the early years of Enlighten- and violent suppressions. Among the selected art- ment. From Northern Italy came Caravaggio and the ists analyzed are Pablo Picasso, Henri Matisse, Piet Carracci, artists who were responsible for creating a Mondrian, Marcel Duchamp, Hannah Höch, Ly- new style based upon High Renaissance principles ubov Popova, Salvador Dali, Walter Gropius, Diego and a new kind of naturalism derived from the Rivera, and Jackson Pollock. study of life. There was Bernini, whose architectural and sculptural monuments almost single-handedly gave Rome its Baroque character. Other artists and architects of this era under discussion include such diverse personalities as Borromini, Guarini, Algardi, Artemisia Gentileschi, and the great ceiling painters Pietro da Cortona, Baciccio, Pozzo, and Tiepolo. 113

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369. The Art of Mythology 371. Art of the Mexican Ballgame 408. Native North American Art (3-0-3) Staff (3-0-3) (3-0-3) Open to all students. Open to all students. Art department majors only. This cross-disciplinary class is an exploration of The ritual ballgame was an athletic event that Native North American art existed for thousands of the representation of classical myth in Western art formed one of the major religious expressions of years and continues to be created today. Its original and literature, ranging from the seventh century Mexican culture from 1500 B.C. to A.D. 1521. The context was most often sacred (both public and pri- B.C.E. to the 18th century C.E. Beginning with ceramic, stone and wood sculptures used to depict vate) and/or political. Contact with Western Euro- mythological subjects in the political and religious players, to protect them, to hit the ball, and to mark peans and their art traditions beginning about A.D. sculpture, temple architecture and vase decoration the position of the ball in the ball court reflect the 1600 and thereafter, along with the art traditions of Ancient Greece, we will move on to study Roman basic themes of Mesoamerican existence: the concern of Africans, Asians, and South Americans, modi- painting and sculpture, medieval Ovidian allegory, with the promotion of life and fertility, the necessity fied form, technique, and context of Native North the Renaissance reinvention of classical types and of human sacrifice to maintain order in the universe, American art. 18th-century neo-classicism. We will compare and the duality expressed in the tension between This course will allow students to work with the literary and visual narratives, evaluating the dis- these two forces. Ballgame sculptures remain among collections of Native North Americans curated at cursive modes of each, and analyzing how and why the finest art objects produced in Mesoamerica. This the Snite Museum. Students will observe some of poets, philosophers, artists, sculptors, and architects course will introduce the student to the Mesoameri- the changes in art which have occurred in the last selected and adapted the episodes that they did. Pri- can worldview by tracing the origins of ballgame art 150 years. Students’ final projects will include a mary readings will include selections from Greek and from the Olmec civilization—the mother culture visual presentation of a particular change in content, Roman epic, lyric and dramatic poetry, Greek and of Mesoamerica that forged the template of pre- context or technique, which they have deter-mined Roman philosophical mythology, and early analyses Columbian cultural development—down to Aztec through research and direct examination of selected of the relationship between art and myth such as times. Each week’s classes will consist of a thorough pieces from our collections. The course is limited to Philostratus’ Eikones. Among the artistic works that examination of the iconography and function of art 15 students and will be held in the Snite Museum. we will examine will be Raphael’s Roman cycles, objects through slide lectures, as well as hands on, Bellini and Titian’s poesie, and Bernini’s sculpted in-depth study of individual pieces of sculpture from 421. Classical Greek Art dramas. We will consider the erudite contexts for the collections of the Snite Museum of Art. Special (3-0-3) such works, including gardens, drawing rooms, emphasis will be placed upon the essential unity of Open to all students. princely residences, and civic institutions. We will religious concepts as iconography evolved over a This course analyzes and traces the development discuss the connection between political power and 3,000-year time span. This will be an object-oriented of Greek architecture, painting and sculpture from myth, and concepts such as heroism, metamorpho- course. Students will be called upon to reason logi- the beginning of the fifth century B.C. through the sis, and earthly and divine love. One aim of this cally, voice opinions, and make aesthetic judgments. death of Alexander the Great in 323 B.C. Particular class will be to identify the explanatory character of A good visual memory is helpful. emphasis is placed upon the monumental arts, their myth, and of story-telling within culture, as means historical and cultural contexts, and how they reflect of historical self-understanding, self-revelation, and 375B. Fashioning Identity in American History changing attitudes toward the gods, human achieve- catharsis. (3-0-3) ment, and the relationship between the divine and Open to all students. the human. 370. Modeling Sanctity: The Saint in Image and Text This course will focus on dress and material/visual (3-0-3) culture in American history starting with the Co- 422. Hellenistic Art In this course, we will examine the lives and legacy lonial period. It will provide an introduction to (3-0-3) of selected saints with a view to defining the ideal methodology, and offer an overview of key themes Open to all students. qualities and criteria by which sainthood is made in the history of dress and consumerism within the This course examines the complex artistic pro- known. Incorporating visual as well as textual mate- framework of gender studies. In one segment of the duction of the Greek world in the three centuries rials, hagiographies, theological writings and written course, we will focus on the Colonial period as a case following the death of Alexander the Great in 323 testimonies, the course will consider the varieties of study: we will analyze the economics of dress (the B.C. and the division of his immense empire into evidence that testify to sanctity. An important part of production, marketing and acquisition of clothing) separately administered kingdoms. The relation- this course will be a discussion of how different kinds and will assess the importance of fashion to com- ship of Hellenistic art and culture to their Classical of evidence must be evaluated according to their me- merce. We will then evaluate the role of dress in the forebears, the development of an artistic and cultural dium and audience, for example, how visual portray- construction of colonial identities, and we will ex- koine in the Hellenistic world, and the Hellenization als—whether portrait, narrative cycle or manuscript amine the ways that dress operated as a visual focus of Republican Rome will all be considered. representations—can be compared to written ones, for racial, class and ethnic encounters in American and differentiated from textual sources not only in societies. In another segment, students will be given iconographic terms but also as unique and forceful the opportunity to work on and present independent forms of knowledge in their own right. research from any period or area of American studies.

403. Anthropology of Art (3-0-3) Open to all students. This course is an examination of art as a functional part of culture from the anthropological point of view. Attention will be given to both the evolution of art as part of human culture and to the evolution of the study of art by anthropologists. 114

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423. Greek Architecture 443/543. Northern Renaissance Art 445. Mannerism: Painting and Sculpture in Central (3-0-3) (3-0-3) Italy After the Death of Raphael Open to all students. Open to all students. (3-0-3) In this course, the development of Greek monu- This course traces the development of painting in This course will explore the artistic trends in Italy mental architecture and the major problems that Northern Europe (France, Germany, and Flanders) after the High Renaissance (c. 1520) and before the define it will be traced from the eighth through from approximately 1300 to 1500. Special atten- Baroque (c. 1580), and will begin with definitions the second centuries B.C., from the late Geometric tion is given to the art of Jan Van Eyck, Rogier van of terminology and a brief historiographic survey. through the Archaic, Classical, and Hellenistic der Weyden, Heironymous Bosch, and Albrecht Our attention will then turn to the Roman art of periods. Among themes to be treated are the Dürer. Through the consideration of the history of Raphael’s heirs, Giulio Romano, Perino del Vaga, relationship between landscape and religious archi- manuscript and oil painting and the graphic media, and Polidoro da Caravaggio, and the emerging tecture, the humanization of temple divinities, the students will be introduced to the special wedding of Tuscan painters Pontormo, Rosso Fiorentino, and architectural expression of religious tradition and nature, art, and spirituality that defines the achieve- Domenico Beccafumi. We will also investigate the even specific history, architectural procession and ment of the Northern Renaissance. dispersal of the Roman school: Giulio Romano to hieratic direction, emblem and narration in architec- the Gonzaga court in Mantua, in 1524, and follow- tural sculpture, symbolism and allusion through ar- 444. Art of the High Renaissance in Florence and ing the Sack of Rome by imperial troops in 1527, Rome chitectural order, religious revival and archaism, and other maniera artists to Genoa, Bologna, Parma, the breaking of the architectural and religious canon. (3-0-3) and as far as the French royal chateau at Fontaine- Leonardo, Michelangelo, Bramante, and Raphael bleau. Rome consequently experienced a revival at 425. Roman Architecture provide the basis for a study of one of the most the end of the reign of Clement VII, and under the (3-0-3) impressive periods of artistic activity in Italy—the pontificate of Paul III, notably, the arts, politics, and Open to all students. High Renaissance in Florence and Rome. It was theology flourished. This period may be marked by The content of this course spans 11 centuries, from Leonardo da Vinci’s revolutionary example that im- such diverse works as Michelangelo’s monumen- the eighth century B.C. to the fourth century of the posed extraordinary artistic and intellectual changes tal Last Judgment (1536–1541) and his frescoes modern era, and traces the development of Roman on an entire generation of painters, sculptors, and (1542–1545) in the Pauline Chapel, Vatican Palace, architecture from its origins in Iron Age huts on architects. Ludovico Sforza, Duke of Milan, the new the decorations (1536–1551) by various mannerist the Palatine Hill and Etruscan temples and tombs, Republic of Florence, and the imperial papacy of artists in San Giovanni Decollato, Perino’s elegant through the Roman colonization of the Italian Julius II recognized that the genius of Leonardo, Bra- frescoes in the Sala Paolina (1545–1547), Castel peninsula and the establishment of basic tenets of mante, Michelangelo, Raphael, and others, could be Sant’ Angelo, Giorgio Vasari’s fantastic murals in the town planning, through the conquest of Greece and brought into the service of the State. Under Julius, Palazzo Cancelleria (1546), and Francesco Salviati the consequent Hellenization of Rome, through the the Papal States, became the supreme state in Italy, beautiful, secular frescoes in the Palazzo Ricci-Sac- invention of Roman concrete and the gradual explo- and for the first time in centuries, the papacy ranked chetti (c. 1553–1554). Attention will also be given ration of its practical properties and its potential for as a great European power. With the ceiling of the to the art of the Counter-Reformation in Rome, spatial manipulation, through the architectural ex- Sistine Chapel, St. Peter’s (redesigned on a colos- and to painting and sculpture by Bronzino, Salviati, pression of propaganda and ideal in the great build- sal scale by Bramante), the Vatican Palace (its city Cellini, Bandinelli, Vasari, Giambologna, and oth- ing programs of the emperors, to the creation of a facade and Belvedere by Bramante, and papal apart- ers at the Florentine courts of Dukes Cosimo I and specifically Christian architecture from the combined ments decorated by Raphael), and the Papal tomb Francesco I. architectural forms and spirit of Greece and Rome. (designed by Michelangelo), Rome, for the first time since the time of the Caesars, became the center of 446. Seminar: Venetian and Northern Italian Art 441/541. Trecento: Giotto to the Duomo Western art. (3-0-3) (3-0-3) This course focuses on significant artistic devel- Beginning with Giotto’s Scrovegni Chapel, we will opments of the 16th century in Venice, with brief examine the arts in Italy in the 1300s, concluding excursions into Lombardy and Piedmont. Giorgione, with Brunelleschi’s revolutionary design for the dome Titian and Palladio, the formulators of the High Re- of Florence Cathedral of 1436. We will consider the naissance style in Venice, and subsequent artists such regional traditions of the city-states, including Siena, as Tintoretto and Veronese are examined. An inves- Venice, Florence, and Pisa, as well as Rome, and as tigation of the art produced in important provincial expressed in narrative fresco programs, altarpieces, and urban centers such as Brescia, Cremona, Milan, sculpture, and architecture. Among our subjects are Parma, Varallo and Vercelli also provide insight into the royal tombs in Naples and Milan, the evolution the unique traditions of the local schools and their of the equestrian monument, St. Mark’s in Venice, patronage. the character of Gothic expression in Italy, and the impact of the Black Death. 447. Italian Baroque Art (3-0-3) 442. Fifteenth-Century Italian Art The focus of this course is on Roman art of the (3-0-3) 17th century. The evolution of the style and content Open to all students. of painting, sculpture and architecture in baroque This course investigates the century most fully iden- Italy is considered in light of the social, political and tified with the Early Renaissance in Italy. Individual religious climate of the period. Among the artists works by artists such as Brunelleschi, Donatello, considered are Caravaggio, the Bolognese Carracci Ghiberti, Botticelli, and Alberti are set into their and their followers, Guercino, Artemisia Gentileschi, social, political and religious context. Special atten- Bernini and Borromini. tion is paid to topics such as the origins of art theory, art and audience, portraiture and the definition of self, Medician patronage, and art for the Renaissance courts of northern Italy and Naples. 115

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448. Northern Baroque Painting 452. British Art 470. Topics in Medieval Art (3-0-3) (3-0-3) The topic and format of this course will vary from Open to all students. This course is a general survey of the development of year to year. Epitomized by the self-conscious art of Rembrandt, British painting from 1560 to 1900. In this context, Northern Baroque painting and printmaking not the relationship between English 17th-century and 471. Topics in Greek and/or Roman Art only became a domestic commodity sold in a more early 18th-century and American colonial painting (3-0-3) modern-looking marketplace, it also continued to are considered, alongside a discussion of uniquely Topics course on special areas of Greek and/or serve its traditional political, moral and spiritual British traditions. Roman art. functions. This course will concentrate on paintings and prints produced in Flanders, Spain, and the 453. Nineteenth-Century European Art 472. Topics in Byzantine Art Dutch Republics during the 17th century, an era of (3-0-3) (3-0-3) extraordinary invention. The work of artists such as Open to all students. Prerequisite: 200- or 300-level Art History course or Rubens, van Dyck, Velázquez, Zurbarán, Leyster, This survey of 19th-century painting treats the permission. Hals, and Rembrandt will be considered in the con- major figures of the period within the context of The content of this course will change from year text of a number of interrelated themes, including the social, political, and intellectual ferment that to year. Intended for senior undergraduates, it will the business of art, the status of the artist, art in ser- shaped the culture. Among the artists included are examine narrow themes. Readings and discussion vice of the state, the rise of genre, gender stereotypes, Jacques-Louis David, Eugène Delacroix, Francisco will be central to this class. Topics that might be ad- allegory, and art, religion, and spirituality. Goya, Jean-Auguste-Dominique Ingres, Caspar Da- dressed include gender and sexuality, court culture, vid Friedrich, Joseph Mallard William Turner, John monasticism and spirituality, and colonialism. 449. Seminar in 18th-Century European Art Constable, Gustave Courbet, Camille Corot, Jean- (3-0-3) François Millet, Édouard Manet, Claude Monet, 473. Topics in Renaissance Art Open to all students. Pierre-Auguste Renoir, and Edgar-Hilaire Degas. (3-0-3) Profound and universal inquiry into all aspects of Some of the major themes addressed are the relation- Topics course on special areas of Renaissance art. knowledge marked the history of the century of the ships between tradition and innovation, between the 474. Topics in Baroque Art Enlightenment and the Grand Tour. The rise of the artist and the public, and between the artist and na- (3-0-3) collective idea of nature, the study and instrumen- ture. These topics are set against the dynamic forces Topics course on special areas of Baroque art. tality of the antique, the foundations of religion, the of change released with the French revolution and state, morality and reason, the relationship of the arts the urban and industrial revolutions. 475. Topics in American Art to the state, the philosophy of aesthetic were all criti- (3-0-3) 463. History of Design: Form, Values, and cally analyzed and questioned. Topics course on special areas of American art. This course investigates various stylistic trends in Technology (3-0-3) 18th-century art in Italy, France and England with 476. Topics in British Art Open to all students. a focus on the institutionalization of art through (3-0-3) This course will provide a historical perspective on the academies. Discussion also centers on classical Topics course on special areas of British art. art theory and its relationship to the academies in the development of industrial, product and graphic light of the social, political and religious climate of design in the 19th and 20th centuries. More than 477. Topics in Modern European Art the period. We will also consider the aesthetical, art the aesthetic styling of products, design mediates the (3-0-3) historical and social consequences of the writings of intersection of technology and cultural values in the Topics course on special areas of 19th-century and Kant, Burke and Winckelmann. The course begins modern era. The role of the modern designer as both 20th-century European art. with the late baroque paintings of Carlo Maratti and a facilitator and a critic of industrial technology will his followers and then moves to subsequent stylistic be examined. 478. Topics in Contemporary Art trends as neoclassicism, Egyptian revival, and the ro- (3-0-3) 464. Architecture of the 20th Century cocco. Attention is also given to the vedute painters Topics course on special areas of Contemporary art. and to such diverse personalities as Piranesi, Mengs, (3-0-3) Kauffmann, Tiepolo, Watteau and Chardin. This course is a survey of the significant themes, 481. Seminar in Greek and/or Roman Art* movements, buildings, and architects in 20th-cen- (3-0-3) 451. American Art tury architecture. Rather than validate a single design Permission required. (3-0-3) ideology such as Modernism, Postmodernism, or Seminar on specific subjects in Greek and/or This course examines American painting, archi- Classicism this account portrays the history of archi- Roman art. tecture and sculpture from Puritan culture to the tecture as the manifestation—in design terms—of end of World War I. The approach is to examine a continuing debate concerning what constitutes 482. Seminar in Medieval Art the development of American art under the impact an appropriate architecture for this century. Top- (3-0-3) of social and philosophical forces in each historical ics include developments in building technologies, Permission required. era. The course explores the way in which artists attempts to integrate political and architectural The subject of this seminar will vary from year to and architects give expression to the tensions and ideologies, the evolution of design theories, modern year. sensibilities of each period. Among the major themes urbanism, and important building types in modern of the course are the problem of America’s self-defini- architecture such as factories, skyscrapers, and hous- 483. Seminar in Renaissance Art* tion, the impact of religious and scientific thought ing. Class format consists of lecture and discussion (3-0-3) on American culture, Americans’ changing attitudes with assigned readings, one midterm exam, a final Permission required. toward European art, and the American contribution exam, and one written assignment. Seminar on specific subjects in Renaissance art. to modernism. 116

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484. Seminar in Baroque Art* (3-0-3) Permission required. Seminar on speciﬁc subjects in Baroque art.

485. Seminar in American Art* (3-0-3) Permission required. Seminar on speciﬁc subjects in American art.

486. Seminar in British Art* (3-0-3) Permission required. Seminar on speciﬁc subjects in British art.

487. Seminar in Modern European Art* (3-0-3) Permission required. Seminar on speciﬁc subjects in 19th-century and 20th-century European art.

488. Seminar in Contemporary Art* (3-0-3) Permission required. Seminar on speciﬁc subjects in Contemporary art.

490. Senior Thesis Keith R. Bradley, chair and Eli J. Shaheen Professor of Classics (3-0-3) Final research paper done under the direction of a thesis advisor. Required of all senior first majors in art history. Classics MAJORS IN CLASSICS Classics majors encounter at their sources the pe- 496. Art History Methods Chair: rennial cultures of Greece and Rome, cultures that (3-0-3) Keith R. Bradley continue to exercise a profound influence on Euro- Required of all art history majors. Permission Eli J. Shaheen Professor of Classics: American civilization. Classical training imparts en- required. Keith R. Bradley hanced skills in close reading and analysis of literary This seminar is a survey of the historiography of art Rev. Theodore M. Hesburgh, C.S.C., Professor of Arts and rhetorical forms, as well as repeated experience history, with special attention paid to the various and Letters: of the integration of literature, history and ancillary types of methodology which have been applied to Sabine G. MacCormack studies. Thus, a major in Classics provides the arche- the analysis of art. Special attention is given to 19th- Professor: typal humanistic education and an ideal preparation century and 20th-century art historical methods, Daniel J. Sheerin for entry into any of the professions which require including connoisseurship, biography, iconology, Associate Professors: mastery of language, close analysis of documents and psychoanalysis, and semiotic and feminist ap- Asma Afsaruddin (Classics: Arabic); Joseph P. integration of multiple details. proaches. Amar (Classics: Arabic); W. Martin Bloomer; The lower-level courses equip the student with Elizabeth Forbis Mazurek; Brian A. Krostenko; rudimentary knowledge of languages and with a 498. Special Studies David J. Ladouceur; Catherine M. Schlegel conspectus of ancient history and culture. Advanced (V-V-V) Assistant Professors: courses in Latin and Greek literature and Ancient Permission required. Li Guo (Classics: Arabic); Christopher A. Civilization provide opportunities for more focused Independent study in art history under the direction McLaren; Robert A. Vacca; Heather A. Wood and detailed study and are conducted in a seminar of an individual faculty member. Concurrent Associate Professors: format with emphasis on research and writing. * In seminars, the particular area of concentration Blake Leyerle; David O’Connor; Robin In addition to the other University requirements, will be determined each time the course is offered. Rhodes students majoring in Classics will, under normal Students will be expected to research a topic, present Assistant Professional Specialist: circumstances, complete at least 10 courses in one their findings to the seminar, and submit a paper Abdul-Massih Saadi of two areas of concentration: Classics or Greek and summarizing their conclusions. Roman Civilization. The department. The Department of Classics offers Classics Major programs of courses in the languages, literatures, 5 courses in Greek or Latin language/literature: archaeology, history, religions, and civilization of the 103 and above* 15 ancient world. Cooperation with other departments 2 courses in Latin or Greek language/literature 6 of the college makes available to Classics students ad- Greek or Roman History 3 ditional courses in the art, philosophy, and political 2 Classics courses in English 6 theory of antiquity. ——— The department also provides the administrative home for the programs in the languages and cultures 30 of the Middle East. 117

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*Students will typically choose one of the two clas- Classical Civilization Minor of the course students will acquire a sound reading sical languages, ancient Greek or Latin, in which The Classical Civilization Minor provides a broadly knowledge of the language that will prepare them to fulfill the language requirement at the advanced based orientation to the history and civilization of for more advanced work in the rich literature of the level. They will be required to take at least two the classical world. It consists of five courses, three of ancient Greeks. (Fall) semesters in the other language at the appropriate which are required: Greek History, Roman History, level. If students have sufficient background in both and an approved course in classical literature. The 202. Greek Literature and Stylistics languages, it should be possible for them to complete remaining two courses may be chosen, with depart- (3-0-3) Staff the requirements of the major through a combina- mental approval, either from CLAS courses, whether Prerequisite: Greek 201. tion of intermediate and advanced courses in both offered by the department or crosslisted by other Provides an introduction to the advanced study of languages, as long as the total number of language programs, or from Greek and Latin language courses Greek literary texts through close reading of selected courses equals seven (21 credit hours) for the first above the introductory level. texts combined with practice in Greek composition. major and five (15 credit hours) for the supplemen- (Spring) tary major. Classical Literature (in Translation) Minor The Classical Literature in Translation Minor pro- 350. Age of Herodotus Supplementary majors in Classics will be exempt vides a broad experience of Greek and Latin litera- (3-0-3) Staff from the two courses in the second classical ture studied in English translation. It consists of five Reading in Greek of events and personalities of the language. courses, three of which are required: Greek Literature Persian War: Aeschylus’ tragedy The Persians, selec- and Culture, Latin Literature and Culture, and ei- tions from Herodotus, and from Plutarch’s Life of Greek and Roman Civilization Major ther Greek and Roman Mythology or Classical Epic Themistocles. Greek History 3 or Greek Tragedy. The remaining two courses may Roman History 3 be chosen, with departmental approval, either from 410. Greek Historians Greek Literature Survey 3 CLAS courses, whether offered by the department (3-0-3) Staff Latin Literature Survey 3 or crosslisted by other programs, or from Greek and Readings in Herodotus and Thucydides. Close lit- 6 Classics courses in English Latin courses above the introductory level. erary and historiographical analysis of texts. or Greek and Latin language offerings* 18 ———— Course Descriptions. The following course descrip- 421. Homer 30 tions give the number, title, and a brief character- (3-0-3) Staff *Students will be strongly encouraged, but not re- ization of each course. Lecture or class hours per Reading and analysis of selections from Iliad and quired, to include some language study in their six week, tutorial hours per week, and credits each Odyssey. Theory of oral composition. Current issues elective courses. semester are in parentheses. Not all of these courses in Homeric scholarship. are offered every year. Consult the department for Supplementary majors in Greek and Roman Civi- current offerings. 432. Philosophical Poetry lization will be required to take four elective CLAS (3-0-3) McLaren courses in translation or Greek and Latin offerings. NOTE: All literature courses at the 300 level or This course consists of a survey of extant Greek above, whether in translation or in the original, philosophical poetry, along with a detailed examina- MINORS IN CLASSICS will satisfy the arts and letters elective option in tion of its place in the histories of both literature and literature. Minors provide students majoring in other areas philosophy in antiquity. with structure and certification for a variety of ap- GREEK proaches to the study of Greek and Latin language, 450. Early Greek Poetry (3-0-3) Mazurek literature and civilization. 101–102. Beginning Greek I–II Readings in Hesiod and the Homeric Hymns. Lit- Latin Minor (4-0-3) (4-0-3) Staff erary and cultural developments of Archaic Greece. The Latin Minor provides a solid grounding in the This two-semester sequence of courses is designed philological and literary study of Latin texts of the to introduce students to the language of the ancient 457. Hellenistic Literature classical period, or, for those who prefer, of Chris- Greeks for the first time. It emphasizes the funda- (3-0-3) Staff tian Latin literature. It consists ordinarily of five mentals of ancient Greek grammar and vocabulary, Texts from Aristotle, Theophrastus, Menander, and courses (15 hours) in Latin: (1) Intermediate Latin and prepares students to read original Greek texts, Plutarch. Analysis of the development of fiction after or its equivalent. This can be fulfilled by successful especially Homer and Plato. An appreciation for an- the classical period. completion of Intermediate Latin or by advanced cient Greek culture is also fostered through second- placement; (2) Latin Literature and Stylistics; (3–5) ary readings and class discussion. 460. Greek Comedy three courses to be chosen from Latin courses at the (3-0-3) Staff 300-400-level. Students interested in later Latin texts 201. Intermediate Greek Reading and analysis of selected comic plays of are directed to the joint offerings of the department (3-0-3) Staff Aristophanes. The role of the comic theatre in the and the Medieval Institute. Offered only in the fall semester. Athenian community. Prerequisite: Greek 102, or at least two years of Greek Minor Greek in high school. Placement in this course is 465. Greek Tragedy The Greek Minor provides a solid grounding in the determined by consultation with the Department of (3-0-3) Wood philological and literary study of Greek texts of the Classics’ undergraduate advisor. Texts selected from Aeschylus, Sophocles, and Eu- classical and Hellenistic periods. It consists ordinarily This is a second-year language course that builds ripides. Tragedy as a dramatic genre and as a view of of five courses (15 hours) in Greek: (1) Intermediate upon the work of Greek 101–102. It combines life. Introduction to scholarship in this subject. Greek, or equivalent; (2) Greek Literature and Sty- grammar review with studied reading of classical listics; (3–5) three courses to be chosen from Greek Greek authors, typically Homer and Plato. In ad- courses at the 300-400-level. dition to improving students’ translating skills, the course introduces methods for studying Greek literature in its historical and cultural contexts. By the end 118

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466. Images of Alexander 202. Reading and Writing Latin Prose 420. Roman Epic: Virgil (3-0-3) Mazurek (3-0-3) Staff (3-0-3) Schlegel The career of Alexander the Great (356–323 B.C.E.) Offered only in the spring semester. An introduction to the poetry of Virgil, covering and his effect on world history, ancient and modern, This last course of the language sequence concen- selections from the Georgics and the Aeneid. are examined through close reading of Arrian’s His- trates on further development of reading, interpreta- tory and Plutarch’s Life of Alexander and the different tive, and technical skills mastered in the first three 451. Livy images they offer of this fascinating yet controversial semesters. Texts from a number of different prose (3-0-3) Krostenko figure. Alexander’s influence on our concepts of authors allow students to appreciate the differences This course will cover selections from Livy’s history, empire, monarchy, and the divide between East and in their styles. The choice of which authors is left to including the foundation legends, Hannibal’s attack West are given special emphasis. the instructor: Cicero, Livy, Seneca, Petronius, Pliny on Rome, and the suppression of the Bacchanalian the Younger, St. Augustine. cult. Topics to be considered will include Livy’s use 467. Advanced Greek: Plato of sources; Roman military techniques and tactics; (3-0-3) Staff 332. Latin Lyric Roman expansionism; Livy’s relation to the Augustan This course will consider Plato’s rejection of his own (3-0-3) Schlegel literary and social agenda; and Livy’s place in the his- Athenian culture and efforts to establish the philo- This course examines the lyric poetry of Catullus tory of Latin prose. sophical life as a comprehensive personal alternative. and Horace, with the basic goal of training the stu- Texts from Plato’s middle period, particularly Gorgias dent in the language, preoccupations, and meter of 465. St. Augustine’s Confessions and Republic, will be central. Roman Lyric. In the latter part of the course we will (3-0-3) Sheerin look at some examples of Roman Elegy, Propertius, This course provides an introduction to St. Augus- 470. Greek Orators Ovid, and Sulpicia, for purposes of comparison. tine’s Confessions, through reading of extensive selec- (3-0-3) Staff tions from the Latin text, a careful reading of the Historical and cultural examination of the speeches 350. Age of Cicero entire work in English translation, and the applica- of Lysias and Demosthenes. Discussions of Attic (3-0-3) Ladouceur tion of a variety of critical approaches, old and new. Law, stylistic analysis, and compositional exercises. Readings in historical and literary texts of the Late Roman Republic, to include the speeches and letters 475. Introduction to Christian Latin Texts (Medieval 475. Greek Philosophical Texts of Cicero, Sallust’s Catilinarian Conspiracy, and the Latin I) (3-0-3) Staff poems of Catullus. (4-0-4) Sheerin Reading and analysis of selected Platonic dialogues. This class has two goals: to improve the student’s Consideration of political, moral and metaphysical 355. Age of Augustus all-around facility in dealing with Latin texts and to topics in Platonic philosophy. Current scholarly (3-0-3) Mazurek introduce the student to the varieties of Christian issues. Roman history and literature from 44 B.C. to A.D. Latin texts. Medieval Latin II, a survey of medieval 14. A study of Augustus as a social, political and Latin texts, follows this course in the spring term. 498. Special Studies in Greek Literature cultural focal point. Texts by Suetonius, Horace, (3-0-3) Staff Virgil, Ovid. 498. Special Studies in Latin Literature Permission of department required. (3-0-3) Staff 365. Later Latin Literature Permission of department required. LATIN (3-0-3) Sheerin An introduction to the Latin fathers, with attention CLASSICS COURSES IN ENGLISH 101–102. Beginning Latin I–II given to the development of Christian Latin idiom, No prerequisites. (4-0-3) (4-0-3) Staff the emergence of new literary genres and the Chris- This two-semester sequence of courses is designed tianization of classical genres. 121. Ancient Greece and Rome to introduce students to Latin, the language of the (3-0-3) Wood ancient Romans, for the first time. It emphasizes the 400. Latin Lyric Poetry Offered only in the fall semester. fundamentals of Latin grammar and vocabulary, and (3-0-3) Schlegel Fulfills history requirement. prepares students to read original Latin texts. An ap- Extensive readings in the lyrics of Catullus and In this course first-year students will explore the his- preciation for ancient Roman culture is also fostered Horace. tory and culture of ancient Greece and Rome. Stu- through class discussion. dents will study primarily texts central to the classical 410. Roman Historians Greek and Roman traditions, including the works of 201. Intermediate Latin (3-0-3) Staff Homer, Plato, Cicero and Virgil. (3-0-3) A survey of Roman historical writings from the fall Offered only in the fall semester. of the Republic to the early Principate. Readings in 150. Introduction to Greek and Roman Prerequisite: Latin 102, or at least two years of Latin Sallust, Caesar, Livy, and Tacitus. Mythology in high school. Placement in this course is deter- (3-0-3) McLaren mined by departmental examination. 415. Roman Satire Offered only in the spring semester. This is a second-year language course that builds (3-0-3) Schlegel This course offers first year students an introduction upon the work of Latin 101–102. It combines gram- A study of satire as a mockery of Roman society and to Greek and Roman mythology through an exami- mar review with studied reading of classical Latin its anomalies. Readings in Lucilius, Horace, and nation of some of the foundational texts and images authors, typically Cornelius Nepos and Ovid. In Juvenal. of Western literature and some of the foundational addition to improving students’ translating skills, the works of Western art. Myth is a cultural way to un- 416. Roman Oratory, Theory, and Practice course introduces methods for studying Latin litera- derstand the world. ture in its historical and cultural contexts. By the end (3-0-3) Krostenko 207. Egyptian Civilization of the course students will acquire a sound reading We examine the relationship between oratorical style knowledge of the language that will prepare them and political ideology in three speeches of Cicero. (3-0-3) Ladouceur for more advanced work in the rich literature of the Latin composition also is featured. An introduction to the history and culture of phar- ancient Romans. aonic Egypt, with particular attention to the history of Egyptian religion, literature, art, and architecture. 119

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300. Greek Literature and Culture 308. Roman Law and Governance 330. Hieroglyphs and History (3-0-3) Staff (3-0-3) Mazurek (3-0-3) Ladouceur Survey of masterpieces of Greek literature, history Students will study all branches of Roman gov- This course focuses on Egyptian hieroglyphs both as and philosophy, designed as classical background ernment, with special emphasis on the judiciary and a means to reconstruct Egyptian history and culture for humanities students. Readings from Homer, the development of Roman law from the XII Tables as well as a reflection of that culture. The student Aeschylus, Sophocles, Euripides, Thucydides, Plato, to Justinian’s Digest. Students will gain a thorough will be taught to translate and interpret primary and Aristotle. understanding of the bureaucratic operation of the sources, especially on monuments and archaeological ancient Roman state. Prior study of Roman history is finds. 301. Roman Literature and Culture recommended but not required. (3-0-3) Staff 335. History of Ancient Medicine Survey of masterpieces of Latin literature, history, 310. Latin Literature in Translation (3-0-3) Ladouceur and philosophy designed as classical background for (3-0-3) Bloomer This course will trace the development of ancient humanities students. Readings from Catullus, Lucre- This is a survey, in lecture/discussion format, of se- medicine from the neolithic period to the second tius, Cicero, Virgil, Ovid, Tacitus, and Juvenal. lected works of Classical Latin literature. In addition century after Christ. The emphasis will be on three to close reading of the texts, we routinely give atten- cultures, Egyptian, Greek, and Roman. How histori- 302. Age of Caesar tion to the sociocultural worlds that produced Latin ans use the three main categories of evidence (written (3-0-3) Krostenko literature and to the character of Latin literature’s documents, human remains and artistic representa- This course examines the culture and revolutions of abiding influence in Christian antiquity, the Middle tions) will be clearly illustrated. the age of Julius Caesar (1st c. BCE). Readings are Ages, the Renaissance and early modern periods, and taken from: the poetry of Lucretius and Catullus; modern cultures. 340. Democracy and the Greeks Caesar’s Gallic War and Civil War; and Cicero’s ora- (3-0-3) Staff tions and letters. 311. Roman Slavery An in-depth study of the Athenian Democracy and (3-0-3) Bradley its critics, and the influence of this material for the 304. Age of Augustus A survey of the role slavery played in the mainte- fundamentals of European practical theory. (3-0-3) Krostenko nance of Roman civilization and culture. Topics This course considers the historical events, cultural studied include how the Romans acquired slaves, 355. Women in Antiquity productions, social and political issues, and legacy how they were treated, what jobs they performed, (3-0-3) Mazurek of the age of Augustus.Readings will be taken from their living conditions, and their response to be- An examination of women’s roles in ancient Greek Cicero, Virgil, Livy, Horace, Ovid, Tibullus, Proper- ing enslaved. Particular attention is paid to ancient and Roman society. A comparison of mythological tius, and Suetonius. philosophical thought about slavery, including early and literary images of women with everyday lives of Christian thought. Greek and Roman women. Origins of Western at- 305. Greek History titudes toward women. (3-0-3) Vacca 313. Classical Origins of Medical Terminology Ancient Greek history from the Bronze Age to the (3-0-3) Ladouceur 358. Words and/of Power: The Theory and Practice Roman conquest and the appearance of Christianity. More than 95 percent of medical technical terminol- of Persuasive Speech in Greece and Rome Emphasizes social and cultural developments as well ogy is drawn from Greek and Latin. This course (3-0-3) Krostenko as political history. will introduce the student to the elements of Greek In this course we will examine the theory and prac- and Latin sufficient to dissect and decode even the tice of ancient rhetoric and its relation to its social 306. Roman History most unusual terms. It will focus on the basic roots, and political context. (3-0-3) Mazurek suffixes, and prefixes but also place them within the 369. The Art of Mythology Introduction to the history of the Roman Empire, intellectual context of ancient and modern medical from the founding of Rome in the eighth century theories so that the student will come away from the (3-0-3) McLaren, Gil B.C . to the collapse of the western empire in the course with some sense of the history of medicine This course surveys the mythologies of Greece and fifth century A.D. Special topics include the political and its language. Rome and traces their transmission and influence careers of Cicero, Julius Caesar, and Augustus, social to the present day. We examine Greek and Roman issues such as warfare and slavery, and the legacy of 315. Romans and Christians myths as embodied in a wide variety of ancient Roman historical writing. (3-0-3) Bradley media, as well as the way in which these stories This course will examine the early development and characters survive and are transformed in later 307. Introduction to Egyptology of the Christian religion in its historical Roman literature and the visual arts. The class is designed (3-0-3) Ladouceur context. It will begin with a survey of the political, not only to introduce students to a number of the A methods-oriented course that provides an in- social, and administrative structures of the Roman characters, themes, and plot lines that have helped troduction to the discipline of Egyptology; areas Empire in the period from Augustus to Constantine, define the West, but also to introduce them to a covered include the history of Egyptology, interpre- move to a study of the complexity and diversity of number of the interpretive methodologies that are tation of archeological evidence, the reading of hiero- Roman religious life and culture (with special at- currently at the forefront of teaching and scholarship glyphic texts, the establishment of chronology, and tention to Mystery Cults, e.g. that of Isis), and then in the humanities. the use of comparative social science models. Prior examine the development of the Jesus movement and enrollment in Egyptian Civilization is not required Rome’s reaction to it. but strongly advised. 326. Medieval Latin Literature in Translation (3-0-3) Sheerin A survey of works of Medieval Latin literature from the sixth through the 13th century read in English translation. 120

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371. Gods, Heroes, Mysteries, Magic PROGRAM IN SEMITIC 103–104. Continuing Arabic I–II (3-0-3) Wood LANGUAGES (3-0-3) Staff In this course we will examine some literary (epic, 103 is offered only in the spring semester; hymns, tragedy, comedy), archaeological (temples, Courses in Arabic, Syriac, and Hebrew offer in- 104 is offered only in the fall semester. sanctuaries), and material (vase paintings, coins, struction in the languages, literatures and cultures of Prerequisite: 102 or the equivalent of one year of votives, curse tablets) remains of the ancient Greek the Middle East. The study of these languages is nec- college-level Arabic. world to develop a picture of its varied and unique essary for an understanding of Semitic culture and as This two-semester sequence of courses is designed to religious beliefs and practices. In addition to this background for the development of Judaism, Chris- build on beginning level courses by broadening un- historical perspective, this course also will take an tianity, Islam and Middle Eastern contacts with the derstanding of grammatical structures, morphology, anthropological and cultural approach to the study Classical world, with Africa, Europe and America. and emphasizing self-expression. of Greek religion. In recent years, the West has become increasingly aware of the Arabic-speaking East. Courses in 301. Advanced Arabic I 372. Romans and Their Gods Arabic language and literature are a prerequisite for (3-0-3) Staff (3-0-3) Bradley an understanding of the rise of Islam, the literature Commences study of formal Arabic literary texts This course introduces students to the way in which it produced and subsequent developments among with additional emphasis on classroom discussion the Romans conceived of, worshipped, and commu- Arabic-speaking Muslims and Christians. in Arabic. nicated with the myriad gods of their pantheon. The Courses in Syriac taught at the graduate level are course will focus first on conventional religious ritu- available to qualified undergraduates by permission. 302. Advanced Arabic II (3-0-3) Staff als and their cultural value, and secondly on the suc- Course Descriptions. The following course descrip- Continuation of advanced study of literary Arabic. cess of Roman polytheism in adapting to changing tions give the number, the title and a brief char- historical and social conditions. Particular attention acterization of each course. Lecture or class hours COURSES IN ENGLISH will be paid to the so-called “Mystery Religions,” per week, tutorial hours per week, and credits each including Christianity, and their relationship to con- semester are in parentheses. Not all of these courses 235. Arabic Literature in English Translation: Fiction ventional forms of religious behavior. are offered every year. (3-0-3) Guo The object of this course is to introduce the student 423. Greek Architecture Arabic Major to Arabic literature from its beginning to the pres- (3-0-3) Rhodes 4 semesters of Arabic 12 ent. The course will read and discuss key works of In this course, the development of Greek monu- 2 literature courses in Classics medieval Arabic narrative prose, the Arabian Nights mental architecture and the major problems that taught by the Arabic faculty 6 and the Maqmat, and selected works of modern define it will be traced from the eighth through 2 courses in Middle East history 6 Arabic fiction by Naguib Mahfouz (Egypt), among the second centuries B.C., from the late Geometric 1 course in Islam 3 others. There will also be several screenings of the through the Archaic, Classical and Hellenistic 1 elective, subject to departmental approval 3 film adaptations. periods. ———— 30 240. The Ancient Middle East 450. Greek and Roman Mythology (3-0-3) Amar (3-0-3) McLaren Mediterranean/Middle East Area Studies Minor A survey of the Middle East from ancient to modern The major mythical tales and figures from the clas- This is a broad-based program that includes all times. sical world which have influenced world literature. aspects of the ancient and modern cultures that Study of the Olympic and vegetation cults. Homer surround the Mediterranean. Courses from three 242. Revelation to Revolution: The Middle East from and Hesiod, national and local myth, Syncretism, regions apply. In Europe, this includes the study of A.D. 100 to 1000 Mysteries. Classical Greece and Rome as well as modern Italy, (3-0-3) Amar France, Spain and Portugal in Europe. Courses on This course investigates the interplay between Chris- 455. Classical Epic the Middle East are related to the study of Semitic tianity and Islam in the Middle East from A.D. 100 (3-0-3) Schlegel peoples and their cultures, languages, religions and to 1000. Topics include religious interaction, politics A study of the epic literature of classical antiquity in politics. In North Africa, Arab and Francophone his- of empire, Arabic literature, art, and architecture. English translation, this course will give students a tory and civilization are the focus. solid grasp of the texts of the classical epics and the Students are required to fulfill a sequence of 12 255. Women’s Memories, Women’s Narratives cultural contexts in which they were set. credits (four courses distributed over the area). In (3-0-3) Afsaruddin addition, they are required to write a major research This course will focus primarily on women’s mem- 460. Greek Tragedy oirs, autobiographies, and fiction to analyze the con- (3-0-3) Wood essay under the direction of one of the advisors for three credits. struction of the feminine self and identity in modern Origins and functions of tragedy. Readings from Arab societies. Aeschylus, Sophocles, Euripides. ARABIC 260. The Golden Age of Islamic Civilization 470. Roman Satire (3-0-3) Afsaruddin (3-0-3) Mazurek 101–102. Beginning Arabic I–II (3-0-3) Staff This course will deal with the period A.D. 750– A study of the origins, forms and influence of Ro- 1055, commonly dubbed the “golden age” of Islamic man Satire. Readings from the works of Lucilius, 101 is offered only in the spring semester; 102 is offered only in the fall semester. civilization. This period under the Abbasid dynasty Horace, Persius, Petronius, Juvenal, Lucian, Swift, saw the greatest flowering of the arts, architecture, and Pope. This two-semester sequence of courses introduces students to reading, writing, and speaking Arabic literature, the sciences, and religious and philosophi- through a comprehensive and integrated approach. cal thought. The focus is on language proficiency, that is, learning to communicate in Arabic. Other skills include learning use of the dictionary, and basic understanding of Arab culture. 121

CLASSICS ~ EAST ASIAN LANGUAGES AND LITERATURES

350. Christianity in the Middle East: Origins to the PROGRAM IN CHINESE Present East Asian Languages and (3-0-3) Amar Literatures The program in Chinese offers language classes in This course examines the evidence for Christian- Mandarin Chinese at the beginning, first-, second-, ity articulated in the native Aramaic language and third-, and fourth-year levels, as well as courses in culture of the Middle East. We investigate the origins Chair: English on classical and modern Chinese literature and development of the indigenous “Oriental” Lionel M. Jensen and culture. Qualified students also have the op- churches of Syria, Lebanon, Jordan, Iraq and Iran, Research Professor: portunity to attend East China Normal University in and the missionary activity that took the gospel into Howard Goldblatt Shanghai, People’s Republic of China. India and China. Associate Professors: The Chinese program offers first and supple- Michael C. Brownstein; Liangyan Ge; Lionel mentary majors and a minor. 360. Canon and Literature of Islam M. Jensen Basic requirements: For the major, students must (3-0-3) Afsaruddin Assistant Professors: complete 30 credit hours, including Third-Year This course is an introduction to the religious litera- Sylvia Li-chun Lin; Lili I. Selden; Xiaoshan Chinese. For the supplementary major, students ture of the Arab-Islamic world. Emphasis is on works Yang must complete 24 credit hours, including Third-Year from the classical and medieval periods of Islam. Associate Professional Specialist: Chinese. For the minor, students must complete 15 Selections from the Qur’an, the Hadith literature, Noriko Hanabusa; Setsuko Shiga credit hours, including two semesters of language the biography of the Prophet, commentaries on the Assistant Professional Specialists: classes beyond the first year.100-level language Qur’an, historical and philosophical texts, and mysti- Chengxu Yin courses and University Seminars on China related cal poetry. Visiting Professor: topics do not count toward the major, supplemen- Jonathan Noble tary major, or minor. 380. Love, Death, and Exile in Arabic Literature and Other requirements: In addition to the language Cinema The peoples of East Asia comprise one quarter of the course requirements described above, First and Sup- (3-0-3) Guo world’s population and account for a similar pro- plementary majors as well as the Minor also requires This course explores literary and artistic presentation portion of the world’s production and consumption. one course in Chinese literature. Remaining credit of the themes of love, death, and exile in medieval This, along with the contemporary fusion of Asia hours may be satisfied by taking additional Chinese and modern Arabic literature and popular culture. and the West politically and economically, makes language and literature courses, or East Asia-related Close readings of Arabic poetry, essays, short stories, knowledge of the diverse languages and cultures of courses approved by the academic advisor. and novels and analysis of selected modern Arabic East Asia vital to an understanding of our global movies. community and indispensable for the preparation of PROGRAM IN JAPANESE careers in the Pacific Rim focusing on business, pub- 390. Islam: Religion and Culture lic policy, literatures, and the arts. The Department The program in Japanese offers language classes in (3-0-3) Afsaruddin of East Asian Languages and Literatures provides modern Japanese at the beginning, intermediate This course discusses the rise of Islam in the Arabian the resources and instruction necessary for success and advanced levels, as well as courses in English on peninsula in the seventh century and its subsequent in all of these fields. The department is dedicated classical and modern Japanese literature and culture. establishment as a major world religion and civiliza- to providing rigorous language training in Chinese Qualified students also have the opportunity to at- tion. Lectures and readings deal with the core beliefs and Japanese as well as courses taught in English on tend Nanzan University in Nagoya, Japan. and institutions of Islam. Chinese and Japanese philosophy, religion, literature, The Japanese program offers first and supplementary majors and a minor. 400. Modern Arabic Fiction in Translation and culture. Complementary courses in other disciplines are listed in this Bulletin under departments Basic requirements: For the major, students (3-0-3) Guo must complete 30 credit hours, including 22 credits An introduction to the Arabic short story and novel, such as history, philosophy, theology, political science, economics, and anthropology. in language classes beyond the first year. For the with emphasis on the emergence of Arabic fiction in supplementary major, students must complete 24 the 20th century. Completion of First-Year Chinese or Japanese (10 credits) or Beginning Chinese or Japanese (nine credit hours, including 16 credits in language classes beyond the first year. For the minor, students must 405. Arabic Literature in Translation credits) will satisfy the language requirement for both the College of Arts and Letters and the College complete 15 credit hours including two semesters (3-0-3) Guo of language classes beyond the first year. 100-level A survey of the development of Arabic literature in of Science. Although the College of Business does not have a language requirement, it strongly supports language courses and University Seminars on Ja- English translation. From the Qur’an through the pan related topics do not count toward the major, classical period. integration of language courses into its curriculum and encourages students to participate in the Inter- supplementary major, or minor. 498. Special Studies national Study Programs (See “International Study Other requirements: In addition to the language course requirements described above, first and sup- (3-0-3) Staff Programs” under Mendoza College of Business). plementary majors as well as the minor also require Permission of department required. Placement and Language Requirement. Students one course in Japanese literature. Remaining credit who wish to enroll in a Chinese or Japanese language HEBREW hours may be satisfied by taking additional Japanese course beyond the 101 or 111 level must take a language and literature courses, or East Asia-related placement examination administered by the De- 481–482. Elementary Biblical Hebrew I–II courses approved by the academic advisor. partment. Students testing out of 100-level language (3-0-3) (3-0-3) Staff courses must complete at least one course at the 200 A beginning course in classical Biblical Hebrew ASIAN STUDIES MINOR level or higher to satisfy the language requirement. grammar and readings. An introduction to the See “Area Studies Minors,” later in this section of Hebrew language, principally Biblical Hebrew gram- the Bulletin. This minor provides opportunities for mar, morphology, vocabulary, syntax. We will work students to develop an interdisciplinary understand- through a standard textbook of Biblical Hebrew, ing of Asia. incorporating some work in Mishnaic and Modern Hebrew. 122

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SHANGHAI AND NAGOYA 311–312. Third-Year Chinese I and II 411–412. Fourth-Year Japanese I and II PROGRAMS (3-0-3) (3-0-3) Yin (3-0-3) (3-0-3) Shiga Prerequisite: 212 or instructor’s permission. Prerequisite: 312 or instructor’s permission. The Shanghai and Nagoya programs provide stu- Development of advanced conversational, reading The second in a sequence of intermediate courses dents with the opportunity to spend an academic and writing skills, using a wide range of authentic offered for those students who do not participate in year at Nanzan University in Nagoya, Japan, or a materials, including material from news media. the Year-in-Japan. Aimed at achieving a high profi- semester or academic year at East China Normal ciency in the four skills: speaking, listening, reading, University in Shanghai, People’s Republic of China. 411–412. Fourth-Year Chinese I and II and writing. To qualify for the Shanghai Program, students must (3-0-3) (3-0-3) Lin complete at least one semester of Chinese language Prerequisite: 312 or instructor’s permission. 421-422. Advanced Japanese study at Notre Dame with at least a 3.0 grade point Practice in advanced conversational, reading and (3-0-3) Staff average in the language courses. For the Nagoya writing skills, using newspapers, short fiction, video- Prerequisite: EALJ 412 or equivalent; placement Program, at least one year of Japanese language stud- tapes and other authentic materials. exam required. ies at Notre Dame with a 3.0 grade point average or better in the language courses is required. Students 498. Special Studies Advanced Japanese is a three-credit course for may attend Nanzan or East China Normal dur- (V-V-V) Staff students who have completed EALJ 412, IJ 500 ing their sophomore or junior year. Students who Prerequisite: instructor’s permission. (Intensive Japanese 500) in the year-in-Japan pro- intend to combine a First or Supplementary major Requires “contractual agreement” with the professor gram at Nanzan, or an equivalent course at Sophia, in Chinese or Japanese with a major in another dis- prior to scheduling. For advanced students who wish Kanazawa, or Hakodate. This course takes students cipline and who intend to apply for the Shanghai or to pursue an independent research project reading beyond the grammar-centered approach of textbooks Nagoya programs are urged to plan their course of Chinese language materials. to the study and discussion of original materials pro- studies carefully in consultation with their advisors duced in Japanese for everyday Japanese consump- prior to applying for either program. For more infor- JAPANESE LANGUAGE tion. Course materials include excerpts from short mation and course listings, see “Nagoya Program” COURSES stories, social criticism, academic writing, newspaper or “Shanghai Program” under “International Study articles, and video clips. Students may repeat the Programs” in this Bulletin. 101–102–103. Beginning Japanese I, II, and III course more than once, as the content of the course (3-0-3)(3-0-3)(3-0-3) Staff changes according to the needs and interests of the Course Descriptions. The following course descrip- For students with no background in Japanese. students enrolled. tions give the number, title and brief characterization This is a three-semester sequence of three credit of each course. Lecture or class hours per week, labo- hours per semester covering the same material as 498. Special Studies ratory or tutorial hours per week, and credits each 111–112 and designed to prepare students to enter (V-V-V) Staff semester are in parentheses. Not all of these courses 211. The sequence begins each spring with 101 and Prerequisite: Instructor’s permission based on are offered every year. concludes the following spring with 103. The series student’s performance on a placement exam and oral provides an introduction to the fundamentals of interview at the beginning of the semester. CHINESE LANGUAGE COURSES modern Japanese, with equal emphasis on speaking, This course takes students beyond textbook Japanese listening, reading, and writing. An introduction is by introducing original materials created for Japanese 101–102–103. Beginning Chinese I, II, and III provided of the hiragana and katakana syllabaries, audiences (literature, current events and video mate- (3-0-3)(3-0-3)(3-0-3) Yin, Yang and 200 kanji. rials, etc.). Emphasis is on grammar and syntax, vo- For students with no background in Chinese. cabulary building, speaking, reading and writing. This is a three-semester sequence of three credit 111–112. First-Year Japanese I and II hours per semester covering the same material as (5-0-5) (5-0-5) Shiga COURSES IN ENGLISH 111–112 and designed to prepare students to enter Introduction to the fundamentals of modern Jap- The courses listed below use materials in English 211. The sequence begins each spring with 101 and anese. Equal emphasis on speaking, listening, read- translation and require no prior background in Asian concludes the following spring with 103. Equal ing and writing. Introduction of the hiragana and studies. emphasis is placed on the basic skills of listening, katakana syllabaries, and 200 kanji. speaking, reading, and writing. Students may expect 180. Literature University Seminar to master a spoken vocabulary of about 1,000 words 211–212. Second-Year Japanese I and II (3-0-3) Staff and a written vocabulary of 500 characters. (5-0-5) (5-0-5) Hanabusa An introduction to the study of East Asian literature. Prerequisite: 112 or instructor’s permission. Focus either on Chinese or Japanese literature. 111–112. First-Year Chinese I and II Continued training in the fundamentals of the mod- (5-0-5) (5-0-5) Yin ern language. Equal emphasis on speaking, listening, For students with no background in Chinese. Intro- 190. Chinese Calligraphy reading and writing. Introduction of approximately (1-0-1) Ge duction to Mandarin Chinese using traditional char- 200 kanji. acters. Equal emphasis on the basic skills of listening, A workshop for appreciating and practicing Chinese calligraphy and studying the history of the art. speaking, reading and writing. Students may expect 311–312. Third-Year Japanese I and II to master a spoken vocabulary of about 1,000 words (3-0-3) (3-0-3) Hanabusa 250. Chinese Literary Traditions and a written vocabulary of 500 characters. Prerequisite: 212 or instructor’s permission. (3-0-3) Yang The first in a sequence of intermediate courses of- A survey course introducing students to the major 211–212. Second-Year Chinese I and II fered for those students who do not participate in the (5-0-5) (5-0-5) Noble themes and genres of Chinese literature through Year-in-Japan Program. Development of oral/aural selected readings of representative texts. Prerequisite: 112 or instructor’s permission. skills with an emphasis on typical conversational sit- Grammar review and training in the four basic skills uations. Improvement of reading and writing skills. to higher levels of sophistication: oral/aural skills for fluency in communication, reading for critical understanding, and the ability to write simple compositions. 123

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252. Introduction to Japanese Civilization 362. The Image of Woman in Chinese 386. Chinese Pop Songs: Global/Local (3-0-3) Brownstein Literature (3-0-3) Staff This course is a survey of Japan’s cultural history (3-0-3) Staff This course uses popular songs since the 1980s from from its prehistoric beginnings up to the 19th cen- This course explores changing images of woman in China, Taiwan, and Hong Kong to examine various tury. Through literary works, historical documents, Chinese literature, from her early appearance in folk ways Chinese construct images of the self. Issues to art and architecture, we will examine the religious poetry to the dominant role she comes to play in the be examined include nationalism, love as allegory, beliefs, philosophical ideals, and aesthetic values of vernacular novel and drama. family, tradition versus modernity, and language pol- the imperial court, the samurai aristocracy, and the itics. Attention will be given to the contexts in which commoners as they changed over the centuries. No 364. Scandal and Intrigue in Classical Japanese popular music is produced and consumed globally prior knowledge of Japan or Japanese is required. Literature and locally. (3-0-3) Selden 253. Introduction to Chinese Civilization Romance and marriage politics were central topics 387E. The City in Modern Chinese Film and Fiction (3-0-3) Staff of interest during the first flowering of Japanese (3-0-3) Lin This course provides general historical and cultural narrative prose in the Golden Age of the aristocratic Examining portrayals of urbanites in cities such as background with a view to preparing students for elite. High-born daughters in this age were carefully Beijing, Shanghai, Taipei, and Hong Kong in film more specialized courses in Asian studies. A historical nurtured by their families as potential candidates and fiction, this course explores the image of the city overview accompanies thematic presentation of for marriage to emperors and regents, and were as the big, the bad, and the irresistible site of desire cultural achievements in philosophical and religious sequestered behind curtains and screens designed to for modernity in 20th-century China. thought, literature and the fine arts. thwart access by less worthy suitors. We will explore the aesthetics and politics of courtship as portrayed 388. A Chinese Mosaic: Philosophy, Politic, and 334. International Relations in East Asia in idealized, tragic, or parodistic form in the diaries Religion (3-0-3) Moody and tales of the era. (3-0-3) Jensen See POLS 334. This is a special topics class that provides an introduc- 370. Twentieth-Century Chinese Literature tion to the diverse lifeways constituting the puzzle of 347. Modern Japan (3-0-3) Ge the Chinese people. The course will chart this terrain of (3-0-3) Thomas A study of selected works from 20th-century Chi- current Chinese imagination as it has been shaped from See HIST 348. nese literature (mainly fiction but also drama), with a the contending, and often contentious, influences of re- special focus on understanding literary developments ligion, philosophy, and politics, introducing students to 350. Love, Death, and Revenge in Traditional Jap- in their social context. the heralded works of the Chinese intellectual tradition anese Drama while requiring critical engagement with the philosoph- (3-0-3) Brownstein 378. Japanese Women Writers ic and religious traditions animating this culture. Thus, An introduction to Japanese classical theater (Noh, (3-0-3) Staff as they learn about China, students also will reflect on Kyogen, Bunraku and Kabuki) through readings and A study of Japanese “female” literature that reviews how Chinese and Westerners have interpreted it. videotapes of selected plays. the important role of women writers in creating and maintaining the literary traditions of the land of the 390. “Antisocial” Behaviors in Modern Chinese 353. Societies and Cultures of South Asia rising sun. Fiction (3-0-3) Van Hollen (3-0-3) Lin See ANTH 353. 380. Chinese Ways of Thought Chinese society is often characterized as highly confor- (3-0-3) Jensen mative and lacking in individuality. Is this true? What 354. Japanese Society This is a special topics class on religion, philosophy, kind of behaviors then would be considered antisocial, (3-0-3) Kawano and the intellectual history of China that introduces and what are their moral, social, and political conse- See ANTH 354. the student to the world view and life experience quences? In this course, we will read fictional works of Chinese as they have been drawn from local depicting behaviors and attitudes that are considered by 357E. Peoples of Southeast Asia traditions, as well as worship and sacrifice to heroes, society in general as antisocial, anticonventional, and (3-0-3) and the cult of the dead. Through a close reading of sometimes anti-Party. We will investigate the contexts See ANTH 357 Sullivan primary texts in translation, it also surveys China’s of these behaviors and their political implications. For grand philosophical legacy of Daoism, Buddhism, 356A. Chinese Society and Culture instance, are these behaviors justified? Are different “Confucianism,” and “Neo-Confucianism” and the (3-0-3) Blum standards applied to women? What are the temporal later religious accommodation of Christianity and See ANTH 356. and spatial factors in people’s conception of an antiso- Islam. cial behavior? To what extent are these behaviors cultur- 358. Gender Images in Modern Japanese Fiction ally determined? No prior knowledge of the Chinese 384. Popular Religion and the Practice of Philosophy languages or China is required. (3-0-3) Selden in China An examination of the changing images of men and (3-0-3) Jensen women during the modern era as seen in the novels This lecture/discussion course will introduce the and short stories of Japan’s finest male and female student to the plural religious traditions of the writers. Chinese as manifested in ancestor worship, sacrifice, 360. Heroism and Eroticism in Chinese Fiction exorcism, and spirit possession. From an understand- (3-0-3) Ge ing of these practices, the course will offer insight A study of selected readings from pre-modern into the mantic foundations of Chinese philosophy, Chinese literature, and an examination of heroism especially metaphysics. Readings will consist of texts and eroticism as two major literary themes in the in translation of popular cults, as well as scholarly Chinese context. interpretations of these phenomena. 124

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391. The Short Story In East Asia and the Asian 393. Desire, Dissent, Discontent: New Chinese 453E. Asia, Culture, Health, and Aging Diasporas Cinema (3-0-3) Jenike (3-0-3) Selden (3-0-3) Noble See ANTH 453 This course introduces students to short stories by This class explores the dynamics of desire, dissent, 20th-century writers in China, Taiwan, Korea, Japan, and discontent in the production and reception of 445. Modern China and the East Asian diasporas. The goals of the course films from China, Hong Kong, and Taiwan. The (3-0-3) Murray are to examine the intertwined modern histories of course examines the different strategies the films See HIST 445. East Asian nation-states, investigate the short story as employ to express varying forms of dissent within a literary genre, and explore critical concepts of literary different cultural and political contexts. In addition, 453. Premodern Japan and cultural identity studies. The stories will be read in the course looks at the narratives and representa- (3-0-3) Thomas conjunction with critical essays on nation, gender, and tions of desire within and between the films and See HIST 453M. the short story with particular attention to the narrative discusses how discontent and urban angst may strategies of the authors. Reading the stories both in relate to a critique of subjectivity, nation, and the 460. The Garden in Chinese Literature terms of the cultural and ideological contexts in which global predicament. The class includes the viewing (3-0-3) Yang they were written and as material artifacts available to of award-winning and underground feature films This course examines the literary representations of us in English today helps to problematize the meanings and documentaries, including those unavailable in the garden in the Chinese tradition. Supplemented of “Chinese,” “Japanese,” or “Korean” in East Asia and the US [but all with English subtitles]. No prior by visual materials, readings in poetry, fiction, drama beyond. Ultimately, this course will provide students knowledge of Chinese language, culture, or history and prose illustrate the variegated configurations of with the conceptual framework and vocabulary to is required. the garden as a religious, philosophical, moral and aesthetic space. interrogate gender, race, and nationality as socially con- 395. Film Fiction Japan structed categories. (3-0-3) Selden 463. Gender and Power in Asian Cultures All readings are in English; no prior knowledge of For Japan, an island nation, feudal state of which fol- (3-0-3) Kawano Asia is presumed. lowed a policy of isolation for over 150 years (1600 See ANTH 463. 1868), the transition to modernity has been an 392. Cultural Performances in Contemporary China abrupt and complicated process. Modernization has 477A. Premodern China (3-0-3) Noble involved a transformation at every level of Japanese (3-0-3) Murray This course asks students to engage and analyze society, ranging from the political and economic See HIST 477. different types of “cultural performances” in China realms, to the scientific, cultural, and educational. from the 1980s to the present day. How do we This course focuses on how some of Japan’s most 478. History of Chinese Medicine interpret the diversity and complexity of cultures in creative authors and film directors have responded (3-0-3) Murray contemporary China? How is this diversity repre- to debates relating to the strategies and sacrifices See HIST 478M. sented (or “performed”) within and between differ- involved in enacting sweeping social changes, and to ent types of mediums, disciplines, and socio-cultural developing a modern, educated citizenry that would activities? After establishing an understanding of the include not only elite males, but women, the poor, historical context for the period under discussion, and ethnic or other minorities. Through critical es- the course will examine different types of “cultural says that accompany the assigned primary sources, performances” within a broad range of areas, includ- students will be introduced to the concepts of narra- ing film, television, theater, advertising, the Internet, tive voice and perspective; to questions concerning and popular music, dance and leisure activities. the tensions between presentational and representa- Particular issues to be examined in conjunction with tional modes of Japanese narrative expression; and the “cultural performances” include commercial- to the ways in which gender, nationality, and other ism and consumerism, the role of the government, affiliations have been constructed in the Japanese the state and nationalism, tradition and modernity, cultural imaginary. globalism and transnationalism, the urban/rural divide, class, and gender. The course will also pro- 412. Topics in Asian Anthropology vide a basic introduction to theories of performance (3-0-3) and performativity. Students will view, analyze, and See ANTH 412. discuss an array of “cultural performances” through 421. Religious Life in Asian Culture different media and utilize the Internet as an inter- (3-0-3) face for collecting viewpoints from China and across See ANTH 421. the Chinese Diaspora to be applied to their own research projects. In addition to providing a current 441. High Culture and Naturalism: Modern Japan overview of the diversity of cultures in China and the (3-0-3) Thomas contemporary issues embedded within, this course is See HIST 441M, 441N ideal for students seeking to explore the role of culture across disciplines, including arts and literatures, 453. Ancient Japan, Pre-1600 history, anthropology, sociology, political science, (3-0-3) Thomas media studies, and business. No prior knowledge of See HIST 453M/453N Chinese language, culture, or history is required. 125

ECONOMICS

Economics

Director of Undergraduate Studies Frank J. Bonello Director of Undergraduate Advising William H. Leahy

DEPARTMENT OF ECONOMICS AND ECONOMETRICS Chair: Richard A. Jensen DeCrane Professor of International Economics: Nelson C. Mark Gilbert F. Schaffer Professor of Economics: Christopher J. Waller Professors: Richard A. Jensen; Nelson C. Mark; Christopher J. Waller Associate Professors: Byung-Joo Lee; Lawrence C. Marsh; Kali P. Rath; Assistant Professor: James X. Sullivan

DEPARTMENT OF ECONOMICS AND POLICY STUDIES Chair: Jennifer L. Warlick Carl E. Koch Professor of Economics Jaime Ros, professor of economics and fellow in the Helen Kellogg Institute for International Studies Philip Mirowski Professors: Rev. Ernest J. Bartell, C.S.C. (emeritus); Charles Craypo (emeritus); John T. Croteau The major requires a preparation of ECON Quantitative Methods (emeritus); Amitava K. Dutt; Denis Goulet 101/201 and 102/202 and eight 300- and 400-level 408. Game Theory and Strategic Analysis (emeritus); Kwan S. Kim; William H. Leahy; courses in economics. In completing the 300- and 433. Mathematics for Economists 434. Applied Econometrics Jaime Ros; Roger S. Skurski (emeritus); Thom- 400-level courses, the student must take: 490. Econometrics as R. Swartz; Charles K. Wilber (emeritus) 301. Intermediate Econoic Theory—Micro Associate Professors: 302. Intermediate Economic Theory—Macro History and Philosophy of Economics David M. Betson; Frank J. Bonello; Gregory 303. Statistics for Economics 305. Philosophy of Economics Curme (emeritus); Teresa Ghilarducci; James 306. History of Economic Thought J. Rakowski; David F. Ruccio; Jennifer L. 307. Seminar in History and Philosophy of Economic Warlick; Martin H. Wolfson In addition, students must satisfy a distribution Thought Concurrent Associate Professor: requirement by taking one course in at least three of 405. Consumption and Happiness Mary Beckman the following 10 areas. 492. Economics of Science Concurrent Assistant Professor: Policy Kajal Mukhopadhyay 335. Economics of Poverty Monetary and Financial Economics 337. Economics of Education 421. Money, Credit, and Banking Program of Studies. The undergraduate major in 339. Addressing U.S. Poverty at the Local Level economics within the College of Arts and Letters 340. Introduction to Public Policy Labor Economics 404. Topics in Applied Microeconomics 350. Labor Economics is designed to make a unique contribution to the 435. Economics and the Law 351. U.S. Labor History student’s liberal education. The program provides 441. Public Budget Expenditure Policy 450. Labor Relations Law students with the insights of scientiﬁc analysis and 442. Tax Policy 451. Employment Relations Law and Human Re- social perspective to deepen their understanding of 446. Environmental Economics sources Practices the complex economic forces at work in society. Such 448. Seminar in Current Economic Policy 453. Collective Bargaining: the Private Sector an understanding is an essential ingredient in the 449. Seminar in Policy Evaluation 454. Collective Bargaining: the Public Sector intellectual development of an educated person. The 465. Stabilization Policy 455. Topics in Labor 457. Economics of Gender and Ethnic program is also designed to prepare the student for a Discrimination variety of professional objectives, including careers in 458. Labor Arbitration public service and law as well as managerial positions in business and industry. 126

ECONOMICS

Development Economics 472. International Trade work in law, graduate study in economics, business, 380. Development Economics 473. International Money public policy, and foreign service are available from 483. Economics Growth the director of undergraduate studies. 484. Economic Development of Latin America Labor Economics and Industrial Relations Cluster Graduate Courses. Advanced undergraduate majors International Economics 350. Labor Economics are encouraged (in consultation with departmental 471. International Economics 351. U.S. Labor History advisors) to select graduate courses as a part of their 472. International Trade 450. Labor Relations Law programs. The following are recommended. 473. International Money 451. Employment Relations Law and Human Re- 474. European Economic and Monetary Union source Practices 501. Graduate Macroeconomic Theory I 453. Collective Bargaining—Private Sector 502. Graduate Microeconomic Theory I 454. Collective Bargaining—Public Sector 506. History of Economic Thought and Industrial Organization 457. Economics of Gender and Ethnic Methodology 445. The Economics of Industrial Organization Discrimination 522. Financial Institutions, Markets, and Instability 541. Labor Economics 542. Labor Theory Political Economy International Development Cluster 561. Economic Development 315. Introduction to Political Economy 380. Development Economics 562. International Trade 334. Topics in Political Economy 471. International Economics 581. Industrial Organization 413. Marxian Economic Theory 472. International Trade 591. Graduate Statistics 416. Problems in Political Economy 473. International Money 592. Econometrics I 474. European Economic and Monetary Union 484. Economic Development of Latin America Urban and Regional Economics Course Descriptions. The following course de- 367. Restoring Economic Vitality to the Inner City scriptions give the number and title of each course. 489. Regional Economic Development Public Policy Cluster Lecture hours per week, laboratory, and/or tutorial 335. Economics of Poverty 337. Economics of Education hours per week and credits each semester are in pa- The remaining two courses may be any other 300- 339. Addressing U.S. Poverty at the Local Level rentheses. The instructor’s name, as available, is also and 400-level courses the department offers, except 416. Problems in Political Economy included. 421. Money, Credit and Banking those specifically designated as not fulfilling major 441. Public Budget Expenditure Policy requirements. 442. Tax Policy 101. Principles of Microeconomics In addition, the student must fulfill an intensive 446. Environmental Ecomonics (2-1-3) Staff writing requirement in one of the following ways: by 445. The Economics of Industrial Organization An introduction to economics, with particular at- 448. Seminar in Current Economic Policy tention to the pricing mechanism, competitive and taking a 300- or 400-level course specifically desig- 449. Seminar in Policy Evaluation nated as an intensive writing course, or by taking a 451. Employment Relations Law and Human Re- monopolistic markets, government regulation of the special studies course which involves writing a term source Practices economy, labor-management relations and programs, paper under the supervision of a faculty member; or 465. Stabilization Policy income determination and public policy, trade and writing a senior essay. the international economy. Pre-Graduate Cluster Course Clusters Within Economics. The economics 102. Principles of Macroeconomics Students who plan to pursue graduate studies in eco- program offers the undergraduate student the op- nomics are strongly advised to consider the following (3-0-3) Staff portunity to concentrate in several different areas courses (graduate courses require permission from Prerequisite: ECON 101. that may correspond to a student’s career goal or that the student’s advisor): An introduction to economics with emphasis on may represent a broad common theme within eco- the nature and method of economics, national in- nomics. These areas are only suggestions, and there 433. Mathematics for Economists come and its determinants, fluctuations in national is no requirement that a student complete a cluster. 434. Applied Econometrics income, money and credit, fiscal and monetary pol- Indeed, the economics major may desire to pursue a 501. Graduate Macro Theory I icies, economic growth. different cluster or some combination of the clusters 502. Graduate Micro Theory I listed below. 591. Graduate Statistics 180. Social Science University Seminar 592. Graduate Econometrics (3-0-3) Staff Pre-Law Cluster Economics sections will deal with different aspects of 435. Economics and the Law or a broad range of undergraduate field courses such economic analysis and policy issues. The focus will 441. Public Budget Expenditure Policy as: be on understanding how economists think about 442. Tax Policy 350. Labor Economics 445. The Economics of Industrial 380. Development Economics theoretical issues and how they apply their analytical Organization 408. Game Theory and Strategic Analysis tools to real-world economic problems and policies. 450. Labor Relations Law 416. Problems in Political Economy No background in economics is assumed. The semi- 451. Employment Relations Law and Human Re- 421. Money, Credit, and Banking nars will satisfy the University and College of Arts 445. The Economics of Industrial Organization source Practices and Letters social science requirements in addition to 471. International Economics 453. Collective Bargaining—Private the University seminar requirement. Sector 454. Collective Bargaining—Public as well as courses that are crosslisted with the grad- Sector uate program. It is also recommended that students 458. Labor Arbitration take a course in linear algebra and a one-year sequence of calculus courses. Pre-M.B.A. Economics Cluster Departmental advisors will assist students in 350. Labor Economics designing a program of study that meets their educa- 421. Money, Credit, and Banking tional and career goals. Students are also encouraged 434. Applied Econometrics 445. The Economics of Industrial Organization to pursue related courses in other departments of 465. Stabilization Policy the College of Arts and Letters and in the Mendoza 471. International Economics College of Business. Materials relating to professional 127

ECONOMICS

201. Principles of Microeconomics 306. History of Modern Economic Thought 337. Economics of Education (2-1-3) Staff (3-0-3) Mirowski (3-0-3) Warlick An introduction to economics, with particular at- The problems of the construction of a scientific Prerequisite: ECON 101 or 201. tention to the pricing mechanism, competitive and discipline of economics are surveyed from the This course reviews economic literature addressing monopolistic markets, government regulation of the Physiocrats to the early 20th century. Particular current educational issues in America, including the economy, labor-management relations and programs, emphasis is placed upon the theories of value, pro- adequacy of our K-12 public school system, the ef- income determination and public policy, foreign duction and distribution. While the major stress will fectiveness of market-based reforms (vouchers and trade and the international economy. Not open to focus upon the history of classical political economy charter schools) and administered forms of account- first-year students. Not open to students who have and neoclassical economics, some attention will also ability (standardized testing). We also examine the taken ECON 101. be given to the German Historicist and American rate of return to additional years of education (how Institutionalist schools. The course relies upon a much education should individuals undertake?), ac- 202. Principles of Macroeonomics mixture of primary texts and secondary sources. cess to higher education, financial aid systems, and (3-0-3) Staff options to offset the rising cost of higher education. Prerequisite: ECON 101 or 201. 307. Seminar in the History of Economic Thought An introduction to economics with emphasis on the (3-0-3) Mirowski, Ruccio 339. Addressing Poverty at the Local Level nature and method of economics, national income Each seminar is devoted to a specific topic in (3-0-3) Beckman and its determinants, fluctuations in national in- methodology and the history of economic thought. This course focuses on the four arenas where poverty come, money and credit, fiscal and monetary policies Examples include the problem of measurement er- manifests itself: homelessness, education, healthcare, and economic growth. Not open to students who rors, economics and natural images, postmodernism jobs, with South Bend as a case study. Community- have taken ECON 102. and economics, Keynes and the Bloomsbury Group, based learning (CBL) requires that students both feminist criticisms of “economic man,” and the role learn and apply what they are learning within a set- 301. Intermediate Economic Theory—Micro of the gift in economic thought. All seminars involve ting outside the classroom. (3-0-3) Betson, Marsh, Mukhopadhyay, Rakowski, extensive reading, writing and independent research. Rath, Sullivan, Gresik Graduate students and undergraduate students 350. Labor Economics Prerequisite: ECON 101 or 201. outside economics are encouraged to enroll, with (3-0-3) Ghilarducci An examination of the language and analytical tools permission from the instructor. Prerequisite: ECON 101 or 201. of microeconomics, emphasizing the functional rela- A survey course covering the economics of em- tionship between the factor and product markets and 315. Introduction to Political Economy ployment and unemployment; wages and income resource allocation. (3-0-3) Ghilarducci, Ruccio, Wolfson distribution; poverty, education and discrimination; Prerequisite: ECON 101 or 201. unions and labor and industrial relations systems; 302. Intermediate Economic Theory—Macro An introduction to theoretical frameworks, eco- and comparative labor systems. (3-0-3) Bonello, Dutt, Mark, Ros nomic policies, and social factors often downplayed Prerequisite: ECON 101 or 201 and 102 or 202. or ignored in mainstream economics. Topics include 351. History of Labor in the U.S. Economy An intensive examination of macroeconomics, with alternative theories of political economy, the rela- (3-0-3) particular reference to the determination of eco- tionship between economics and politics and the An investigation of the struggles of working people nomic growth, national income, employment ,and analysis of institutions. in the United States in the context of the develop- the general price level. ment of the U.S. economy. Special attention will be 333. Justice Seminar 303. Statistics for Economics paid to the issues of union organization, gender, and (3-0-3) Staff race. The course will survey labor conditions from (3-1-4) Lee, Marsh, Mukhopadhyay The Justice Seminar undertakes a critical The course is devised to present statistics and statis- the 18th century to the present, including current examination of major theories of justice, both the developments in the era of globalization. tical inference appropriately for economics students. deontological (e.g., contract theory) and teleological There are two goals for the course: first, to prepare (e.g., utilitarian and virtue-based theories). This is 367. Restoring Economic Vitality to the Inner City the student to read elementary quantitative analysis the course for the concentration in Philosophy, Poli- (3-0-3) studies; and second, to prepare the student to under- tics, and Economics (PPE). Prerequisite: ECON 101 or 201. take elementary quantitative analyses. This community-based learning and research course 334. Topics in Political Economy examines the political economy of U.S. inner-city 305. Philosophy of Economics (3-0-3) Ghilarducci, Wolfson revitalization. (3-0-3) Mirowski Seminar course concerned with policy problems such Prerequisites: ECON 101 or 201. as unemployment, inflation, growth, balance of pay- 380. Development Economics What does it mean to do good research in eco- ments and income distribution. Alternative methods (3-0-3) Dutt, Kim, Ros, Ruccio nomics? If you thought the answer to this question of analysis and policy prescriptions are discussed. Prerequisite: ECON 101 or 201. was straightforward, you will be in for a surprise! Orthodox views are studied and compared to non- The current problems of Third World countries are The intention of the course is to problematize such traditional approaches to the analysis of the United analyzed in a historical context, with attention given notions as “prediction is the goal of economics” or States and other advanced economics. to competing theoretical explanations and policy “there is progress in economics” or “assumptions in prescriptions. The course will combine the study economics should be (un)realistic.” To do this, we 335. Economics of Poverty of the experiences of Latin American, African and will explore literature on philosophy of science, soci- (3-0-3) Warlick Asian countries with the use of the analytical tools ology of scientific knowledge, and economic theory. ECON 101 or 201. Prerequisites: of economics. An examination of the extent and causes of poverty in the United States. The current system of gov- 398. Special Studies ernment programs to combat poverty is analyzed. (3-0-3) Staff Reforms of this system are also considered. 128

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404. Topics in Applied Microeconomics 416. Problems in Political Economy 441. Public Budget Expenditure Policy (3-0-3) Rakowski (3-0-3) Wolfson (3-0-3) Betson Prerequisite: ECON 301. Prerequisite: ECON 101 or 201. Prerequisite: ECON 301 or FIN 360. This course applies microeconomic analysis to A seminar course on the political economy of glo- This course will introduce students to normative understand a selection of policy-related issues. The balization. Topics include neoliberalism, corporate and positive economic theories of the role of govern- topics chosen will vary from semester to semester, strategies, capital mobility, outsourcing, free-trade mental agencies in the economy, privatization and but there will be a coverage of issues highlighted agreements, international financial crises, the IMF, the role of nonprofits; discussion of what level of in current policy debates. Examples of topics are immigration, race and gender, plant closures, labor government should undertake collective action (fiscal distributive effects of taxes, the effects of minimum solidarity, and union strategies. The course will com- federalism); examination of the level and compo- wages, health insurance, immigration, trade policy. pare and contrast orthodox views of globalization sition of our federal and local governments’ budgets with perspectives drawn from the writings of Marx, as well as the current budgeting process; cost-benefit 405. Consumption and Happiness Keynes, Veblen, Polanyi, and other economists in the analysis, theoretical and pragmatic practices; and the (3-0-3) Dutt political economy tradition. impact of governmental rules and regulations on the Prerequisite: 301 or 302 or permission of economy. instructor. 421. Money, Credit, and Banking 442. Tax Policy We live in an age in which consumption in many (3-0-3) Bonello, Wolfson (3-0-3) Betson parts of the globe has increased to unprecendented Prerequisite: ECON 302. Prerequisite: ECON 301 or FIN 360. levels and continues to rise. Many people take it for An examination of the money and credit-supply This course will introduce students to the following granted that this increase in consumption is a good processes and the role of money and credit in the topics: description of alternative tax instruments; his- thing because it increases human happiness. But economy. Topics include financial intermediaries, torical trends of tax policies of the federal and state others are more skeptical, arguing that increasing financial markets, the changing regulatory envi- governments; discussion of what would be a “good” consumption has adverse consequences on the poor, ronment, monetary policy and international mon- tax and criteria for choosing among different taxes; the environment, and future growth; that it results etary arrangements. theoretical analysis of taxes on household and busi- in moral deprivation; and that it does not even make ness decisions; empirical evidence of the distribution those who consume more any happier. This course 433. Mathematics for Economists and efficiency consequences of different taxes; debt critically examines this debate, which relates to all (3-0-3) Dutt, Lee, Mukhopadhyay and deficits. of us as consumers, using the tools of economic Prerequisite: ECON 301 or ECON 302 or permission of instructor. analysis. 445. The Economics of Industrial Organization Exposition of mathematical methods used in (3-0-3) Warlick 408. Game Theory and Strategic Analysis economic theory and analysis, with application of This course examines the relationship among firms (3-0-3) Rath these methods to economic theory. Major methods in an industry or across industries and the nature of Prerequisites: MATH 105 or equivalent, ECON 301 covered include differential and integral calculus and strategic interaction among firms. Its goal is to edu- or permission of instructor. matrix algebra. Recommended for students planning cate about the way economists think about the struc- The objective of this course is to help students de- to go to graduate school in economics. ture, conduct, and performance of the industry. This velop a good understanding of the basic concepts in thinking employs theoretical models that represent game theory and learn how to employ these concepts 434. Applied Econometrics rational arguments and strategies, and can be tested to better understand strategic interactions. Topics (3-0-3) Lee, Marsh empirically. These models guide the government’s covered will include normal form games, extensive Prerequisites: ECON 301 or permission of judgment of the desirability of the proposed mergers form games, pure and mixed strategies, Nash Equi- instructor. and other types of firm conduct in the context of librium, subgame perfect equilibrium, repeated This course introduces the statistical and econo- antitrust laws. games, and introduction to games of incomplete metric methods using the least squares estimation method in empirical economic applications. It is ori- information. Selected applications will include com- 446. Environmental Economics ented toward the practical applications of economic petition and collusion in oligopoly, entry deterrence, (3-0-3) Jensen theory with econometric methods rather than the political competition and rent seeking, social norms Prerequisite: ECON 101 or 201. theoretical development of these subjects. Emphasis and strategic interaction. An analysis of the welfare economics of environ- will be placed on the analysis of economic prob- mental problems, emphasizing market failures due 413. Marxian Economic Theory lems such as the capital asset pricing model, wage to negative environmental externalities. Air, water, (3-0-3) Ruccio discrimination, and the married women workforce and land pollution are classic examples of these Prerequisites: ECON 101 or 201. participation decision issues. externalities, which occur when third parties bear An introduction to Marxian economic analysis. Top- costs resulting from the transactions of the two pri- ics include the differences between mainstream and 435. Economics and the Law mary market participants. The theory and practice Marxian economics, general philosophy and meth- (3-0-3) Betson of environmental policy to promote efficiency at odology, Marxian value theory, and critical appraisals This course will introduce students to the economics the U.S. local, state, and federal levels and in other and current relevance of Marx’s “critique of political analysis of our legal framework pertaining to prop- countries is explored. International problems such economy.” erty, contract and tort law. Additional topics will as transboundary pollution and global warming are include an examination of the legal process and the also studied. relationship between crime and punishment. Prerequisite: Intermediate Microeconomic Theory (Econ 301) 129

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448. Seminar in Current Economic Policy 457. Economics of Gender and Ethnic 474. European Economic and Monetary Union (3-0-3) Staff Discrimination (3-0-3) Waller Prerequisites: ECON 301 or FIN 360; ECON 302 (3-0-3) Ghilarducci Prerequisites: ECON 301 and 302 or FIN 360 and or FIN 361; and ECON 303 or equivalent. Prerequisite: ECON 101 or 201. 361. The purpose of the seminar is to discuss current eco- Women and ethnic minorities have the lowest This course focuses on Europe’s movement towards nomic policy issues. Students will be required to read incomes, worst jobs and highest levels of unem- economic and monetary unit since the end of World newspapers (Wall Street Journal/New York Times) ployment and poverty in the United States today. War II. The course will discuss monetary theory, on a daily basis and be prepared to discuss the eco- This course examines the role of racism and sexism monetary policy, labor and capital market mobility, nomics of what was in the newspapers. Periodically in the U.S. economy. fiscal transfers political economy issues of central throughout the semester, the students will write banking and EU enlargement. Class discussion is one- to two-page critiques of the coverage of an issue 458. Labor Arbitration a critical part of the course in addition to standard they found in the newspaper and will write a major (3-0-3) Leahy lectures. Grades will be based on two exams, in-class paper on a current issue and make a presentation in Prerequisite: Permission of instructor. discussion, attendance and presentations. the seminar. Analysis of the practice and procedures of arbitration in labor grievances, with emphasis on rights and 483. Economic Growth 450. Labor Relations Law interest issues in both public- and private-sector (3-0-3) Mark, Ros (3-0-3) Leahy employment. Course stresses an analysis of arbitral This is an advanced undergraduate course that cov- A study of the development of common and stat- awards. ers how economists have come to understand the utory law with reference to industrial relations in the long-run growth of economies. We will cover theory, United States, giving emphasis to the case method. 465. Stabilization Policy evidence, and policy aspects of growth. (3-0-3) Ros 451. Employment Relations Law and Human Re- Prerequisite: ECON 302 or FIN 361. 484. Economic Development of Latin America source Practices An in-depth examination of the various actions (3-0-3) Ros (3-0-3) Leahy that have been and may be used to achieve the Prerequisite: ECON 101 or 201. A case approach using primarily U.S. Supreme Court macroeconomic objectives of economic growth, full An examination of the roots of dependence in Latin cases of the various federal laws that are encountered employment and price stability. The actions include America. An analysis of the key problems of eco- in personnel management. The course will cover the monetary and fiscal policy, wage and price controls nomic development and the policies prescribed for impact of law in such areas of the personnel function and other types of income policies. The actions are their solution. as recruitment and selection of employees, training, compared at both the theoretical level and in terms promotion, affirmative action, testing, evaluation, of the results obtained in the past. Although the 489. Regional Economic Development wages, fringe benefits and safety and health. primary focus is on the United States, the student (3-0-3) Leahy will be exposed to policies and experiences of other Prerequisite: ECON 101 or 201. 453. Collective Bargaining: The Private Sector countries. An analysis of regional economic problems in the (3-0-3) Leahy United States and selected European countries, with An analysis of the procedures and economic impli- 471. International Economics a focus on regional theory, methods of regional cations of collective bargaining as it now operates (3-0-3) Kim, Rakowski analysis and pertinent development programs. in the United States. Emphasizes a game theory Prerequisite: ECON 101 or 201. approach resulting in the negotiation of a labor A study of the general theory of international trade; 490. Econometrics contract. the pattern of trade, gains from trade, tariffs, trade (3-0-3) Lee, Marsh, Mukhopadhyay and special interest groups, trade and growth, foreign Prerequisite: ECON 303 or permission of instructor. 454. Collective Bargaining: The Public Sector exchange markets, balance-of-payment problems and Provides students with an understanding of when (3-0-3) Leahy plans for monetary reform. and how to use basic econometric methods in their This course will examine the relevant state and fed- work as an economists, including the ability to rec- eral laws covering public-sector collective bargaining. 472. International Trade ognize which econometric technique is appropriate It will examine the various issues and techniques (3-0-3) Dutt, Kim, Rakowski in a given situation as well as what explicit and im- covering collective bargaining in government. The Prerequisite: ECON 301 or FIN 360. plicit assumptions are being made using the method. major part of this course will be a game theory in This course examines major theoretical, empirical Topics covered include estimation and hypothesis which an actual contract will be bargained. and institutional issues in the study of international testing using basic regression analysis, problems with trade and international factor movements. The top- basic regression analysis, alternative econometric 455. Topics in Labor ics covered include determinants of trade patterns, methods, limited dependent variables and simultane- (3-0-3) Ghilarducci, Sullivan trade and welfare, commercial policy, trade and ous equation models. Prerequisite: ECON 101 or 201. growth, customs unions, international capital and Topics vary with instructors and current trends. labor movements, and trade and development. 492. Economics of Science Examples include employment and earnings expe- (3-0-3) Mirowksi riences of professional and managerial employees, 473. International Money This course describes the changing history of the new managerial systems, incentive and compensation (3-0-3) Kim, Mark, Ros organization and subsidy of scientific research, then systems, the health care crisis, the decline of unions, Prerequisite: ECON 302 or FIN 361. surveys the different methods of economic theories poverty and working poor, and labor market This course examines major institutional changes in and applied scientific process. regulations. the international financial system, theoretical developments in the field of international monetary economics, and policy issues in the contemporary global financial market. Topics include balance-of-payments accounts, exchange rate markets and systems, open- economy macroeconomics, international debt, and contemporary international monetary and financial arrangements. 130

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READING AND RESEARCH COURSES

398. Special Studies: Readings and Research (3-0-3) Staff Prerequisites: Junior standing and written consent of instructor. Independent study under the direction of a faculty member. Course requirements may include substantial writing as determined by the director. The director will disenroll a student early for failure to meet course requirements. Students who have been disenrolled or who have failed at the end of the ﬁrst semester are disqualiﬁed for Special Studies in the following term.

495. Senior Honors Essay I and II (3-0-3) (3-0-3) Staff Senior economics majors only. A two-semester tutorial requiring a completed essay on a selected topic in economics in depth. The John Harold Sheehan Prize Essay Award with inscribed plaque is awarded by the Department of Economics to the graduating senior who has written the best Se- nior Honors Essay. Senior economics majors only.

498. Special Studies: Readings and Research (3-0-3) Staff Prerequisites: Senior standing, dean’s list average and written consent of instructor. See above.

Krzysztof Ziarek, professor of English

Notre Dame Chair: English John Sitter Chair: Professors: Stephen A. Fredman Joseph X. Brennan (emeritus); Jacqueline Vaught Brogan; Donald P. Costello (emeritus); Assistant to the Chair: Matthew Benedict James P. Dougherty (emeritus); Christopher B. Fox; Stephen A. Fredman; Dolores W. Frese Director of Undergraduate Studies: Glenn Hendler (on leave); Sonia G. Gernes; Kevin Hart; Peter Holland (concurrent); Thomas J. Jemielity Director of Graduate Studies: Sandra Gustafson (emeritus); Christopher Andrew Jones; Edward A. Kline (emeritus); Greg P. Kucich; Robert Director of Creative Writing: William O'Rourke Lordi (emeritus); Leslie H. Martin (emeritus); John E. Matthias; Lewis E. Nicholson (emeri- William B. and Hazel White Professor of English: Gerald L. Bruns tus); William O’Rourke; Paul Rathburn (emeritus); Valerie Sayers; Donald C. Sniegowski William R. Keenan Chair of English: Joseph A. Buttigieg (emeritus); Chris Vanden Bossche; Edward Vasta (emeritus); James H. Walton (emeritus); Donald and Marilyn Keough Professor of Irish Studies: Seamus Deane Barbara Walvoord (concurrent); Thomas Werge; Ewa Ziarek; Krzysztof Ziarek John and Barbara Glynn Family Professor of Literature: Margaret Anne Doody Associate Professors: Kate Baldwin; James M. Collins (concurrent); Notre Dame Chair: Luke Gibbons Stephen M. Fallon (concurrent); Barbara J. Green; Stuart Greene; Sandra Gustafson; Gra- Notre Dame Chair: Katherine O'Brien O'Keeffe ham Hammill; Susan Harris; Glenn Hendler; Romana Huk; Cyraina Johnson-Roullier; Wil- Notre Dame Chair: Regina Schwartz liam J. Krier; Mary Burgess Smyth 131

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Assistant Professors: booklet for the current semester, or the Department’s 315. Love, Death, and Revenge in Traditional Japa- Theresa Delgadillo; John Duffy; Antonette Web site, www.nd.edu/~english. nese Drama Irving (on leave); Jesse Lander; Holly Martin (3-0-3) Brownstein (concurrent); Sara Maurer; Orlando Menes; 180J. Literature University Seminar A survey of both traditional and popular Japanese Maura Nolan; Javier Rodríguez; John Staud (3-0-3) Staff drama between the 14th and 18th centuries. (concurrent); Stephen Tomasula; Ivy Wilson An introduction to the seminar method of instruc- Professional Specialists: tion, emphasizing the analysis of literary texts. 315B. The City In Modern Chinese Fiction Matthew Benedict; J. Anne Montgomery; (3-0-3) Lin Noreen Deane-Moran 200. Introduction to Creative Writing An exploration of “the city” in 20th-century China (3-0-3) Staff and its literature. Program of Studies. The Department of English An introduction to writing fiction and poetry, with 315J. The Short Story in East Asia and the Asian offers its majors a variety of courses in language and outside readings and coverage of basic critical terms. In-class discussion of student work. Diasporas literature. The offerings include courses in the several (3-0-3) Selden periods of British literature from medieval to mod- 201. Introduction to Fiction Writing This course introduces students to short stories by ern times, in American literature from colonial to (3-0-3) Staff 20th-century writers in China, Taiwan, Korea, Japan, modern times, in certain aspects of classical and Eu- A workshop on the writing of fiction. and the East Asian diasporas, examining the inter- ropean literature, and in other literatures written in twined modern histories of East Asian nation-states, English; in the genres of literature, in major authors, 202. Introduction to Poetry Writing the short story as a literary genre, and critical con- in linguistic and literary theory, and in expository (3-0-3) Staff cepts of literary and cultural identity studies. and creative writing. All courses taught in the depart- A workshop on the writing of poetry. ment, not just those designated as writing courses, 315K. Japanese Culture Film and Fiction contain significant writing components. All majors 300D. Interaction of Image and Text (3-0-3) Selden take both a methods course as an introduction to (3-0-3) Montgomery Close readings of Japanese authors and film directors various modes of critical thinking and analysis, and a This course investigates the interaction between the and how they responded to the drastic social changes research seminar that emphasizes intensive writing. verbal language of poetry and prose on the page and that occurred in Japan after World War Two. The English major at Notre Dame studies the the visual images which are designed to accompany English language both as it has been used by skilled them. 315L. Heroism and Eroticism in Traditional Chinese artists and as it can be used by the student. Precisely Fiction how the study proceeds is a matter of continuing 301. Fiction Writing (3-0-3) Ge decision by the student major. A new honors track (3-0-3) O’Rourke, Sayers, Gernes, Walton, Benedict, Close readings of Chinese novels and short stories within the major has recently been established for Tomasula from the Late Imperial Period, with a particular highly achieving students. A course in writing the short story and related forms emphasis on their cultural underpinnings and the The department, then, makes available a wide va- of brief fiction. infusions of Confucian, Taoist, and Buddhist riety of courses, encouraging each major to develop cosmologies. a program of selections suitable to his or her desires 302. Poetry Writing and needs; each major is assigned a faculty advisor (3-0-3) Matthias, Gernes, Taylor, Menes 315N. Chinese Literary Traditions to assist in this planning. The English major is thus A workshop on writing poetry, from exercises on the (3-0-3) Yang able to select from a broad spectrum of possible making of images to poetry as objective narrative, A survey course introducing students to the major combinations in designing a comprehensive educa- subjective journal, monologue and direct address. themes and genres of Chinese literature through tion in the humanities. Of course, each major will selected readings of representative texts. vary his or her program to select courses appropriate 309A. Creative Non-Fiction to individual postcollege plans which might include (3-0-3) Staff 316. Latino/a American Literature careers in, e.g., education, business, journalism, This is a course in “close writing” in a wide range of (3-0-3) Delgadillo, Menes, Rodríguez government service or a graduate degree in business, dynamic and innovative genres of creative non-fic- Studies of Latino and Latina authors, including Chi- law school, medical or dental school, graduate study tion, from the personal essay to meditations to liter- cano, Caribbean, or South American. for an M.A., M.F.A., or Ph.D., or some less overtly ary journalism. 319. Introduction to African-American vocational notion or purpose. 313. Introduction to Linguistics Literature The requirements for the English major include: (3-0-3) Brogan, Montgomery (3-0-3) Wilson a minimum total of 10 courses (30 credit hours) in Study of the basic forms and syntax of the English A broad introduction to the major authors and addition to the courses required by the college (two language with application to teaching, writing, and themes of writings by African Americans, includ- first-year courses and one literature course). The total literature. ing selections from the literatures of Slavery and credit hours must include three courses (nine credit Freedom, Reconstruction, the Harlem Renaissance, hours) in British and American Literary Traditions 314F. Age of Augustus Urban Realism, the Black Arts Movement, and the and seven other courses (21 credit hours) at the (3-0-3) Krostenko ascendancy of Black Women writers. 400- or 500-level including a one-semester course The purpose of this course is to consider the histori- designated “Methods” early in the major and a one- cal events, cultural productions, social and political 319A. Native American Literature semester course designated “Seminar” to be taken in issues, and legacy of the age of Augustus. Topics to (3-0-3) Staff the senior year. be considered will include: the fall of the Republic; This course serves as an introductory explora- Course Descriptions. The following course de- the Augustan architectural and literary program; tion of the literatures written by Native American scriptions give the number and title of each course. artistic freedom under an autocracy; and the nature authors—oral literatures, transitional literatures (a Lecture hours per week, laboratory, and/or tutorial of empire. Readings will be taken from Cicero, combination of oral and written expression), and hours per week and credits each semester are in Vergil, Livy, Horace, Ovid, Tibullus, Propertius, and contemporary poetry and prose. parentheses. The instructor’s name is also included. Suetonius. For fuller descriptions and recent additions to course offerings, consult the department course description 132

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319B. Confronting the Past in Contemporary Black 373B. Writing and Politics in Northern Ireland 393H. Icons and Action Figures in Latino/Latina Literature (3-0-3) Smyth Literature (3-0-3) Ursin Crosslisted with IRST 372B. (3-0-3) Delgadillo An examination of contemporary black authors and This course explores the politics of culture, and the Understanding U.S. Latino/Latina literature, art and how they engage pivotal periods of the past, includ- cultures of politics, in the North of Ireland during film through its many allusions to and re-interpreta- ing the Middle Passage, Slavery, and the Jim Crow the 20th century, using a multiplicity of genres: tions of traditional icons and historic figures as well South particularly, and what the effect this engage- drama, fiction, poetry, film, painting, and documen- as legends, myths, popular figures and action heroes/ ment has on (re)constructions of black identity. tary material. heroines of the Americas (including those with origins in Native American, Latino/Latina, African, 322A. Point-of-View of the Novel 373I. Crime and Progress in the Nineteenth-Century Asian and European cultures). (3-0-3) Deane-Moran British Novel This course focuses on an introduction to the novel (3-0-3) O’Brien 393J. The City In American Literature as a form, as a means to view the world of the Diverse perspectives on Irish and British history and (3-0-3) Todorova author/artist and that of the reader. literature provide a frame for discussing violence and An exploration of the conflicted and contradictory social change, sexuality, economics and politics in ways in which racial and ethnic identities have been 322K. Economics, Politics, and Gender In The British novels written in Ireland and Britain during the last constructed and mediated in American culture. Novel half of the 19th century. (3-0-3) Mahoney 393P. Latino Poetry An introduction to the British novel between the 373J. Imperial Monsters: Nineteenth-Century British (3-0-3) Menes 18th and 20th centuries. Literature about Empire Close readings of several prominent Latino poets of (3-0-3) Thum the late 20th century. 323B. Literary Outsiders An examination of “monsters” in 19th-century Brit- (3-0-3) Zwikstra ish literature. 398. Special Studies An exploration of “the outsider” in literature from (3-0-3) Staff Beowulf to Generation X. 373K. Love and Money in the Nineteenth- Prerequisites: Junior or senior standing, dean’s list Century British Novel average, written consent of instructor and approval 326. Animal Antics of Britain (3-0-3) Mahoney of the chair, previous course in English literature. (3-0-3) Tonri This course focuses on the ways in which the novel Independent study under the direction of a faculty A close reading of some of the best animal stories both reflected and produced transformations in member. Does not fulfill a college literature or fine in British literature: from Chaucer, Shakespeare, the relationship between class, gender, and love in arts requirement. Spenser, Aesop’s Fables, and the story cycle of Reynard 19th-century England, reading Austen, E. Brontë, the Fox, to the novellas of A.S. Byatt, the film Babe, Dickens, James, and Wilde. 400M–499M. Methods Course and the controversial art of Damien Hirst. (3-0-3) Staff 374J. Evolving Science Fictions: British Literature Methods courses encourage the student to see Eng- 328B. Studies in Comedy and Science in the Nineteenth Century lish as a discipline, having its own assumptions, pro- (3-0-3) Staff (3-0-3) Elliott cedures, and outcomes. The content and approach of Various forms of comic literature through the ages. An examination of both the literature and the sci- each methods course are chosen by the instructor. ence of Britain in the 19th century and how both 340. Shakespeare combined to create the modern genre of “science” 400Z–499Z. Research Seminars (3-0-3) Staff “fiction”. (3-0-3) Staff Shakespeare’s plays, including histories, tragedies, Seminar classes on various literary topics for second- and comedies. 379C. Irish Gothic from Union to Troubles semester junior and first-semester senior English (3-0-3) Wurtz majors, emphasizing literary research and intensive 342A. Love Poetry in the Renaissance How ghosts, vampires, and demons figure in 19th- writing. (3-0-3) Nichols and 20th-century Irish literature. Close readings of British Renaissance “love poetry” 401. Advanced Fiction Writing juxtaposed to classic Hollywood romantic comedies. 381. Readings in Nineteenth-Century (3-0-3) Benedict, Gernes, O’Rourke, Sayers, Toma- American Literature sula, Walton 356. The Hidden Ireland (3-0-3) Staud A seminar in the students’ own writing of prose fic- This course focuses on major literary figures and (3-0-3) O’Buachalla tion; for students with previous experience or course works of 19th-century America, focusing chiefly on This course will examine aspects of the corpus of work in writing. 18th-century poetry in the Irish language. the two decades before the Civil War, a period often hailed as the first flowering of a genuine “American” 401. Fiction Writing for English Majors 372D. Women in Irish Oral Tradition literature. (3-0-3) Gernes, O'Rourke, Sayers, Walton, Benedict, (3-0-3) Bourke Tomasula 389. American Women Writers to 1930. A study of oral verbal art in Irish and English litera- An intensive fiction workshop exclusively for English Scribbling Women tures, with a particular emphasis on performances majors. by women, including the International Folktale, (3-0-3) Casper Legends of the Supernatural, Lament Poetry, and A survey of writings by American women from the 402. Advanced Poetry Writing selected 20th-century Irish women authors. Colonial Period through the early 20th century. (3-0-3) Gernes, Matthias, Menes, Taylor A course in poetry writing for students with previous 372E. Anglo-Irish Literature: Cultured Misrule, Dis- 392X. American Novel experience or course work in writing. solute Lords, and Rebel Countesses (3-0-3) Dougherty, Werge, Gibley (3-0-3) Witek Novels from Hawthorne to Morrison. 402B. Poetry Writing for English Majors The delineation of an “Irish identity” as it is explored (3-0-3) Gernes, Matthias, Menes, Taylor in a sampling of “Irish” literature from the 18th to A intensive poetry workshop exclusively for English the 20th centuries. majors. 133

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402M. Methods: Close Reading—Poetry 414. Feminist Theory 421. Topics in Literature Huk, Matthias (3-0-3) Crosby (3-0-3) Staff (3-0-3) An introduction to the study and application of Studies of works representing a particular historical An introduction to the study of literature through feminist theory from Mary Wollstonecraft to the period, genre, or topic. learning how to read poetry, with close attention to Third Wave. details of sound and sense. 421Z. Seminar: Memory in Latino/a Literature 414B. Greek and Roman Mythology (3-0-3) Delgadillo 404M. Methods: The Idea Behind It: Literary Texts (3-0-3) McLaren An examination of a range of Latino/a texts that in Context A close examination of some of the source texts and manifest a preoccupation with memory or with (3-0-3) Harris artistic products of ancient Greek and Rome, in particular memories and their connection to issues An investigation of the relationship between liter- English, from which classical Western mythology is of belonging, community (national, ethnic, racial, ary works and their cultural and historical context, derived. gender), and individual identity. focusing specifically on how the expansion (and, eventually, disintegration) of the British Empire in- 414M. Methods: Approaches to Otherness:The 422Z. Seminar: Gender and Modernity fluenced literary production. American Context (3-0-3) Green (3-0-3) Baldwin A survey of “feminine” or “women’s” modernism: 405. Writing About Literature This course explores different theoretical approaches modernist aesthetics read in relation to questions of (3-0-3) Vanden Bossche to conventional categories of “otherness.” race and gender, the development of political and Reading, discussing, and writing about literary texts. literary avant-garde cultures (with specific emphasis 415Z. Seminar: Religion and Literature on the Suffrage Movement and the Harlem Renais- 407. Classical Rhetoric in Our Time (3-0-3) Werge sance), and the intimate and complex relationship (3-0-3) Duffy A consideration of the forms, ideas, and preoccupa- between modernism and race. A close study of Classical Rhetoric, its scope, do- tions of the religious imagination in literature and trines, and ethics, and its contemporary applications. of the historical relationships between religious faith 423Z. Seminar: Imperialism and Its and traditions and particular literary works. The Interlocutors 407M. Methods: Narrative and Memory conflicts and tensions between modern gnosticism, (3-0-3) Wilson (3-0-3) Burgess Smyth in literature and ideology, and the sacramental imagi- By canvassing the Age of Empire, this seminar exam- An exploration of the force of memory (and of the nation will constitute a recurring point of focus. ines articulations of imperialism in the late Victorian related issues of history, remembrance, public com- We will also lend special attention to the vision and and early Modernist British imagination and con- memoration, and memoir) in selected contemporary imagery of the journey and wayfarer and the con- temporaneous or subsequent responses of resistance world literature. flicts and affinities between private and communal to it. “Imperial” writers may include Cary, Conrad, expressions of faith. Forster, Rider Haggard, and Kipling; “interlocutors” 408A. Philosophy and Literature Seminar may include Achebe, Naipaul, Kincaid, and Rhys. (4-0-4) Bruns 416M. Methods: Feminist Literary Studies The introduction to the interdisciplinary minor in (3-0-3) Green 424Z. Seminar: Caribbean Voices philosophy and literature. Introduces English majors to literary study by exam- (3-0-3) Johnson-Roullier ining the many ways in which the concerns of the An exploration of various West Indian novelists, 410. British Literary Traditions I essayists, and poets. (3-0-3) Staff feminist movement have influenced the interpretation of works of literature. Intensive survey of British writers and literary forms 427A. Monsters to Cyborgs from the beginnings through the Renaissance. 418G. Dramatic Literature Before 1900 (3-0-3) Tomasula Critical reading of “the body” as texts, and texts 411. British Literary Traditions II (3-0-3) Arons Crosslisted with FTT 482. about the body, from Ovid’s Metamorphoses to the (3-0-3) Staff Human Genome Project. Intensive survey of British writers and literary forms This survey of theatrical literature from the earliest plays to the 20th century examines the ways theatre of the 18th and 19th centuries. 429. Introduction to Post-Colonial Studies reflected and shaped people’s perception of them- (3-0-3) Wilson selves through history, paying particular attention to 412. American Literary Traditions I Investigation of the development of literatures from issues of gender and power as depicted in plays. (3-0-3) Staff the former colonies of various empires, but princi- Introduction to American literature from its begin- 419C. African-American Literature pally the British and French. Major regions include nings through the Civil War, emphasizing important Africa, India, the Caribbean, and Southeast Asia. figures, literary forms and cultural movements. (3-0-3) Irving, Wilson A historical and thematic account of the rise and Authors may include Achebe, Ba, Emecheta, Desai, Head, Lamming, Rushdie, Soyinka, Chandra, Wal- 413. American Literary Traditions II achievement of African-American authors over sev- cott, and Thich Nhat Hanh, among others. Theorists (3-0-3) Staff eral centuries. include Fanon, Said, Spivak, Ngugi wa Thiong’o. Introduction to American literature from the Civil 419E. Constituting Americans War through the 20th century, emphasizing impor- 430B. History of the English Language tant figures, literary forms and cultural movements. (3-0-3) Irving This course will explore life writings and issues of (3-0-3) O'Brien O'Keefe, Jones This course is designed to introduce students to the 413E. Greek Tragedy self-representation in the African-American Expres- historical development of the English language, from (3-0-3) McLaren sive Cultural tradition from 1850 to 1905. This its earliest recorded appearance to its current state as This course acquaints students with the tragic course is concerned with the concept of citizenship, a world language. philosophy and the dramatic techniques of classical its implied universalism, and the necessity of critiqu- Greek theater. ing this universalism that maintains a unified notion of democracy. 134

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430C. Introduction to Old English 465C. Dandies, Decadents, and Women cultures of politics, in the North of Ireland during (3-0-3) O'Brien O'Keefe, Jones (3-0-3) Mahoney the 20th century through close readings of drama, Training in reading the Old English language, and A critical study of three major late-Victorian literary fiction, poetry, film, painting, and documentary study of the literature written in Old English. movements, the Aesthetic Movement, Decadence, material. and the New Woman novel, and how these move- 431E. Latin Literature in Translation ments laid the groundwork for the advent of literary 476. Twentieth-Century British Women Writers (3-0-3) Bloomer Modernism. (3-0-3) Green A survey of a wide-range of Latin texts in English Modern and postmodern fiction (and some non-fic- from Plautus to Augustine. 465M. Methods: Poetry and Prayer tion prose) by British women. Authors may include (3-0-3) Hart Woolf, Butts, Rhys, Cunard, Richardson, Car- 440E. Shakespeare in Performance Close readings of a wide range of poems that are also rington, West, Mansfield, Carter, Winterson. (3-0-3) Holland prayers, from medieval lyrics to contemporary verse, A critical analysis of Shakespeare’s plays in perfor- to the show the intimate connections between poetry 480B. Nature in American Literature mance across a wide range of history and forms. and prayer. (3-0-3) Staff This course examines the central and changing role 440 F. Shakespeare I 465Z. Seminar: Victorian Radicals of nature in American literature, from the typologi- (3-0-3) Lander (3-0-3) Maurer cal eschatology of the Puritans to the pop-culture Close readings, in chronological order, the plays An examination of Victorian writers and thinkers apocalypticism of Don DeLillo’s White Noise. from the first half of Shakespeare’s career as grappled with questions about the ethics and aesthet- dramatist. ics of the “modern world.” 480C. The American Scene: Literary and Cultural Studies 444Z. Seminar: Ideas of Justice in Renaissance 468B. Victorian Fiction (3-0-3) Meissner Literature (3-0-3) Vanden Bossche, Maurer An exploration of “America” as it was explored by (3-0-3) Schwartz An examination of major Victorian novels. selected late-19th and early-20th century writers. An examination of “justice” in Renaissance literature as it devloped from other diverse subjects such as the 468Z. Seminar: Nineteenth-Century British Novel 482C. Tragedy: Shakespeare and Melville trial of Socrates and biblical prophecy. (3-0-3) Vanden Bossche (3-0-3) Staud The British novel, 1830–1860, as a popular medium Using concepts of tragedy as a linking principle, this 448. Milton through which writers explored serious concerns: E. course reads several Shakespearean plays and then (3-0-3) Hammill, Fallon Brontë, Gaskell, Dickens, Collins. Moby-Dick, noting Shakespeare’s influence on the This course includes close readings of Milton’s work, American novelist. from all stages of his career, and discussions of his 471E. Modern Irish Drama highly self-conscious attempt to make himself into (3-0-3) Harris 485A. Mark Twain and the American England’s greatest poet. A close study of both the drama produced by the Imagination playwrights of the Irish literary renaissance—W. B. (3-0-3) Werge 455B. Irish and British Literature, 1790–1815 Yeats, J. M. Synge, Lady Gregory, and Sean O’Casey A study of Twain’s life and writings in light of the (3-0-3) Deane —and the political struggle for Irish independence history of ideas and the literary, political, philosophi- Burke, Paine, Godwin, Wordsworth, Edgeworth, that was taking place at the same time. cal, and religious currents of 19th-century America. and Scott in the context of the French Revolution and the Irish political situation at the end of the 471Z. Seminar: Ango-Irish Identities 1600–1800 488. American Film 18th century. (3-0-3) Fox (3-0-3) W. Krier Focusing on the 200-year historical period that was Presentations and discussions of the several genres of 456. Restoration and Early Eighteenth-Century crucial in the formation of “Ireland,” this course ex- film produced in America since the early 1900s. Literature plores the complex and contested cultural, political, (3-0-3) Sitter and ideological identities of a group we have come to 489M. Methods: Reading Ulysses An examination of selected 17th- and early 18th- call the Anglo-Irish, including Swift, Berkeley, Edge- (3-0-3) Johnson-Roullier century British literature worth and Goldsmith. This course explores various ways to read literature by employing different theoretical approaches to 460. Virtue, Sex, and the Good Life: Eighteenth- Century Novels 472. Postmodern British Poetry study James Joyce’s most famous text. (3-0-3) Doody (3-0-3) Huk 490M. Methods: Wallace Stevens The 18th-century novel deals with the questions of Study of competing galaxies of late–20th-century (3-0-3) Hart social, political, sexual, and economic identities and British poets, for whom more than art was at stake: This course will be devoted to reading the major choices in a time of great change, and this course agendas of race, gender, region, class, and other cul- poems of Wallace Stevens, arguably the greatest poet examines several novels representative of the time tural materials. writing in English in the 20th century. What rela- period. 475D. The Gothic in England and Ireland, 1750–1900 tions are there between reality and the imagination? 464. Victorian National Romance (3-0-3) McMinn That is Stevens’s abiding question, and we will follow (3-0-3) Maurer An exploration of Gothic fiction in England and Ire- it in all its twists and turns, in his poems as well as How selected 19th-century British literary texts that land from the mid-18th century to the Victorian age. his essays and letters. focused on marriage created a collective sense of an identity that came to be understood as “national.” 475P. Writing and Politics in Northern Ireland (3-0-3) Burgess Smyth An examination of the politics of culture, and the 135

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490Z. Seminar: Black Cultural Studies 493Z. Seminar: American Women Writers (3-0-3) Irving (3-0-3) Brogan Film, Television, This interdisciplinary course considers the conflicted This course will focus on the work of women writers and Theatre ways in which “racial” identities and differences have after World War II and up to the end of this past been constructed throughout U.S. culture. century, with the idea of gaining an understanding Chair: of the range of women writers in this country during Peter Holland (on leave spring 2005) 491B. African-American Poetry and Poetics this period. Associate Chair and Director of Undergraduate Studies: (3-0-3) Wilson James M. Collins An examination of poetry and poetics by black 494C. Poetry and Performance Director of Theatre: Americans from the 18th century to the present.. (3-0-3) Fredman Kevin Dreyer An investigation of the meeting ground of poetry, McMeel Family Chair in Shakespeare Studies 491M. Methods: Latino Literature conceptual art, new music, and performance art. Peter Holland (3-0-3) Rodríguez The William and Helen Carey Assistant Professor in An examination of literary theory through the study 494N. American War Literature Modern Communication: of Latino literature from the corridos of the Mexican (3-0-3) Rodríguez Susan Ohmer Southwest to the contemporary. An examination of American War Literature, both Professors: historical and contemporary, and how this literature Donald Crafton; Vincent Friedewald Jr. (visit- 492B. The American Novel between the Two World offers opportunities for research into national ideol- ing); Luke Gibbons (concurrent); Jill God- Wars ogy and identity, the views and interpretations of milow (on leave 2004–2005); Peter Holland (3-0-3) Todorova “enemy,” and what the historical moments were that (on leave spring 2005); Mark C. Pilkinton; This course pays particular attention to the different shape the literature. John Welle (concurrent) social contexts from which narratives emerged in Associate Professors: order to see how novels participated in the contem- 497Z. Seminar: Southern Fiction Reginald F. Bain (emeritus); James M. Col- porary cultural and political debates. Each of these (3-0-3) Sayers lins; Kevin C. Dreyer; Rev. Arthur S. Harvey, works probes some defining notion of American Close readings of selected 20th-century Southern C.S.C. (emeritus); Frederic W. Syburg (emeri- identity, asking who or what constitutes “America.” fiction to 1960. tus); Pamela Wojcik We will also attend to that question by discussing Assistant Professors: each narrative’s formal characteristics and how they 498. Special Studies Wendy Arons; Christine Becker; Jessica meet the author’s aims. (3-0-3) Staff Chalmers; Emily Phillips; Susan Ohmer; Wil- Prerequisites: 3.5 average, and written consent of liam L. Wilson (visiting) 492J. Lost Generation instructor and approval of chair. For English majors Professional Specialists: (3-0-3) Brogan only. Richard E. Donnelly This course studies the writings of authors, mostly Independent study under the direction of a faculty Associate Professional Specialists: Americans, who achieved prominence in the 1920s: member. Hemingway, Fitzgerald, H.D., Stein, Cummings, C. Ken Cole; Theodore E. Mandell; Ava Hughes, and others. Graduate Courses. Courses numbered between 500 Preacher (concurrent) and 599 are open to qualified students. Description Assistant Professional Specialists: 493B. Latino Poetry of these courses and of graduate work in English is in William Donaruma; Karen Heisler (visiting); (3-0-3) Menes the Graduate School Bulletin of Information. Siiri Scott (artist in residence) This course will focus on several prominent con- Instructors: 501. Graduate Fiction Workshop temporary Latino and Latina poets—among them, 502. Graduate Poetry Workshop Gary Sieber (adjunct); Christopher Sieving Gary Soto, Lorna Dee Cervantes, Victor Hernandez 504. The Writing Profession (visiting) Cruz, Martin Espada—whose work has enriched and 504A. Literary Publishing diversified the canon of American poetry. 505. English for Non-Native Speakers The Department. The Department of Film, Tele- 506. Introduction to Graduate Studies vision, and Theatre curriculum includes study of the 493C. American Women Writers 511. Philology and Weltliteratur arts of theatre and performance, film and video, and (3-0-3) Baldwin, Brogan 531B. Old English Literature television. Our goal is to provide students with intel- This course examines literature written by American 544A. History Plays of Shakespeare and lectual and intuitive resources for analysis and pro- women during the middle decades of the century, Historiography 556. Studies in Eighteenth-Century Literature duction of these performing and media arts. We seek investigating intersections between race, gender and 564. Nineteenth-Century British Novel both to encourage and inspire intellectual discipline nation in the war years and early Cold War period. 572C. Modernism and Modernity and curiosity as well as to discover and nurture stu- Of key interest is the place of American women 577F. Memory, Meaning, and Migration dent creativity. We offer, therefore, both a scholarly within the concurrent political discourses of contain- 579. Crisis, Criticism, Cubism and creative context for education of the general lib- ment and expansionism. 593. Latino/a Literature eral arts student at Notre Dame as well as the indi- 596B. Twentieth-Century Poetics vidual seeking an intensive preparation for advanced 493J. Crossing Color Lines: Racial and Ethnic 701. Practicum: Teaching Writing study in these fields. In an interdisciplinary spirit of Passing in Twentieth-Century American Literature 701A. Practicum: Teaching Creative Writing and Film 702A. Practicum: Preparation for the collaboration, students in this department investigate (3-0-3) Todorova Profession film, television, and theatre (and occasionally other An explorarion of the conflicted and contradictory 702B. Practicum: Writing for the Profession media) as complex cultural phenomena in order ways in which racial and ethnic identities have been to develop skills in analysis, evaluation, and theory constructed and mediated in American culture. formation as well as to engage in creative production. Students graduating from this department have numerous postgraduate choices. Many of our graduates seek careers in law, medicine, business, education, public service, or other professions. Oth- ers will pursue careers in theatre, film, or television. 136

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However, we are not a professional training program. Film/Television Concentration. The unifying department. Information on all department-spon- Rather, we seek to provide the creative and tech- element in the Film/Television Concentration of sored activities is available in the department office nological tools for student scholar/artists to build the department is the four-course fundamentals and on the department’s Web site. requirement, which provides students not only with a basis for advanced study and professional careers Course Descriptions. The following course de- resources for the critical examination of form, style, in the arts should they so desire. It is our hope that scriptions give the number and title of each course. and meaning of the media in contemporary culture those whose work and determination lead them to Lecture hours per week, laboratory hours per week but also a theoretical foundation for intensive hands- seek careers in these fields will be challenged and and credits each semester are in parentheses. The on production experience. assisted by their liberal arts curriculum. Our courses instructor’s name is also included. Many courses Summary of Requirements: Basics of Film and provide tools to understand the analytical, technical require completion of prerequisite courses, early Television (FTT 104/204), History of Film I (FTT and imaginative processes of the field, whether pur- application and/or permission prior to registration 310), History of Film II (FTT 311), Film and Tele- sued as future work, study, or as an enhancement of in order to assure the student’s readiness to take the vision Theory (FTT 377). In addition to these four intellectual life. course and to control numbers in the class. Students courses, students must elect six courses from among Most FTT courses fulfill the University fine arts should discuss their interests and clarify course reg- the many offerings of the department in the areas requirement. istration requirements with the course instructors of film and television studies, film and television For more information and up-to-date list- and/or their advisors. Virtually all courses in this ings of courses and FTT events, visit the Web at production, theatre and other media studies for a department require attendance at cinema screenings www.nd.edu/~ftt. total of at least 30 hours. At least three hours must (labs), plays and other arts events. be taken on an international topic. See advisors and Program of Studies. Students interested in the ma- the Web site for specific offerings. Normally, three jor are encouraged to visit the departmental office 104/204. Basics of Film and Television of these electives must be at the 400 level (not in- (3-2-3) Staff (230 Marie P. DeBartolo Performing Arts Building) cluding internships). for information about the programs and depart- Corequisite: FTT 104L/204L. ment faculty. You also may visit our Web site at Theatre Concentration. The Theatre Concentration This course introduces students to the study of film www.nd.edu/~ftt. It is recommended that interested requires students to obtain a broad general educa- and television, with particular emphasis on nar- students complete one of the freshman/sophomore tion in all areas of theatre study—history, theory, rative. Students will learn to analyze audio-visual basic courses, Basics of Film and Television (FTT and production. Students may focus their studies in form, including editing, framing, mise-en-scène, 104/204) or Introduction to Theatre (FTT 105/ selected areas by choosing electives in their particular and sound. Students will consider topics in film and 205), before selecting the major. These courses are areas of interest. television studies such as authorship, genre, stardom, essential introductions to the subjects and method- Summary of Requirements: Introduction to and feminism. Focusing on Classical Hollywood and ologies of the two departmental concentrations, as Theatre (FTT 105/205), Stage Management (FTT American TV, the course will also introduce students well as prerequisites for most departmental courses. 241), Theatre Seminar (FTT 494). Plus two of the to international and/or alternative cinemas and tele- When taking either course is impossible, instructors following three courses: Scene Design and Method- vision styles. Evening screenings are required. Serves of the courses may approve students for concurrent ology (FTT 360), Lighting Design and Methodology as prerequisite to most upper-level courses in film registration. (FTT 363), Costume Design and Methodology and television. Step-by-step instructions for becoming a major (FTT 364). Plus three of the following four courses: 105/205. Introduction to Theatre are available on our Web site. All students declaring History of Theatre Before 1700 (FTT 411), History (3-2-3) Staff a major first must obtain the signature of the de- of Theatre Since 1700 (FTT 413), Dramatic Litera- A study of theatre viewed from three perspectives: partment chair or associate chair and select a depart- ture Before 1900 (FTT 482), Dramatic Literature historical, literary and contemporary production mental faculty advisor, with whom the student will After 1900 (FTT 483). Plus two other courses practices. Through lectures, readings and discussion, consult to prepare a plan of study reflecting their within the department, selected in consultation with students will study this art form and understand educational interests and goals. Students may elect an advisor, for a total of at least 30 hours. its relevance to their own life as well as to other to major in the department as either a first or second Students selecting the Theatre Concentration as a art forms. A basic understanding of the history of major in accordance with college guidelines. supplementary major may do so by completing only theatre and the recognition of the duties and respon- Normally, students concentrate in either Film/ the eight core requirements. Television or in Theatre. At least 30 credit hours are sibilities of the personnel involved in producing live needed to complete the major. The Film/Television Complementary Nature of Departmental Con- theatre performances will allow students to become concentration requires at least one elective on an centrations. There is a strong creative and scholarly more objective in their own theatre experiences. international subject and at least three upper-level relationship in the mix of courses and activities of 180. University Fine Arts Seminar: Film/Theatre courses. The Theatre concentration offers a supple- the department of which students should be aware. (3-0-3)Staff mentary major requiring 24 credit hours. The Film/ The concentrations offered by this department can University Seminars are designed to foster intense Television concentration requires at least one elective provide many complementary areas of creative and interaction between first-year students and faculty on an international subject, and the department technical study for students involved in film and in small settings. These courses, designated by the requires writing throughout the curriculum. television production, as well as overlapping his- “180” number, are offered by departments within (A major combining courses from both areas of torical, theoretical and critical concerns. Similarly, the college of Arts and Letters and will satisfy the the department is possible with approval of the de- those concentrating in theatre are urged to avail relevant University requirement in history, literature, partment chair.) themselves of the many opportunities for production fine arts, social science, and the first course of the The Department of Film, Television, and Theatre experience and critical, cultural and theoretical stud- philosophy or theology requirement. These seminars participates in two international programs by cross- ies offered by the film and television faculty. include a significant writing component and require listing courses and sponsoring internships. For more Cocurricular Activities. The department encourages a minimum of 24 pages with at least one re-write information, see the Bulletin descriptions for the non-majors to elect courses, participate as audience of a corrected paper. Each first-year student will Dublin program and the London program. in our extensive film and theatre series, and involve be required to complete one University Seminar. Several courses are offered in the summer ses- themselves in film, television, and theatre production There are University Seminars in 12 Arts and Letters sion, including FTT 104/204 and 105/205. See the as a means of informing and complementing their disciplines. Summer Session Bulletin for availability and further liberal arts education at Notre Dame. Occasional information. guest artists and lecturers are also sponsored by the 137

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215. American Film Genres (3-2-3) Staff Corequisite: FTT 215L. This course explores the ways in which Hollywood has developed productions in waves and cycles of films with similar subjects and styles. In addition to exploring the idea of genre itself as a critical issue, there are case studies of specific groups of films. These include the traditional American genres, e.g., gangster films, westerns and musicals, as well as lesser-known genres, which vary each year.

221. Acting: Process (3-0-3) Scott, Staff Prerequisite: FTT 105/205. This is a basic introduction to the art and craft of acting. It is a workshop course including lecture, exercises, rehearsal techniques and scene study. The emphasis is on development and growth and not on ﬁnished work. In addition, students are required to see the mainstage plays and keep a journal incorporating notes on class work, rehearsals and outside reading.

230. Performance Workshop I (3-2-3) Chalmers Corequisite: FTT 230L. This class represents an exciting new venture for Notre Dame theater, introducing students to the alternative practices of performance art and performance theater. Bringing together painters, video 269. Stagecraft: Theory and Practice artists, musicians, and writers (among others), 301. History of Television performance has emphasized modernist and avant- (3-0-3) Cole (3-2-3) Becker garde experimentation. The work of these and other Prerequisite: FTT105/205 or permission of Corequisite: FTT 301L. artists are studied through readings and film and instructor. This course examines the historical evolution of video documentation. Students also will be asked A practical introduction to techniques, processes, television, focusing on the industrial, political, tech- to use these examples as models to create a series of and materials. The student will explore traditional nological and cultural forces that have shaped the their own short performance pieces. Students at all and modern stagecraft methods: carpentry, rigging, development of the medium in the U.S. and abroad. levels and disciplines are encouraged to enroll. A basic scenic painting as well as basic technical draft- In addition to analyzing the history of American background in theater is not required—only a spirit ing, design ideas, equipment use, safety, material broadcasting, we’ll cover the histories of other tele- of collaboration and openness toward alternative uses handling, and problem solving. Students will gain vision systems, including those of Great Britain, of character, text, space, lighting, and sound. practical experience participating on realized projects China, Latin America and the Middle East. As such, and productions. we will explore the variety of forms this ubiquitous 241. Stage Management mass medium has taken on across the globe and 300. Principles of Television and Media (3-0-3) Dreyer investigate the historical factors which brought about Production Prerequisite: FTT 105/205 or permission. those forms. (3-0-3) Friedewald This course will explore the duties and functions This course is designed to provide a fundamental of the stage manager in both the pre-production 303. Debate understanding of video and multimedia program and production phases of the mounting of a show. (V-V–2) Staff production, from initial concept to final broadcast. Students will learn how to produce a promptbook This course will focus on research of current events The point of view is from the perspective of the ex- and to track and block a show. They will also learn and the efficacy of proposed resolutions toward the ecutive producer, who oversees all business and cre- performance etiquette and documentation of a alleviation or reduction of societal harms. It will also ative aspects of television programs. All media which production. involve discussion of debate theory and technique. incorporate video, including broadcast television, Permission required. Offered spring semester only. 260. Introduction to New Media CD-ROM, DVD and the Internet, will be covered. (3-0-3) Staff Topics include proposal development and budgets; The Internet, interactive computer technologies, understanding the target audience; audience expo- and unprecedented ways of performing and express- sure, attention, perception and retention; production ing ideas make an awareness of new media (broadly elements; locations; the script; sponsor relations; defined) necessary. This course examines the history, credibility and ethics; motivational television; and application, and social impact of these new systems. on-camera interview techniques. 138

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305. The Art and Science of Filmmaking 322. Acting: Character 334A. National Cinemas (3-0-3) Donaruma (3-0-3) Scott (3-2-3) Staff This course is a behind the scenes look at the artists Prerequisite: FTT 105/205 or 221 or permission. Corequisite: FTT 334L. and craft people that work together to create both The second course in the acting progression, this Every industrialized country, and many nonindus- theatrical films and television programs. We will ex- course expands on basic methodology and incor- trialized ones, have developed distinctive national plore the many roles people play and the techniques porates physical techniques for building a character. cinemas. Often these productions are a dynamic mix used to make movies specifically the director, pro- Students explore psychological gestures, Laban effort of Hollywood influences, assertive local cultures, and ducer and cinematographer’s relationship on a set. shapes, and improvisation as they develop a personal government control. This course examines the films This study will combine history, technology and the approach to creating a role. of one or more countries to reveal their distinctive politics of both big budget shows and independent styles, stories, and visual and narrative techniques. cinema. We will also follow a case study about the 326. Acting: Role/Classical (The nationality varies each year.) The idea of “na- making of “Heaven’s Gate.” This is a course about (3-0-3) Scott tion” as a critical concept is also addressed. Satis- film production without the hands on experience, Prerequisite: FTT 221 or permission. fies the FTT “International Area” requirement for which will provide a basis for those thinking about This course looks at Shakespeare’s texts from the ac- Film/TV concentrators. May be repeated. Fulfills the doing production as well as expand the expertise tors’ perspective. Various techniques for unlocking University fine arts requirement and the Film/TV for those who have taken production courses. There meaning and emotional content will be introduced. international area requirement. will be screenings, a mid-term and final paper (10 Students will use the First Folio for textual analysis pages) regarding a chosen researched topic about and explore the fine arts in Elizabethan England to 335. National Theatre filmmaking. discover the physical world of Shakespeare’s charac- (3-0-3) Staff ters. The course culminates in a series of vignettes This course provides students with insight into the 308. Broadcast Journalism allowing each student to create several different clas- development of European theatre, from Brecht- (3-0-3) Sieber sical roles. Weigel’s work at the Berliner Ensemble to the theatre Prerequisite: By application only. works of Giorgio Strehler at the Piccolo (Italy), Peter Four major topics are covered: (1) Writing for broad- 327. Acting: Role/Contemporary Brook at the Buffes de Nord (UK, France), Ariane cast: Emphasis on developing the student’s under- (3-0-3) Staff Mnouchkine at Theatre de Soleil (France), Peter standing of grammar and style in the construction Prerequisites: FTT 221 or permission. Stein at the Schaubeuhne, Pina Bausch at Tanz- of effective news stories. (2) Newsroom structure: Advanced exploration of technique and method- theater Wuppertal, and Heiner Mueller and Einar Understanding who does what in today’s broadcast ology, focusing on problem solving in approaching Schleef at the Volksbuehne and the Berlin Ensemble newsroom and how economics affects the flow of in- roles from the literature of the contemporary theatre. (Germany). Students are introduced to the main formation. (3) Journalism ethics: Analysis of personal productions of these directors, their theatrical roots, 328. Voice and Movement values, ethical principles, and journalistic duties that and their influence on contemporary European the- influence newsroom decisions. (4) Legal consider- (3-0-3) Scott ater and playwriting. ations in news gathering with special attention paid Prerequisites: FTT 105/205 and 221. to libel laws and invasion of privacy. A course designed to help the advanced acting 344. Directing: Process student focus on kinesthetic awareness. The actor (3-0-3) Staff 310. History of Film I will identify and work to remove physical and vocal Prerequisite: FTT 105/205 or permission. (3-2-3) Staff tensions which cause habituated movement and im- All aspects of directing a play will be analyzed and Prerequisite: FTT 104/204. pede natural sound production. Through movement discussed including working with text, space, actor Corequisite: FTT 310L. and vocal exercises created for actors, students will and audience. There will be three exercises staged in This course traces the major developments within experience what “prepared readiness” for the stage class. Each student will direct a one-act play and sub- the history of U.S. and international cinema from consists of, and how to meet the demands of a live mit a full detailed promptbook of that production as its beginnings to 1946. It will look at films from the performance. a final project for the course. All work for the final is major cinematic movements and genres and from outside regular class time. major filmmakers. These films and filmmakers will 333. New Iranian Cinema be considered in terms of the social, economic, tech- (3-2-3) Godmilow 350. Love, Death, Revenge: Japanese Drama nological and aesthetic forces that have shaped them. Corequisite: FTT 333L. (3-0-3) Brownstein This seminar course will take up a selection of the See LLEA 350. 311. History of Film II best of the new wave of Iranian cinema (films by (3-2-3) Staff Kiarostami, Close-Up, Taste of Cherry, And Life 351. Playwriting and Screenwriting Prerequisite: FTT 310 or consent of instructor. Goes On, Through The Olive Trees; Mahkmalbaf, (3-2-3) Chalmers, Pilkinton Corequisite: FTT 311L. Gabbeh, The Cyclist: Samira Makhmalbaf, The Prerequisite: Majors only; non-majors require the This course is a continuation of FTT 310, exam- Apple; Panahi, The Circle; Naderi, The Runner, and instructor’s permission, because of the limited ining the most important developments in world others) and debate its sources and its paradoxical enrollment. cinema from 1946 to the present. arrival on the international film scene. We will con- This creative writing course deals with the principles sider the role of censorship, limited budgets, Islamic of dramatic construction with consideration of 320I. Italian National Cinema proscriptions, national history and aspirations, issues character development, plot structure, dialogue and (3-2-3) Welle of gender and, in particular, the persistent influence critical analysis, as well as the evolution of dramatic See LLRO 450I. of a 2,500-year-old, popular Persian poetic tradition form into cinematic narrative. Students can choose in the inspiration and refinement of this unexpected to work in either (or both) formats, that is, theatre or and celebrated cultural phenomenon. film. Students will develop plays or screenplays appropriate for later production within the department and will analyze and evaluate each other’s creative work. Screenings and play performances outside class are required. Advanced students only. 139

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352. Nazi Past in Postwar German Film 364. Costume Design and Methodology 390. Theatre Production Workshop (3-0-3) Hagens (3-0-3) Donnelly (V-V-V) Donnelly See GE 350. Prerequisite: FTT 105/205 or permission. Prerequisite: Instructor’s permission. This course teaches the principles of costume design A workshop course in the process of theatre pro- 355. Topics in Performance Studies for the stage and the techniques of constructing cos- duction, in which students assume a major nonper- (3-0-3) Chalmers tumes. The course will explore the use of costumes formance production responsibility including, but This course introduces students to performance to express character traits by analyzing play scripts. not limited to, that of stage manager, assistant stage studies, a new interdisciplinary field. This class will The course will include an introduction of the basic manager, prop master, costumer, technical director explore the meanings of “performativity” as it has skills needed to construct costumes. and assistant director. Can be repeated for up to four been applied by scholars of performance studies to hours of credit. events both in and outside theater. We will begin by 365. Makeup for the Stage looking at leading critic’s work on ritual and theater. (3-0-3) Donnelly 391. Short Story in East Asia and Beyond Next, these founding concepts, developed in an Prerequisite: FTT 105/205 or permission. (3-0-3) Selden academic context, will be discussed in relation to the Theory and practice of makeup design, including ba- See LLEA 391. practice of performance art and experimental theater sic, corrective, old-age and special character makeup. since the late 1950s. 394. Japanese Culture Film Fiction 373. History of Documentary Film (3-0-3) Selden 356. African Cinema: Black Gazes with White (3-2-3) Godmilow See LLEA 394E. Cameras Prerequisite: FTT 104/204 or permission. (3-0-3) Dubreil Corequisite: FTT 373L. 395. Broadcasting and Cable See AFAM 355. This course will track the history of nonfiction film (3-0-3) Heisler and television, examining various structures and for- This course examines the history and current prac- 360. Scene Design and Techniques for the Stage mats including expository, narrative, experimental, tices of the broadcast and cable television industry (3-0-3) Phillips formalist, docudrama and “reality TV.” It will also and looks at its effect on American culture and Prerequisite: FTT 105 or 205. examine the uses of “actuality” footage in films that society. Topics of discussion include important issues This is a beginner’s course in basic scenic design make no pretense to objectivity. At the center of the in the industry, government regulation, news, sports techniques and hand drafting for the stage. This course will be a deconstruction of the notion of “film and entertainment programming strategies and course will take the student through the process of truth.” Students will develop skills in the critical practices, ratings and advertising. The course also design from how to read a script, research, presenta- analysis of documentary and examine the standards offers an introduction to basic television production tion, rendering, basic drafting and if time allows, by which we evaluate them. through eight production sessions at WNDU-TV. model building. No previous experience necessary. Offered fall only. 378. Acting in Film and Theatre 396. Sports Journalism (3-2-3) Arons, Wojcik (3-0-3) Heisler 361. Introduction to Film and Video Production Prerequisite: FTT 104/204 or 105/205. This course combines the study of how the broadcast (3-3-4) Mandell Corequisite: FTT 378L. and cable television industries operate in contempo- Prerequisite: FTT 104/204 or exemption. This course provides an introduction to acting styles rary society with a basic introduction to television An introductory course in the fundamentals of in theater and film, with particular interest in the production techniques. Lecture/discussion sessions shooting, editing and writing for film and video way in which theater and film influence each other. will focus on current issues including programming productions. This is a hands-on production course Rather than “how-to” acting class, this course ap- strategies and practices, regulatory guidelines, sales emphasizing aesthetics, creativity, and technical proaches acting from critical, historical, and theo- and advertising, and news, sports and entertainment expertise. The course requires significant amounts of retical perspectives. Topics may include silent film programming. During eight production sessions, shooting and editing outside class. Students produce acting, melodrama, naturalism, the Method, impro- students will gain hands-on experience at WNDU- short video projects using digital video and Super visation, the star system, alienation effects, comedic TV, the local NBC affiliate. Students are required to 8mm film cameras and edit digitally on computer practices, and performance in everyday life. Frequent write two papers and take two exams. In addition, workstations. The principles of three-camera studio screenings required. students must produce a 15-minute television pro- production are also covered. gram as a group project. Enrollment is limited to 15 386. New Directions In Russian Cinema (In English) students. This course also serves as a prerequisite for 363. Lighting Design and Methodology (3-0-3) Gillespie FTT 496 (Broadcast Internship at WNDU). (3-0-3) Dreyer See RU 385. Prerequisite: FTT 105/205 or permission. 407. Entertainment and Arts Law This course serves as an introduction to the theories 389. Topics in Media Theory, History, and Research (3-0-3) Wilson and practice of lighting design for the stage. Students (3-2-3) Staff Prerequisite: None. Open to majors and non- will explore the design process as well as study the Prerequisites: FTT 104/204 or permission. majors. practical considerations of the execution of a design. Corequisite: FTT 389L. Persons in various positions in the arts and enter- Specific topics covered will include electricity, light, An investigation of selected topics concerning theory, tainment communities encounter a wide range of theatrical equipment and its development, commu- history and research in film, television, the media or legal issues. Students will be introduced to the basic nication of the design, and the role of the designer cultural studies. concepts of contract, copyright and First Amend- within the artistic infrastructure. ment issues. In addition, students will examine the concepts of rights of publicity and privacy, story ideas, receipt of credit, and trademarks. Students are also exposed to the inner workings of the film, television, theatre, music, and publishing industries. It is assumed the students have no prior experience in the study of law. (Summers only.) 140

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409. Media Ethics 419. Shakespeare and Film 444. Directing: Practice (3-0-3) Storin (3-2-3) Holland (3-0-3) Staff See AMST 414. This course explores the phenomenon of Shake- Prerequisites: FTT 344 and permission. speare and film, concentrating on the ranges of Advanced independent projects in directing. Stu- 411. History of Theatre Before 1700 meaning provoked by the conjunction. We shall be dents considering this course should consult with the (3-0-3) Pilkinton looking at examples of films of Shakespeare plays instructor for departmental guidelines. A rigorous survey of the development of theatre as both early and recent, both in English and in other an art form from the recorded beginnings in fifth- languages, and both ones that stick close to con- 448. Intermediate Film Production century B.C. Athens to the end of the 17th century, ventionalized and historicized conceptualizations (3–2-4) Donaruma including the physical theatre, dramatic literature, of Shakespeare and adaptations at varying degrees Prerequisites: FTT 361. production practices, cultural contexts and theo- of distance towards the erasure of Shakespeare from This film-production course will focus on 16mm retical foundations. the text. The transposition of different forms of black-and-white silent narrative film production. It Shakespearean textualities (printed, theatrical, filmic) will explore the technical and aesthetic aspects of the 413. History of Theatre Since 1700 and the confrontation with the specificities of film film camera and various equipment and focus on (3-0-3) Pilkinton produce a cultural phenomenon whose cultural narrative script development for the short film. Stu- A rigorous survey of the development of theatre as an meanings—meaning as Shakespeare and meaning dents will shoot a composition video exercise, a film- art form during the 18th, 19th, and 20th centuries, as film—will be the subject of our investigations. lighting exercise and finally write, produce, shoot including the physical theatre, dramatic literature, There will be regular (though not necessarily weekly) and edit one 16mm black-and-white film in teams production practices, cultural contexts and theo- screenings of the films to be studied. of two. Students will edit on film and complete a cut retical foundations. workprint. There is a strong emphasis on cinematog- 421. Advanced Scene Study raphy, the technical skills involved and the process of 414. Cinema Ideologies (3-0-3) Staff working in a crew environment. Also required are a (3-2-3) Godmilow Prerequisite: FTT 221 and permission. midterm exam, some Friday workshops and evening Prerequisite: FTT 104–204. This course will be an in-depth look at the acting screenings. Corequisite: FTT 414L. process through a workshop study of monologues Cinema, both in fiction and nonfiction forms, is one and scenes from the masters of modern theatre. The 452. Italian Cinema: The Realities of History of the major contributing forces to the construction course begins with the plays of Chekhov and works (3-0-3) Baranski of ourselves and our perception of “others,” in terms through the 20th century to contemporary times. See ROIT 452101 of class, gender and race. This course proposes to study and dissect these constructions in films like 431. Advanced Acting Techniques 455. Film and Latin American Imaginary Malcolm X, Schindler’s List, Philadelphia, The Kill- (3-0-3) Scott (3-0-3) Heller ing Fields, and Striptease through a close-reading Prerequisite: FTT 221 or FTT 322, or permission of See ROSP 455 practice. instructor. A course intended for the serious acting student, 460. French Theatre Production 416. Media and the Presidency this advanced course uses Method techniques in (3-0-3) McDowell (3-0-3) Ohmer scene study and monologue work to hone the skills See ROFR 490. Prerequisite: FTT 104/204 acquired in Character and Advanced Scene Study. 463. Advanced Digital Video Production As the brouhaha over Howard Dean’s “yell” illus- Students will be responsible for finding, rehearsing (4-3-3) Mandell trates, media have come to play a key role in the cov- and performing texts from several genres. Class work Prerequisite: FTT 361 or DESN 282S. erage of Presidential elections.This course examines will focus on impulse and response, crating realistic A course for the advanced production and design how print and broadcast media have functioned in characters and partner work. Rehearsals outside of student interested in the techniques and technology U.S. elections since way we choose a President was class is mandatory. first established. After a brief overview of changing of the video post production world and the digital relationships between journalists and Presidential 437. Film and Society: Americana manipulation of the moving image. Students will candidates in the 19th century, we will focus on (3-0-3) Snively produce short projects using the BetaCam SP and elections since the 1920s, when radio first broadcast See ANTH 437 DV tape formats, while learning advanced non-linear election updates. We will analyze how candidates editing techniques with the Avid Media Composer have used radio, television and the internet to con- 440. Shakespeare in Performance incorporating Adobe PhotoShop, Illustrator and struct images of themselves and their platforms, and (3-0-3) Holland After Effects programs, digital multi- track audio how journalists have become an active force in rep- Prerequisite: FTT 105 or 205 sweetening with DigiDesign Pro Tools, and an intro- resenting the political process. Rather than see elec- This course will explore Shakespeare’s plays in per- duction into Lightwave 3D animation techniques. tronic media as neutral or “objective,” we will assess formance across a wide range of history and forms. It the narrative strategies and visual and verbal codes will include explorations of the physical spaces and 464. Visual Communication for the Stage by which media present politics to us, the voters. institutional organization of the theatres for which (3-0-3) Phillips Shakespeare wrote and the effects of the actors and Do I draw? Should I paint it? What about perspec- staging methods on his plays. It will look at the his- tive? Model making? How can I make the director tory of Shakespeare in performance from then till see what it’s supposed to look like up there? These now, including Shakespeare adapted, Shakespeare are some of the questions facing every person who restored and Shakespeare reinvented. It will examine wants to “visually communicate” for the stage. In contemporary productions on stage, film and audio. this course, we’ll be looking at the various ways and It will involve visits to productions and work shop- methods of how one communicates for the stage— ping scenes ourselves. we’ll explore the various forms, rendering, model making, perspective, etc. for theatre design. 141

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465. CAD for the Stage 475. Topics 478. Film Culture (3-2-3) Staff (3-2-3) Staff (3-2-3) Collins Prerequisite: Permission of instructor. Prerequisite: FTT 104/204 and majors only. Prerequisite: FTT 104/204 or permission. The study of the use of the computer to design Corequisite: FTT 475L. Corequisite: FTT 478L. scenery and lighting for the stage. The course will This is an advanced study of the use of film or tele- This course will investigate how films are circulated begin at a rudimentary level of understanding of vision technique. Students examine group styles— and evaluated throughout cultures at different points computer-aided design and progress to 2-D and then such as the Hollywood cinema or the European art in the history of the medium. The focus will be on 3-D design techniques. A basic understanding of the cinema—or the individual styles of major film or the way films acquire varying levels of cultural sig- Macintosh computer system is necessary, and signifi- television artists. nificance in terms of how they are accessed by which cant computer work is required outside class. Topics vary from semester to semester. audiences and how they intersect with other media: publishing industries, popular music, magazines, and 470. Melodrama 476. Film and Television Theory literary culture. (3-2-3) Staff (3-2-3) Collins Corequisite: FTT 470L. Prerequisite: FTT 310 or 311 479. Contemporary Hollywood Melodrama, one of the most important literary and Corequisite: FTT 476L. (3-2-3) Collins cinema modes, has its roots in the 19th century. This This course offers an introduction to the Prerequisite: FTT 104/204 or permission. course incorporates recent critical thought on melo- philosophical, aesthetic, cultural and historical Corequisite: FTT 479L. dramatic forms into a study of (mostly) French cin- issues that inform current scholarship and This course concentrates on the most important ema. Examples of films that may be studied include production in film and television. The focus of developments in American cinema and culture since Written on the Wind, Quai des brumes, Les Enfants this course may vary from semester to semester. the 1960s. Beginning with the collapse of the classic du Paradis, Vivre sa vie and Madame Bovary. Cannot have taken FTT 377, 377A or 377B. studio system at the end of the 1950s, this course explores the profound changes that the film industry 472. Film Topics: Comedy 476. Gender and Genre has undergone over the decades, and investigates the (3-2-3) Pam Wojcik (3-2-3) Staff major aesthetic developments that occurred in film Prerequisite: FTT 104 or 204 Prerequisite: FTT 104/204. and other media during the same period—pop art, Corequisite: FTT 472L Corequisite: FTT 476L. metafiction, and postmodernism. This course examines film comedy from the silent Starting from the fact that certain film genres have era to the present, with particular—but not exclu- been seen as appealing largely to one gender, this 480. Ritual and Drama siv—emphasis on American film comedy. Students course will examine the connections between genre (3-0-3) Staff will learn about different kinds of comedy, including and gender, attempting to get beyond conventional In this course, performance is studied as a past or clown comedy, romantic comedy, screwball comedy, explanations of the gendering of genres (e.g., “guys imaginary behavior that is restored in the present buddy films, farce, gross-out films, ensemble films, like violence”; “women like romance”). The course so as to create a certain effect on spectators. Perfor- and political satire. We’ll consider various elements will consider various theories of male and female mance concepts are used to learn how to distinguish that make movies funny, such as sight gags, verbal spectatorship and attempt to assess their applicability ritual from theatre and how to find ritual in theatre. jokes, breaking social taboos, and more. We’ll con- to different genres. At the same time, however, this The time structures of dramatic performance are sider different modes of performance and the influ- course will question the rigid demarcation of both studied. Students present analyses of scripts and ence of theatrical traditions, such as vaudeville, on gender and genres, looking closely at the seemingly performances of drama using these concepts. Regular performance. We’ll explore the ideology of film com- increasing prevalence of “gender-bending” and attendance and required screenings are part of this edy as it related to issues of nationalism, sexuality, “genre-blending.” course. Recommended University elective. race, and ethnicity. Students will analyze the work of comedic actors and auteurs such as: Charles Chaplin, 477. Third Cinema 481. Drama and Directors Buster Keaton, Harold Lloyd, Ernst Lubitsch, the (3-2-3) Staff (3-0-3) Staff Marx Brothers, Wheeler and Woolsey, Mae West, Prerequisite: FTT 104/204 or permission. This course investigates the major directing styles Cary Grant, Irene Dunne, Katherine Hepburn, Corequisite: FTT 477L. of Euro-American directors of drama. Styles may Ralph Bellamy, Preston Sturges, Howard Hawks, “Third Cinema” is the terms for a wide, multicul- include realism, theatricalism, interculturalism, epic George Cukor, Bob Hope, Bing Crosby, Jerry Lewis, tural range of films from the Third World. Their sty- theatre, avant-garde and New Vaudeville. Directors Jacques Tati, Kenneth Williams, Woody Allen, Ben listic and thematic practices differentiate them from include Stanislavsky, Brecht, Welles, Kazan, Brook Stiller, and the Farrelly Brothers. the Hollywood and European traditions that have and Schechner. Students make presentations based dominated world cinema. We will not study these on readings and performances. Regular attendance in 473A. Feminist Theory and Representation films merely as isolated masterpieces, but rather in class and the viewing of several films outside class are (3-2-3) Staff relation to their larger cultural, historical and theo- required. Recommended University elective. Corequisite: FTT 473L. retical contexts. To this end, the course readings will The course offers an introduction to feminist theory include essays concerning not only the films them- 482. Dramatic Literature Before 1900 and its relation to mass culture. The course will look selves but also the theoretical and political issues they (3-0-3) Arons at how the representation of gender plays an im- engage: colonialism and post-colonialism, cultural, Prerequisite: FTT 105/205 or instructor’s permission. portant role in the way we see the world and in the ethnic, racial and sexual difference, and questions of An advanced survey of theatrical literature and criti- stories we tell ourselves about it. otherness and multiculturalism. cism from the earliest plays to the beginning of the 20th century. Students will read one to two plays per 474. Irish Film and Culture week along with selected secondary critical literature. (2-1-2) Gibbons See ENGL 475G 142

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483. Dramatic Literature After 1900 488B. Advanced Film/Video Prod:Production & Post 493. Special Projects in Film (3-0-3) Arons Production (3-2-3) Godmilow Prerequisite: FTT 105/205 or instructor’s permission. (3-0-3) Godmilow Prerequisites: FTT 447-448 or FTT 487-488. An advanced survey of theatrical literature and criti- Prerequisite: FTT 448A and application to This is a film production workshop for advanced stu- cism since the beginning of the 20th century. Stu- professor. dents, focusing on the development and production dents will read one to two plays per week along with Corequisite: FTT 488A. of short films in the fiction, documentary or formal selected secondary critical literature. This is a film/video production workshop for ad- mode. It stresses writing skills with an emphasis on vanced students, focusing on the development and innovations that expand the existing traditions of 485. Postmodern Narrative production of 16 mm. short films and video FTT and boundaries between fiction and nonfiction prac- (3-2-3) Collins tapes in the fiction, documentary or formal mode. tices. Students will work in teams of three and utilize Prerequisite: Permission of instructor. It stresses writing skills with an emphasis on in- 16mm color film processes and/or Betacam video- Corequisite: FTT 485L. novations that expand the existing traditions of and tape technologies. Some evening screenings required. This seminar will focus on the different types of sto- boundaries between fiction and non-fiction practices. rytelling that have emerged within the past decade in Students will work in teams of two and utilize 16 494. Theatre Seminar literature and film. mm color film processes and/or Betacam videotape (3-V-3) Scott technologies. Prerequisite: Senior majors only, or with permission. 486. Overcoming Political Tragedy Corequisite: 494L. See GE 484. 489. Media Culture: Popular Taste Preparation for advanced study of theatre. A course (3-0-3) Collins of study for the semester is developed between the 487. Acting: Viewpoints Prerequisite: FTT 310 or by permission. student and a faculty advisor or advisors (selected (3-0-3) Arons In this course we’ll investigate the evolving rela- on the basis of goals established at the beginning of This class will introduce students to “Viewpoints,” tionship between popular culture and “high art,” the course). Students who will be taking this course the movement-based acting training system devel- concentrating on how they have become increasingly should consult with the instructor during the spring oped by Anne Bogart. Viewpoints training helps to intertwined within the past decade in a variety of preregistration period to preliminarily discuss future raise an actor’s awareness of his or her body as a tool different media. We will begin by focusing on how goals. in creating theatrical meaning through its relation- hard and fast distinctions between the two were first ship to, and use of, space, architecture, rhythm, formulated in the latter half of the 19th century as 495. Practicum tempo, gesture, shape and kinesthetic response. urbanization and immigration began to create wide- (V-V-V) Holland During the semester we will do a series of exercises spread anxiety about the fate of “ culture.” We’ll then Prerequisite: Majors only, and permission required. in which actors will create their own non-script turn to specific case studies which exemplify the ways Individual practical projects for the advanced stu- based theatre by exploiting the expression inherent in which the distinctions were enforced throughout dent. May be repeated up to six hours credit. Taken in movement and relationship. Viewpoints training the 20th century, e.g, why Vitagraph began making S/U only. is a stimulating, exciting, and innovative method literary adaptations to legitimize film-going as a refor expanding the actor’s range and ability. Students spectable art form, why Disney was so determined to 496. Media Internship must wear clothing and shoes that allow for a full incorporate the world of classical music in a film like (V-V-V) Heisler range movement. Fantasia. In the second half of the course we’ll ex- Students who successfully complete at least two of amine the ways in which those hard and fast distinc- the following courses, FTT 308, FTT 361 or FTT 488A. Advanced Film/Video Production tions begin to break down. Here we’ll be exploring 395, may be eligible for an internship at a television (3-0-3) Godmilow those forms of high-pop which have emerged within station or network, radio station, video production Prerequisite: FTT 448A and application to professor the past few years-- high-concept literary adaptations company, film production company or similar media Corequisite: FTT488B a la Miramax, the museum blockbuster show, the outlet. Interns must work 10-15 hours per week and This is a film/video production workshop for ad- opera singer as pop star, Martha Stewart as the most compile 150 work hours by the end of the semester vanced students, focusing on the development and successful woman in the entertainment industry, (120 hours for the summer session). Interns will production of 16 mm short films and video FTT book clubs and the literary best-seller. complete a project, mid-semester progress report and tapes in the fiction, documentary or formal mode. a final evaluation paper. Students can take no more It stresses writing skills with an emphasis on in- 490. Advanced Theatre Production Workshop than two 496 internships for a total of no more than novations that expand the existing traditions of and (3-4-3) Arons three credits. DOES NOT count as a Film/TV up- boundaries between fiction and non-fiction practices. Prerequisite: Instructor’s permission. per level course. Students will work in teams of two and utilize 16 Corequisite: FTT 490L. Application to instructor required. mm color film processes and/or Betacam videotape A workshop course in the process of theatre produc- Not to exceed more than 3 credit hours total. technologies. tion, in which students learn to do a dramaturgical analysis of a play for production as well as assume a 498. Special Studies major production responsibility including, but not (V-V-V) Staff limited to, that of performer, stage manager, assistant Prerequisite: Permission of the sponsoring professor stage manager, prop master, costumer, technical di- and chair required, by application. rector and assistant director. Does not count toward Research for the advanced student. overload. May be repeated. 143

FILM TELEVISION, AND THEATRE ~ GERMAN AND RUSSIAN LANGUAGES AND LITERATURES

498B. Issues in Film and Media THE GERMAN PROGRAM (3-2-3) Crafton German and Russian Prerequisite: FTT 310 and 311. Languages and Requirements: First Major, Supplementary Major, Corequisite: 499L. Literatures and Minor The purpose of this capstone course is to provide Majors must select at least one course each from students concentrating in film and media with a Chair: clusters A and B (in that order; see Schematic Or- senior seminar in which they may participate in Robert E. Norton ganization of the German Program below) before some of the current critical debates in advanced film, Rev. Edmund P. Joyce, C.S.C., Professor of German taking courses from Cluster C and should take at television, and new media studies, through class Language and Literature: least one course from Cluster C before proceeding discussion and in individual projects. The topics vary Mark W. Roche to courses from Cluster D. Courses from Cluster D each semester, but might include the role of govern- Paul G. Kimball Professor of Arts and Letters: are intended to serve as culminating (senior-year) ment control of and social influence on the media, Vittorio Hösle courses. For first majors, at least four of these courses must be taken at the home campus; for supplemen- the effects of new global markets, concerns about Max Kade Visiting Professor of German: tary majors, three courses must be taken at the home representing race and gender, and new critical and Joachim Dyck campus. aesthetic approaches. The course will be formatted Professors: as the kind of seminar that one might encounter in Vittorio Hösle; Randolph J. Klawiter (emer- First Major a graduate program, with students sitting around a itus); Klaus Lanzinger (emeritus); Thomas G. 1. Successful completion of 10 courses (30 credit table giving oral presentations based on readings and Marullo; Robert E. Norton; Vera B. Profit; hours) above the three-semester language require- screenings. The class will meet in one 150-minute Konrad Schaum (emeritus) ment (i.e., beyond 201). session, with a short mid-session break. There will Associate Professors: 2. Of these 10 courses, seven (7) must be taught in be guest faculty visiting the class. Each student will David W. Gasperetti; Albert K. Wimmer German. Four (4) of the upper-division courses must write a 15-20 page term paper that will be developed Assistant Professors: be taken at the home institution, and at least two over the semester in close consultation with the Kirsten M. Christensen; Alyssa W. Gillespie; (2) of these courses must be at the 400 level from instructor. Jan Lüder Hagens; John I. Liontas departmental offerings. Visiting Assistant Professor: Denise M. DellaRossa Supplementary Major 1. Successful completion of eight courses (24 credit Associate Professional Specialist: Hannelore Weber hours) above the three-semester language requirement (i.e., beyond 201). Visiting Assistant Professional Specialist: 2. Of these eight courses, six (6) must be taught Svitlana Kobets in German; three (3) of the latter must be upper division courses taken at the home institution from Program of Studies. The study of German and Rus- departmental offerings, two (2) at the 300 level, and sian languages and literatures provides educational one (1) at the 400 level. opportunities relevant to an increasingly interdependent world. The acquisition of foreign language Minor (only for non-Innsbruck students) skills in general is an important component of liberal Minors may take any combination of courses in education because it enhances students’ powers of Clusters A, B, and C (see Schematic Organization communication and it serves to introduce them to of the German Program below). The culminating enduring cultural achievements of other peoples. In course for the minor may be (but does not have to this sense, the study of German and Russian widens be) from Cluster D. students’ intellectual horizons, stimulates the under- Minors are expected to successfully complete five standing of several significant cultural traditions and courses (15 credit hours) at the 201 level or above, allows the examination of these traditions in a more only one (1) of which may be taught in English. sophisticated and cosmopolitan manner. A year of study abroad in Innsbruck, Austria, is The goal of all levels of language courses are oral an incomparable opportunity to improve language and reading competence and linguistic and stylistic skills and strengthen cultural understanding. Majors mastery. Courses in advanced German or Russian and supplementary majors are therefore strongly en- language, literature, culture and civilization expose couraged to participate in this program during their the student to a wealth of literary, cultural and sophomore or junior year. For further information, humanistic traditions as well as facilitate a better see “International Study Programs” in the front sec- understanding of the rich national cultures of the tion of this Bulletin. German-speaking countries and of Russia. Senior Thesis The Department. The Department of German and German majors who wish to graduate with honors Russian Languages and Literatures offers instruction may write a Senior Thesis. For those German majors in German and Russian at all levels of competence, who elect to write a thesis, several requirements must from beginning language courses at the 100 level to be met: (1) The student must have a G.P.A. of 3.5 literature and civilization courses on the 300 and or higher in the major, (2) the thesis must be at least 400 levels. 40 pages long, and (3) the thesis must be written in German. 144

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The student writing a thesis enrolls in GE 499 Minor in Russian Course Descriptions. The following course descrip- and receives one course credit (three credit hours) Fifteen credits, or five courses, of which at least four tions give the number, title, and a brief character- for the course. Although the thesis is graded by the must be in Russian language and/or literature at the ization of each course. Lecture or class hours per advisor (to receive honors, the thesis must receive a 200 level or above and conducted in Russian; of week, laboratory or tutorial hours per week, and grade of A), the entire department reads the thesis, these four, at least one must be at the 400 level. The credits each semester are in parentheses. Not all of acting as an advisory body to the advisor. The thesis fifth course may be a course on Russian literature these courses are offered every year. is due the week after spring break, and the student is taught in English, or a course on a Russian subject strongly advised to begin thinking about it and start in another discipline (e.g., art, philosophy, political GERMAN conferring with the advisor before the October break science, history, theology, etc.). of the fall term. 101–102. Beginning German I and II Minor in Russian and East European Studies (4-0-4) (4-0-4) Staff SCHEMATIC ORGANIZATION For a minor in Russian and East European studies, No rerequisite. OF THE GERMAN PROGRAM students must have (1) at least four college semesters An introductory course of the spoken and written or the equivalent of Russian or a language spoken in •CLUSTER A (Conversation/Composition/ language. Aims at the acquisition of basic structures, Central or Eastern Europe (German will be accepted vocabulary and sound systems. For students with no Reading) in certain cases); (2) four area studies courses beyond previous study of the language. Prerequisite for this cluster is 202 or the equivalent. the major, chosen from at least three departments (students with double majors can normally count 101F–102F. Intensive Beginning German I and II 302. ABCs of Speaking, Reading, and Writing about two courses in the second major toward fulfilling Literature No prerequisite. this requirement); and (3) a thesis normally written Offered in the fall semester in even-numbered years. (6-0-6) (6-0-6) Weber in the senior year and directed by a faculty member In this course students will develop skills in under- 303. Advanced Conversation in the Russian and East European Studies program. standing, speaking, reading and writing German. Offered every spring semester. Students can typically attain six credits for this proj- They will also attain a grasp of the basic structures ect, i.e., three credits for directed readings in the first of the language. During class, emphasis will be 305. Stylistics and Composition semester and three credits for writing the thesis in placed on using the language to communicate and Offered in the fall semester in odd-numbered years. the second. interact in a variety of situations and contexts. In addition, there will be a comprehensive introduction •CLUSTER B (Introduction to Culture and Study Abroad to the culture of German-speaking countries, with Literature) Our students are encouraged to experience firsthand a particular emphasis on Austria, as this course is Prerequisite for this cluster is at least one course from the excitement of being immersed in Russian culture designed to prepare students with no previous study Cluster A. through participation in a study program in Russia. of German to participate in the International Studies Programs are available during the summer (five to Program in Innsbruck. 307. German Cultural History seven weeks) or for an entire semester or academic Offered every spring semester. year. Credits earned for course work taken in ap- 180J. Literature University Seminar proved programs may be applied toward the Russian 309. Survey of German-language Literature (3-0-3) Staff major or minor at Notre Dame. Grants are available This course introduces students to German literature Offered every fall semester. on a competitive basis for summer language study and culture while also serving as an introduction to •CLUSTER C (300-Level Literature, Culture, Lin- through the Office of International Studies and the seminar method of instruction. The course is guistics, and Professional German) through the Russian and East European Studies writing intensive with emphasis given to improving A variety of courses offered as dictated by student program. students’ writing skills through the careful analysis of needs and faculty specialization. specific texts. Writing-Intensive Courses •CLUSTER D (400-Level Literature, Culture, Lin- All 300- and 400-level literature courses in German 201. Intermediate German I guistics, and Professional German) or Russian are writing intensive. Majors in German (3-0-3) Staff A variety of courses offered as dictated by student or Russian who take upper-level literature courses Prerequisite: Two semesters or equivalent. needs and faculty specialization. fulfill the writing-intensive requirement of the Col- In this course, students will build on and develop lege of Arts and Letters. their communicative abilities acquired in Beginning THE RUSSIAN PROGRAM Placement and Language Requirement German I and II. The four skills approach (speaking, At the beginning of each semester, placement tests in listening, reading, writing) is centered on authentic Requirements for Russian Majors texts, recordings, videos, and other images. The Majors in Russian must complete 10 courses (30 German and Russian will be administered that will allow students either to test out of one or two semes- course includes grammar review, concentrated vo- credit hours) beyond the three-semester language cabulary expansion, and intensive practice. requirement, of which four must be taken at the 300 ters of the language requirement or enroll in a course commensurate with their language proficiency. The or 400 level from departmental offerings. At least 201F–202F. Intensive Intermediate German I and II placement test is mandatory for students who had two of these courses must be literature in the original (6-0-6) (6-0-6) Weber German or Russian in high school. Russian (400-level). In addition, one course may be Prerequisite: Two semesters or equivalent. Students testing out of three semesters must com- on a Russian subject in another discipline, e.g., art, Comprehensive training in all language skills leading plete an additional course at the 200 level or higher political science, or history. to a balanced mastery of German. For students with before testing out of the language requirement. This Supplementary majors in Russian must complete two to three years of German in high school, this includes students who have taken an AP or SATII eight courses (24 credit hours) beyond the three-se- course serves as preparation for the Innsbruck Inter- exam. mester language requirement, of which three must be national Study Program. taken at the 300 or 400 level from departmental offerings. As with the major, two of these courses must be in Russian literature in the original. In addition, one course may be on a Russian subject in another discipline, e.g., art, political science, or history. 145

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202. Intermediate German II (3-0-3) Staff Prerequisite: Three semesters or equivalent. In this bridge course, students will strengthen and reﬁne the four linguistic skills (speaking, listening, reading, writing). Students will work toward greater ﬂuency, accuracy, and complexity of expression. They will debate, analyze, and express opinions. Ma- terials and class discussions will center on a cultural topic that will carry through the entire semester.

253. Philosophy of Power (3-0-3) Hösle No prerequisite. Power is a pervasive feature of human relations but nevertheless difﬁcult to grasp. It is unavoidable and at the same time in dire need of moral restraints. This lecture course is dedicated to a logical analysis of the concept of power, to a phenomenology of its forms and to a systematization of the maxims of power-oriented individuals as well as to an ethical evaluation of those forms and those maxims. We will use many examples from history and literature.

302. The ABCs of Reading and Writing About Litera- ture (in German) (3-0-3) Proﬁt Prerequisite: 202 or equivalent. At most two works will be read: Dürrenmatt’s Der Richter und sein Henker and Der Besuch der alten Dame. We will read these carefully with great attention to detail. Writing assignments will evolve from the readings; they may include a character portrayal, the description of an outdoor event, a short conversation, description of a crime scene, etc. They will increase in length from a single paragraph to two or three pages.

303. German for Conversation (3-0-3) Liontas This is an advanced German language course, designed for students who have successfully completed Robert E. Norton, chair of German and Russian languages and literatures a minimum of four semesters of German. This course expands on the grammatical structures of 306. The Face(s) of German Identity the German language spoken in German-speaking 305. Advanced Stylistics and Composition (3-0-3) Staff countries today, with emphasis on communication (3-0-3) Christensen and acquisition of advanced language skills: reading This course offers students the opportunity to in- Prerequisite: GE 202 or equivalent. and listening comprehension, and oral and written crease the sophistication of their written German. The dismantling of the border between the two Ger- expression. A study of everyday German culture sup- Speaking, listening, and reading skills also will man states not only changed the German landscape ports the language study. The conversational com- benefit. Assignments are varied widely to address but also disrupted the silence regarding concepts of ponent of the course requires student/teacher and the interests and strengths of all students and to al- national identity in Germany. This course examines student/student interaction (in large and small group low many opportunities for creativity. For example, the cultural constructions of nation and identity in settings) to exchange information, clarify meanings, students may work at writing letters, biography or Germany, beginning with the French Revolution express opinions, argue points of view, and engage in autobiography, short stories, editorials, film reviews, and continuing to today. The subjects we examine any other communicative function for which native or advertisements, to name just a few of the genres include essays, poetry, short stories, films, architec- speakers use language. The course includes ongoing and writing styles we explore. In the process, stu- ture, and painting, facilitating classroom discussions evaluation of students, using a variety of evaluative dents build their vocabulary, including idiomatic on the intersecting discourses of geography, religion, instruments and communicative contexts. expressions, and solidify their understanding of gender, ethnicity, and nationality and their influence on German identity. Note: Native speakers or students who already German grammar. German culture, as expressed in have achieved a high level of oral proficiency (to short texts, the Internet, films, and music, provide a be determined by an Oral Proficiency Interview rich and meaningful context for the writing process. with the instructor) will not be given credit for this Students work frequently in groups to read and edit course. each other’s work. 146

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307. German Cultural History (Kulturgeschichte() (in 330. The Romantic Tradition 365. German Novelle German) (3-0-3) Norton (3-0-3) Staff (3-0-3) Norton No prerequisite. Prerequisite: Four semesters or the equivalent. This course offers a survey of major developments in Crosslisted with ENGL 366. This course will explore the German “Novelle,” one the cultural history of Germany and Central Europe. Between 1790 and 1830, the movement known as of the most popular genres of 19th-century German The course will investigate different manifestations Romanticism profoundly changed the artistic, mu- literature. Each work will be read and discussed with of German and Central European cultures, such sical, historical, religious, and political sensibilitites careful attention to its formal characteristics as well as literature, painting, architecture, music, and on the Continent and in Britain. Romanticism as its historical and cultural contexts. By proceed- philosophy, as well as their interrelationship and marked a turn from the rational formalism of the ing chronologically through the literary periods of historical contextualization. The course will provide Classical period and reawakened an interest in myth, Romanticism, Biedermeier, Poetic Realism, and an overview of important cultural and historical religious faith, the imagination, and emotional Naturalism, students will gain a sense of literary developments that have shaped German-speaking experience. In this course we will focus principally developments in the 19th century and how these Europe. The goal is to familiarize students with basic on the German contribution to Romanticism and reflect shifts within the broader culture. Among the techniques of approaching and interpreting texts and trace its origins, development, and eventual decline writers to be read: Goethe, Tieck, Kleist, Hoffmann, artifacts while preparing them for a wider range of in works of literature, philosophy, theology, music, Eichendorff, Stifter, Storm, Keller and Hauptmann. more specializes courses. painting, and architecture. Works to be studied will As a 300-level course, writing will be emphasized. include those by the writers Ludwig Tieck, Friedrich Students will be required to rewrite each of their 309. Literatur von Gestern und Heute von Hardenberg (Novalis), and Friedrich Schelgel; essays. (3-0-3) Staff the philosophers Fichte and Shcelling; the theologian Prerequisite: GE 202 or equivalent. Friedrich Schleiermacher; the painters Caspar David 366. NineteenthCentury German Literature This course acquaints students with the major pe- Friedrich and some members of the Nazarene school; (in German) riods and issues of German literature through the the composers Franz Schubert, Felix Mendelssohn, (3-0-3) Norton examination of a significant constellation of literary and Robert Schumann; and the architect Karl Fried- Prerequisite: Four semesters or equivalent. texts. Students read, discuss, and analyze selected rich Schinkel. The 70 years that separate the death of Goethe in texts from prose, poetry, and drama and become 1832 and the turn of the 20th century are rich in familiar with basic techniques of approaching and 350. The Nazi Past in Postwar German Film (in examples of literary and cultural achievement. This interpreting texts that will prepare them for a wider English) diversity and complexity has given rise to a variety range of more specialized courses. (3-0-3) Hagens of epochal designations—Biedermeyer, “Vormärz,” Prerequisite: None for those taking the class in trans- Realism, Naturalism, Symbolism, to name the most 313. Business German (in German) lation; to receive German credit, advanced standing prominent—which have served to categorize each (3-0-3) Wimmer in German (minimum of four semesters or the successive generation’s literary, political, and social Prerequisite: Four semesters. equivalent) is required. agenda. In this course, we will consider the main German business language and practices. Designed How have German films since 1945 been trying to outlines of 19th-century German literature (includ- to introduce the internationally oriented business deal with the Nazi past? How do Germans picture ing in Austria and Switzerland) by studying repre- and German major to the language, customs and their memories of the Third Reich, how do they sentative works of all major genres—prose, poetry, practices of the German business world. define themselves within and against their country’s drama—and by some of the greatest writers of their history, and how do they live with their remem- day: Mörike, Heine, Grillparzer, Hebbel, Keller, 315. Medieval German Literature brances now? Primarily, this class aims at issues in Meyer, Raabe, Fontane, George. (3-0-3) Wimmer the realm of ethics (perpetrators, victims, and passive Prerequisite: Four semesters or equivalent. accomplices; stereotypes; courage and cowardice; 370. Ostalgie? The Cultural Legacies of the GDR GE 315 constitutes a survey of German literature personal and national guilt; revisionism, coming- (3-0-3) Staff from its beginnings during Germanic times until the to-terms, and productive memory; responsibility Through literature, film, and news sources, this 16th century. Ideas, issues and topics are discussed and the [im]possibility of reconciliation). Some course examines the cultural production of the Ger- in such a way that their continuity can be seen central questions about German history during the man Democratic Republic. We look at how East throughout the centuries. Lectures and discussions Third Reich and the postwar era will be dealt with. German cultural policies influenced literary content are in German, but individual students’ language The course will also develop basic categories of film and style, what forms that resistance to these policies abilities are taken into consideration. Readings analysis and ask questions about the special capacity took, and how East German artists grappled with include modern German selections from major of film to help a nation work through its past. Films Nazi Germany and the Holocaust and have now medieval authors and works such as Hildebrandslied, subtitled, dubbed, or English language. Readings, transformed into the new unified Germany. Rolandslied, Nibelungenlied, Iwein, Parzival, Tristan, lectures, and discussions in English. courtly lyric poetry, the German mystics, secular and religious medieval drama, Der Ackermann aus Böh- men, and the beast epic Reineke Fuchs. Class discussions and brief presentations in German by students on the selections are intended as an opportunity for stimulating exchange and formal use of German. 147

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390. Germany and the New Millennium If literature, as so many maintain, not only mir- 455. German Drama 1750 to the Present (in German) (3-0-3) Liontas rors but also foretells world events, how have several (3-0-3) Hagens Prerequisite: Four semesters or the equivalent. 20th-centuray authors, representing diverse national Prerequisite: Five semesters or the equivalent, or per- This course addresses the most important politi- traditions, formulated the answers to these seminal mission of the instructor. cal, socioeconomic, cultural, and environmental questions? Readings will include F. Scott Fitzgerald, We will read and discuss some of the greatest plays in issues currently confronting Germany, Austria, and The Great Gatsby, Albert Camus, The Stranger, Max the German dramatic tradition, by authors such as Switzerland. The course is designed to develop con- Frisch, Homor Faber. Lessing, Goethe, Schiller, Kleist, Grillparzer, Nestroy, fidence in communicative skills and greater facility All works of the German tradition will be read, Freitag, Hauptmann, Hofmannsthal, Brecht, and in dealing with ideas in German and aims to expand discussed, and written about in German; all others Werfel. This semester we will focus on the so-called the learners’ cultural knowledge acquired in previous in English. An oral report and two papers will be “drama of reconciliation,” a newly rediscovered German courses, with emphasis on communication required as well as a two-hour final. genre, where the conflict is serious but ends harmo- and acquisition of the advanced language skills: 420. Love and Violence in Medieval German Litera- niously. By interpreting classic German-language genre-based reading and listening comprehension, ture (in German) plays in the original, you will (1) learn how to ap- and oral and written expression on contemporary (3-0-3) Christensen proach drama analysis, and you will (2) develop a topics. The conversational component of this course Prerequisite: Four semesters or the equivalent. sense for the history of drama throughout the past will require student/teacher and student/student This course will investigate the interplay of love 250 years. In addition, we will study a few short, interaction (in large and small group settings) to and violence in a fascinating variety of secular and often English-language, texts in the theory of exchange cultural information, clarify meanings, and religious texts by both women and men from drama (Aristotle, Schelling, Carriere, and Cavell, express opinions, argue points of view, and engage the German Middle Ages. Knowledge of Middle as well as our department’s own Hösle and Roche), in communicative functions that language is used High German is not required, but, where available, which will (3) allow you to differentiate between the for. This course will include an ongoing evaluation students will read modern German with facing me- basic genres of drama (tragedy, comedy, and drama of students, using a variety of evaluative instruments dieval text. of reconciliation), and you will (4) understand better and communicative contexts. the nature of conflict and reconciliation. Students 440. Goethe and His Time interested in other national literatures will have the 391. Masterpieces of German Literature (Meister- (3-0-3) Norton opportunity to draw comparisons with plays by werke der deutschsprachigen Literature des 20. Prerequisite: Four semesters. authors such as Aeschylus, Sophocles, Shakespeare, Jahrhunderts) (in German) An intensive study of Goethe’s major works of po- Calderón, Corneille, Racine, and Ibsen; and those (3-0-3) Profit etry, prose, and drama within the cultural framework interested in film may branch out into analyzing A sampling of the most beautiful, moving, and hu- of his times. works by directors such as Hitchcock, Renoir, Ford, morous prose and poetry of the 20th century will be Capra, Curtiz, Hawks, Chaplin, and Kurosawa. read and interpreted. Amongst other authors, we will 448. German Cinema in the Weimar Republic focus our attebntion on selections from Heinrich (1918–1933) (in English) 465. Nineteenth-Century German Literature (in Böll, Wolfgang Borchert, Max Frisch, Marl Krolow, (3-0-3) Hagens German) and Rainer Marie Rilke. The written assignments Prerequisites: None for those taking the class in trans- (3-0-3) Dyck will evolve from the texts studied. lation. For those desiring German credit, advanced This course will provide the students with an op- standing in German (five semesters or permission of portunity to read, discuss, and analyze representative 398. Special Studies I and II instructor) is necessary. 19th-century novellas by such authors as Kleist, (3-0-3) Staff The years between 1918 and 1933 are the Keller, Meyer, Storm, and Hauptmann. These texts Prerequisites: Junior standing, dean’s list. Golden Age of German film. In its development will be treated as both literary and historical documents. The course will examine the literary tech- 411. Self-Definition and the Quest for Happiness in from Expressionism to Social Realism, the German niques common to the novella and offer a historical Continental and American Prose of the Twentieth cinema produced works of great variety, many of Century (in English and German) them in the international avant-garde. This course survey of the various theories of this rich and espe- (3-0-3) Profit gives an overview of the silent movies and sound cially German genre. It will also attempt to access Prerequisite: Four semesters of German or the films made during the Weimar Republic and situate the works through the contextual framework of the equivalent. them in their artistic, social, and political context. social and politico-economic events and trends of the Everyone from the ancients to the most technologi- The oeuvre of Fritz Lang, the greatest German direc- 19th century in German-speaking countries. Finally, cally conscious CEOs tell us that those who succeed tor, receives special attention. Should we interpret particular emphasis will be placed on the psychological implications of the works. know the difference between the important and Lang’s disquieting visual style as a highly individual phenomenon independent of its environment, or can the unimportant and that they allocate their time 471. Twentieth-Century Prose and Poetry we read his obsessive themes (world conspiracies and accordingly. But how does one make these choices? (3-0-3) Profit terrorized masses, compulsive violence and revenge, If in fact success and happiness are synonomous, as Prerequisite: Four semesters. entrapment and guilt) as a mirror image of the his- some would claim, which way lies success, lies happi- To make the student aware of the rich diversity torical period? Might his films, as come critics have ness? And what are the guideposts? of both form and content extant in 20th-century suggested, even illustrate how a national psyche gets What really matters? In an age such as ours, does literature, a wide variety of materials will be studied. enmeshed in fascist ideology? anything have lasting value? Do I really matter? Do They will not only encompass various genres (the Films subtitled, dubbed, or in English; readings, I make a difference? At what point can legitimate poem, the short story, the novel and the drama) lectures, and discussions in English. self-interest, however, cross the line and develop into but will also represent various time periods, from narcissism? If I am most assuredly defined by my be- the early 1900s to the ’70s. Among others, readings liefs and my deeds, what then do I believe, what do I will include Rilke; Die Weise von Liebe und Tod des do? In the final analysis, who am I? Cornets Christoph Rilke; Kafka, Der Landarzt; Dür- renmatt, Der Richter und sein Henker; Borchert, Draussen vor der Tür. 148

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472. The Modern German Short Story 479. Aesthetics, Aestheticism, Aestheticization (in 482. Literature of Unified Germany 1989–2000 (in (3-0-3) Staff English) German) Prerequisite: Four semesters. (3-0-3) Norton (3-0-3) Christensen Modern German Prose: the German short story and No prerequisite. Prerequisite: Four semesters or the equivalent. other forms of prose from the “Stunde Null” in 1945 One of the persistent clichés of modern German How has German identity changed since 1989? In to the 1990s. Authors range from East and West culture was that Germany was the land of “poets and what ways has the status quo of divided Germany German writers of the immediate postwar era to the thinkers,” with politics largely falling outside the been maintained, even fortified, by unification? Is most recent commentators on issues of politics, soci- equation. Obviously, this disregard for politics is it- the literature written in Germany since 1989 merely ety, gender, and aesthetics. self a deeply political gesture, with potentially—and reflecting or is it influencing societal, cultural or in Germany’s case, verifiably—disastrous conse- political change? Or is it indeed independent of such 473. Drama and Directors quences. In this class, we explore the relationship changes? To begin to answer these questions, we (3-0-3) Arons between art, theories of art, and politics, with an em- read a variety of texts written in Germany since late No prerequisite. phasis on the peculiarly German desire to envision a 1989. To facilitate deep exploration and discussion, See FTT 481. political utopia based on aesthetic principles. Span- we read a relatively small number of texts that will ning nearly two centuries, the texts we study trace nonetheless represent a wide range of genres (novel, 475. Minority German Writers (in German) a development that began in the Enlightenment short story, drama, poetry, reportage). Authors in- (3-0-3) Staff and reached a conclusion during the middle of this clude Christa Wolf, Günther Grass, Dürs Grünbein, This course explores German-language literature century. Readings may include works by Herder, Holger Teschke, Ingo Schulze, Luise Endlich, Dor- written by authors of non-German heritages. As a Schiller, Hegel, Heine, Marx, Nietzsche, Thomas ris Dörrie. To illuminate the literary works we will seminar it opens up the possibilities of reading a Mann, Walter Benjamin, Heidegger, Georg Lukacs, read, we also read and debate what some German more diverse body of post-1945, and more specifical- and Adorno. authors have written and are writing about their own ly post-Wende, German literature. Secondary texts social and historical role—and the role of their writ- will help us to understand the social and historical 480. The German Novel Since 1945 ings—in Germany today. context in which these authors write. The primary (3-0-3) Profit reading selections will include works by authors of Prerequisite: Four semesters. 483. Seminar on German Women Writers (in Ger- African, Turkish, Sorbian, Roma, and Arab heritages. An extensive study of the post-World War II novel man) of the German-speaking countries, its characteristic (3-0-3) Christensen 475A. The World as Theater (in German) themes and forms. Readings will include Böll, Wolf, Participants in this seminar will explore the rich lit- (3-0-3) Hagens and Dürrenmatt. erary history of female writers from German-speak- Prerequisite: Four semesters of German or the ing Europe. We read works of many genres (drama, equivalent. 481. Die DDR: Die Ideen und die Menschen short story, novella, novel, letter) by women from the “All the world’s a stage”—this insight has been dra- (3-0-3) Christensen early Middle Ages to the present. In the process, we matized by many playwrights. While the core of this Prerequisite: Four semesters. encounter Europe’s first playwright, one of the 21st idea seems to have remained the same (namely, the We will begin this course by discussing the end of century’s brightest young literary stars, and an array world is like a theatre, human existence like a play, World War II and the consequent division of Ger- of intriguing women who lived in the interim. We and we are like actors), the form of the idea has gone many. We will study the German Democratic Re- scrutinize and apply various theoretical and critical through many telling variations. By observing these public from the inside, that is, through literature that approaches to women’s literature, both in writing changes, we will learn not only about the history of was officially sanctioned by the GDR government. and in lively debates. drama and theatre over the past 350 years but also This will include writings to represent each decade about the relation between a stage play and the rest from the 1940s through the 1980s, culminating 484. Overcoming Political Tragedy of reality; and most importantly, we will find out with the fall of the Berlin Wall, by authors such (3-0-3) Hagens what the foremost dramatists advocated our proper as Friedrich Wolf, Willi Bredel, Stephan Hermlin, Prerequisite: If taken for German, five semesters of role in life should be. We will read, discuss and write Christa Wolf, Ulrich Plenzdorf, and Christoph Hein. German. Otherwise, none. Fulfills literature require- about some of the greatest dramas in the German- To provide important perspective, we will also read ment in the College of Arts and Letters. language tradition, by authors such as Weise, Tieck, works by artists who were compelled to leave the An interdisciplinary course in drama and peace stud- Buechner, Schnitzler, Hofmannsthal, Brecht, Weiss, GDR to continue their craft, such as Wolf Bier- ies. Drama is a potentially fascinating topic for peace Handke, Duerrenmatt, and Tabori. mann and Freya Kliwer. We will also consider news studies because, at the heart of traditional drama articles, letters, interviews, school texts and political and theatre, there is conflict—and the question of 477. Holocaust in German Film and Theatre cartoons, which will offer a diverse, provocative, whether it can be resolved. Moreover, just as politics (in German) authentic and sometimes quite personal approach to is often dramatic, drama is often political; there (3-0-3) Hagens the study of the GDR. We will also study the short is, for example, an extensive tradition of plays that Prerequisite: Five semesters of German or but significant span of time between the fall of the make a theme of political revolution, usually in the permission of instructor. Wall and the unification of the two German states form of tragedy or comedy. Students in this course We will study German, Austrian, and Swiss stage and will conclude by reading several short stories read classic political dramas that are neither tragedies plays and films that have the Holocaust for their by Doris Döttie treating the lasting complexities of nor comedies but rather bring potentially tragic pub- central issue. Our close analyses will be framed by unification. lic conflict to positive yet nontrivial resolution. broader questions: How can the (re)presentation of evil on stage or screen become meaningful—or is such an endeavor beyond the limits of (re)presentation? What are the respective weaknesses and strengths of theatre and cinema when confronted with this challenging topic? How do German and Austrian plays and films about the Holocaust differ from the ones produced in other countries? 149

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Having discussed definitions of tragedy and com- 486. Der Artusroman—Arthurian Epic 491. Evil and the Lie in Modern European Literature edy, and what might be the advantages of aesthetic (3-0-3) Christensen (English and German) renditions of conflict, the class then reads some of Come and explore the enduring legend of King (3-0-3) Profit these dramas of political reconciliation: Aeschylus, Arthur and his court as interpreted by German au- In an attempt to define the nature of evil and its rela- Oresteia/Eumenides; Shakespeare, Measure for Mea- thors of the high Middle Ages (late 12th and 13th tion to such phenomina as lying and the preservation sure; Calderón, The Mayor of Zalamea; Corneille, centuries). We spend the majority of the semester on of a self-image, this seminar will carefully analyze Cinna; Lessing, Nathan the Wise; Schiller, William the three best-known and most complete Arthurian works spanning the years 1890–1972. Among them Tell; Kleist, The Prince of Homburg; Brecht, The epics in the German tradition: Erec and Iwein by will be Wilde, The Picture of Dorian Gray; Gilde, The Caucasian Chalk Circle; Lan, Desire; and Fugard, Hartmann von Aue, and Wolfram von Eschenbach’s Immoralist; and Frisch, Andorra. Valley Song. (We also may include selected films, Parzival, as well as other later German adaptations such as Meet John Doe, On the Waterfront, or Twelve they influenced. These tales are among the most 492. Schopenhauer Angry Men.) We will examine these plays (and films) imaginative and fascinating in the German canon, (3-0-3) Hösle through both the categories of drama analysis and full of the adventures and exploits of knights and Prerequisites: Senior standing, dean’s list. theories of conflict resolution, mediation, and trans- ladies. Our exploration of these texts focuses on their Schopenhauer’s philosophy signifies a great break in formation, with the expectation of achieving greater relationship to their French and English predeces- the history of Western philosophy: No longer Rea- depth in our interpretations of the dramatic texts sors, on the many twists and turns in story line and son, but the Will becomes the grounding principle; and in our understanding of the theories of conflict character development that each individual author Schopenhauer claims furthermore to integrate in a resolution. creates, and on the information they suggest about productive way Buddhism into his pessimistic world Students of peace studies and political science “real” life in the medieval world. We also take a look view. His influence on the philosophy, but also on who are familiar with these pieces of world literature at some of the most interesting modern literary and the arts of the 19th and 20th centuries, has been will have acquired a new kind of resource for film adaptations of the Arthurian legend. enormous, not least of all because of his original their ability to think through and work in conflict aesthetics. We will read his main work, The World as resolution. Being able to draw on such artistically 488. Philosophical Dialogues Will and Representation. crafted illustrations of political mediation opens up (3-0-3) Hösle 493. Nietzsche historically diverse, cross-cultural, and emotionally No prerequisite. (3-0-3) Hösle nuanced perspectives onto the topic of their stud- Philosophy is communicated in different literary Senior standing, dean’s list. ies. Conversely, students of drama and theatre will genres, as essays, treatises, didactic poems, the choice Prerequisites: acquire more sophisticated technical instruments for of which influences in a subtle manner the contents Nietzsche’s philosophy represents one of the greatest the analysis of aesthetic conflict. exposed. One of the most interesting literary genres interruptive moments in the history of philosophy: It is hoped that guest speakers from other depart- used by philosophers is certainly the dialogue, since No one has destroyed as many assumptions as ments will participate in the class. All discussions, it allows to hide the author’s mind behind a variety radically as Nietzsche. At the same time, his work texts, and papers are in English, and special arrange- of different positions which get the chance to articu- represents a challenge to the literary mind inasmuch ments can be made for students of German. late themselves and since it shows the connection as Nietzsche discovered new forms of expression for between philosophical ideas and discoursive behav- philosophical thought. All who are interested in Ger- 485A. Twentieth-Century German Literature (in ior. We shall read different texts ranging from Plato man intellectual history as well as in the philosophy German) to Feyerabend to see how different philosophers have of the 20th century should study his work, even if (3-0-3) Hagens exploited the possibilities of this genre. they conclude that Nietzsche’s arguments for this This survey course introduces students to the major break in the tradition are not convincing. writers in 20th-century German-language literature. 489A. Drama on Political Conflicts (in English) We will be reading, discussing, and writing about (3-0-3) Hösle 494. Thomas Mann poems, short stories, and dramas by authors such as To understand politics and the moral conflicts in- (3-0-3) Hösle George, Hofmannsthal, Rilke, Trakl, Thomas Mann, volved in it, we have three sources: philosophy, social Thomas Mann is certainly the most influential Ger- Kafka, Musil, Brecht, Celan, Bachmann, Frisch, science, and the arts. The arts are often neglected, man novelist of the 20th century. Rooted in the Dürrenmatt, Enzensberger, Christa Wolf, Peter but wrongly so, for the insights Aeschylus, Sopho- Bildungsbürgertum of the 19th century, influenced Schneider, Brinkmann, Hahn, and Königsdorf. By cles, Aristophanes, Shakespeare, Schiller, Kleist, by Richard Wagner and the philosophies of Arthur also considering these writers, contexts—the trends Grillparzer—the authors we will read—have to offer Schopenhauer and Friedrich Nietzsche, he is at the and movements they may have been a part of, the into the logic of power and the morality of political same time a profoundly modern writer with remark- activities in the other arts that influenced them, the choices are flabbergasting. At the same time, we will able innovations in narrative techniques. We shall contemporary discourses that surrounded them—we develop esthetical criteria that will allow us to evalu- read three of his novels which deal with general may be able to add depth and nuance to our read- ate the dramas on literary grounds. cultural (and sometimes also very specific German) ings. Thus, depending on student interest and issues—the humanizing power of myth (Joseph and ability, we will familiarize ourselves with the larger 490. Schiller (in German) His Brothers), the greatness of an outstanding indi- enrions of 20th-century German-language culture: (3-0-3) Norton vidual and its unhealthy impact on his environment pollitical and economic developments; new schools In this course we will consider Friedrich Schiller as a (Lotte in Weimar), the development of modern art at of thought in philosophy and psychology; important dramatist, poet, aesthetic philosopher, and historian. the price of the dissolution of its bonds with moral- artistic achievements in the visual arts, including We will read several of Friedrich Schiller’s most ity and its political consequences (Doktor Faustus). film, as well as in classical and popular music. important plays, including Die Räuber, Kabale und Liebe, Die Verschwörung des Fiesko, Wallenstein, Maria 498. Special Studies I and II Stuart, and Die Braut von Messina. In addition, we (3-0-3) Wimmer will read from his letters on beauty (Kallias), and the Prerequisites: Senior standing, dean’s list. essays Über Anmut und Würde, Über naïve und senti- mentalische Dichtung, and Die Ästhetische Erziehung des Menschen. Finally, we will also read selections from his historical works on the Thirty Years’ War and on the Netherlands. 150

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RUSSIAN 373–374. The Literature of Imperial Russia I and II 385. New Directions in Russian Cinema (in English) (in English) (3-0-3) Gillespie 101–102. Beginning Russian I and II (3-0-3) (3-0-3) Marullo Freed from the constraints of Soviet-era censorship, (3-0-3) (3-0-3) Gillespie, Marullo, Cruise No prerequisite. since 1990 Russian filmmakers have exploited the No prerequisite. The Literature of Imperial Russia is a two-semester unique qualities of the film medium in order to cre- This introduction to the Russian language will devel- survey of long and short fiction and focuses on the ate compelling portraits of a society in transition. op students' skills in listening, speaking, reading, and rise of Realism in Russia. Topics to be included the films we will watch cover a broad spectrum: writing, while fostering an appreciation for Russian are the content and method of Realism (“gentry,” reassessing Russia's rich pre-Revolutionary cultural culture. Emphasis will be placed on the acquisition “urban,” “classical,” “romantic,” “empirical,” and heritage as well as traumatic periods in Soviet his- of basic structures, vocabulary, and sound systems. “psychological”); the evolution of the “family” tory (World War II, the Stalinist era); grappling Students will be encouraged to use their language chronicle; the nature and development of the Rus- with formerly taboo social issues (gender roles, anti- skills to commmunicate and interact in a variety of sian hero and heroine, particularly the “superfluous Semitism, alcoholism); taking an unflinching look at situations and contexts. man,” “the philosophical rebel,” the “man-god,” and new social problems resulting from the breakdown the “moral monster”; the interplay of “patriarchal,” of Chechnya, organized crime); and meditating on 180J. Literature University Seminar “matriarchal,” and “messianic” voices; the dynamics Russia's current political and cultural dilemmas (the (in English) of the Russian soul and soil; the interaction of lord place of non-Russian ethnicities within Russia, Rus- (3-0-3) and peasant; the premonition of catastrophe and sians' love-hate relationship with the West). From This course introduces students to Russian literature Apocalypse; and finally, the conflict between city and this complex cinematic patchwork emerges a picture and culture while also serving as an introduction to country, “old” and “new,” Russia and the West. of a new, raw Russia, as yet confused and turbulent, the seminar method of instruction. The course is Daily readings and discussions. Several papers, but full of vitality and promise for the future. Short writing-intensive, with emphasis given to improving projects, and exams. readings will supplement the film component of the students’ writing skills through the careful analysis of course. specific texts. 375–376. Twentieth-Century Russian Literature I and II (in English) 393. Dostoevsky (in English) 201–202. Intermediate Russian I and II (3-0-3) (3-0-3) Marullo (3-0-3) Marullo (3-0-3) Gasperetti No prerequisite. No prerequisite. Prerequisite: 102 or the equivalent. RU 375 investigates the literary expression that Selections from Dostoevsky’s short stories, novellas, This course is an intensive review of grammar de- attended the explosion in the arts in Russia—for and novels. signed to facilitate a native-like mastery of the form example, Stravinsky in music, Diaghilev in ballet, and function of the Russian noun, verbal, and ad- Chagall in painting—in the first 30 years of the 394. Tolstoy (in English) jectival systems. Exceptional forms are stressed, and 20th century. Literary movements covered include (3-0-3) Cruise reading selections on contemporary Russian life and decadence, proletarian literature, and modernism. No prerequisite. excerpts from literary texts are employed to improve RU 376 focuses on literature as protest against Soviet Selections from Tolstoy’s folk tales, short stories, comprehension and build conversational skills. totalitarianism and as an assertion of the freedom novellas, and novels. and dignity of the individual in the face of challenges 360. Holy Fools in Christian Traditions from the state and from “modern life.” 401–402. Advanced Russian I and II (in (3-0-3) Kobets Russian) Through the analysis of a variety of texts ranging 379. Brothers Karamazov (in English) (3-0-3) Kobets from the New Testament books to hagiographies (3-0-3) Gasperetti Prerequisite: RU 202 or the equivalent. and philosophical treatises we will examine different No prerequisite. This year-long course is designed to significantly forms of holy foolishness in spiritual and cultural This course is a multifaceted investigation into the improve students’ comprehension and self- traditions of Eastern and Western Christianity and philosophical, political, psychological, religious, expression skills in Russian, serving as a preparation establish their cultural bearings. Concepts under and literary determinants of Dostoevsky’s longest for Russian literature courses in the original (400- discussion will include asceticism; sanctity; heresy; and most complex novel. Emphasis is placed on level). The course will include an intensive review canonization; hagiography. Among the course read- daily, in-depth discussions based on a close reading of Russian grammar; Russian stylistics, syntax and ings will be the First Epistle of the Apostle Paul to of The Brothers Karamazov. Collateral assignments grammar at the advanced level; reading and analysis the Corinthians; Early Christian Paterika; individual illuminate a variety of themes in the novel, from the of a wide range of 19th- and 20th-century Russian Vitae of Byzantine holy fools (St. Simeon of Emessa, author’s visionary political predictions and rejection texts (including fiction, poetry, interviews, songs, St. Andrew of Constantinople); controversial lives of of West European materialism to his critique of ra- and newspaper materials); writing essays in Russian; Christian saints (Life of Alexis the Man of God); lives tionalism and mockery of literary convention. and extensive work on vocabulary building and of Western Christian saints (St. Francis of Asszisi, advanced conversation skills. The course will be con- Margery Kempe), and later elaborations on the sub- 381. Russian Women Memoirists (in English) ducted in Russian. ject of folly found in such works as In Praise of Folly, (3-0-3) Gillespie by Erasmus of Rotterdam, and Madness and Civiliza- No prerequisite. 451. St. Petersburg as Russian Cultural Icon (in tion, by Michael Foucault. Throughout the history of Russian literature, the Russian) genres of autobiography, memoir, and diary have (3-0-3) Gasperetti provided a venue for women to find their voices in Prerequisite: 202 or the equivalent. a private arena safely distanced from the privileged St. Petersburg’s rich cultural heritage is used to genres of novels and lyric poetry. This course ex- investigate Russia’s struggle for national identity. amines the history and development of the female Areas covered include literature (Pushkin, Gogol, memoir in Russian litreature, from the 18th-century Dostoevsky, Blok, Akhmatova, Zamiatin), paint- memoirs of a courtier of Catherine the Great to doc- ing (Repin, Surikov, Malevich), music (Stravinksy, uments of the Stalinist terror and prison camp life Shostakovich), dance (Diaghliev, Fokine), and film of the 20th century. We also will address theoretical (Eisenstein). questions about women’s autobiographical writing and consider the relationship of the works we read to the dominant “male” literary tradition. 151

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461. Nineteenth Century Russian Literature Survey 482. Russian Romanticism (in Russian) (in Russian) (3-0-3) Gillespie History (3-0-3) Gasperetti Prerequisite: 202 or the equivalent. Chair: Prerequisite: 202 or the equivalent. This course will introduce students to the literature John T. McGreevy Introduces the major movements and authors of of Russian Romanticism, which came into being at Director of Graduate Studies: the 19th century. Special attention is given to the the turn of the 19th century, dominated Russian Olivia Remie Constable genesis of the modern tradition of Russian literature literature in the 1820s, and was still influential well Director of Undergraduate Studies: in the first half of the century and to the role literary into the latter part of the century. Inspired by Rus- Daniel A. Graff culture played in the political and social ferment of sian writers’ encounters with English, German, and Andrew V. Tackes Professor of History: the period. Readings, discussions and written assign- French Romantic literature, Russian Romanticism Nathan O. Hatch ments are in Russian. was, paradoxically, the first literary movement in Andrew V. Tackes Professor of History: Russia that sought to develop a definitively national, John H. Van Engen 462. Twentieth-Century Russian Literature Survey uniquely Russian literature and literary language. (in Russian) Andrew V. Tackes Professor of History: We will explore this quest for a national literature in Thomas P. Slaughter (3-0-3) Gillespie, Gasperetti light of Russian Romanticism’s Western influences. Francis A. McAnaney Professor of History: Prerequisite: 202 or the equivalent. In so doing, we will study works of poetry, fiction, George M. Marsden Surveys the literary innovation and political sup- drama, and literary criticism by a diverse group of Carl E. Koch Assistant Professor of History: pression of literature that defined Russia in the 20th Romantic writers including Vasily Zhukovsky, Alex- century. Introduces such movements/periods as Sym- Richard Pierce ander Pushkin, Nikolai Gogol, Mikhail Lermontov, Rev. John J. Cavanaugh, C.S.C., Professor of bolism, Acmeism, Futurism, the “Fellow Travelers,” Alexander Bestuzhev-Marlinsky, Vissarion Belinsky, Socialist Realism, and the “Thaw.” Humanities: Karolina Pavlova, Fedor Tiutchev, Afanasy Fet, and James Turner others. Themes of the course will include the nation- 471. Introduction to Russian Poetry (in Rev. Theodore M. Hesburgh, C.S.C., College of Russian) al and the exotic, the natural and the supernatural, Artts and Letters Chair: (3-0-3) Gillespie rebellion and social alienation, violence and passion. Sabine G. MacCormack Robert M. Conway Director of the Medieval Institute: Prerequisite: 202 or the equivalent. 492. Chekhov (in Russian) Thomas Noble An introduction to Russian poetry, poetic move- (3-0-3) Gillespie ments, and verse forms. We will survey the major John M. Regan Jr. Director of the Joan B. Kroc Institute Prerequisite: RU202 or equivalent. for International Peace Studies: periods and styles of Russian poetry, including Clas- This course is an introduction to the short stories Director of the Erasmus Institute: sicism and the Baroque (18th century), Romanticism and plays of Anton Chekhov, with attention to the Rev. Robert Sullivan and the post-Romantics (19th century), and the ear- development of his art of characterization, dialogue, Professors: ly Modernist poetry of the pre-Revolutionary period plot construction, and innovative dramatic tech- R. Scott Appleby; Kathleen A. Biddick; Rev. (including Symbolism, Acmeism, and Futurism), as nique. Central themes of the course will be alien- Thomas Blantz, C.S.C.; Olivia Remie Consta- well as later 20th-century Russian poetry. Readings ation and banality in Chekhov’s works, Chekhov’s ble; Gary M. Hamburg (on leave 2004–2005); will include poems by Derzhavin, Pushkin, Pavlova, attitude to science and progress, and his views on the Zhukovskii, Tiutchev, Nekrasov, Blok, Akhmatova, future of Russia. A portion of the semester will be Christopher S. Hamlin; Nathan O. Hatch Mandel’shtam, Pasternak, Khlebnikov, Maiakovskii, largely devoted to the reading and performance (in (Provost); Ivan A. Jaksic; Thomas A. Kselman; Tsvetaeva, Vysotskii, Brodskii, and others. Emphasis Russian) of one of Chekhov’s plays. Sabine G. MacCormack (joint with Classics); will be placed on the evolution of verse forms and George S. Marsden; John T. McGreevy; Dian poetics, as we attempt to fathom the extraordinary 493. Pushkin and His Time (in Russian) H. Murray (on leave spring 2005); Thomas power of the Russian poetic word in the context of (3-0-3) Gillespie, Gasperetti Noble; Thomas P. Slaughter (on leave 2004– Russian society, history, and culture. Students will Prerequisite: 202 or the equivalent. 2005); James Turner; John H. Van Engen; J. be required to write short compositions in Russian, An analysis of the lyric and narrative poetry, drama, Robert Wegs make oral presentations, and translate selected pas- and prose fiction of Russia’s national literary treasure. Professors Emeritus: sages from assigned works. Discussions focus on Pushkin’s contributions to the Robert E. Burns; Vincent P. De Santis; Jay creation of a literary language, his transition from P. Dolan; J. Philip Gleason; Rev. Robert 477. Post-Soviet Literature and Culture (in Russian) Romanticism to Realism, his innovative treatment of L. Kerby; Walter Nugent; Rev. Marvin R. (3-0-3) Kobets genres, and his role in the development of the Rus- O’Connell; Andrzej Walicki Prerequisite: RU 202 or equivalent. sian tradition of prose fiction. Associate Professors: In the last two decades Russia has undergone dra- Ted Beatty; Gail Bederman (on leave 2004– matic changes ranging from the crisis of the totalitar- 494. Tolstoy (in Russian) 2005); Doris Bergen (on leave fall 2004); Brad ian system and disintegration of the Soviet Empire (3-0-3) Gasperetti Gregory; Semion Lyandres (on leave spring to the rapid development of new trends in literature Prerequisite: 202 or the equivalent. 2005); Rev. Wilson D. Miscamble, C.S.C. (on and culture. We will survey these new trends, with Samples Tolstoy’s novellas, short stories, and folk- leave 2004–2005); James Smyth; Rev. Robert a focus on defining the nature and multiplicity of takes, with excerpts from the major novels. Themes Sullivan; Julia Adeney Thomas (on leave “Post-Soviet” cultural sensibilities in recent Russian include Tolstoy’s Realism, his critique of the institu- 2004–2005) short fiction, essays, poetry, lyrics, and interviews, as tions of church and state, his philosophy of nonvio- Assistant Professors: well as in pop-culture and film. Topics under consid- lence, and the impact of his religious “crisis” on the Paul Cobb; Jon Coleman; Laura A. Crago; eration will include traditional and new, Post-Soviet latter half of his literary career. Margaret Meserve; Aideen O’Leary; Emily and Postmodern, as well as feminist, emigre, and Osborn (on leave spring 2005); Richard B. post-colonial discourses. 494A. Area Studies Pierce; Marc Rodriguez (3-0-3) Staff Professional Specialist and Concurrent Associate Professor: 498. Special Studies D’Arcy Jonathan Boulton (3-0-3) Staff Assistant Professional Specialist: Prerequisites: Senior standing, dean’s list. Daniel A. Graff 152

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Concurrent Faculty: graphical areas. More specifically, they must take one Africa, and the Americas. In addition to courses that Heidi Ardizzone (American Studies); Keith course from four of the five following fields: African/ contribute to an understanding of Western culture R. Bradley (Classics); Steven Brady (First Asian/Middle Eastern history; Ancient/Medieval Eu- and its roots, the department also offers courses on Year of Studies); Kathleen Sprows Cummings ropean history (to 1500); Modern European history Middle Eastern, East Asian, and African American (Cushwa Center); Robert Goulding (Program (from 1500); United States history; Latin American history, as well as ones that explore the historical di- of Liberal Studies); Thomas Guglielmo (Amer- history. One of the four courses must contain sub- mensions of issues of race, class and gender. Courses ican Studies); Lionel Jensen (East Asian Lan- stantial material on the period before 1500. In addi- offered consist of lectures and seminars that require guages and Literatures); Kelly Jordan (ROTC); tion, to encourage depth in the student’s particular students to develop a critical appreciation of primary Daniel Mattern (Nanovic Institute); Dorothy field of interest, supplementary majors will take three and secondary texts, and skills in historical writing. Pratt (Arts and Letters); Thomas Schlereth electives. To complete their course work, supplemen- To major in history, a student must take a total of (American Studies); Phillip Sloan (Program tary majors will take a departmental seminar (HIST 24 semester hours (eight courses) numbered 300 or of Liberal Studies); Thomas A. Stapleford 491, 492, or 493), which will offer the opportunity above and distributed as follows: (History and Philosophy of Science); Kevin to conduct primary research and produce a substan- * six hours in Africa/Asia/Europe (pre-1600) Whelan (Keough Institute) tial paper. * six hours in Africa/Asia/Europe (post-1600) Postdoctoral Teaching Fellow: Note: while nearly all history courses are taught * six hours in the history of the Americas Troy Feay for three credits, students can also fulfill require- * six hours of electives Visiting Instructor: ments by an accumulation of one-credit mini-courses The study of history provides an ideal context Brandi Brimmer if they are offered. within which students can sharpen their analytical and verbal skills. To encourage this process, every History Honors Program for the Class of 2006 and Program of Studies for the Class of 2006 and history major is required to enroll in at least one Beyond. The History Department offers a special departmental seminar (491–493), a course that will Beyond. The Department of History offers courses program of study, the History Honors Program, for for undergraduates designed to expose them to life require students to engage in extensive research and the most talented and motivated history majors. write a major essay. in the past as it was experienced and understood in Each fall semester, the junior class of history majors the Americas, Europe, Asia, Africa, and Australia. will be invited to join; those selected will begin the History Honors Program for the Class of 2005 and Courses offered consist of lectures and seminars that program in the spring semester of their junior year. Before. The History Department offers a special pro- require students to develop both a critical apprecia- A student in the History Honors Program will take gram of study, the History Honors Program, for the tion of primary and secondary texts and skills in 11 three-credit upper-division History courses to most talented and motivated history majors. Each historical thinking and writing. satisfy both the Honors Program and History Major fall semester, the junior class of history majors will Beginning with the Class of 2006, students requirements. In addition to taking the introductory be invited to join; those selected will begin the pro- interested in majoring in history at the University gateway course (HIST 300H—History Workshop) gram in the spring semester of their junior year. The of Notre Dame will have two options. The first and a variety of courses emphasizing geographical student in the History Honors Program will take 33 major option consists of 10 three-credit upper-level and chronological breadth (see the first major option hours (11 courses), rather than 24 (eight courses), history courses (300/400s), beginning with an above), the student will also take two special Honors of upper-division history courses to satisfy both the exciting introductory seminar (HIST 300H—His- seminars. Instead of completing a departmental Honors Program and history major requirements. In tory Workshop), which will plunge students into seminar, the student will research and write a senior addition to taking two courses in each of the three the work of writing history from the moment they thesis, receiving three credits in each semester of the standard distribution fields (Americas, pre-1600 join the major, through intensive interpretation of senior year. Each History Honors student will select Asia/Africa/Europe, post-1600 Asia/Africa/Europe), primary source documents. To encourage breadth a field of concentration and will take two additional the student will also take two special Honors semi- of historical knowledge, first majors will take a va- courses in this field to complete the program. In the nars. Instead of completing a departmental seminar, riety of courses emphasizing different chronological spring of the junior year, the student will enroll in the student will research and write a senior thesis. periods and geographical areas. More specifically, an Honors Program Methodology Seminar (HIST Each History Honors student will select a field of they must take one course from four of the five 494H), designed to introduce the student to the concentration (pre-1600 Europe, post-1600 Asia, following fields: African/Asian/Middle Eastern his- various methods historians utilize to analyze and the Americas, Intellectual History, etc.) and will take tory; Ancient/Medieval European history (to 1500); write about the past. (Students admitted to the Hon- an additional three hours (one course) in this field Modern European history (from 1500); United ors Program, but studying abroad during the spring to complete the program. In the spring of the junior States history; Latin American history. One of the semester junior year, will be exempt from HIST year, the student will enroll in an Honors Program four courses must contain substantial material on the 494H. They must, however, register a thesis topic Methodology Seminar (HIST 494H), designed to period before 1500. In addition, to encourage depth and advisor with the Undergraduate Studies Office introduce the student to the various methods histori- in a particular field of interest, first majors will also by the end of that semester.) In the fall of the senior ans utilize to analyze and write about the past. [Stu- declare a concentration consisting of three courses. year, the student will enroll in an Honors Program dents admitted to the Honors Program, but studying (These concentrations must be approved by the Reading and Discussion Colloquium (HIST 495H), abroad during the spring semester junior year, will major’s advisor by the beginning of the senior year.) intended to introduce the student to basic issues of be exempt from HIST 494H. They must, however, First majors will also take an elective in any field they critical interpretation and historiography through a register a thesis topic and advisor with the Under- choose. To complete their course work, first majors specific field. In the fall and spring of the senior year, graduate Studies Office by the end of that semester.] will take a departmental seminar (HIST 491, 492, the student will work on a thesis (40 to 80 pages) In the fall of the senior year, the student will enroll or 493), which will offer the opportunity to conduct under the supervision of a specific faculty member. in an Honors Program Reading and Discussion Col- primary research and produce a substantial paper. The student will register for HIST 499H (three se- loquium (HIST 495H), intended to introduce the The second option is a supplementary major, nior thesis credits) each semester of the senior year. student to basic issues of critical interpretation and consisting of eight three-credit upper-level history Note: The History Honors Program is generally historiography through a specific field. In the fall courses (300/400s). The supplementary major is de- open only to those pursuing the first major option. and spring of the senior year, the student will work signed for those majoring in other departments but on a thesis (40 to 80 pages) under the supervision of also interested in pursuing a program of study in his- Program of Studies for the Class of 2005 and a specific faculty member. The student will register tory. To encourage breadth of historical knowledge, Before. The Department of History offers courses for HIST 499H (three senior thesis credits) each supplementary majors will take a variety of courses for undergraduates designed to expose them to life semester of the senior year. emphasizing different chronological periods and geo- in the past as it was experienced in Europe, Asia, 153

HISTORY

Phi Alpha Theta. Students who have completed at 121. Ancient Greece and Rome. 224. The Holocaust least four major-level courses in history, earning a (3-0-3) Mazurek, Wood. (3-0-3) Bergen grade point average of 3.5 or above, and whose cu- See CLAS 121. In this lecture/discussion class we will study the Nazi mulative grade point average is at least 3.2, are eligi- German program of mass killings that has come ble for the Notre Dame chapter of Phi Alpha Theta, 155. Collapse of European Communism to be known as the Holocaust. We will explore the the History Honor Society. The History Department (3-0-3) Crago ideas, decisions, and actions that culminated in the initiates new members once a semester. Why did certain countries become communist murder of an estimated hundred thousand people regimes after World War II? And how did com- deemed handicapped, half a million Roma (Gypsies), Course Descriptions. The following course de- munism collapse there? This course will explore the and six million European Jews. The role of historical scriptions give the number and title of each course. rise and fall of communism in Eastern Europe from prejudices, the impact of National Socialist ideol- Lecture hours per week, laboratory, and/or tutorial World War II to 1989. Emphasis will be placed on ogy and leadership, and the crucial factor of the hours per week, and credits each semester are in pa- the Hungarian, Czech, Polish, and Yugoslav experi- war itself will all be considered. We will address the rentheses. The instructor’s name is also included. ences. Students will examine the period by reading experiences of those targeted for annihilation as well traditional historical and political writings as well as 111. Western Civilization I as the actions of perpetrators and the role of others: examining literature and films from the period. The bystanders, witnesses, and rescuers. At the same time (3-0-3) Noble, O’Leary reading includes approximately five books. we will examine how attacks on other groups—for A survey of the central themes in Western Civiliza- example, homosexuals, Polish intellectuals, Soviet tion from ancient Mesopotamia to the Renaissance. 180. History University Seminar prisoners of war, Jehovah’s Witnesses, and Afro- Emphasis will fall upon problems of social organiza- (3-0-3) Staff Germans—fit into the overall Nazi scheme for a tion, especially the mutual obligations and respon- An introduction to the seminar method of in- “new world order.” The legacy of the Holocaust after sibilities of individuals and states; evolving concepts struction which explores the major methodologies 1945 will be discussed as well. of justice; aesthetic standards; religious ideas and of the historical discipline and which accents the institutions; basic philosophical concepts; different organization and expression of arguments suggested 228. History of Mexico: Conquest and Culture kinds of states and the ideologies that defined and by readings in historical topics. Through Five Centuries sustained them. (3-0-3) Beatty 206. Castles and Courts in Medieval Europe Mexican history is often portrayed as a recurring 112. Western Civilization II (3-0-3) Boulton conflict between foreign conquests and an authentic (3-0-3) Bergen, Crago, Hamburg, Kselman This course will examine the high period in the Mexican culture. We will examine this theme over This course will examine important topics in Eu- history of the castle—a combination of fort and 500 years of Mexican history, from indigenous cul- ropean history from the Renaissance to the present: residence—of the castellany or district subjected to tures and the Spanish conquest to the 20th century the evolution of statecraft in Machiavelli’s Florence; the domination of a castle, and of the household and revolution and its social consequences. Through the impact of the Reformation on European society court of the kings, princes, and barons who built readings, lectures, discussions, art, and film we will and political life; the Scientific Revolution and such residences and organized their lives and their explore the roots of modern Mexico and its devel- the Enlightenment; the French Revolution and its activities within their various structures. It will first opment from the 15th century to the present. No aftermath; the development of liberalism, socialism, consider the castle as a form of fortification, review background in Mexican or Latin American history feminism and nationalism in the 19th century; the briefly the history of fortifications before 900, and is required. evolution of 20th-century warfare; the Russian Revo- examine the ways in which lords and their build- lution of 1917; the bloody history of fascism and ers steadily improved their defensive capabilities in 235. Irish American Experience Nazism; the Holocaust; the “atomic age,” the Cold response to new knowledge and to new methods (3-0-3) Dolan War and the collapse of the Soviet empire. and tools of siegecraft. It will then examine the rela- For sophomores only. tionship of the castle to the contemporary forms of This course will examine the history of the Irish in 115. The Growth of the American Nation non-fortified or semi-fortified house, and finally its the United States. In many respects the Irish are the (3-0-3) Turner, Brady, Coleman relationship to the lordly household (the body of ser- great success story in American history. They have A survey of the social, cultural, and political his- vants organized into numerous departments associat- moved from the shantytowns of urban America to tory of the British North American Colonies and ed with particular rooms or wings of the castle) and the board rooms of Wall Street. Along the way they the United States to the close of the Civil War. with the court (or body of soldiers, officers, allies, have left their mark on American politics, literature, Organized around the question of American “nation- students, and temporary guests) who filled the castle religion and the labor movement. These are the areas hood," topics include Native American, European, when the lord was present. The course will conclude that the course will study. Since the story must begin and African encounters; regional development and with an examination of the history of the castellany in Ireland, one-third of the course will examine the divergence; imperial conflict and revolution; consti- as a form of jurisdiction. The course will concentrate history of modern Ireland so that the students can tutional development and argument; democratiza- on the castles of the British Isles and France, but will better understand the Irish experience in the United tion and its implications; religious impulses and examine the great variety of types found throughout States. After studying the famine of the 1840s, reformism; immigration and nativism; the impor- Latin Europe. the course will turn to the theme of emigration in tance of land and westward expansion; slavery and order to bring the Irish to the United States. Then emancipation; sectional division and Civil War. it will study the great themes of Irish American his- 116. The Development of Modern America tory—politics, literature, religion and labor. The (3-0-3) Blantz, McGreevy, Miscamble, Bederman, heart of the course will be the century of immigra- (3-0-3) Brady tion, 1820–1920. A survey tracing the major developments in Ameri- can society and culture from 1865-present. Topics will include Reconstruction and its consequences; Progressive era reforms, the Great Depression and World War II, the 1960s and recent shifts in Ameri- can foreign and domestic policy. 154

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240. Vikings 285. King Arthur in History and Literature 308. Middle Ages II (3-0-3) O’Leary (3-0-3) Boulton (3-0-3) Constable, Van Engen The Vikings are notorious in European history for This course, intended to introduce undergraduates This course is designed as a topical introduction to plunder and pillage, pagan savagery, and horned to one of the major themes as well as to the inter- European history between 1000 and 1500. It will helmets. Participants in this lecture-and-discussion disciplinary approaches characteristic of Medieval examine the evolution of various forms of economic course will study the impact of Viking invaders in Studies, is a team-taught examination of the devel- systems, societies, and civilizations in Western Eu- Europe and North America over four centuries, opment and influence of the legend of Arthur, King rope during this period, concentrating on France, and will consider whether Scandinavians made any of Britain, both in history and in literature. Italy, England, and Germany. History majors as well real contribution to the societies they terrorized. as students interested in a historical introduction to Discussion (including heated debates) will be based 300H. History Workshop. medieval civilization are welcome. on medieval primary sources from England, Ireland, 3-0-3. Staff France, and Russia. Scandinavian life at home and History Workshop introduces students to how his- 309. Muslims and Christians in the Medieval World the possible reasons for migration will also be con- torians study the past. Students will gain insight into (3-0-3) Constable sidered, as background to the more exciting events the nature of historical inquiry through discussion The encounter between Christianity and Islam began abroad. The importance of archaeological evidence of exemplary works of history, analysis of primary in the seventh century A.D., the time of the Prophet (including art), and modern treatments of Vikings in source documents from various time periods and Muhammad. Within a few centuries, Islamic rule film and literature, will also be included. places, and, most important, their own efforts to had spread across the southern Mediterranean world write history. Readings will include important sec- from Syria to Spain. This shift initiated a long term 244. Introduction to Islamic Civilization. ondary historical works as well as discussions of how relationship—sometimes hostile and sometimes (3-0-3) Guo. historians actually do history. Writing assignments peaceful—between Christians and Muslims in these See MELC 244. will include at least two 10-page histories written by regions. The neighboring presence of Islam had an each student from primary source documents. This enduring influence on medieval Christian theology, 258. American Art: History, Identity, Culture. course is a requirement for —and open only to—his- philosophy, medical knowledge, literature, culture, (3-0-3) Schlereth. tory majors pursuing the standard (“first”) major in imagination, art, and material life. Likewise, devel- See AMST 258. history (not the supplementary major). opments in Christian Europe and Byzantium, espe- 302. Humor and Violence in History cially the Crusades, affected the Islamic world. This 261. American Catholic Experience course will trace the history of the Christian-Muslim (3-0-3) Appleby, Cummings (3-0-3) Bergen This course, linked to Classics 302A, explores the relationship, from its beginnings in the early medi- A survey of the history of Roman Catholicism in eval period until the Renaissance (15th century). The the United States from colonial times to the present, relation between humor and violence from Western antiquity to the present, and works from the premise heritage of this medieval encounter still has profound with emphasis on the 20th-century experience. The resonance in the modern world of today. first half of the course covers the Catholic missions that humor is a response and antidote to violence and suffering. We will use a wide range of literary and settlements in the New World, Republican-era 311. Gender/Sexuality/Power: Medieval Europe works, films, and students’ assignments to investigate Catholicism’s experiment with democracy, and the (3-0-3) Biddick our subject. immigrant church from 1820 to 1950. The second What has gender to do with sexuality and how can half of the course focuses on the preparations for, 303M. American Social Movements: we think about its entanglements in terms of a his- and impact of, the Second Vatican Council (1962– Traditions of Protest. tory of power? How do shifting borders between 65). Assigned reading includes a packet of articles (3-0-3) Ardizzone what counts as masculine and what counts as and primary sources about the Liturgical Renewal, See AMST 302. feminine produce other kinds of bodies in medieval Catholic Action, social justice movements and other societies: bodies that don’t matter? Using original preconcilliar developments. 305. Greek History. sources and material remains produced from the (3-0-3) Vacca, Ladouceur third through 15th centuries, together with current 265. Visual America. See CLAS 305. feminist and queer theory, students will think about (3-0-3) Schlereth the work of gendered embodiment and the produc- See AMST 261. 306. Roman History. tion of bodies that don’t matter. (3-0-3) Mazurek 270. The Civil Rights Movement See CLAS 306. 311E. Western Civilization I (3-0-3) Pierce (3-0-3) Noble, O’Leary There may not be a term in American society that 306M. Homefronts During War. For students intending to seek certification in sec- is as recognized yet misunderstood as “civil rights.” (3-0-3) Ardizzone ondary teaching through the Saint Mary’s Education Often civil rights are conflated with human rights, See AMST 306. Program only. even though each is distinct from the other. During See HIST 111. the semester, we will trace the Civil Rights Move- 307. Middle Ages I ment in the United States during the 20th century (3-0-3) Boulton, Van Engen 312E. Western Civilization II and its lasting impact on American society. We will This course is designed as a topical introduction to (3-0-3) Bergen, Crago, Hamburg, Kselman, Hamlin do so using as many media as possible. Fortunately, European history between 500 and 1000. It will For students intending to seek certification in sec- we will have the opportunity to study an important examine the evolution of various forms of economic ondary teaching through the Saint Mary’s Education part of American history in significant detail. The systems, societies, and civilizations in Western Eu- Program only. time span we cover will not be that great, but the is- rope during this period, concentrating on France, See HIST 112. sues we investigate challenge the founding principles Italy, England, and Germany. History majors as well of American society to its core. as students interested in a historical introduction to medieval civilization are welcome. 155

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314. England Since 1789 320M. Power and Culture in Modern European 325. Enlightenment In Europe (3-0-3) Sullivan Empires (3-0-3) Sullivan The course involves reading and thinking about (3-0-3) Feay By studying works as diverse as Vico’s New Science, and discussing both the history and the historical Whatever prompted a few French priests to leave Mozart’s Don Giovanni, Voltaire’s Philosophical interpretations of some major elements in the de- Europe in the 1840s and journey across the fields Dictionary, Turner’s Sun Rising Through Vapour velopment of modern English politics, society, and and forests of northern Indiana to the site of what and Laclos’s Dangerous Liaisons, we first try to map culture. would become the University of Notre Dame du the sheer variety of the cultural achievements of Lac? Could their motivations have included elements Europeans, from Dublin to Naples and Koenigs- 315. World War II: History and Memory. similar to those prompting and justifying European berg to Madrid, during the long 18th century (c. (3-0-3) Guglielmo imperial expansion across the globe? Continuing 1687–1807). Then we critically analyze some of the See AMST 316. from an exploration of the above questions, this major scholarly efforts to reduce and organize into course will examine the consolidation, progression, some unitary movement, usually called “the Enlight- 315E. The Growth of the American Nation disintegration, and consequences of the modern enment,” the stubborn complexity, and frequent (3-0-3) Turner, Brady, Coleman European empires. We will focus on how Europeans contradiction, of the ways in which self-consciously For students intending to seek certification in sec- forged a cultural identity through their encounters modern, or enlightened, Europeans in their prose, ondary teaching through the Saint Mary’s Education with American, African, Middle Eastern, and Asian poetry, paintings, and music represented power, Program only. cultures. Using readings and film, you will explore knowledge, faith, emotions, history, and progress. See HIST 115. how Europeans civilized themselves by constructing, denigrating, and adopting aspects of non-European 326. Irish History I 316E. The Development of Modern America culture, as well as postcolonial constructions of iden- (3-0-3) Smyth (3-0-3) tity. Finally, we will debate the issue of what current This course consists of lectures and readings exam- Blantz, McGreevy, Miscamble, Bederman, Brady global conflicts owe to the colonial legacy. The class ining Irish political history from the beginning of the For students intending to seek certification in sec- will be organized as a geographical tour of imperial- Tudor Reconquest to the enactment of the legislative ondary teaching through the Saint Mary’s Education ism with thematic detours that will include religion; union in 1801. Attention is given to colonization, Program only. gender; ecology/biology, medicine, and technology; religious conflict, the Ulster Plantation, political and See HIST 116. ethnicity, resistance and class; and terrorism. constitutional reactions to British government policies, and the rise of Protestant patriotism. 317M. Who is an American? 322M. Indigenous and Colonial Mexico (3-0-3) Guglielmo (3-0-3) Beatty 327. Irish History See AMST 317. This course investigates the history of Mesoamerica (3-0-3) Smyth from the Olmec, Mayan, and Aztec societies to Mex- This course will consist of lectures and readings 319. Roman Law and Governance. ico’s independence from Spain after 1800. We will examining Irish political history and Anglo-Irish (3-0-3) Mazurek examine the nature of several indigenous societies; relations from 1801 up to and including the current See CLAS 308. their conquest and domination by Europeans; post- conflict in contemporary Northern Ireland. At- 320. The Making of Modern Europe conquest debates concerning Indians’ nature and co- tention will be given to religious conflict, the devel- (3-0-3) Staff lonial Indian policy; the structure of colonial society, opment of romantic and revolutionary nationalism, This course traces the development of Europe as it including relations between Indians, Africans, and the changing nature of Anglo-Irish relations, the emerged from the Middle Ages and slowly teetered Europeans; Catholic conversions and the role of the Irish American dimension, and the special problems forward to the modern era. Our focus will be on Church; and finally the causes of independence. We of the north. the growth of the modern state. From an interdisc- will use readings, lectures, discussions, archeological 329. Latino/a History iplinary perspective we investigate critical changes evidence, film, and literature throughout the course. (3-0-3) Rodriguez in politics, science, economics, religion and the arts Students need not have any background in Latin This is an interdisciplinary history course examin- which helped usher in the new European system. American history. ing the Latino experience in the United States after Attention will also be paid to the segments of society 323. History of Modern Mexico 1848. We will examine the major demographic, who stood apart from many of these innovations (3-0-3) Beatty social, economic, and political trends of the past affecting the European state. We will seek to under- This course examines the complex nation that is 150 years with an eye to understanding Latino/a stand the place of women, Jews and other “outsiders” Mexico in the 20th century, its challenges and its America. Necessarily a large portion of the subject in this new European order. prospects. Focusing primarily on the period since matter will focus on the history of Mexican Ameri- 1870, we will study the social, economic, political cans, and Mexican immigrants in the Southwest and and cultural forces that have shaped the history of midwestern United States, but we will also explore the United States’ southern neighbor. the histories of Puerto Ricans, Cubans, and Latin Americans within the larger Latino/a community. Latinos are U.S. citizens and the course will spend significant time on the status of these groups before the law, and their relations with the state, at the federal, local, and community level. To explore these issues within the various Latino communities of the United States we will explore the following key topics: historical roots of “Latinos/as” in the U.S.; the evolution of a Latino/a ethnicity and identity within the U.S.; immigration, transmigration, and the shaping of Latino/a communities; Latino/a labor history; segregation; civil rights; nationalism and transnationalism; the Chicano Civil Rights Movement; Latinos in film; and post-1965 changes in Latino/a life. 156

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330M. Violence in U.S. History 348. Modern Japan 357M. Cicero and Political Traditions (3-0-3) Staff (3-0-3) Thomas (3-0-3) MacCormack In the late 1960s, black militant H. Rap Brown This introduction to modern Japanese history The life and writings of Marcus Tullius Cicero exclaimed, “Violence is as American as apple pie.” It focuses on political, social, economic, and military (106–43 B.C.) have been studied in light of the dif- might be said that the purpose of this entire course affairs in Japan from around 1600 to the early post- ferent aspects of his eventful career as a lawyer and will be to evaluate the truth of Brown’s statement. World War II period. It considers such paradoxes as advocate, orator, politician, statesman, and philoso- This will be accomplished in two ways: first, by samurai bureaucrats, entrepreneurial peasants, upper- pher. His surviving writings—political and judicial surveying some of the major episodes and themes class revolutionaries, and Asian fascists. The course speeches, treatises on religion, law, ethics, political of violence in American history, from its colonial has two purposes: (1) to provide a chronological and philosophy, and rhetoric, and also many personal origins through contemporary foreign policy and structural framework for understanding the debates letters—shed light on the diverse successes and domestic debates; and second, by assessing the mean- over modern Japanese history, and (2) to develop reversals of his public and private life. Those who ing of that violence as it simultaneously reflects and the skill of reading texts analytically to discover the study Cicero tend to focus on one or two aspects of shapes American society, culture, and values. argument being made. The assumption operating his achievement to the exclusion of the others. In both in the selection of readings and in the lectures is this course, we will try to understand how the dif- 332. History of the U.S. South, 1876–Present that Japanese history, as with all histories, is the site ferent branches of Cicero’s life and work fit together; (3-0-3) Pratt of controversy. Our efforts at this introductory level why he thought that philosophy, law, and religion This survey relies on cultural, social, and political will be dedicated to understanding the contours of were relevant to politics; and why and how ethical analysis to develop an understanding of the region some of the most important of these controversies considerations should condition one’s private and and its identity. Circumstances and events unique to and judging, as far as possible, the evidence brought public life. In pursuing these issues, we will think the South will be evaluated in context of the com- to bear in them. about Cicero’s intellectual and political predecessors, mon experiences of the United States. both Greek and Roman, before reading a selection 352. Gilded Age and Progressive Era of his own writings. By way of understanding some 333. British History: 1660–1800 (3-0-3) McGreevy, Cummings, Pratt aspect of Cicero’s enormous influence we will con- (3-0-3) Smyth Through discussion and lectures, students examine clude with reading part of The Federalist Papers. This course of lectures and readings concentrates the emergence of a recognizably modern United on British history from the restoration of monarchy States. Topics examined will include the emergence 361. Twentieth Century-U.S. Military in 1660 to the great crisis detonated by the French of the corporation, progressive reforms, the changing Experience Revolution and war in the 1790s. The other themes contours of American religion, the character of the (3-0-3) Jordan addressed include Protestant dissent, political ideolo- New South, the battle for women’s suffrage, devel- Is America, as historian Geoffrey Perret contends, a gies, the role of parliament and the rise of the radical opments in the arts, and American involvement in “country made by war”? Regardless of one’s opinion, parliamentary reform movement. the First World War. a systematic study of America’s wars is essential to either confirm or refute this statement and attain a 335N. History of Ancient Medicine. 353. Polish and Lithuanian Commonwealth more complete understanding of the nation. There (3-0-3) Ladouceur (3-0-3) Crago have certainly been ample historical occurrences to See CLAS 335. This course will survey the history of the Polish support Perret’s assertion over the last century, and and Lithuanian Commonwealth from its origins in this course will investigate the validity of the ques- 339. History of Education. the 1386 dynastic union of Jogailo, Grand Duke of tion by examining the modern American military (3-0-3) Staff Lithuania, with Hedvig, the daughter of Polish king, experience from after the Franco-Prussian War of See ESS 339A. Louis the Great (1370–1382), through the transfor- 1871 to the present. We will explore the causes, mation into a political union at Lublin in 1569 to conduct, and consequences of the major military 345. Europe from the French Revolution to World War I the collapse of the Commonwealth which culminat- conflicts of the 20th century in which the U.S. was (3-0-3) Kselman ed in three partitions at the end of the 18th century. involved or that had a significant impact on the During this time Europe changed dramatically in Special emphasis will be placed on the political pro- U.S., using traditional historical materials. We will ways that shaped the 20th century: political reform cesses which transformed the Commonwealth into also read several battlefield memoirs to further exam- movements advocating nationalism, democracy, and one of the most democratic countries in the world, ine the conflicts at the tactical level and also explore socialism challenged established regimes; the indus- but also ultimately contributed to its decline. At- the human dimension of war. Using a fundamental trial revolution led to massive changes in society and tention, too, will be paid to the wars which ravaged thesis to address war at the political, strategic, op- the economy, including the emergence of a large and the Commonwealth, including those with Muscovy, erational, and tactical levels, the course's goal will affluent middle class and an industrial proletariat; Sweden, the Ottoman Empire, and with the peoples be to gain a better understanding of the relationship European states consolidated power and mobilized of what today is modern Ukraine. among the different levels as well as the importance of each. popular support and an advanced technology for 355N. Chinese Ways of Thought. wars in Europe and throughout the world, into (3-0-3) Jensen which they expanded as colonial powers; writers, See LLEA 380. artist,s and composers reacted to the changes and conflicts with novels, paintings, songs, and sympho- nies that, in their variety of styles, suggest the vitality and anxiety of this period.

346. Making Australia (3-0-3) Miscamble This course will provide both a broad coverage of Australian history and an analysis of some issues and developments of special signiﬁcance in contemporary Australia. 157

HISTORY

369. Jacksonian America 374M. ‘The Fighting Irish’: The Irish at War Since 378M. Women and American Catholicism (3-0-3) Graff 1534 (3-0-3) Cummings This course explores the early 19th-century history (3-0-3) Staff This course is a survey of women in the American of the United States, from the close of the War of This course will focus on the cult of the ‘Fighting Catholic Church from the colonial period to the 1812 to the coming of the Civil War (1815–1850). Irish’ in history, literature, art, iconography, film, and present. Through lectures, reading, and discussion, Although the era and course take their name from media. Lectures and readings will deal primarily with we will consider the following themes: the experience President Andrew Jackson, we will cover much the period between the Reformation (1534) and the of women in religious communities, women and more than national politics and affairs of state. We Irish Civil War (1923). Hundreds and thousands of men in family life, gender and education, lay women will explore the birth of mass political parties, con- Irishmen (Catholic and Protestant) fought both for and social reform, ethnic diversity among Catholic flicts between nationalism and sectionalism, early and against the English/British Empire in Ireland for women, the development of feminist theology, and industrialization and the rise of class conflict, the over four hundred years. Hundreds and thousands the intersections and departures between Catholi- development of slavery and antislavery, changing more served on five continents (often on opposite cism and feminism. gender roles and the rise of feminism, evangelical sides) in the armies of Britain, France, Spain, Rus- religion and reform, and Native American resistance sia, the Papal States, Austria, the United States of 380. East-Central Europe I and removal. The course will emphasize active par- America, Canada, and Mexico. Irishmen were pres- (3-0-3) Crago ticipation by students through regular discussion and ent at some of the largest, most murderous, and A survey of the history of East-Central Europe from frequent writing assignments. significant military engagements in the history of A.D. 966 to the partitions of Poland. The lecture human conflict. Many of them never forgot the land will place special emphasis on the political, social 371. African American History I of their birth or origin and proudly carried the insig- and cultural histories of Poles, Czechs, Slovaks, Cro- (3-0-3) Pierce nia of the national saint (Patrick) and the national ats, and Hungarians. This course is a survey of the history of African symbol (harp) into battle. Many others longed for Americans, beginning with an examination of their the day when they would return to their native land 380M. United States Labor History west African origins and ending with the Civil War as part of a French (royalist or republican), Spanish, (3-0-3) Graff era. We will discuss the 14th and 15th centuries, or Irish American army to either regain their estates, This course will examine the history of paid and west African kingdoms, forms of domestic slavery restore their exiled king and outlawed religion, or to unpaid labor in the United States from colonial and west African cultures, the Atlantic slave trade, found an Irish republic and end British rule. Many times to the near present. We will seek to understand early slave societies in the Caribbean, slavery in co- more fought and died to prevent these from tak- how working people both shaped—and were shaped lonial America, the beginnings of African American ing place. Especial emphasis will be placed on Irish by—the American Revolution, the debates over cultures in the north and south during and after the involvement in the Americas, the American War of slavery and free labor culminating in the Civil War revolutionary era, slave resistance and rebellions, the Independence, the Peninsular War, the Civil War, and Reconstruction, the rise of big business, the political economy of slavery and resulting sectional and the subjugation of the native American peoples. creation of a national welfare state, the Cold War-era disputes, the significance of “bloody Kansas” and the The course will also focus on the historical and repression of the left, and continuing debates over Civil War. military contexts of this tradition and the ideologies the meanings of work, citizenship, and democracy. (royalist or republican, nationalist or unionist) that Throughout the course, we will devote considerable 371M. Gods, Heroes, Mysteries, Magic. often prompted this military service. time to the organizations workers created to advance (3-0-3) Wood their own interests, namely the labor movement. We See CLAS 371. 375. British-American Intellectual History, will also pay special attention to the complicated 1650–1900 yet crucial connections between work and racial 372. African American History II (3-0-3) Turner and gender identities. Specific topics may include: (3-0-3) Pierce A survey of the intellectual history of Britain and slavery, farm labor, women’s domestic work, trade This course will survey the history of African Amer- English-speaking America from around 1650 to unions, questions of industrial democracy, the role of icans from 1865 to 1980. Specifically, this course the mid–1900s, including European backgrounds radicalism and the challenges confronting workers in will focus on the problems of Reconstruction in and contexts. Emphasis on writings about religion, the current era of corporate globalization and anti- the South after the Civil War, the adjustments and government, natural science, education and human sweatshop activism. reactions of African Americans to freedom, the nature. economic exploitation of sharecropping, northern 381. East-Central Europe II black communities at the end of the 19th century, 377. Engendering War, Business, and Law (3-0-3) Crago the migration of black Southerners to northern ur- (3-0-3) Biddick A survey of the history of East-Central Europe from ban areas, black political leadership, the Civil Rights During the 12th century the Anglo-Norman royal the partitions of Poland to the outbreak of World Movement, current examples of institutional racism court made revolutionary advances in killing, count- War II. The lecture will place special emphasis on and affirmative action in America. ing and judging at the same time that they the political, social and cultural histories of Poles, patronized the emergence of Arthurian romance in Czechs, Slovaks, Croats, and Hungarians. 373. African American Civil Rights Movement historical writing. History textbooks usually com- (3-0-3) Pierce partmentalize the history of war, accounting, the law, 382. Eastern Europe Since 1945 There may not be a term in American society as rec- and romance. This course, instead, asks what they (3-0-3) Crago ognized, and yet as misunderstood, as “Civil Rights.” have in common, specifically, how they were engen- The course surveys the emergence of communist Often civil rights are conflated with human rights, dered on the bodies of imaginary dead maidens, can- Eastern Europe in the wake of World War II and even through each are distinct of the other. During nibalized Muslims, and tortured Jews. then explores the seminal developments which con- the semester, we will trace the African American tributed to the collapse of communism. Emphasis Civil Rights Movement in the United States during will be placed on the Hungarian, Czech, Polish, and the 20th century, as well as its lasting impact on Yugoslav experiences. Students in the course will American society. We will do so using as many media examine the evolution in Eastern European society as possible. Fortunately, we will have the opportunity by reading traditional historical and political writings to study an important part of American history in as well as drawing on literary and film accounts of significant detail. The time span we cover will not be the period. that great, but the issues we investigate challenge the founding principles of American society to its core. 158

HISTORY

383. Nineteenth- and Twentieth-Century Polish 388. Environment and Environmentalism in History 395. Modern Middle East History (3-0-3) Hamlin (3-0-3) Cobb (3-0-3) Crago This course is an introduction to the new field of This course surveys Middle Eastern history from This course will examine the history of Poland since environmental history. In recent decades, historians 1500 to the present. The primary themes to be the partitions of the Polish state (1772) until con- have begun to actively explore the past sensibilities of covered include the emergence and demise of the temporary times. various groups toward the quality of their air, water last Muslim unitary states; European colonial and and land; the passionate discussions of philosophers, imperial penetration of the Middle East in the 384. Modern European Diplomacy theologians and social and natural scientists about 19th century; the social and cultural impact of im- (3-0-3) Crago resource use, the safety of the environment, and perialism; state-building in the 20th century; new This course will investigate some of the main prob- long-term prospects for humanity; and the customs, ideologies/nationalisms; contemporary problems of lems in the history of European relations from the laws and managerial systems that guided use of the political and economic development. We will also middle of the 19th century to the present. The em- environment. Historians have also increasingly paid consider the most important movements of Islamic phasis will be on the patterns of political interaction attention to the ways environmental factors have reform and revival over the past two centuries. between and among the European powers (Britain, affected the course of history: the effects of the distri- France, Germany, Austria-Hungary, Russia and bution of water, wood and minerals and of changes 401. The Haunted Campus: Designing a Italy). We shall also examine their respective military in climate or endemic disease. This course ranges Memoryscape strategies, both in peacetime and in war, and whether widely in methodology from the history of ideas to (3-0-3) Biddick those strategies changed over time. Our other con- paleoclimatology, geographically from the ancient Is this your beautiful campus? In this experimental cern will be to place European relations with the near east to modern America, topically from wood- studio course, teams of history majors and CAPP context of the great-power system as a whole. cutting rights in medieval France to the rise of the majors will devise and install an outdoor campus organic farming movement and water-allocation laws installation using digital audio and possibly video 385M. American Political Traditions Since 1865 in the 20th-century American West. materials. We will craft our digital archive out of (3-0-3) McGreevy our research on Native American and French his- Students will investigate the political debates—and 389M. Pre-History of Western North America. tories of this campus as it was upon its foundation simultaneous examinations of democracy’s char- (3-0-3) Mack in the 1840s. The goal of the installation will be to acter—that have animated American reformers See ANTH 391. “re-member” the historical encounter of these two and intellectuals since the Civil War. The focus will cultures as a haunting “memoryscape.” A “memory- be on these political traditions, not the studies of 392. History of Christianity to 1500 scape” is a space with a past to tell. We will start out voter behavior or policy implementation that also (3-0-3) Sullivan in the Notre Dame archive and examine historical constitute an important part of political history. The A survey of the development of Christianity from materials especially relating to the foundation of course will begin with discussion of the character of late antiquity to the eve of the 16th-century Refor- the campus in the 1840s. We will grapple, too, with Reconstruction, and move through the “social ques- mation. Emphases include processes of Christian-iza- the challenge of thinking about the local Potawa- tion” of the late 19th century, Progressive reform in tion, definitions of prescribed and proscribed beliefs tomi tribe, a people without such an archive. We the early 20th century, the New Deal, the origins of and practices, institutional elaboration, relations will then think about strategies for translating our modern conservatism, and various post-World War with imperial and royal authority, impact of and research into digital artifacts to be used in designing II social reform movements. Readings will include on culture, and varieties of religious behaviors. Al- our installation. We will end up out on the campus court cases, memoirs, speeches and a sampling of the though the history of the Latin (Catholic) church is installing our speakers and monitors to project our philosophical and historical literature. highlighted, the dynamics and consequences of its installation. The teacher and students will teach each separation first from the Oriental and then from the other by pooling humanistic and technological skills. 386. Europe Since 1945 Orthodox churches will be examined. The course We will let members of the university community (3-0-3) Wegs aspires to achieve a routine of interactive lectures. “grade” our work, as they walk through our memory- This course will include discussion of the history, scape and respond to it online. politics and culture of the post-World War II period. 393. History of Christianity II from 1500 to the Beginning with the destruction wrought by the war, Present 401M. U.S. Immigration History. it will examine closely the tie between the economic- (3-0-3) Sullivan (3-0-3) Guglielmo political resurgence of Europe, and the development A course surveying the development of modern See AMST 401. of the “cold war.” Important subjects that will be Christianity, with emphasis on the West. Subjects covered include the development of the European include ideas and movements of reform, church Union, the development of consumer societies, the government and structures, missionary enterprises, 1968 turmoil in both the West and East, the estab- forms of spirituality and worship, and the political lishment and eventual collapse of the dictatorships in role and cultural impact of Christianity. Russia and Eastern Europe, the growing internation- alization of European economies after the 1960s, the 394. Medieval Middle East “normalization” of politics and societies after 1970, (3-0-3) Cobb the end of the “cold war” and the major role of Euro- This course offers a survey of Middle Eastern history pean countries throughout the world in the contem- from the rise of Islam in the seventh century A.D. porary period. Naturally, the role of individuals in until the rise of Mongol successor polities in the these broad transformations will not be neglected. 15th century. The course is structured to cover political and cultural developments and their relationship with broader changes in society during the formative centuries of Islamic civilization. 159

HISTORY

404M. World of Charlemagne 412. Politics and Religion in Medieval Europe 416. American Thought, Belief, and Values Since (3-0-3) Noble (3-0-3) Van Engen 1865 The Carolingian (from Carolus, Latin for Charles: This course considers the intersection between politi- (3-0-3) Marsden Charles the Great—Charlemagne—the most famous cal action and religious claims in medieval Europe. A study of Americans’ most characteristic American Carolingian) period, roughly the eighth and ninth Virtually all the powers–kings and popes, princes intellectual, moral, and religious beliefs, especially centuries, was foundational for western Europe. and bishops—claimed to act on religious principle as expressed by leading thinkers, and of why these But this was also the time when the mid-Byzantine and in accord with transcendent notions of virtue beliefs have flourished in the American cultural Empire consolidated its position and when the Ab- or world order. Yet they fought bitterly with each setting. Topics will include questions such as the basid family of caliphs introduced important and other, with words and with swords, and mutually competing authorities of faith and science, the search durable changes in the Islamic world. This course condemned one another. The course will begin with for truth in a pluralistic society, professional and will focus on the West in the age of Charlemagne, the showdown between emperors and popes known popular philosophies including pragmatism and post but will draw frequent comparisons with and make as the Investiture Contest, then take up pivotal fig- modernism, moral authority in democratic culture, continuous reference to Europe’s Byzantine and Is- ures like Pope Innocent III, King Frederick II, and social science and law, the relation of individuals lamic neighbors. The course will explore such themes Pope Boniface IX, and conclude with sections on the to communities, the relation of American material- as: Europe’s Roman and Christian inheritances from Spiritual Franciscans and on conciliarism. ism to American beliefs, the outlooks of diverse antiquity; the peoples of the Carolingian world; sub-cultures, African-American outlooks, feminist kingship and empire; political and social institutions 413. History/Fantasy/Colony perspectives, competing religious and secular faiths, and ideologies; religious and secular law; war and di- (3-0-3) Biddick and roles of various forms of Christianity and other plomacy; agriculture and trade; the church—popes, What is the relation of history, fantasy, colony? religious beliefs in American life. bishops, monks, and nuns; theology; art and archi- Using two major texts written in the 12th century tecture; and Latin and vernacular literature. (History of the Kings of Britain and History and 417. Dostoyevsky’s Russia Topography of Ireland), we will analyze the fabrica- (3-0-3) Hamburg, Lyandres 408. Late Antiquity tion of Englishness and the other within not only in This course will focus: 1. on Dostoyevsky’s life, his (3-0-3) Noble the 12th centry but also as a repeating problem in religious and ideological beliefs as articulated in This course will explore the transformation of the history, fantasy, colony in 19th- and 20th-century major fictional and nonfictional works, his contribu- Roman World from about 300 to 600 A.D. We Britain. tions to 19th-century debates about Russia’s place in will ask: was the “fall” of the Roman Empire a Some other course materials include two films: the world and its historical “mission”; and 2. on the civilizational catastrophe? Or was it a slow, messy Handsworth Songs (Black Audio Collective) and Russian social, religious and ideological context(s) in process blending continuity and change? Or was late Robin Hood: Prince of Thieves. We also will ques- which Dostoyevsky operated. The reading will likely Antiquity itself a dynamic and creative period? Our tion how major British cultural institutions, such as include Dostoyevsky’s Notes from the House of the emphasis will fall on the changing shape of Roman the Public Record Office, represent themselves on Dead, Notes from the Underground, Crime and public life; the barbarians and their relations with the Web and compare that representation with their Punishment, The Idiot, and Brothers Karamazov. Rome; the emergence of the Catholic Church; the contested histories. Students will work together in triumph of Christian culture; and literature, art, and group discussion and reports. 417M. Media and the Presidency. architecture in the late imperial world. (3-0-3) Ohmer 414. Early Imperial Russia, 1700 to 1861 See FTT 416. 410. The Reformation (3-0-3) Hamburg, Lyandres (3-0-3) Gregory This course will analyze crucial developments in the 418. Modern Russian Society and Politics I This course examines the great religious convulsion political and cultural history of early imperial Rus- (3-0-3) Lyandres that gripped Europe in the 16th and 17th centuries. sia—that is, Russia from the late 17th century to the This course examines selected critical issues in the Chronologically, however, we will begin in the late mid–19th century. Among the questions treated will foundations of modern Russian society and culture medieval period as we consider important changes be the unitary state in late 17th-century Russia, the from the late 19th through the first half of the 20th that were occurring in European culture and society religious schism between Orthodox and Old Believ- century. Lectures and discussions include such topics culminating with Europe’s first Reformation, not in ers, the making of the empire under Peter the Great as late Imperial politics and society, cultural inno- Germany but in Bohemia. We conclude by consider- and Catherine the Great, the rise of the serf system, vation of the “Silver Age,” World War I, Revolutions ing the relaxation of religious tensions in the late comparisons between serfdom and American slavery, of 1917, creation of socialist society and culture, and 17th century and concurrent growth of toleration the Napoleonic wars, the development of political the experience of the Stalinist terror. and skepticism. Throughout the course we will con- opposition to the autocracy, and the abolition of 419M. Modern Russian Society and Politics II sider religion as a dynamic that has a broad impact serfdom. (3-0-3) Lyandres on society affecting not only personal belief but also This course surveys the history of Russia and its the politics, social patterns, and the intellectual and 414M. Romans and Christians. peoples in the second half of the 20th century, with cultural production of the early modern world. (3-0-3) Bradley See CLAS 415. a particular focus on the role of politics and ideology in Soviet (1941–1991) and contemporary Russian 415. Twentieth-Century Russian History I society (1991–2000). We will explore the experi- (3-0-3) Lyandres, Hamburg ence of the Great Patriotic War, late Stalinism and This course will examine some of the most impor- post-Stalinist socialism, the emergence of the Soviet tant ideas, events, and personalities that shaped Empire at the end of the Second World War, the Russian and Soviet history from the beginning of the collapse of the communist regime and the disintegra- last tsar’s reign in 1894 to the emergence of the So- tion of the Soviet Union in 1991, as well as Russia’s viet Empire at the end of the Second World War. In uneasy transition out of Totalitarianism during the particularly, we will explore the role of politics and last decade of the 20th century. ideology in Russian society, the origins of Leninism and the creation of the first socialist state as well as the experience of Stalinism and the Nazi-Soviet War. 160

HISTORY

420. Austria from the Hapsburgs to Haider 422. Russian History Since WWII 425. France: Old Regime to Revolution (3-0-3) Wegs (3-0-3) Lyandres (3-0-3) Kselman The course will examine the political, social and This course surveys the history of Russia and its In 1700, France, under the Sun King, Louis XIV, cultural history of Austria. It will begin with Austria’s peoples in the second half of the 20th century, with a was the most powerful state in Europe. Louis’ court dominant position in Europe under the Habsburgs particular focus on the role of ideology, politics, and at Versailles was a brilliant cultural center envied after the Napoleonic wars and continue with the culture in Soviet and contemporary Russian society. by the rest of Europe, whose kings saw France as a struggle against Germany for dominance in Europe We will explore the emergence of the Soviet Empire model to be emulated. In 1789, the French Revo- in the late 19th century and the destruction of the at the end of WW II, the experience of late Stalinism lution challenged and eventually destroyed the Habsburg Monarchy in World War I. The 20th and post-Stalinist socialism, the collapse of the com- monarchy, but the power of France nonetheless grew. century section will include Austrian fascism in the munist regime and the disintegration of the Soviet By 1800, France under the leadership of the consul interwar period, the Second World War, Austria’s Union in 1991, as well as Russia’s uneasy transition Napoleon was expanding rapidly in Europe and rebirth following the war and present political, social “out of Totalitarianism” during the last decade of the would eventually control an empire that included and cultural history including the emergence of a 20th century. Spain, Italy and much of central Europe. This course right-wing populist group led by Jorg Haider. Course examines French history from the establishment of requirement will include a midterm and final exami- 422M. Women and Work in Early America. the Bourbon family on the throne in 1589 to the rise nation and an extended historical essay. (3-0-3) White of Napoleon in 1790s, with about one-third of the See GSC 422. class concentrating on the revolutionary events that 421. Christianity and Colonialism began in 1789. The course is organized around ma- (3-0-3) Feay 423. Twentieth-Century German History jor political developments and seeks to understand The extension of Christianity has long been consid- (3-0-3) Bergen, Wegs how the monarchy, so potent in 1700, could have ered one of the three great justifications for global This course examines modern Germany from na- collapsed less than a century later. European expansion (the other two being economic tional unification in 1871 to the recent unification of gain and geopolitical power). This course will exam- the two Germanies and beyond. We will investigate 426. Modern France ine in detail the role Christianity played in the devel- cultural, political and social dimensions of Germa- (3-0-3) Kselman, Feay opment of the European empires from 1500–1950. ny’s dynamic role in Europe and in the world. This course will examine the political, social, and Topics to be covered include missionaries, definitions cultural developments in France from Napoleon of conversion, encounters with other religions, re- 424. Holocaust through the present. After a review of the legacy lationships with the secular state, conflicts between (3-0-3) Bergen, Wegs of the Revolution of 1789, students will explore Christian confessions, definitions of “civilization,” In this lecture/discussion class we will study the Nazi the continuing importance of the revolutionary gender roles and identities, critiques of colonialism, German program of mass killings that has come tradition in France, which led to major upheavals in converts and their roles, martyrs, utopias, and con- to be known as the Holocaust. We will explore the 1830, 1848, 1870, and 1968. The political history temporary legacies. ideas, decisions, and actions that culminated in of France will be discussed in a context of social murder of an estimated hundred thousand people and economic development which produced class 421M. Archives and Empires: Record Keeping and deemed handicapped, half a million Roma (Gypsies), conflict that the state tried to control in a variety of Governance in the Inca and Spanish Empires and six million European Jews. The role of historical ways, ranging from the repression of dissent to oc- (3-0-3) MacCormack prejudices, the impact of National Socialist ideol- casional flirtation with socialism. Social and political Traditionally, scholars have highlighted the differ- ogy and leadership, and the crucial factor of the developments will also be related to changes that oc- ences between the Inca empire and that of its Span- war itself will all be considered. We will address the curred in private life, in family relations, and in the ish conquerors. These differences are indeed striking, experiences of those targeted for annihilation as well use of leisure time. and will be explored in this course. But there are as the actions of perpetrators and the role of others: also similarities between the two imperial polities, bystanders, witnesses, and rescuers. At the same time 427. Medieval Spain: Land of Three Religions which we will likewise study. Attention will focus on we will examine how attacks on other groups—for (3-0-3) Constable the production, collection, ordering, and storage of example, homosexuals, Polish intellectuals, Soviet This course, a smaller reading plus discussion course, information by both imperial and local authorities, prisoners of war, Jehovah’s Witnesses, and Afro-Ger- examines the history of Spain in the Middle Ages. and on how this information was used. The Incas mans—fitted into the overall Nazi scheme for a “new Topics to explore include the arrival of Islam, the recorded administrative and narrative information world order.” The legacy of the Holocaust after 1945 Christian Reconquest, Iberian Jewish life, Iberian on quipus (knotted cords) and with reference to will be discussed as well. economy and urban life under Christian rule, the indigenous Andean languages. The Spanish in the idea of Iberian society, and Jews and Muslims under Andes briefly used this system before switching to Christian rule. alphabetic writing and the Spanish language. Ques- tions we will address include: did this change affect the kind of information that was preserved, and if so, how? And also, what role did culture and religion (as documented in imperial records) play in the creation and maintenance of imperial power? 161

HISTORY

428. Anglo-Saxon England 430. Renaissance Italy 434. Technology and Development in History (3-0-3) O’Leary (3-0-3) Meserve (3-0-3) Beatty Who are the English? In this course we will explore This course charts the story of European exploration, Technologies are often seen as either the product of the origins of England, and discuss the social, cul- conquest, diplomacy and exchange in the early mod- human genius and achievement, or as an alienating, tural, and political changes taking place on the island ern period, from about 1400 to 1650. Although the inhuman, and sometimes destructive force. Both of Britain from the pre-Christian era until the 12th European experience of the Americas was largely one perspectives argue that technological change has century. Beginning with an exploration of Celtic of conquest and domination, elsewhere in the world been one of the most important forces shaping world Britain, we will then analyze the principal Anglo- Europeans faced the perils of military aggression history over recent centuries. This course examines Saxon kings and their achievements; the historical (as waged, for example, by the Ottoman Empire) technological developments and theories of techno- significance of English poems such as Beowulf; the or found themselves at a cultural disadvantage (as logical change in world history. It focuses on the re- lasting effects of the Vikings in England; and the Jesuit missionaries and European merchants felt, for lationship between new technologies, social change, Norman conquest of England in the 11th century. example, in China and Japan). Drawing on primary and economic development since 1750, surveying General themes will include the problems associated sources including letters, diaries, account books, cases from Britain, the United States, China, Japan, with Anglo-Saxon Christianity, how the English por- atlases, travel narratives and political manifestos, and Latin America. We will pay special attention to trayed their own history, England’s relationship with we will examine the various ways Europeans went technology transfers: the movement of new machines her neighbors (e.g. Scotland, Wales, Ireland, and abroad in the early modern world—as pilgrims or and processes and knowledge from one society to an- France), and the contributions of medieval England crusaders, as merchants or explorers, as conquis- other, and the ways that social, cultural, and political to European history. tadors, missionaries or, sometimes, as converts, forces have shaped technological change in different refugees or prisoners of war. Key issues to explore parts of the world. 428M. Race, Gender, and Women of Color. include European ideologies of crusade, conversion (3-0-3) Ardizzone and colonization; the image of the noble savage 435. Medieval Ireland See AMST 428. and the politics of European identity (including the (3-0-3) O’Leary problems associated with “going native” or “turning This course comprises a survey of the history and 429. Late Imperial Russia Turk”); the impact of geographical discoveries on culture of the Irish and the other Celtic peoples from (3-0-3) Hamburg European thought and the Scientific Revolution, and the Neolithic era to approximately A.D. 1500. We This course examines Russian history from the end the growing importance of the exotic and the rare will explore the main documentary sources in trans- of serfdom in 1861 to the revolutions of 1917. The in European economic, cultural and artistic life. Just lation—mythological and historical, ecclesiastical instructor will acquaint students not only with the what did Europeans discover in the “Age of Discov- and secular—as well as discussing the importance of political history of Russia in this turbulent period, ery,” and how did their findings change the culture the archaeological evidence. but also with topics that are sometimes neglected of Europe itself? in broad surveys: the resemblances between Russian 436M. Foreign Influences In Medieval Ireland serfdom and American slavery; the history of family 431. Early Modern Rome (3-0-3) O’Leary life, gender relations and sexuality in Russia; the role (3-0-3) Meserve This course is a broadly-based exploration of Ireland of religion in defining Russian identities; the psy- This course traces the interlocking histories of the and her neighbors from the eighth century to the chological underpinnings of political radicalism and papacy and the city of Rome from the Renaissance 16th. Beginning with the long-term consequences of terrorism; the difficult relationships between various to the birth of the modern Italian state. Topics will Viking activity in Ireland and England, students will ethnic groups in the “prison of peoples.” Course include the rise and fall of the papal monarchy; consider in detail the reasons behind the Norman requirements will include: a short essay, a midterm cultural and intellectual life at the Vatican court; the conquests of Ireland and Britain, and the profound examination and a final examination. No prior urban fabric of Rome from the Renaissance to the French political, social and cultural influence on the knowledge of Russian history required. Baroque; the peculiar strains of Roman society; and region. We will then focus on Irish interprovincial the tumultuous relationship, both political and cul- warfare, especially the extent to which the real 429M. Nature in America. tural, between Rome and the rest of Europe from the Brian Boru corresponded to the saintly champion (3-0-3) Schlereth Reformation to the Age of Revolution. The course portrayed in some historical sources. We will assess See AMST 434. will proceed chronologically, but will pause fre- relations among Ireland, England, Wales and France quently to examine special topics, including the Re- by examining questions of church and state; and naissance cardinal and his household; Michelangelo’s investigate why propaganda and “forged” history Rome; the building of St. Peter’s; Jesuit science; the became predominant in the British Isles in the 12th trial of Galileo; archaeology and antiquarianism; the century. The course also includes analysis of English Roman Carnival; the Inquisition; Bernini’s Rome; colonization in Ireland from English, Irish and Scot- the Grand Tour; Rome in the Romantic imagination; tish perspectives; and assessment of Gaelic politics and Napoleon’s Rome. and culture during the Tudor conquest.

433M. Europe Between the Wars (3-0-3) Bergen Between the end of the First World War and the beginning of the Second, there were only 20 years. But during this short period were Hitler, Stalin, the Great Crisis, the League of Nations, and much more. Understanding the present requires a knowledge of these pivotal years. 162

HISTORY

440M. The Vikings 444. African History Since 1800 445M. Prophets, Protestors, and Politicians in Africa (3-0-3) O’Leary (3-0-3) Osborn (3-0-3) Osborn The Vikings are notorious in European history for This course on the social and political history of Af- This dialogue-intensive seminar focuses on men and plunder and pillage, pagan savagery, and horned rica begins by investigating the legacies of the trans- women who led political, religious, and social move- helmets. Participants in this lecture-and-discussion Atlantic slave trade and the dynamism that shaped ments in Africa in the 19th and 20th centuries. The course will study the impact of Viking invaders in the era of so-called legitimate commerce Jihads, the Islamic Murride brotherhood in Senegal, the Wom- Europe and North America over four centuries, and rise of new states, cash crop production, missionary en’s Wars of Nigeria, and the Mau Mau uprising in will consider whether Scandinavians made any real movements, the intensification of domestic African colonial Kenya will introduce students to important contribution to the societies they terrorized. Discus- slavery, and the growth of European and black settler episodes in African history and to the intellectual sion (including heated debates) will be based on communities contributed to 19th-century processes debates of the field. medieval primary sources from England, Ireland, of change in Africa. By the start of the 20th century, France, and Russia. Scandinavian life at home and European powers laid claim to and colonized almost 448. War/Money/Romance: 1100–1200 the possible reasons for migration will also be con- the whole of Africa. The attempts by Europeans to (3-0-3) Biddick sidered, as background to the more exciting events control Africans and their cultural, economic, and During the 12th century, the royal court of England abroad. The importance of archaeological evidence social lives often took brutal forms, but Africans nev- made revolutionary advances in killing, counting, (including art), and modern treatments of Vikings in ertheless hindered and resisted the colonial project and judging at the same time that they patron- film and literature, will also be included. in both covert and overt ways. Analyzing European ized the emergence of Arthurian romance. History education, labor, and political policies sheds light on textbooks usually compartmentalize the history of 442M. The Emergence of Nationalism in Latin how the colonial state sought to remake Africans and war, accounting, the law, and romance. This course, America how African colonial subjects developed alternative instead, asks what they may have in common, spe- (3-0-3) Jaksic interpretations and possibilities for the future, as cifically how they were engendered on the bodies of This course provides an introduction to the major nationalist movements demonstrate. This course will imaginary dead maidens, cannibalized Muslims, and themes of 19th-century Latin American history. It conclude by focusing on independence movements tortured Jews. provides an overview of the colonial background to and the challenges faced by post-colonial African We will study breakthroughs in royal accounting the independence struggle that engulfed the region nation-states. Case Studies include the Democratic procedures as a powerful formal rhetoric with links in the early part of the century, describes the moti- Republic of Congo (Congo-Zaire), Kenya, Nigeria, to law and war. As a formal rhetoric capable of ab- vations, and in many cases reluctance, of the colonies Sierra Leone, Senegal, South Africa and Tanzania. stracting space, accounting transformed the social to disengage from the Spanish empire, and the lega- space of the body, household, and court and also cies and opportunitities for the construction of a new 444M. History of Chile inaugurated new notions of social time. social, political and economic order in the region. (3-0-3) Jaksic We also will consider how the same court patron- The course examines the influence of regionalism in Chile is generally considered as an exceptionally ized new forms of Arthurian romance. We will ask the emergence of the new nations, and pays particu- stable and even prosperous country when compared how romance renders violence and forgets the vio- lar attention to the impact of liberalism on social, with many of its neighbors in the region. This course lence prepetrated by Christians elsewhere, especially political and economic structures in the region. will explore the politics, culture, and economy of on the Crusades (First Crusade, 1096–1102; Second Chile since independence in order to assess whether Crusade, 1147–1149; Third Crusade, 1189–1192; 443. African History to 1800 the country is unique, or has shared many of the Fourth Crusade, 1202–1204). Finally, we will ques- (3-0-3) Osborn difficulties and challenges of other Latin American tion how accounting and violence intersect with the This course introduces students to major themes in nations. The readings, lectures, and discussions will treatment of Jewish communities residing in Eng- African history to 1800. It investigates agricultural cover such topics as Chilean independence, wars land during the 12th century. and iron revolutions, states and empires, religious and revolutions in the 19th century, as well as labor movements, and patterns of migration and labor unrest, political mobilization, and state-led economic 450M. Fashioning Identities in Colonial America. exploitation. The latter part of the course focuses on development. The course will also cover the Pinochet (3-0-3) White Africa in the era of trans-Atlantic slave trade. Ques- dictatorship and human rights, and the return to See GSC 401. tions to explore include: What was the effect of the democracy in the 1990s. In addition to textbooks, slave trade on Africa? How did the slave trade shape students will use other sources, such as novels and 451. Colonial America the formation and destruction of African states? films to explore different facets of Chilean history. (3-0-3) Slaughter, Coleman How did the slave trade influence social systems, This course considers the history of New World gender relations, cultural practices, religious beliefs, 445. Modern China exploration and settlement by Europeans from the and demographics in Africa? (3-0-3) Murray 15th to the 18th century. It examines the process of The course will provide a general survey of Chinese colonization in a wide variety of cultural and geo- history from 1644 (the establishment of the Qing graphic settings. It explores the perspectives of Indi- dynasty) to the present. It will highlight China’s ans, Europeans, and slaves with a particular emphasis evolution from a period of strength and unity during on the consequences of interracial contacts. We will the last dynasty to a period of disunity and weakness discuss the goals and perceptions of different groups during the revolutionary period 1911–l949, back to and individuals as keys to understanding the violent a period of strength under the Communist govern- conflict that became a central part of the American ment from 1949 to the present. Special attention experience. Lectures, class discussions, readings, and will be given to the problems of economic mod- films will address gender, racial, class, and geographic ernization, the role that foreigners have played in variables in the peopling (and depeopling) of English this process, and the relationship of both to cultural North America. development. 163

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452. Revolutionary America 456. The United States, 1900–1945 461. Colonial Latin America (3-0-3) Slaughter (3-0-3) Blantz (3-0-3) Beatty, Jaksic This course examines the American Revolution as The purpose of this course is to study the political, This course provides an introduction to the major both a process of change and an event with profound diplomatic, economic, social and cultural develop- themes of Latin American colonial history, includ- consequences for the history of the American people. ment of the United States from 1900 to 1945. ing the discovery, conquest, and settlement of the It emphasizes conditions and consequences of the The principle topics to be investigated will be the New World, the institutional framework established Revolution for common people and for those living Progressive Period legislation of Presidents Theodore by the Iberian countries to advance their economic, at the fringes of economic subsistence and political Roosevelt, William Taft, and Woodrow Wilson, the political, and religious interests in the region, and power—laborers, women, slaves, and Indians—in causes and effects of World War I, the cultural devel- various aspects of Latin American society and culture addition to the ambitions of the founding fathers. opments of the 1920s, the causes of the Wall Street until independence in the early 19th century. The long-term preconditions for revolution are Crash and Great Depression, the New Deal legisla- considered within the contexts of domestic and tion of President Franklin Roosevelt, the diplomacy 462. Christianity in the Middle East. international politics. We will focus on the conflict of the interwar period, and the home front during (3-0-3) Amar that was the heart of the Revolutionary experience World War II. See MELC 350. and that was the fundamental legacy of the war for American society. 457. United States Since World War II 463. Global Development in Historical (3-0-3) Blantz Perspective 453. The New Nation, 1781–1841 The purpose of this course is to study the political, (3-0-3) Beatty (3-0-3) Staff diplomatic, economic, social, and cultural devel- The difference between rich and poor nations is not, This course examines the social, political, and opment of the United States from 1945 through the as Ernest Hemingway once said, that the rich have cultural history of the United States from the rati- presidency of Ronald Reagan. Although the military more money than the poor, but is in part because the fication of the Constitution to the beginnings of the and diplomatic history of World War II will be rich produce more goods and services. Industrializa- political crisis over expansion and slavery. It covers considered by way of background, the principal top- tion, in other words, has often brought wealth (as the democratization of politics and the problems ics of investigation will be the Fair Deal Program of well as social dislocation and protest) to those who of national independence in the wake of the Revo- President Truman, the Cold War, the Korean Con- have succeeded. This course examines the process lution; territorial expansion; economic change; the flict, the Eisenhower Presidency, the New Frontier, of industrialization from a comparative perspective development of regional, class, religious, racial, Vietnam, President Johnson’s Great Society, the Civil and integrates the history of industrialization and its ethnic, and gendered subcultures; slavery and resis- Rights Movement, the Nixon Years, the social and social consequences for Western Europe (Britain and tance to slavery; and the new political and reform intellectual climate of this postwar era, and the presi- Germany), the United States, Latin America (Mexi- movements that respond to the era’s deep and lasting dencies of Jimmy Carter and Ronald Reagan. co), and East Asia (Japan and South Korea). We will changes. concentrate on these countries’ transition from agri- 458. U.S. Presidents: FDR to Clinton culturally based societies to industrial societies. We 453M. Ancient Japan (3-0-3) DeSantis will analyze the process of industrialization on two (3-0-3) Thomas A study of the personalities, style, policies and per- levels from above the role of political authority and This course examines the development of Japanese formances of American presidents from Franklin from below a view of factory life, industrial relations, culture from earliest times to the early 19th century D. Roosevelt to Bill Clinton as they developed the and protest from the perspective of workers and the in the context of the major political and social forces modern American presidency and made it the most working classes. No specific prerequisites in history that molded the country’s history. Major periods and important elective office in the world. or economics are necessary. cultural epochs to be examined include a courtier culture during the Heian period (794–1185), a 459. The Catholic Reformation: History, 464. Society and Culture in the High Middle Ages samurai culture developing in the 12th century on, Theology, Devotion (3-30-3) Van Engen a Zen culture during a medieval age, the Christian (3-0-3) Gregory This course will introduce students to major topics century, a bourgeois culture and an urban popular This course will examine some of the main histori- in current historical debates about the European culture during the Tokugawa period (1603–1868). cal realities, theological developments, and tradi- middle ages, focusing upon the 12th and 13th cen- Japan’s relations with other Asian and European nations of spirituality within Roman Catholicism turies. The readings will juxtapose primary sources tions is also examined to understand Japan’s receptiv- c.1450–c.1700, the period of Catholic reform both with current interpretations. The major topics to be ity to cultural influences from abroad and its effort before and after the emergence of the Protestant covered include the founding of universities and the to synthesize them with native taste. Reformation. The class format will be two lectures thought of schoolmen, the forming of court culture plus one discussion-based tutorial section per week, and vernacular lyric, new religious groups and a 454. Era of the Civil War, 1848–1877 the latter based on the reading of primary sources in literature of devotion and mysticism, animal tales as (3-0-3) Pratt, Graff translation. Major topics to be discussed include the allegories for society, and history-writing as a form of In the mid–19th century the American political character of the late medieval Church and reforming social critique. system collapsed. Divergent visions of the American efforts within it (e.g., the Observantine movement, ideal plunged north and south into the bloodiest Christian humanism); Roman Catholic response to war in the Republic’s history. This lecture course the Protestant Reformation, including the Roman examines the roots of the nation’s sectional division, Inquisition; the revival of existing and emergence of the disintegration of mechanisms for political com- new religious orders (especially the Society of Jesus); promise, the structures and policies of the wartime the Council of Trent and its implementation among Confederate and Union governments, the strategic the clergy and laity; Catholic missionary activity conduct of the armed conflict, the societies at war in Asia and the Americas; post-Tridentine Catholic and the Union’s first hesitant steps toward recon- art and scholarship; the relationship between the struction and recovery. Church and European states in the 16th and 17th centuries; Jansenism; and the flowering of Catholic spirituality in the 17th century. 164

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469. History of American Women I 473. U.S. Foreign Policy Since 1945 480. Labor Movements in Twentieth-Century U.S. (3-0-3) Bederman (3-0-3) Miscamble, Brady (3-0-3) Graff This course surveys the social, cultural and political This course covers the main developments in Amer- This course explores American workers’ collective ef- developments that shaped American women’s lives ican foreign policy from World War II through the forts as workers in their search for economic security, from the colonial period to 1890. It will analyze Bush presidency. The principal topics of investiga- political power, and social and cultural autonomy both the ways American culture defined women’s tion will be wartime diplomacy and the origins of from the 1890s to the near present. For the most place during different historical periods and the ways the Cold War; the Cold War and containment in part, this course will focus on the unions and related women themselves worked to comply with or to Europe and Asia: Eisenhower/Dulles diplomacy; organizations forged by workers throughout the resist those definitions. Topics include preindustrial Kennedy-Johnson and Vietnam; Nixon-Kissinger past century—from major umbrella groups like the society, transformations in work and family life, and detente; Carter and the diplomacy of Human American Federation of Labor, the Industrial Work- industrialism and class formation, slavery, women’s Rights; Reagan and the revival of containment; Bush ers of the World, and the Congress of Industrial culture and the emergence of a woman’s movement. and the end of the Cold War. Organizations, to important sectoral actors like the Throughout, stress will be laid on the importance of Brotherhood of Sleeping Car Porters, the United class, race and ethnicity in shaping women’s histori- 477. Premodern China Automobile Workers, the American Federation of cal experience. (3-0-3) Murray Teachers, and the United Farm Workers. The central The course will provide a general survey of Chinese questions of the course will be when, where, and 470. History of American Women II history from the Shang Dynasty (1766–1027 B.C.) why have U.S. workers organized collectively in (3-0-3) Bederman to A.D. 1600 Besides highlighting the major devel- the 20th century—and how successful have they This course surveys women’s relationship to the opments of each dynasty, the course will devote been? What has been the response of employers, social, cultural and political developments shaping special attention to the Confucian and Legalist the government, and the public at large to these American society from 1890 to the present, concen- underpinnings of the Chinese empire, the influence collective efforts of workers, and how and why have trating on developments in women’s activism and in of Buddhism on Chinese society, the emergence of those responses changed over time? What has been popular culture. Topics include the new woman and gentry culture and the civil service examination sys- the relationship between organized labor and racial Progressivism, the transformation of feminism in the tem, and the phenomenon of “barbarian” conquest and gender discrimination, as well as the causes of 1920s, women’s paid and unpaid labor, the “femi- and cultural interaction. racial and gender equality? And how have Americans nine mystique,” the Women’s Liberation Movement generally, and workers in particular, understood the of the 1960s, and changing gender roles in recent de- 478M. History of Chinese Medicine labor movement in relation to capitalism, freedom, cades. Particular attention will be paid to the impact (3-0-3) Murray and democracy? of class, race and ethnicity on issues of gender. In light of the contemporary currency of certain Chinese practices in the field of alternative medicine, 481. Catholicism in Twentieth-Century America 471. U.S. and the Vietnam War this course will explore the phenomenon of Chi- (3-0-3) Appleby (3-0-3) Miscamble, Brady nese traditional medicine in both its historical and The course examines the patterns of Catholic intel- This course examines the participation of the United contemporary settings. The first unit, Medicine in lectual life, religious culture, social engagement, and States in its “longest war”: the conflict in Vietnam. Ancient China, will explore the earliest medical ideas public presence in the United States throughout the The course is taught primarily from an “American” of the Chinese and will demonstrate how the state’s 20th century. Themes receiving special attention in as opposed to a “Vietnamese” perspective. political unification gave rise to a correlative cosmol- the lectures and class discussions will include the ogy that not only included Heaven and Earth, but U.S. Catholic response to the theory of evolution 471M. Women in the United States South also human beings as integral elements of an organic and to the social sciences, the rise and decline of (3-0-3) Brimmer cosmos. The second unit will explore the influences Thomism as the philosophical framework of Catho- This course introduces students to the historical and contributions of Taoism (Daoism) and Bud- lic thought and education, Catholic participation in study of women in the United States South. It will dhism to Chinese medicine and will explore what the labor movement and the civil rights movement, cover topics such as women in slavery, the transition it meant to be both physicians and patients in late the new theologies and social ethics of the ’60s, to freedom, race relations, and social movements. imperial China. The third unit will focus on medi- the impact of the Second Vatican Council, shifting Through student-centered discussions, presenta- cine in contemporary China and will feature the modes of public Catholicism, and the Catholic cul- tions, and a variety of different writing assignments, experiences of Elisabeth Hsu, a student of Chinese ture wars of the 1980s and 1990s. students will analyze how race, class, and gender medical anthropology who as a part of her doctoral structured the experiences of women in southern research enrolled as a student in Yunnan Traditional 482. Technology of War and Peace society. At the end of the semester students will be Chinese Medical College between September 1988 (3-0-3) Hamlin prepared to pursue more advanced research in the and December 1989. We will conclude the course This course surveys the impact of military technolo- field of women’s history. with a brief examination of the influence of Chinese gies on world history. Topics include the rise of gun- medicine on the contemporary world. powder weaponry and the fortification revolution in 472. U.S. Foreign Policy Before 1945 the early modern period, navalism, particularly in (3-0-3) Miscamble, Brady 479. American Religious History the 19th century, the role of military technologies in This course covers the main developments in Amer- (3-0-3) Appleby, Cummings European colonial expansion, and the science-based ican foreign policy from the Spanish American War This course will review the interaction between military of the 20th century, leading up to the age of in 1898 through World War II. It traces the emer- religion and America from at least four sets of per- nuclear weapons. The course considers also military gence of the United States as a major world power spectives: the perspectives of Native Americans, New technologies as deterrents, and issues of war and and examines in some detail how the United States England Puritans and their descendants, Catholic peace as stimuli to technological development. became involved in two world wars. and Jewish immigrants, and 20th-century social reformers. 472M. Romans and Their Gods. (3-0-3) Bradley. See CLAS 372. 165

HISTORY

483. Sensibility, Mind, and Culture in Late Medieval 488. Sex, Sexuality, and Gender in the United States 491F. SEM: Notre Dame History Europe to 1890 (3-0-3) Turner, Blantz (3-0-3) Van Engen (3-0-3) Bederman This seminar will offer the student the opportunity This course studies the culture and thought of medi- Sexuality, like other areas of social life, has a history. to research an aspect of Notre Dame history of his or eval Europe on the eve of its transition into the mod- Yet historians have only written about the history of her particular interest—academic program, student ern world, focusing on the 14th and 15th centuries. sex for the last forty years or so. This course will both life, administrative decision, etc. Research topics This era is often depicted as a time of extremes, of introduce students to a variety of current themes in might include Father Sorin’s rebuilding of the Main mystics, sophisticated court masques, impenetrably the history of sexuality and invite them to consider Building after the fire of 1879; priest-chaplains serv- difficult scholastic thought, and the dance of death. how they themselves might research and write that ing in the Civil War; Notre Dame during World Because contemporaries proved unusually articulate history. The class will survey recent topics in the War I or World War II; Rev. Julius Nieuwland, in expressing their passions and worries in literature history of sexuality from first colonial settlement to C.S.C., and the discovery of synthetic rubber; Notre and art, historians can examine their sense of life the end of the Victorian era. Issues we may consider Dame’s Minims Department (grade school); Notre and of death with care. Combination of lectures include different religions’ attitudes toward sexual- Dame’s Preparatory School (high school); Notre and discussions; readings in primary and secondary ity (the Puritans were not anti-sex!), how different Dame’s Manual Labor School; immigrant scholars materials. cultures’ views of sex shaped relations between colo- on the Notre Dame faculty in the 1930s; Holy Cross nists and Indians, why sex was an important factor religious as Japanese prisoners of war in World War 484M. Material America. in establishing laws about slavery in Virginia, birth II; the inauguration of the Great Books Program; (3-0-3) Schlereth control and abortion practices, changing patterns Rev. John J. Cavanaugh, C.S.C., and the Kennedy See AMST 484. of courtship, men who loved men and women who family; Rev. Theodore Hesburgh, C.S.C., and the loved women, and why the average number of chil- Civil Rights Commission, etc. After some introduc- 486. Medicine and Public Health in the U.S. dren in American families fell by 50 perent between tory readings on the history of the University, the (3-0-3) Hamlin 1790 and 1890. principal work of the course will be the research, in An exploration of themes in European and American primary and secondary sources, and the writing of a medicine. This course integrates the perspectives 491, 492, 493. Seminar Series in History paper of approximately 30 pages, and a presentation and issues of social history—who were the medical (3-0-3) (3-0-3)(3-0-3) of the paper for class discussion. practitioners, who were their patients, what relations All history majors must take one seminar, except existed between these groups, how have the realities those in the History Honors Program. Seminars are 491G. SEM: Americans in Paris and Vice Versa of illness and death figured in the lives of ordinary open to junior and senior history majors only. Each (3-0-3) Kselman people in different places and times—with the per- seminar treats a special theme by reading, discussion, Americans love to go to Paris and love to return spectives and issues of the history or medicine as a and writing of a paper based on original research. with stories about how difficult the Parisians were. science: What understandings of the human body Enrollment in each seminar is limited to 20. This typical tourist experience suggests a long-stand- and its ills have practitioners had, what tools have ing love-hate relationship between France and the they developed and used for intervening in illnesses? 491A. SEM: United States in the Twentieth Century United States that will be the subject matter of this Topics include the humoral pathology, epidemics (3-0-3) Blantz seminar. Ranging from diplomatic to cultural his- as social crises, the rise of pathological anatomy, the The purpose of this course is twofold. First, it per- tory, we will begin with some general readings about germ theory and public health, the transformation of mits the student to gain a greater familiarity with the history of French-American relations. Students the hospital, the history of nursing, changing modes several of the major topics in 20th-century Amer- will then focus on particular topics based on their of health care, finance and administration, relations ican history—the Progressive Period of Theodore interests and produce a seminar paper of about 25 between “regular” doctors and sectarian medical tra- Roosevelt and Woodrow Wilson; the Wall Street pages based on research in primary sources. ditions such as homeopathy and osteopathy. Crash of 1929 and Great Depression that followed; the New Deal legislation of Franklin Roosevelt; the 491H. SEM: Ireland in the Age of Revolution 487. Technology in History origins of World War I and World War II; the Cold (3-0-3) Smyth (3-0-3) Hamlin War; the domestic legislation of Presidents Harry This seminar focuses on the crisis of Irish politics A thematic survey of the history of technology, Truman, Dwight Eisenhower, John Kennedy, and and society in the final quarter of the 18th century. It from the Neolithic discovery of agriculture to the Lyndon Johnson; the Civil Rights Movement and consists of close readings and discussion of secondary information age. Topics include the chemistry and the Feminist Movement; Richard Nixon and Wa- and contemporary literature, mapping the road from metallurgy of antiquity (high-tech ca. 1000 B.C.), tergate; aspects of 20th-century American culture; reformism, through radicalism to revolution. technology in Christian theology; the power revo- and the presidency of Ronald Reagan. Second, and lution of 1200; arms races from the 15th century on- more importantly, the course offers each student the 491J. SEM: Latin American Independence ward; the marriage of art and science; the industrial, opportunity to research and produce a major paper Movements agricultural, transport and communications revo- on a topic of one’s own choosing in 20th-century (3-0-3) Jaksic lutions; the American system of manufactures; the American history. This seminar will focus on the breakdown of the evolution of the engineering profession; and modern Spanish empire in Latin America and the emergence efforts to plan the technological future. These topics of new nation-states in the region in the first quarter form the basis for exploring the following themes: of the 19th century. Contrary to common expecta- How does technology change? How did we get tions, the former colonies did not form a united na- where we are—do we have the technology now that tion but rather split into 10 different republics that we must have, should have, or need to have? What developed their own unique histories, only to split guides technical creativity? How have social effects of further apart during the course of the century. This technologies been assessed and dealt with? How have seminar will examine the origins and actors of the technologies fundamentally changed ordinary life independence movements, the development of an and societal organization? ideology of emancipation, and the variegated causes of fragmentation. 166

HISTORY

491M. SEM: The Cold War 491Y. SEM: Heretics and Friars, Mystics and Nuns 492C. SEM: U.S. Catholic History (3-0-3) Miscamble, Brady, Wegs (3-0-3) VanEngen (3-0-3) Cummings, McGreevy This course will examine the various issues sur- From about 1100 until about 1400, European This seminar is designed with two goals in mind: to rounding the Cold War, from its inception to the society witnessed wave after wave of new religious introduce students to the major events and themes tearing down of the Berlin Wall. movements. These energies yielded groups and in the history of American Catholicism, and to help teachers of all stripes, men and women regarded as students organize, research, and write an original 491N. SEM: Jerusalem heretics and as saints. This course will treat the most work of historical scholarship. During the first half (3-0-3) Cobb important of these, from the Cistercian monks who of the semester, we will read and discuss a variety of This research seminar provides an in-depth ex- rejected the established ways of their fellow Benedic- primary and secondary sources concerning the fol- amination of the city of Jerusalem and its diverse tines around 1100, to Francis of Assisi’s lay penitents lowing topics: immigrant and ethnic Catholicism; historical experiences from the rise of Islam to the and preachers, to suspect beguines in the Lowlands the experience of Catholic women, especially women present (c. 600–2000). This course is primarily and the Rhineland mystics. The emphasis will fall religious; Catholic devotional life; Catholic social student-driven: students will lead portions of dis- upon studying texts from these religious teachers and movements; and the relationship between Catholics cussions, present their research, and constructively actors that will help us get at the aspirations of these and the broader American society. We will explore critique the work of their peers. new religious, while setting them into their social some of the major historical interpretations of the and cultural environments. Catholic experience, and become familiar with meth- 491P. SEM: Europe in the Two World Wars ods of historical research. During the second half of (3-0-3) Bergen 492A. SEM: Republicanism the semester, students will work independently (in Students in this seminar will devote much of their (3-0-3) Smyth consultation with the instructor) to prepare their time to producing a major research paper on some “Republicanism” refers principally, but not exclusive- research papers. At the end of the semester, they will aspect of European history in the age of the world ly, to republican ideas in the English-speaking At- share their findings with other participants in the wars. Substantial work with primary sources is lantic world in the period 1600–1800. After looking seminar through an oral presentation. required. As a group we will also read and discuss briefly at republican ideology in the ancient world some important studies by scholars of World Wars and in renaissance Europe, the seminar will move to 492D. SEM: Occupation of Japan I and II. the substance of the course: the English “classical” re- (3-0-3) Thomas publicans of the 17th century, such as Marchamont After years of fierce fighting in the Pacific, the victo- 491V. SEM: Women and Gender in the United States, Nedham, John Milton, and James Harrington; the rious Allies occupied Japan from August 1945 until 1929–1984 transmission of their ideas to 18th-century America; 1952. The “Basic Initial Post-Surrender Directive” (3-0-3) Bederman and, finally, the particular version of republicanism charged military occupiers and their civilian auxil- This research seminar will cover changing gender as it developed in Ireland in the same period. This iaries with democratizing the former enemy empire. relations in the United States from the Great De- seminar course is discussion-based. Members of the This course examines three aspects of this effort, pression to the end of the Reagan era. Students will seminar are expected to research topics, which will at namely the political, economic, and cultural restruc- read and discuss recent books and articles covering first be stipulated by the instructor, and will subse- turing of Japan. We will explore the goals, methods, a variety of topics that may include gender relations quently be of the student’s own choice. Students will and mix-ups of the (mostly) American attempt to during the Great Depression, whether World War II present the findings of their research as the basis for recast Japanese society in a democratic mold and the was a turning point for women’s work, The Feminine leading a class discussion. The semester’s work will Japanese response. The Big Question—one that we Mystique, women in the civil rights movement, conclude with a 20-page essay on a subject negoti- will return to again and again in our discussions—is, the women’s liberation movement of the 1960s and ated between the student and the instructor. what is democracy and how is it created and 1970s, changes in masculinities and their relation (or sustained? lack of relation) to the women’s movement, the gay 492B. SEM: Turn-of-the Century Europe rights movement, and changes in women’s workforce (3-0-3) Wegs 492E. SEM: Europe in the Nazi Era participation and family life. During the latter half This seminar will deal with the social and cultural (3-0-3) Bergen of the semester, students will concentrate on produc- history of Europe from about 1880 to 1914. Since This research seminar will address issues related to ing a substantial paper, based on original primary only a few of you will be able to read the foreign lan- the rise, expansion, and defeat of Nazism between source research, on a topic of their choice selected in guage necessary for your topic, you can concentrate 1933 and 1945. Although Germany occupies a consultation with the instructor. instead on other means to research your topic. For central place in this history, we will focus on the example, by interpreting music or art works or read- Europe-wide impacts of Nazi ideas and aggression. 491X. SEM: Nationalism in Europe ing literature in translation it will be possible to ac- Students will read and discuss key works in the field (3-0-3) Crago cumulate sufficient evidence to deal with issues that dealing with topics such as Hitler’s rise to power, Eu- This course will begin with several joint sessions come up during your research. ropean diplomacy in the 1930s; the course of World devoted to an examination of the role nationalism War II; Nazi occupation practices; the Holocaust has played in shaping modern European history. and other programs of mass killing; women and the Given the broad nature of the course, emphasis will war effort; popular consensus, collaboration, and be placed on the theoretical underpinnings of na- resistance; and the immediate postwar period. tionalism and on how national mythology influences historiography. The second portion of the course offers students an opportunity to conduct research on topics approved by the instructor. 167

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492F. SEM: American Thought, Beliefs, and Values 492P. SEM: Travel in History: Middle Ages and 498. Special Studies to 1865 Beyond (0-1-3) Staff (3-0-3) Marsden (3-0-3) Constable Prerequisite: Written consent of instructor. A research seminar surveying early America’s most Many familiar events (from Exodus, to the voyages Independent study, writing and research under the characteristic intellectual, moral, and religious out- of Columbus, the Crusades, or the American Gold direction of a faculty member. looks. The course will provide a broad introduction Rush) can be seen as examples of travel in history. to topics such as the religious foundations of influ- This seminar will examine the phenomenon of 499H. Honors Thesis ential Americans groups such as Puritans in New travel, and will look at different types of travelers, Staff England and Quakers in Pennsylvania; the European including soldiers, pilgrims, explorers, missionaries, History Honors Program students only. origins of American beliefs; the Enlightenment of adventurers, and merchants. We will concentrate on In the fall and spring of the senior year, the His- the 18th century; the origins of American political the medieval period (500–1500 C.E.), but will also tory Honors student will work on a thesis (40 to thought; the impact of evangelicalism on the new consider travel in other periods. The chronological 80 pages) under the supervision of a specific faculty republic, romanticism and Transcendentalism; the scope of the course will be broad in order to trace member. This directed writing course will satisfy the role of science, anti-slavery and other reform thought changing perceptions of the world from the early seminar requirement (HIST 491, 492, or 493) of the before the Civil War; the South; and the ideological Middle Ages up through the voyages of Marco Polo major and will be written within the student’s field and moral issues of the Civil War. and Christopher Columbus. We will read the writ- of concentration. ings of Christian, Jewish, and Muslim travelers, 492J. SEM: The Russian Revolution and will discuss the differing motives, interests, and (3-0-3) Lyandres concerns of these itinerant men and women. We will This research seminar is designed to familiarize his- also discuss the evolution of cartography, and shift- tory majors with main categories of primary sources ing views of the world as revealed in early maps. The (e.g., official documents, diaries, memoirs, cor- course will cover the technical aspects of medieval respondence), major historical interpretations, and travel, with a discussion of roads, bridges, inns, over- historical method through study of selected events of land transport, and shipping. We will also consider the Russian Revolution. less physical aspects of travel and the ways in which medieval writers employed the metaphor of travel in 492K. SEM: Coffee, Sugar, and Other different genres of literature such as the epic quest Addictive Substances and accounts of spiritual journeys. (3-0-3) Beatty This examines the historical significance of addictive 492Q. SEM: U.S. Legal History commodities (such as sugar, coffee, tobacco, cacao, (3-0-3) Rodriguez tea, opium, cocaine, and perhaps oil). Their produc- This course examines the role of law in the history of tion, processing, distribution, and consumption have the United States from its origins as a British colony been intertwined with the historical development to the late 20th century. It looks at law not only as of individuals, peoples, nations, and international a functional response to social transformation, but relations. also as both a powerful force shaping daily life and as a key component of American political mythology. 492O. SEM: African American Civil Rights in the U.S. The course will examine constitutional, common, (3-0-3) Pierce and statute laws, as well as legal culture and institu- The primary goals of the class are to introduce the tions. Key subjects include the market revolution, participants to the major scholarly works and devel- slavery, the Civil War amendments, laissez-faire opments related to African American civil rights and constitutionalism, legal realism, the New Deal, and to facilitate the development of a research strategy civil rights. for the production of an article-length scholarly treatment of a selected aspect of civil rights history. 494H. Honors Methodology Projects should reflect the evolving interpretive syn- (3-0-3) Staff thesis of the history of the Civil Rights Movement History Honors Program students only. and its relationship to the major social, political, In the spring of the junior year, the History Honors economic, and cultural trends of the 20th century. student will enroll in this course. See the History Students may also examine the ways in which the Honors Program description above. history and achievements of the Civil Rights Move- ment have been represented and interpreted. 495H. Honors Colloquium (3-0-3) Staff History Honors Program students only. In the fall of the senior year, the History Honors student will enroll in this course. See the History Honors Program description above. 168

MATHEMATICS

a major in mathematics in the College of Science.) Second Semester Mathematics The mathematics major in arts and letters aims to Introduction to Philosophy 3 Chair: give the student a thorough liberal intellectual dis- Core Course 3 Steven A. Beuchler cipline and to furnish an adequate background for Theology 3 Associate Chair: other fields of study. At the same time it prepares the MATH 262. Honors Algebra II 3 Alex A. Himonas student for graduate work in mathematics, and many MATH 266. Honors Calculus IV 4 of those who have taken the program have entered ——— Director of Graduate Studies: 16 Federico Xavier graduate schools in that field. Others have entered philosophy, medicine, law, economics and industrial Director of Undergraduate Studies: Junior Year Juan Migliore management. Students intending to follow this major in the First Semester William J. Hank Family Professor of Mathematics: Theology 3 College of Arts and Letters must declare their inten- William G. Dwyer MATH 361. Honors Algebra III 3 tion to the advisor indicated by the mathematics de- Charles L. Huisking Professor of Mathematics: MATH 365. Honors Analysis I 3 partment and the dean of arts and letters at advance Julia F. Knight Elective 5 registration in the spring of their freshman year. Rev. Howard J. Kenna, C.S.C., Memorial Professor of History or Social Science 3 Students must have completed or be completing sat- Mathematics: ——— Israel M. Sigal isfactory work in MATH 165 and 166. The program 17 John and Margaret McAndrews Professor of of their studies is subject in its entirety to approval Mathematics: by the advisor. Second Semester Philosophy 3 Francois Ledrappier Students whose first major is in the College of MATH 362. Honors Algebra IV 3 Vincent J. Duncan and Annamarie Micus Duncan Arts and Letters may also pursue a second major in MATH 366. Honors Analysis II 3 Professor of Mathematics: mathematics. See “Mathematics As a Second Major” English/American Literature 3 Andrew Sommese in the College of Science section of this Bulletin. Notre Dame Professor of Applied Mathematics: Elective 3 ——— Joachim J. Rosenthal THE PROGRAM OF COURSES John A. Zahm, C.S.C., Professor of Mathematics 15 Stephen A. Stolz First Year Kenna Associate Professor of Mathematics: First Semester Senior Year Xiaobo Liu English 3 First Semester Professors: History or Social Science 3 Mathematics Electives 6 Mark S. Alber; Steven A. Buechler; Jianguo MATH 165. Honors Calculus I 4 Electives 9 ——— Cao; Francis X. Connolly; Leonid Faybuso- Natural Science 3 15 vich; Alexander J. Hahn; Qing Han; Alex A. Language: (French, German or Himonas; Alan Howard (emeritus); Bei Hu; Russian recommended) 3 Second Semester Juan Migliore; Timothy O’Meara (Kenna Physical Education — Mathematics Electives 6 Professor of Mathematics, emeritus, and pro- ——— Electives 9 vost emeritus); Richard R. Otter (emeritus); 16 ——— Barth Pollak (emeritus); Mei-Chi Shaw; Brian Second Semester 15 Smyth; Dennis M. Snow; Nancy K. Stanton; Language: French, German or Russian 3 Wilhelm Stoll (Duncan Professor of Math- (At least six credits of mathematics electives must be University Seminar 3 at the 400 level.) ematics, emeritus); Laurence R. Taylor; E. MATH 166. Honors Calculus II 4 Bruce Williams; Pit-Mann Wong; Warren J. Natural Science 3 Course Descriptions. See “Mathematics” in the Col- Wong (emeritus); Frederico Xavier Electives 3 lege of Science section of this Bulletin. Associate Professors: Physical Education — Mario Borelli (emeritus); Peter A. Cholak; ——— John E. Derwent (emeritus); Jeffrey A. Diller; 16 Matthew J. Dyer; Samuel R. Evens; Michael

Gekhtman; Abraham Goetz (emeritus); Mat- Sophomore Year thew Gursky; Brian C. Hall; Xiabo Liu; Cecil First Semester B. Mast (emeritus); Gerard K. Misiolek; Core Course 3 Liviu Nicolaescu; Sergei Starchenko; Vladeta Language: French, German or Russian 3 Vuckovic (emeritus) Fine Arts Elective 3 Assistant Professors: MATH 261. Honors Algebra I 3 Katrina D. Barron; Karen A. Chandler; MATH 265. Honors Calculus III 4 Richard Hind; David P. Nicholls; Claudia ——— Polini 16

Program of Studies. Students in the College of Arts and Letters may pursue a major in mathematics with a concentration in honors. (Note that this program should not be confused with the Arts and Letters/Science Honors program and that several concentrations, including Honors, are available with 169

MEDIEVAL STGUDIES

Medieval Studies The Medieval Institute Undergraduate Greek, Hebrew, or Arabic if his or her interest lies in Programs. Eastern Europe or in Arabic culture. Syriac may be Robert M. Conway Director of the Medieval Institute: The liberal arts were first cultivated as a university taken if the student has a strong interest in Eastern Thomas F.X. Noble (history) curriculum during the Middle Ages; thus, the under- liturgies and patristic studies. If the student counts Director of Undergraduate Studies: graduate programs in the Medieval Institute offer an two semesters of Latin, for example, as the college re- Calvin M. Bower (music) ideal context in which to pursue them in the modern quirement, the prerequisite is fulfilled, but the credit Faculty of the Institute: world. Medieval Studies foster close reading, precise does not apply to the major; if, on the other hand, Professors: textual analysis, careful writing, and vigorous discus- the student uses another language to meet the college The Rt. Rev. Abbot Astrik Gabriel (emeritus); sion. Medieval Studies therefore provide not only a requirement, two semesters of Latin may be added to Stephen Ellis Gersh (philosophy) solid foundation for graduate study, but also—and the major. Courses in an appropriate language above Librarians: even more significantly—a superb liberal arts edu- 300 may be counted below in G. Louis E. Jordan; Marina Smyth cation relevant to a wide variety of personal and B. Both courses from the Medieval History professional goals. The objective of undergraduate sequence (307 and 308) 6 credits Associated Faculty: programs in the Medieval Institute is to introduce Professors: students to medieval culture and to the disciplinary C. An interdisciplinary course 3 credits Kathleen A. Biddick (history); Alexander and interdisciplinary skills necessary for the serious Normally, this course should be one offered within Blachly (music); Maureen McCann Boulton pursuit of the liberal arts in general and medieval the Medieval Institute. (Romance languages: French); Calvin M. Bower studies in particular. D. One course in Medieval Art History, Music (music); Keith R. Bradley (classics: Roman his- Undergraduate studies in the Medieval Institute may History, or Vernacular Literature 3 credits tory); Rev. David Burrell, C.S.C. (philosophy); follow one of three tracks: Theodore J. Cachey (Romance languages: E. One course in Medieval Philosophy or 1. The Major in Medieval Studies Italian); Olivia Remie Constable (history); Theology 3 credits 2. The Supplementary Major Lawrence S. Cunningham (theology); Rev. 3. The Minor in Medieval Studies Brian E. Daley, S.J. (theology); Kent Emery Jr. F. One advanced seminar (400 level or above) in Medieval Studies 3 credits (liberal studies: philosophy); Dolores Warwick All three of these programs enable students to take This course will be selected carefully in consultation Frese (English); Paula Higgins (music); Kathryn a wide variety of courses focused on the intellectual, with the undergraduate advisor. The course normally Kerby-Fulton (English); Sabine MacCormack cultural, and religious heritage of the medieval will be taken in an area in which the student has a (English); Ralph M. McInerny (philosophy); world. Students have access to the resources of strong background and, in certain cases, even may be Katherine O’Brien O’Keeffe (English); Jean the collection and staff of the library that forms a graduate-level seminar. Porter (theology); Robert Rodes (law); Charles the core of the Medieval Institute, located on the Rosenberg (art history); Dayle Seidenspinner- seventh floor of the Hesburgh Library; they also are G. Four (or two) further courses in Medieval Núñez (Romance languages: Spanish); Daniel J. encouraged to participate in the intellectual life of Studies chosen from any of the participating Sheerin (Classics: Latin); Rabbi Michael Signer the Medieval Institute, particularly to attend the disciplines. 6 or 12 credits (theology); John Van Engen (history) institute’s lecture series and to engage guest scholars, Associate Professors: faculty members, and graduate students, as well as These courses should be chosen in consultation Asma Afsaruddin (Classics: Arabic); Joseph undergraduate colleagues. Undergraduates in the with the undergraduate advisor, so that they both Amar (Classics: Arabic); Charles Barber (art institute compete for the Michel Prize, awarded to strengthen the student’s principal interests and history); W. Martin Bloomer (classics: Latin); an outstanding paper written by an undergraduate broaden the student’s background and disciplinary John C. Cavadini (theology); Robert Coleman on a medieval topic, and participate in the unique skills. Upper-level courses in an additional foreign (art history); JoAnn DellaNeva (Romance graduation ceremony sponsored by the institute. language may fulfill this requirement. (Cf. require- languages: French); Rev. Michael Driscoll S.J. ment A: If Latin is counted as credit in the major, 1. The Major in Medieval Studies. (theology); Stephen Dumont (philosophy); two further courses meet this requirement.) Students wishing to major in Medieval Studies Brad Gregory (history); Rev. John Jenkins, build their program of studies from courses of- Total credits for major: 36 C.S.C. (philosophy); Blake Leyerle (theology); fered by the 10 departments that participate in the Christian R. Moevs (Romance languages: Ital- 2. The Supplementary Major. interdisciplinary program of the Medieval Institute: ian); David O'Connor (philosophy); Gretchen Many students pursuing a major in one of the (1) Anthropology; (2) Art, Art History, and Design Reydams-Schills (liberal studies: philosophy); departments that participate and contribute to the (art history); (3) Classics (Latin); (4) English (Old Susan Guise Sheridan (anthropology, archae- broad mission of the Medieval Institute may wish to and Middle English); (5) German and Russian (Old ology) Joseph P. Wawrykow (theology); Albert supplement and strengthen their primary major with and Middle High German); (6) History; (7) Music a second major in Medieval Studies. The following Wimmer (German) (musicology); (8) Philosophy; (9) Romance Lan- Concurrent Associate Professor: program is available to students as a supplementary guages and Literatures (Old and Middle French, Old major. D’Arcy Jonathan Dacre Boulton (history) Provençal, Spanish, and Italian); and (10) Theology. Assistant Professors: While students are encouraged to explore various A. Two semesters of a language appropriate to Kirsten Christensen (German); Paul Cobb directions in all these departments, the fundamental Medieval Studies 6 or 0 credits (history); Meredith Gill (art history); Li requirements for the major in Medieval Studies are See qualifications stated above under major. Guo (Classics: Arabic); Encarnacion Juarez as follows. (Romance languages: Spanish); Mary Keys B. Both courses from the Medieval History se- (political science); Julia Marvin (liberal stud- A. Two semesters of a language appropriate to quence (307 and 308) 6 credits Medieval Studies. 6 or 0 credits ies); Margaret Meserve (history); Maura Nolan C. An interdisciplinary course 3 credits (English); Aideen O’Leary (history); Thomas Two semesters of a language appropriate to Medieval Prügl (theology) Studies forms a prerequisite for any major. Normally, Normally, this course should be one offered within Mellon Fellow: Latin will form the language component in the the Medieval Institute. Anne E. Lester program, but the student is encouraged to study D. One course in Medieval Art History, Music His- Skaggs Fellow: tory, or Vernacular Literature 3 credits Caroline G. Goodson 170

MEDIEVAL STUDIES

E. One course in Medieval Philosophy 206. Castles and Courts in Medieval Europe 350. Holy Fools in Christian Tradition or Theology 3 credits (3-0-3) J. Boulton (3-0-3) Kobets See HIST 206. See RU 360. F. One advanced seminar (400 level or above) in Medieval Studies 3 credits 241. Music History I: Medieval and 360. Canon and Literature of Islam This course will be selected carefully in consultation Renaissance (3-0-3) Afsaruddin with the undergraduate advisor. The course normally (3-0-3) Bower See MELC 360. will be taken in an area in which the student has a See MUS 241. strong background and, in certain cases, even may be 370. Modeling Sanctity: The Saint in Image a graduate-level seminar. 254. Introduction to Art and Catholicism and Text (3-0-3) Barber (3-0-3) Gill G. Two further courses in Medieval Studies chosen See ARHI 254. See ARHI 370. from any of the participating disciplines 0 or 6 credits 285. King Arthur in History and Literature 371. Survey of French Literature I These courses should be chosen in consultation (3-0-3) D.J. Boulton, M. Boulton (3-0-3) DellaNeva with the undergraduate advisor, so that they both See HIST 285. See ROFR 371. strengthen the primary ﬁeld of interest and broaden the student’s background and disciplinary skills. Up- 301. Ancient and Medieval Philosophy 371E. Survey of Spanish Literature I per-level courses in an additional foreign language (3-0-3) Burrell, Dumont (3-0-3) Juarez, Seidenspinner-Núñez may fulﬁll this requirement. See PHIL 301. See ROSP 318.

Total credits for supplementary major: 30 302. Medieval German Literature 371I. Introduction to Italian Literature I 3. The Medieval Studies Minor. (3-0-3) Wimmer (3-0-3) Moevs The Minor in Medieval Studies allows students See GE 315. See ROIT 345. who are also committed to other programs of study 307. Middle Ages I 377. Engendering War, Business, and Law to pursue their interests in medieval culture by combining a focused group of courses treating the (3-0-3) J. Boulton (3-0-3) Biddick Middle Ages with a Major and/or a Supplementary See HIST 307. See HIST 377. Major in other departments. 308. Middle Ages II 387. Ancient and Medieval Political Theory Requirements: (3-0-3) Van Engen (3-0-3) Keys Five courses treating aspects of the Middle Ages See HIST 308. See POLS 387. distributed among three disciplines. Students are encouraged to use at least one course offered in the 309. Muslims and Christians in the Medieval World 390. Medieval Middle East Medieval Institute itself as one of the “disciplines.” (3-0-3) Constable (3-0-3) Cobb While the minor has no specific language require- See HIST 309. See HIST 394. ment, the student is encouraged to use courses in a 310A. Hundred Years’ War (1337–1453) 391. Islam: Religion and Culture language to complete the minor. Minors are taken (3-0-3) Staff (3-0-3) Afsaruddin seriously in the Medieval Institute and participate See HIST 310. See MELC 390. fully in the graduation ceremony sponsored by the institute. For further details, see the listing under 311. Gender, Sexuality, and Power in the Middle 395. Christian Theological Traditions I Minors. Ages (3-0-3) Cunningham, Wawrykow Most courses in the major and minor programs (3-0-3) Biddick See THEO 395. are drawn from participating departments, and full See HIST 311. course descriptions should be sought in the relevant 408. Late Antiquity sections of the Bulletin. For additional information 316. Medieval Towns and Urban Life (3-0-3) Noble on specific programs in the institute and availability (3-0-3) Constable See HIST 408. and sequence of courses, see the director of under- See HIST 316. graduate studies. 411F. Introduction to Old French 325. Latin Literature and Stylistics (3-0-3) M. Boulton Course Descriptions. The following list of courses (3-0-3) Krostenko See ROFR 411. gives the number and title of each course. Lecture See CLLA 325. hours per week, studio hours per week, and credits 412. Politics and Religion in Medieval Europe each semester are in parentheses. The instructor’s 330. Survey of Medieval Art (3-0-3) Van Engen name is also included. (3-0-3) Barber See HIST 412. See ARHI 330. 180. University Seminar 412A. Renaissance and Baroque Poetry Because medieval studies is an interdisciplinary pro- 333A. Art into History: Reading the Art of Medieval of Spain gram, this seminar, depending on the expertise of the Byzantium (3-0-3) Juarez instructor, will introduce students to the paradigms (3-0-3) Barber See ROSP 412. of medieval philosophy, history, or literature and in See ARHI 333E. doing so will satisfy the respective University require- 415. The Italian Renaissance ment. In addition, each course contains a significant 345. Introduction to Italian Literature I (3-0-3) Meserve writing component with a minimum of 24 pages (3-0-3) Moevs See HIST 430. required of each student. See ROIT 345. 171

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416. From Roland to the Holy Grail 442. Fifteenth-Century Italian Renaissance Art 486. Der Artusroman/Arthurian Epic (3-0-3) M. Boulton (3-0-3) Rosenberg (3-0-3) Christensen See ROFR 416. See ARHI 442. See GE 486.

422. Dante I 443. Northern Renaissance Painting 491. Jerusalem (3-0-3) Cachey (3-0-3) Rosenberg (3-0-3) Cobb See ROIT 411. See ARHI 443. See HIST 491N.

422A. Medieval Theology: An Introduction 448. War/Money/Romance: 1100–1200 495F. French Senior Seminar (3-0-3) Prügl (3-0-3) Biddick (3-0-3) M. Boulton, DellaNeva See THEO 422A. See HIST 448. See ROFR 495.

423. Dante II 457. Byzantine Art 495I. Italian Senior Seminar (3-0-3) Cachey or Moevs (3-0-3) Barber (3-0-3) Cachey, Moevs See ROIT 422. See ARHI 433. See ROIT 495.

427. Medieval Spain 461A. Petrarch 497. Directed Readings (3-0-3) Constable (3-0-3) Cachey, Moevs (3-0-3) See HIST 427. See ROIT 432.

428. Anglo-Saxon England 468. Thought and Culture in the High Middle Ages (3-0-3) O’Leary (3-0-3) Van Engen See HIST 428. See HIST 467.

430A. Beowulf: Text and Culture 471. The Vulgate and Related Texts (3-0-3) O'Brien O'Keefe (3-0-3) Bower See ENGL 430. Readings in Latin of the Vulgate, texts by Jerome associated with this translation, and readings from 430C. Introduction to Old English Augustine (De Doctrina Christiana) concerning how (3-0-3) Staff scriptures should be read. See ENGL 430C. 472. Martyrs and Monastic Lives 431. Late Antique and Early Christian Art (3-0-3) Leyerle (3-0-3) Barber See THEO 356. See CLLA 431. 472A. Seminar: Topics in Medieval Art 431C. Latin Love Elegy (3-0-3) Staff (3-0-3) Mazurek See ARHI 470M. See CLLA 431. 473. The Romans and their Gods 432A. Chaucer: Canterbury Tales (3-0-3) Bradley (3-0-3) Staff See CLAS 472. See ENGL 432A. 474. Family and Household in the Roman World 434. Medieval Ireland (3-0-3) Bradley (3-0-3) O'Leary See CLAS 475. See HIST 434. 475. Introduction to Christian Latin Texts 438A. Medieval Romance (3-0-3) Sheerin (3-0-3) Nolan See CLLA 475. See ENGL 438. 476. Medieval Latin Survey 439. Middle English Literature (3-0-3) Sheerin (3-0-3) Kerby-Fulton See CLLA 475. See ENGL 439. 481. The Medieval Book 440. Trecento: Giotto to the Duomo (3-0-3) Bower (3-0-3) Gill A historical survey of the medieval book as a cul- See ARHI 441. tural, archeological, artistic, and commercial object from about A.D. 300 to 1500. 440H. The Vikings (3-0-3) O’Leary 482. Medieval Art Seminar See HIST 440M. (3-0-3) Barber See ARHI 482. 441A. Jews and Christians Through History (3-0-3) Signer 483. Renaissance Art Seminar See THEO 441. (3-0-3) Rosenberg See ARHI 483. 172

MUSIC

The requirements for a 54-credit music history The requirements for a 36-credit performance major Music major are: are: Chair: CLASS CREDITS CLASS CREDITS TBD Music History Survey I-III 9 Music History Survey I–III 9 Professors: Theory I–V 15 Theory I–IV 12 Alexander Blachly; Calvin M. Bower; William Musicianship I–IV 4 Musicianship I–II 2 Cerny (emeritus); Craig J. Cramer; Kenneth Applied Lessons 8 Applied Lessons 13 W. Dye; Ethan T. Haimo; Paula M. Higgins; Advanced History 9 — Eugene J. Leahy (emeritus); Luther M. Snavely Counterpoint 3 Music Total 36 (emeritus); Susan L. Youens Orchestration 3 Associate Professors: Senior Honors Thesis 3 Collegiate/University Requirements 60 Karen L. Buranskas; Paul Johnson; Rev. Pat- ---— Electives 24 rick Maloney, C.S.C. (emeritus); Carolyn R. Music total 54 ——— Plummer; Georgine Resick; Peter H. Smith Total 120 Assistant Professors: Collegiate/University Requirements 60 John Blacklow; Mary Frandsen; James S. Phil- Electives 6 The requirements for a 36-credit theory/history lips (emeritus) —— major are: Associate Professional Specialist: Total 120 Lawrence H. Dwyer; Daniel C. Stowe; Rev. CLASS CREDITS George Wiskirchen, C.S.C. (emeritus) The requirements for a 54-credit music theory major Music History Survey I–III 9 Adjunct Faculty: are: Theory I–IV 12 John Apeitos; Darlene Catello; Sam Sanchez; Musicianship I–II 2 Darrel Tidaback; Lane Weaver CLASS CREDITS Applied Lessons 7 Music History Survey I-III 9 Additional History/Theory 6 Program of Studies. The Department of Music Theory I–V 15 — offers students a variety of musical experiences in Musicianship I–IV 4 Music Total 36 accordance with its two objectives: (1) to provide all Applied Lessons 8 students, regardless of their major, knowledge and Advanced Theory 9 Collegiate/University Requirements 60 training in music through introductory, historical Counterpoint 3 Electives 24 and theoretical courses, through participation in Orchestration 3 ——— large and small ensembles and through applied Senior Honors Thesis 3 Total 120 instrumental or vocal study; and (2) to provide in- —— tensive curriculum and training for the student who Music total 54 The requirements for the 36-credit major in sacred chooses music as a major. music are: Four areas of specialization are offered for ad- Collegiate/University requirements 60 vanced training in music and are recommended for Electives 6 CLASS CREDITS those students wishing to pursue graduate study in —— Music History I–III 9 the field. These are the specializations in music his- Total 120 Theory I–IV 12 tory, music theory, and sacred music, each of which Musicianship I–II 2 requires 54 hours, and the specialization in perfor- The requirements for a 54-credit major in sacred Music of the Catholic Rite 3 mance, which requires 69 hours. music are: Applied Music 10 CLASS CREDITS — The requirements for a 69-credit performance major Music total 36 are: Music History I–III 9 Theory I–IV 15 CLASS CREDITS Musicianship I–IV 4 Collegiate/University Requirements 60 Conducting I–II 4 Electives 24 Music History Survey I–III 9 Music of the Catholic Rite 3 ——— Theory I–V 15 Counterpoint or Orchestration 3 Total 120 Musicianship I–IV 4 Senior Seminar in Sacred Music 3 Applied Lessons 24 Applied Music 13–5 The Department of Music also offers an 18-credit Performance Specialization 15 ——— minor. The requirements for a minor are: Recitals (junior and senior) 2 Total 54–56 — CLASS CREDITS Music total 69 Students considering these programs should contact Music History Survey I–III (choice of 2) 6 the department as early as possible, preferably in the Theory I–II 6 Collegiate/University Requirements 51 freshman year. Given the number of credits required Applied Lessons 6 for these specializations, it is difficult to complete the ——— ——— curriculum if the student does not begin intensive Total 120 Total 18 musical studies in the freshman year. In addition to its programs leading to degrees ap- The major in performance waives the college re- propriate for further professional study in the field, quirements for a second social science and a course the Department of Music offers a 36-credit program in the fine arts. in music. This program allows for the study of the basic foundations of music. 173

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All of the major degree programs have require- 107B. Symphonic Band (Spring semester) 308. Harp ments beyond the course work. These can include re- (1-0-1) Dye (V-0-V) Staff citals, juries, piano proﬁciency and so forth. Students The Symphonic Band prepares and performs tradi- Prerequisite: Musical background. should contact the department for details. tional and contemporary works for band in a large Individual instruction. All students who wish to participate in large or concert ensemble setting, rehearsing twice per week, small ensembles must qualify through audition. with a short concert tour and two concerts during 309. Viola Students who elect courses in music may do so with the semester. (V-0-V) Staff permission of the student’s dean or faculty advisor. Prerequisite: Musical background. Applied music lessons are available to all students, 110. Chamber Ensemble Individual instruction. with or without credit; a fee of $190 is required of (V-0-1) Staff students for the 14 half-hour lessons per semester. This ensemble is organized according to the needs 310. Piano (Fees are charged to the students’ accounts, and no of those who audition through the regular process at (V-0-V) Stablein partial refunds are made after the third full week of the beginning of each semester. It consists of those Prerequisite: Musical background. class.) for whom the larger ensembles are inappropriate. Individual instruction according to the level and Admission by audition. ability of the student. Course Descriptions. The following course descriptions give the number and title of each course. 110A. Percussion Ensemble 311. Organ Lecture hours per week, laboratory, and/or tutorial (V-0-1) Sanchez (V-0-V) Cramer hours per week and credits each semester are in pa- Admission by audition. Prerequisite: Musical background. rentheses. The instructor’s name is also included. Individual instruction. 121D. Jazz Ensemble MUSIC ORGANIZATIONS (V-0-1) Dwyer 312. Harpsichord Open through audition. (V-0-V) Catello 100. Band (Marching-Varsity) Prerequisite: Musical background. (V-0-1) Dye, Dwyer 170. Collegium Musicum Individual instruction. Performs for athletic events and special functions. (V-0-1) Stowe Admission by audition. A select choir that concentrates its performances in 313. Classical Guitar the medieval and Renaissance repertoire. Admission (V-0-V) Staff 101. Orchestra by audition. Prerequisite: Musical background. (V-0-1) Stowe Individual instruction. Performs music from the 18th to the 20th century in 203. Chorale several concerts a year. Admission by audition. (V-0-1) Blachly 314. Voice A select group devoted to the singing of diversiﬁed (V-0-V) Resick 102. Chamber Orchestra sacred and secular literature. Performs at Notre Prerequisite: Musical background. (V-0-1) Blachly Dame and on tour. Admission by audition. Individual instruction. An ensemble of 10–15 players drawn primarily from the ranks of the Notre Dame Orchestra. Admission 407. Brass Ensemble 315A. Violin by audition. (1-0-1) Weaver (V-0-V) Plummer Prerequisite: Musical background. 103. Glee Club 403. Wind Ensembles Individual instruction. (V-0-1) Stowe (1-0-1) Dye Notre Dame’s traditional all-male choir. Admission 315C. String Bass by audition. 408. University Band (V-0-V) Staff (1-0-1) Dye Prerequisite: Musical background. 107. Fall Concert Band (Fall semester) A full concert band open to students, faculty, and Individual instruction. (1-0-1) Dye staff. Rehearses once a week; no audition required. The Fall Concert Band prepares and performs tradi- 316. Cello tional and contemporary works for band in a large 427D. Opera Workshop (V-0-V) Buranskas concert ensemble setting, rehearsing once per week (1-0-1) Resick Prerequisite: Musical background. with one concert near the end of the semester. A group devoted to the performance of classical op- Individual instruction. eras. Admission by audition. 107B. Fall Concert Winds (Fall semester) 317. Brass (1-0-1) Dye APPLIED MUSIC INSTRUCTION (V-0-V) Dwyer The Fall Concert Winds prepares and performs Prerequisite: Musical background. traditional and contemporary works for band in a 210. Piano Class Individual instruction. small, wind ensemble setting, rehearsing once per (1-0-1) Staff 318. Woodwinds week with one concert near the end of the semester. A class for beginners in piano. (V-0-V) Dye 107. Symphonic Winds (Spring semester) 213. Guitar Class Prerequisite: Musical background. (1-0-1) Dye (1-0-1) Staff Individual instruction. The Symphonic Winds prepares and performs tradi- A class for beginners in guitar. 319. Percussion tional and contemporary works for band in a smaller, (V-0-V) Dye wind ensemble setting, rehearsing twice per week, 214. Voice Class Prerequisite: Musical background. with a short concert tour and two concerts during (1-0-1) Resick Individual instruction. the semester. A class for beginners in voice. 174

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401. String Performance Techniques COURSES include Vivaldi, Bach, Handel, C.P.E. Bach, Gluck, (1-0-1) Buranskas, Plummer Mozart, and Haydn; musical genres studied include Performance class/master class format designed to 120/220. Introduction to Classical Music the cantata, concerto, sonata, fantasia, quartet, give string students opportunities to perform. (3-0-3) Stowe opera, and oratorio. Readings include reactions and Historical survey of Western art music from the criticisms of 18th-century listeners, and writings of 408. University Band Middle Ages to the present, with emphasis on the modern music scholars. (1-0-1) Dye study of selected significant vocal and instrumental This ensemble will provide a traditional concert works. 231–232. Music Theory I and II band experience for brass, woodwind, and percussion (3-0-3) Haimo, Johnson, Smith players in the Notre Dame community, preparing 121/221. Introduction to Jazz Prerequisite: Musical background. and performing a wide variety of music. One concert (3-0-3) Dwyer A systematic approach to the understanding and ma- per semester. A music appreciation course requiring no musical nipulation of the basic materials of music. Required background and no prerequisites. General coverage of and intended for music majors and minors, but 410. Piano of the history, various styles and major performers of open to students with sufficient musical background. (V-0-V) Stablein jazz, with an emphasis on current practice. Lessons for advanced students. 233–234. Musicianship I and II 125/225. Current Jazz (2-0-1) Stowe 411. Organ (3-0-3) Dwyer Exercise and mastery of basic skills in music: me- (V-0-V) Cramer A study of the jazz performers and practices of today lodic, harmonic, rhythmic, and keyboard. To be Lessons for advanced students. and of the preceding decade—the roots, stylistic taken along with Theory I and II. Required of all developments, and directions of individual artists, 412B. Harp students intending to major in music. small combos and big bands. (V-0-V) Staff 241–242–243. Music History I, II and III Lessons for advanced students. 127/227. Gender, Race, Class, and Sexuality (3-0-3) Blachly, Bower, Frandsen, Higgins, Youens (3-0-3) Higgins 412D. Harpsichord A survey of music. The study of the major forms and This course adopts a cultural studies approach, styles in Western history. Required of music majors (V-0-V) Catello focused on issues of gender, race, class, and sexual- Lessons for advanced students. and minors, but open to students with sufficient ity, to the study of a wide selection of both classical musical background. 413. Guitar and popular musics, ranging chronologically from pastourelles from the Middle Ages to the music 251. Music Theory III (V-0-V) Staff videos of Madonna, with special attention to two Lessons for advanced students. (3-0-3) Haimo, Johnson, Smith operas: Mozart’s Don Giovanni and Bizet’s Carmen. Prerequisites: Music Theory I and II. 414. Voice Students will learn how to listen to and recognize Studies in advanced harmony. (V-0-V) Resick common musical practices composers and musicians Lessons for advanced students. use—specific uses of melody, rhythm, meter, tempi, 253–254. Musicianship III and IV harmonic scales and chord progressions, dynamics, (2-0-1) Stowe 415A. Violin and instrumentation—and to explore critical modes Exercise and mastery of more advanced skills in (V-0-V) Plummer of interpreting them within specific ideological music: melodic, harmonic, rhythmic, keyboard, and Lessons for advanced students. frameworks. score-reading. To be taken along with Theory III and IV. Required of all students majoring in music. 415B. Viola 128/228. Introduction to European (V-0-V) Staff Romanticism 335. Music Theory V Lessons for advanced students. (3-0-3) Youens (3-0-3) Haimo, Johnson, Smith A survey of 19th-century European Romanticism in Prerequisites: Theory I–IV. 415C. String Bass art and music. No musical background required. A study of the procedures for harmonic, melodic, (V-0-V) Staff rhythmic, and formal analysis. Lessons for advanced students. 129/229. Introduction to Eighteenth-Century Music (3-0-3) 395. Junior Recital 416. Cello Historical survey of 18th-century Western art music. (V-0-1) Staff (V-0-V) Buranskas No musical background required. Lessons for advanced students. 409. Chamber Music 180. Fine Arts University Seminar (1-0-1) Buranskas, Plummer 417. Brass The nature and principles of music in cultural con- Study and performance of selected chamber compo- (V-0-V) Dwyer text. Recent topics have included Mozart, Beethoven, sitions. Intended for music majors or with special Lessons for advanced students. and Schubert; Gender and Sexuality in Opera; Im- permission. pressionism in Music; Music of J.S. Bach. 418. Woodwinds 424. Instrumental Conducting (V-0-V) Dye 228. Twentieth-Century Music (3-0-3) Weaver Lessons for advanced students. (3-0-3) Johnson Provides basic to intermediate theory and technique An introduction to the history and ideas of Western for rehearsing and conducting instrumental 419. Percussion classical music from 1900 to 1998. ensembles. (V-0-V) Dye Lessons for advanced students. 229. Music of the Eighteenth Century (3-0-3) Frandsen Introduction to the major composers and musical genres of the 18th century. Composers studied 175

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432. Twentieth-Century/Music Theory IV (3-0-3) Haimo, Johnson Prerequisite: Approved background. Intended for music majors. The theoretical and historical sources and development of music from Debussy to the present.

461. Counterpoint (3-0-3) Haimo, Johnson, Smith Prerequisite: Approved background. The technique of writing counterpoint and the use of contrapuntal devices.

463. Composition (V-0-V) Haimo, Johnson Prerequisite: Approved background. Creative writing in various forms, conventional and contemporary. Private instruction only.

486. Vocal Pedagogy (1-0-1) Resick Basic techniques of vocal pedagogy.

487. Music Through Technology (3-0-3) Dye Prerequisite: musical and/or computer background.

495. Senior Recital (V-0-1) Staff A survey of music technology in the 20th and 21st- Paul J. Weithman, professor and chair of philosophy centuries. Introduction to computer music notation, sound synthesis and digital audio recording. Senior Recital M. Gutting; Vittorio Hösle (concurrent); Don 498. Special Studies Philosophy A. Howard; Lynn Joy; Edward Manier; Mark (V-0-V) Staff Chair: Roche (concurrent); Kenneth Sayre; James P. Prerequisite: Approval of the chair. Paul J. Weithman Sterba; Stephen H. Watson; Paul J. Weithman An individualized course in directed studies under Michael P. Grace Professor of Medieval Studies: Associate Professors: personal supervision of the teacher. Ralph McInerny Patricia Blanchette; Sheilah Brennan (emerita); F.J. and H.M. O’Neill Professor of Science, Technology Stephen Dumont; Paul Franks; Rev. John 499. Undergraduate Thesis Direction and Values: Jenkins, C.S.C.; Janet A. Kourany; Vaughn (V-0-V) Staff Kristin Shrader-Frechette R. McKim; G. Felicitus Munzel (concurrent); Rev. Theodore M. Hesburgh Professor of Arts John O'Callaghan; David K. O’Connor; and Letters: William Ramsey; Michael Rea; Rev. Herman Rev. David Burrell, C.S.C. Reith, C.S.C. (emeritus); Gretchen Reydams- McMahon/Hank Professor of Philosophy: Schils (concurrent); John Robinson; W. Karl Ameriks David Solomon; Leopold Stubenberg; Ted A. Visiting McMahon/Hank Professor of Philosophy: Warfield Jaegwon Kim Assistant Professors: Rev. John A. O’Brien Professor of Philosophy: Timothy Bays; Katherine Brading; Anastaia Alvin Plantinga; Philip L. Quinn Gutting (concurrent); Anja Jauernig; Lenny John Cardinal O’Hara Professor Emeritus Moss; Fred Rush; Rev. Charles Weiher, C.S.C. of Philosophy: (emeritus) Rev. Ernan McMullin (emeritus) Professional Specialists: John Cardinal O’Hara Professor of Philosophy: Montey G. Holloway; Alven Neiman Peter Van Inwagen George N. Shuster Professor of Philosophy: Program of Studies. There are two ways to major in Michael J. Loux philosphy: Regular philosophy majors are required Senior Research Professor: to take eight courses in philosophy beyond the Alasdair C. MacIntyre general two-course University requirement. Three Professors: specific courses must be included among the eight: Robert Audi; Joseph Bobik; Fred Dallmayr; a two-semester sequence of courses in the history Marian A. David; Cornelius F. Delaney; of philosophy, Ancient and Medieval Philosophy Michael R. DePaul; Michael Detlefsen; John (PHIL 301) and Modern Philosophy (PHIL 302), Finnis (concurrent); Thomas P. Flint; Alfred and a course in formal logic (PHIL 313 or, for quali- Freddoso; Stephen Gersh (concurrent); Gary fied students, PHIL 513. The logic requirement can 176

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also be fulfilled by MATH 210, though this course 180. Philosophy University Seminar 216. Ancient Wisdom and Modern Love does not count toward the eight courses required for (3-0-3) Staff (3-0-3) O’Connor the major). In addition, regular majors must take at A general introduction to philosophy, with emphasis An examination of contemporary issues of love least two courses at the 400-level on some topic in on perennial problems such as the existence of God, and friendship from the perspective of ancient contemporary philosophy and three upper-division human freedom and moral obligation. The course is philosophy. Course materials range from Plato and electives. Students in the Arts and Letters Preprofes- also intended to sharpen the student’s skills of critical Aristotle to Shakespeare and contemporary film. sional Program or the Arts and Letters Engineering thinking. Satisfies the University requirement for a Program who take the regular major in philosophy first course in philosophy. 219. A Brief History of Time, Space, and are required to take seven rather than eight phi- Motion losophy courses beyond the two-course University 195. Honors Philosophy Seminar (3-0-3) Jauernig requirement but otherwise must fulfill all other (3-0-3) Staff An examination of the historical evolution of the requirements for the major. A general introduction to philosophy, with emphasis philosophical conceptions of time, space, and mo- Honors philosophy majors are required to take on perennial problems such as the existence of God, tion from Plato to Einstein. Special attention will 10 courses in philosophy beyond the general two- human freedom, and moral obligation. The course is be paid to the influence of developments in physics course University requirement. In addition to the also intended to sharpen the student’s skills of critical on this evolution in philosophical theorizing (and courses taken to satisfy the regular major require- thinking. Satisfies the University requirement for a vice versa). ments, honors majors must take one additional 400- first course in philosophy. For students in the Arts 221. Philosophy of Human Nature level seminar in a contemporary area of philosophy and Letters/Science Honors Program. (3-0-3) Moss, Reimers and write a senior thesis (PHIL 499) in the fall se- 201. Introduction to Philosophy An examination of some competing views of human mester of the senior year. The senior thesis will count nature based on classical readings ranging from Plato as a regular three-hour course and should be planned (3-0-3) Staff A general introduction to philosophy, with emphasis to the present day. with the director of undergraduate studies during the on perennial problems such as the existence of God, semester prior to its writing. The honors major is inhuman freedom, and moral obligation. The course is 222. Images of Humanity: Existentialist Themes tended primarily for students planning postgraduate also intended to sharpen the student’s skills of critical (3-0-3) Ameriks, Gutting, Watson study, and a minimum grade point average of 3.5 is thinking. Satisfies the University requirement for a An examination of fundamental questions about the expected, though exceptions are possible. Students in first course in philosophy. nature of human beings and their destiny-based on the Arts and Letters Preprofessional Program or the a critical examination of the work of pivotal existen- Arts and Letters Engineering Program who take tialist thinkers: Kierkegaard, Marcel, and Sartre. the honors major in philosophy are required to take IMAGES OF HUMANITY nine rather than 10 philosophy courses beyond the 206. Philosophy and Psychiatry 226. Images of Humanity: Aesthetics and the two-course University requirement but otherwise Philosophy of Art (3-0-3) Manier must fulfill all other requirements for the major. (3-0-3) Rush A comparative analysis of first-person narratives Students majoring in other departments may An introductory course in the application of philo- of life with mental disorder and a comparative complete a supplementary major in philosophy by sophical methods to questions of aesthetics and art. evaluation of anthropological, philosophical, and The first part of the course will concern the history taking six courses beyond the two-course University biomedical perspectives on the lived experiences of of aesthetics, concentrating on the views of Plato, requirement. These six courses must include the mental illness. history of philosophy sequence (PHIL 301 and Aristotle, Horace, Aquinas, Kant and Hegel. The 302) and two additional courses at the 300 level 210. Simone De Beauvoir second part of the course will consider contemporary or higher, selected in consultation with one of the (3-0-3) Shrader-Frechette approaches to problems such as the nature of aes- philosophy department’s faculty advisors. Students An analysis of the philosophical writings of the great- thetic properties and categories, what distinguishes in the Program of Liberal Studies may complete the est feminist theorist of the 20th century, perhaps of art from other things, and the role of critical inter- supplementary major with five rather than six cours- all time. The main focus of the course is on The Sec- pretation in the experience of art. es beyond the University two-course requirement ond Sex, but the readings also include The Ethics of 228. Philosophy and the Arts but otherwise must fulfill all other requirements for Ambiguity, Old Age, and The Woman Destroyed. the second major. Philosophy also contributes to a (3-0-3) A. Gutting number of interdepartmental concentrations in the 211. Ethics and Imagination A consideration of the nature of art and the aesthetic College of Arts and Letters. Details can be found in (3-0-3) McInerny using both philosophical texts and works of art the Arts and Letters section of the Bulletin on Inter- The aim of this course is to underscore the impor- drawn from a wide variety of media (painting, litera- disciplinary Minors within the college. tance for moral reasoning of the moral imagination ture, film, architecture, etc.). through a vivid juxtaposition of classic texts in moral Course Descriptions. The following course de- 229. Death and Dying and political philosophy with works of art, principal- scriptions give the number and title of each course. (3-0-3) Warfield, Neiman ly narrative art, but not excluding music, painting, Lecture hours per week, laboratory, and/or tutorial This course examines metaphysical and ethical issues architecture, sculpture, and dance. hours per week and credits each semester are in pa- associated with bodily death. Metaphysical issues rentheses. The instructor’s name is also included. 215. Gender, Politics, and Evolution taken up in this course include the following: What (3-0-3) Manier is death? Is death a bad thing? Is there any hope for 101. Introduction to Philosophy An examination of ethical/political models of gen- survival of death? Ethical issues to be discussed in- (3-0-3) Staff der-neutral access to public and domestic requisites clude suicide, euthanasia and abortion. A general introduction to philosophy, with emphasis for the development of basic human capabilities, and on perennial problems such as the existence of God, a comparison of these models with current studies human freedom and moral obligation. The course is of the significance of human sexual dimorphism in also intended to sharpen the student’s skills of criti- evolutionary psychology. cal thinking. Satisfies the University requirement for a first course in philosophy. For first-year students only. 177

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231. Philosophy and Cosmology: A Revolution 241. Ethics 250. War and Philosophy (3-0-3) Brading (3-0-3) DePaul, Holloway, Warfield (3-0-3) Langan The main philosophical themes running through this An examination of the relationship between thought The goal of this course is to understand and evaluate course are: (1) the nature of matter and of all the ma- and action in light of contemporary and traditional the teachings that philosophers have drawn from terial bodies in the cosmos, with the focus of atten- accounts of the nature of ethics. the experience of war and conflict. Authors to be tion on how and why these bodies move as they do read include Thucydides, Plato, Augustine, Hobbes, (including Newton’s laws of motion and of universal 242. Basic Concepts in Political Philosophy Maritain. gravitation), and (2) what constitutes knowledge of, (3-0-3) Bays, Langan, Weithman and how we justify our beliefs about, the cosmos (in- An introduction to important thinkers and problems 251. Modern Physics and Moral Responsibility cluding the story of Galileo’s condemnation by the of political philosophy. Basic concepts to be consid- (3-0-3) Howard Church). We will explore these and other questions, ered are equality, liberty and authority. An examination of such questions as: What are the reading as we go along from the work of some of the moral responsibilities of the scientist? Should the main people involved, including Copernicus, Kepler, 243. Moral Problems scientist be held accountable for what might be done Galileo, Descartes and Newton. (3-0-3) Sterba, Warfield with the results of his or her scientific research? Does An introduction to the field of moral philosophy, the scientist have any special role to play, as a citizen, 232. Women: Alternative Philosophical Perspectives with major emphasis on contemporary moral issues. in public debate about science policy? Should the (3-0-3) Kourany scientist sometimes simply refuse to engage in some An examination of some of the most pressing 244. Philosophy of Law kinds of research because of moral concerns about problems currently confronting women, the more (3-0-3) Robinson, Warfield the consequences of that research? important theories, from the ultraconservative to the An examination of the relationship between fair radical feminist, that have been proposed to explain procedures and just outcomes in the judicial process, 252. Sports Ethics these problems and the concrete proposals for change a study of the conditions under which punishment is (3-0-3) Jensen in society suggested by such theories. morally defensible, an investigation of the extent to An introduction to the central ethical questions in which the state may regulate the private affairs of its and around sports, especially at the collegiate and 233. Theories of Sexual Difference citizens, and a consideration of the role that moral professional levels. After a brief introduction to the (3-0-3) Kourany theory has to play in the process of constitutional basics of ethical reasoning and normative theory, the An examination of the following questions: What interpretation. first half of the course will be spent on ethics in sport kind of differences separate men and women? Are and the second half on the ethics of sport. these differences natural or are they socially pro- 245. Medical Ethics duced, and are these differences beneficial to us (3-0-3) Solomon 256. Science, Technology, and Society or are they limiting? What does equality mean for An exploration from the point of view of ethical (3-0-3) Shrader-Frechette, McKim people characterized by such differences? theory of a number of ethical problems in contem- This course focuses on the many ways in which porary biomedicine. Topics discussed will include science and technology interact with society and ex- 234. Self and World euthanasia, abortion, the allocation of scarce medical plores the character of the value-laden controversies (3-0-3) Dumont resources, truth-telling in the doctor-patient rela- which such interaction frequently produces. A general introduction to the fundamental questions tionship, the right to medical care and informed about the nature of the world and our place in it, the consent and human experimentation. 258. Philosophy of Technology area of philosophy called metaphysics. (3-0-3) Moss 246. Ethics and Business Topics covered are: early philosophy of technology, 238. Philosophy of Education (3-0-3) Holloway recent philosophy of technology, technology and eth- (3-0-3) Neiman This course aims at helping the student recognize the ics, technology and policy, technology and human An introduction to issues in philosophy of educa- moral aspects of business decisions on the personal nature, and technology and science. tion such as religion and education, education and level and of business institutions on the social level. politics (including global politics), the value of social 262. War, Poverty, Genocide and Justice and empirical sciences for the study of education, the 247. Environmental Ethics (3-0-3) Walsh problem of indoctrination etc. (3-0-3) DePaul, Sterba An attempt to understand the ongoing injustices of The course will be an attempt to come to grips crit- global poverty, genocide, and war through a consid- 239. Minds, Brains and Persons ically with the moral significance of contemporary eration of the theories of distributive justice of Plato, (3-0-3) Jenkins, Stubenberg concern for ecology and the environment. John Rawls, and Michael Walzer. This course will treat some central issues in the philosophy of mind, such as freedom of the will, 248. Modern Science and Human Values 270A. Chinese Mosaic: Philosophy, Politics, Religion personal identity and the relationship between mind (3-0-3) Quinn (3-0-3) Jensen and body. Applications of ethical theory to moral problems cre- This course will chart this terrain of current Chinese ated by science, such as distributing scarce medical imagination as it has been shaped from the contend- MORALS AND POLITICS resources, experimenting with animals, teaching ing, and often contentious, influences of religion, creationism and dealing with computer invasions of philosophy, and politics, introducing students to 236. Classics of Political and Constitutional Theory privacy. the heralded works of the Chinese intellectual tradi- (3-0-3) Flint tion while requiring critical engagement with the 249. Environmental Philosophy An examination of a number of the fundamental philosophic and religious traditions animating this texts in political and constitutional theory, with an (3-0-3) Sayre culture. emphasis on works of special importance to the Brit- A philosophically integrated examination of current ish and American political systems. environmental issues, drawing on familiar literature 272. Chinese Ways of Thought from ecology (e.g. Leopold), economics (e.g. Bould- (3-0-3) Jensen ing), and ethics (e.g. Singer), as well as recent fiction A special topics class on religion, philosophy, and the (e.g. Tolkein, Herbert). intellectual history of China. 178

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PHILOSOPHY OF RELIGION human reason and the demands of revealed religion. 326. God, Philosophy, and Universities The purpose of this course is to engage that history (3-0-3) MacIntyre 261. Philosophy of Religion philosophically. A number of traditions of reflection Enquiry and teaching in Catholic universities have (3-0-3) Bobik, Van Inwagen will be considered, contemporary, modern, ancient, aimed at understanding how the universe—physical, A discussion of some basic issues: the nature of the and medieval. animal, and human—is ordered to God. One task philosophy of religion, the notion of God, grounds of philosophy in the Catholic tradition has been for belief and disbelief in God, faith, revelation, reli- 269. Thought of Aquinas to show how the various secular disciplines both gious language and knowledge, verification, (3-0-3) McInerny, Neiman contribute to such understanding and remain in- immortality. A general introduction to Aquinas’ overall philo- complete without theology. This course examines the sophical view. question of how this task is to be carried out. 263. Science and Religion (3-0-3) Rea 279. Science and Theology 352. Ethics, Ecology, Economics, and Energy An examination of the interrelation and tension (3-0-3) Ashley (3-0-3) Sayre between contemporary science and traditional Both science and religion generate assertions that are A critical examination of the following hypotheses: religious belief. held to provide true descriptions of the world and (1) that continuing economic growth requires ever- our place in it. Both science and theology subject increasing consumption of energy, (2) that increasing 263E. Rich, Poor, and War these assertions to disciplined inquiry and testing energy consumption results in increasing degradation (3-0-3) Whitmore within specific communities. In societies (like ours) of the biosphere, and (3) that increasing degradation This course examines the interrelationships between in which both science and religion are vital forces, of the biosphere poses an increasing threat to human economic injustice and violence. It begins by inves- these processes of enquiry and testing overlap and existence. tigating the gap between rich and poor both in the interrelate in complicated ways, resulting sometimes U.S. and worldwide. We also look at the history of in conflict and sometimes in mutual enrichment. 354. Gender and Science Christian thought on wealth and poverty. We then This course will investigate these interrelations by (3-0-3) Kourany address the ways in which economic disparity inter- means three case studies: the Galileo affair, the con- An exploration of the ways in which science is gen- sects with the problem of violence in both domestic flict of evolution and creationism, and the ethical dered, starting with the ways in which women have (violence against women) and political realms (war issues that arise from new genetic biotechnologies. been excluded from science, and moving through and revolution). Next, we canvass Christian thought Requirements: frequent short (one-page) written as- such issues as the invisibility and shabby treatment on the use of violence. This raises the question of signments on the readings, two in-class exams, and of women with the products of scientific research, whether Christianity itself contributes more to a final. the contributions of women to science and whether violence or to peace. Finally, we pose the question these are different in kind from the contributions of of whether forgiveness for violence is advisable or 290. Philosophical Issues men, and the differential effects of science on men’s feasible. (V-0-V) Staff and women’s lives. In exceptional circumstances with written permission 264. Faith and Reason of instructor and approval of philosophy director of 389. Philosophical Issues in Physics (3-0-3) Freddoso, Jenkins undergraduate studies, students are permitted to take (3-0-3) Howard This course will deal with the relation between faith a tutorial with a faulty member on a particular issue This course is intended for non-science students and reason. Some questions to be discussed are: Can in philosophy. Readings will be assigned and writing who desire to begin an examination of the origins of the doctrines of the faith conflict with the deliver- assignments required. the modern laws of physics and for science students ances of reason found in philosophy and science? Is who wish to know the actual route to the discovery it possible to defend the doctrines of the faith against SPECIALIZED ELECTIVES and broader implications of the formal theories with the objections of nonbelievers in a non-question- which they are already familiar. begging way? How might one go about constructing 301. Ancient and Medieval Philosophy an apologetics for the Christian faith? Authors to be (3-0-3) Burrell, Dumont, Freddoso, Jenkins, 403. Plato read include St. Thomas Aquinas, G.K. Chesterton O’Connor (3-0-3) Sayre and C.S. Lewis. This course will concentrate on major figures and A detailed and systematic reading, in translation, persistent themes. A balance will be sought between of the fragments of the pre-Socratics and of the 265. Philosophical Reflections on Christian Belief scope and depth, the latter ensured by a close reading following Platonic dialogues: Euthyphro, Apology, (3-0-3) Rea of selected texts. Crito, Meno, Protagoras, Phaedo, Republic, Pha- An examination of some of the most philosophically edrus, Symposium, and Theaetetus. fascinating features of the Christian Faith includ- 302. Modern Philosophy ing the Christian conception of God, the doctrine (3-0-3) Ameriks, David, Delaney, Joy 404. Aristotle of the incarnation, and the cogency of a Christian An examination of the perennial tension between (3-0-3) Loux world-view. reason and experience as exemplified in classical An examination and evaluation of Aristotle’s phi- modern rationalism and empricism; its subsequent losophy, with special emphasis on the logical, phys- 267. Philosophy of Judaism synthesis in Kant. ical, and metaphysical writings. (3-0-3) Neiman An attempt to come to a reasonable understanding 303. Nineteenth- and Twentieth-Century Philosophy 405. Augustine and Aquinas on Mind of the philosophy of Judaism as presented in Abra- (3-0-3) Ameriks, Watson (3-0-3) O’Callaghan ham Joshua Heschel’s masterwork, God in Search of A survey of developments in philosophy since Kant. Aquinas’ early discussion of mind displays a signifi- Man: A Philosophy of Judaism. Readings in both the Continental and Anglo- cant Augustinian structure that disappears by the American traditions. time of his last works, a shift that can be described as 268. God and Persons (3-0-3) O’Callaghan 313. Formal Logic Members of western culture living in the present age (3-0-3) Bays, Blanchette, Detlefsen are, whether they like it or not, inheritors of a long An introduction to the fundamentals and techniques history of reflection upon the stellar achievements of of logic for majors. This course does not satisfy the University requirement. 179

PHILOSOPHY

a more robust Aristotelianism. This course examines PHIL 301 History of Ancient and Medieval Phi- 424. Metaphysics the philosophical significance of that shift in Aqui- losophy and may be considered a follow-up to that (3-0-3) Flint, Freddoso, Loux, Van Inwagen nas’ thought, and will relate it to questions about the course. An examination of the nature of metaphysics and of nature of contemporary philosophy of mind. those metaphysical issues that have proved central 417. Aquinas on God in Western philosophical tradition. Topics discussed 408. Kant (3-0-3) Freddoso will include mind-body problem, freedom of will, (3-0-3) Ameriks, Jauernig, Franks A close reading of the first 43 questions of the first universals, substance, time, categories and God. An examination of the background of Kant’s work, book of the Summa theologiae. These questions, followed by a tracing of some of the principal themes which deal both with the divine essence and with the 425. Topics in Philosophy of Religion of the Critiques, especially the major themes of The three divine persons, provide a comprehensive survey (3-0-3) Warfield Critique of Pure Reason. of St. Thomas’s metaphysics. An examination of central topics in contemporary philsophy of religion and Christian philosophical 409. Philosophy and Literature Seminar 418E. Kierkegaard theology. (4-0-4) O’Connor, Ziarek, Watson (3-0-3) Neiman This intensive four-credit seminar is the introduction This course will be devoted to a central theme in 426D. God, Philosophy, and Politics to the concentration in philosophy and literature and Kierkegaard’s ethics, i.e. his discussion of the reli- (3-0-3) MacIntyre will pursue interdisciplinary approaches to literary, gious commandment to love God and thy neighbor This is the capstone seminar for the interdisciplinary theoretical and philosophical texts. as thyself. We will proceed by way of a slow and care- Minor in Philosophy in the Catholic Tradition. It is ful reading of his Works of Love. normally open only to undergraduates registered for 410. Dante and Aquinas that minor. The central concern is to understand the (3-0-3) McInerny 419. Wisdom and the Teacher various ways in which Catholic philosophers have A comparative study of two giants of medieval (3-0-3) Neiman brought theology to bear on the study of politics and Catholicism. The course will be a chance to make a This course will begin with some elementary work vice versa. Authors studied include Augustine, Aqui- tour of the Summa theologiae and the Divine Com- in the philosophy of education on teaching, consider nas, Robert Dahl, and Maritain. edy, supplemented with looks at other works of these Kierkegaard’s Philosophical Fragments where he two giants of western culture. The dependence of compares the teaching of Socrates and Christ, move 427. Advanced Moral Problems the Divine Comedy on the Summa is a cliché, but a on to Plato’s Meno a famous dialogue on teaching (3-0-3) Sterba close look at the theological and poetic visions of the and learning, and perhaps consider Augustine and An in-depth discussion of three very important mor- whole of reality as seen through the eyes of faith is an Aquinas on The Teacher. al problems of our time: affirmative action, animal essential component of cultural literacy. rights, and sexual harassment. 421. Three Catholic Philosophers 411E. Augustine and Bonaventure (3-0-3) MacIntyre 428. Seminar in Medical Ethics (3-0-3) Neiman A study of the enquiries of three 20th-century Cath- (3-0-3) Solomon An attempt to understand some of the ways the Au- olic philosophers at work within three very different An examination of a number of the most important gustinian tradition in philosophy attempts to make philosophical traditions, designed to identify the systematic contributions to medical ethics in recent sense of the soul, in terms of mind, spirit, will but relationship between a commitment to philosophical years. Authors covered will include Tom Beauchamp, especially in terms of the heart. Works to be read enquiry and Catholic faith. To be considered are Jim Childress, H. Tristram Engelhardt, Stanley are Augustine’s Confessions and De Trinitate, and Jacques Maritain’s pursuit of questions opened up by Hawerwas, Dan Callahan, and Al Jonsen. We will Bonaventure’s The Mind’s Road to God. Aristotle and Aquinas, Edith Stein’s progress beyond pay special attention to the relation between disputes Husserl in her phenomenological enquiries, and within medical ethics and more general disputes in 411. Augustine and William James G.E.M. Anscombe’s response to Wittgenstein. moral philosophy. (3-0-3) Neiman A course devoted, for the most part, to a careful 421E. Chesterton 429. Philosophy of Mind reading of significant parts of Augustine’s Confes- (3-0-3) Freddoso (3-0-3) Ramsey, Stubenberg, McKim sions and James’ The Variety of Religious Experi- An exploration of the thought of Gilbert Keith Dualist and reductionist emphases in recent analyses ence. The goal is to come to an understanding of Chesterton (1874–1936) perhaps the best Catholic of mind. Topics covered will include identity of what these two great philosophers and psychologists apologist of his time. The course will feature Ches- mind and body, intentionality, actions and their ex- can teach us about the spiritual quest. terton’s two greatest apologetic works, Orthodoxy planation and problems about other minds. and The Everlasting Man. 412. Hume’s Ethics and Philosophy of Mind 430E. Political Liberalism (3-0-3) Joy 422. Epistemology (3-0-3) Delaney An exploration of how modern philosophers in the (3-0-3) David, DePaul, Stubenberg After starting with some reading from Rawl’s Re- British empiricist tradition developed new theories of The aim of this class is to provide an understanding statement as background, the seminar will focus on moral psychology and human action. Chief among of the fundamental issues and positions in the con- the later work of Rawls, namely, his Political Liberal- them was the Scottish philosopher David Hume. temporary theory of knowledge. ism and Laws of Peoples.

416. History of Medieval Philosophy 423. Ethical Theory 431. Contemporary Philosophy of Religion (3-0-3) Dumont (3-0-3) Solomon, Sterba, Warﬁeld (3-0-3) Quinn A semester-long course focusing on the history of A systematic study of philosophical foundations A critical examination of the philosophical import of Medieval Philosophy. It provides a more in-depth of morality, drawing from major historical devel- some contemporary theories of religion. The course consideration of this period than is allowed for in opments. Basic concepts of classical ethics will be will be organized around the attempt to discover developed—human nature, happiness or fulﬁllment, a meaningful place for religious forms of life in a freedom, virtue—and their place in relation to moral secular culture. judgment will be examined. Special attention to sub- jectivism vs. objectivism on the question of ethical norms and principles. 180

PHILOSOPHY

432. Terrorism and Political Philosophy 439. Faith and Reason 447. Continental Philosophy (3-0-3) Sterba (3-0-3) Freddoso (3-0-3) Watson An exploration of various ethical questions raised by An examination of some key theoretical issues con- An examination of leading issues in contemporary terrorism through an evaluation of competing concerning faith and reason. Among these issues are the movements in continental philosophy (e.g. existen- ceptions of justice. Some questions to be considered nature of faith, the nature of intellectual inquiry, the tialism, hermeneutics, poststructuralism) in authors include: How should we understand the terrorism role of affections in intellectual inquiry, the main such as Habermas, Gadamer, Sartre, Derrida, that the United States. opposes? Is it something only competing accounts of intellectual inquiry and of the Foucault. our enemies have engaged in or have we ourselves philosophical life. Authors to be read include Aqui- and our allies also engaged in terrorist acts? Is terror- nas, Descartes, Hume, Mill, Nietzsche, Chesterton 448. Philosophy of Language ism always wrong, or are there morally justified acts and Pope John Paul II. (3-0-3) Blanchette, David, Shin of terrorism? The aim of this course is to provide an overview of 440. Four Moral Philosophers the field. Major topics include the relation between 433. Justice Seminar (3-0-3) Solomon truth and meaning; truth-conditional semantics; the (3-0-3) O’Connor, Solomon, Weithman A careful reading of basic texts from Aristotle, meaning of sentences, proper names, definite de- A critical examination of major theories of justice, Hume, Kant, and Nietzsche, and an examination of scriptions, general terms and indexicals; the relations both deontological (e.g., contract theories) and te- the ways in which their views are appropriated for between expressing a belief, making a statement and leological (e.g., utilitarian and virtue-based theories). purposes associated with the contemporary prob- uttering a sentence. The seminar focuses on the careful reading of one or lematic in normative ethics. more major theoretical works and requires substan- 449. Existentialism: Philosophy and Literature tial participation of the students both in the form 442. The Origins of Analytic Philosophy (3-0-3) Gutting of seminar papers and in oral discussion. This is the (3-0-3) Blanchette We will read representative literary and philosophical core course for the minor in philosophy, politics, and An examination of fundamental writings at the texts by Sartre (excerpts from Being and Nothing- economics (PPE). beginning of the 20th century that ushered in the ness, Nausea, a few plays), Beauvoir (The Philosophy linguistic and logical tradition of analytic philosophy. of Ambiguity, excerpts from The Second Sex, A 434. Addiction, Science and Values very easy Death, a novel and/or excerpts from A (3-0-3) Manier 444. Postmodern Analytic Philosophy Memoir), and Camus (Myth of Sisyphus, excerpts This community based learning course places stu- (3-0-3) Gutting from The Rebel, The Stranger, The Plague and/or dents as volunteers with the Life Treatment Center, A study of several philosophers who combine an The Fall). (LTC) in South Bend. The class meeting component analytic commitment to clarity and argument with of the course will cover the following topics: (1) an interest in the history and critique of modern 449E. Phenomenology overview of current biomedical and psychological thought. Philosophers to be considered are Richard (3-0-3) Watson models of addiction; (2) introduction to the ethics Rorty, Charles Taylor, Bernard Williams, and Martha An introduction to the arguments and themes of and politics of care for substance-related disorders; Nussbaum. phenomenology, a school of philosophy based on (3) survey of leading community coalitions for the the description of lived experience that had a broad prevention of substance abuse, analysis of “what 444E. Ethics and Modernity impact on 20th-century philosophy. works” in prevention, treatment and recovery. (3-0-3) Gutting A consideration of the following questions: Has 452. Contemporary German Philosophy: Habermas 435. Philosophy of Science modern philosophical thought led to a dead-end of (3-0-3) Moss (3-0-3) Howard, Kourany ethical skepticism or relativism? Is there a crisis in The course will attempt to cover the “formative” A detailed consideration of the central method- modern ethical thought that requires a return to the phase of Habermas’ career extending from his point ological and epistemological questions bearing on Aristotelian tradition?, Can a meaningful ethics be of departure from Marx, and his analysis of the science. based on a modern naturalist or reductionist view of public sphere, through his critique of the human human beings?, Is ethical relativism a coherent posi- sciences and up to the beginning of his theory of 436. Religion and Science tion?, Is there any basis for maintaining that ethical communicative action. (3-0-3) Gutting, Rea, Plantinga judgments are objectively true? Authors to be read An examination of the nature and limits of both are: Alasdair MacIntyre’s, Richard Rorty Charles 452E. German Idealism: Kant to Hegel scientific and religious knowledge, and a discussion Taylor and Bernard Williams (Ethics and the Limits (3-0-3) Franks of several cases in which science and religion seem to of Philosophy). A survey of German Idealism through a reading of either challenge or support one another. texts by not only the major figures, Kant, Fichte, 445. Hegel Schelling and Hegel, but also some less familiar but 438. Science and Social Values (3-0-3) Rush no less vital figures, such as Jacobi, Maimon and (3-0-3) Kourany An intensive reading of Hegel’s Phenomenology of Reinhold. Some questions to be pursued are: Should Science be Spirit. Attention to some of Hegel’s other writings value free, or should it be shaped by the needs and and to select secondary literature as time permits. 453. Philosophy and Theology of the Body ideals of the society that supports it? If the former, (3-0-3) Reimers how can scientists shaped by society contribute to 446. Philosophy of Cognitive Science The first half of the course will focus on key con- it, and what claim to the resources of the society can (3-0-3) Ramsey cepts, such as solitude, gift, communion, shame, scientists legitimately make? If the latter, how can An exploration of three main topics: philosophi- and nuptial significance, in relation to human sexual scientists still claim to be objective? cal foundations of cognitive science, philosophical being and behavior. The second half will focus on critiques of contemporary cognitive science, and the application of these theological concepts to ethics the implications of cognitive research for traditional and vocation (marriage and celibacy), including John philosophical issues. Paul’s reflections of the encyclical Humanae Vitae. 181

PHILOSOPHY

455. Anselm 463E. Animal Minds and Animal Rights 485. Philosophy of Human Biology (3-0-3) Flint (3-0-3) Warfield (3-0-3) Moss An examination of the major philosophical and An examination of competing views of the moral An examination of the evolution of such things as theological writings of St. Anselm. His Monologion, status of nonhuman animals. Particular attention is advanced motor control capable of dancing and Proslogion, and Cur Deus Homo will be of central given to views of the relation between the mental mimetic communication, human emotion and concern, but several lesser-known texts will also be lives of animals and their moral status. sexuality, and human developmental plasticity. The read. Topics discussed in these writings include ar- significance of human biological specificity for ques- guments for the existence of God, the divine nature, 466. Twentieth-Century Ethics tions in the philosophies of language, mind, ethics, the Trinity, the Incarnation, freedom (and its com- (3-0-3) Shrader-Frechette and aesthetics will be considered. patibility with divine foreknowledge), and truth. A survey of a number of central positions and issues in contemporary ethical theory, including intuition- 487. Biomedical Ethics and Public Health Risk 456. Divine Attributes ism, emotivism, prescriptivism, and the various (3-0-3) Shrader-Frechette (3-0-3) Flint forms of ethical naturalism. An analysis of the ethical theories provided by con- A consideration of the attributes Christians have temporary philosophers to guide research and prac- traditionally ascribed to God, such as omnipotence, 470. Environmental Justice tice in biomedicine. The course will focus on analysis omniscience, omnibenevolence, eternality and sim- (3-0-3) Shrader-Frechette of contemporary public health problems created by plicity. The course will examine both the reasons Students will examine methodological and ethical environmental/technological pollution and will ad- for attributing such properties to God and the ways problems in current environmental impact assess- dress classic cases of biomedical ethics problems. in which philosophers have tried to explicate these ments (EIAs) and technology assessments (TAs). The concepts. goal of the course is doing project-based philosophi- 488. Nietzsche cal analyses of current EIAs and TAs that typically (3-0-3) Rush 458. Classical Philosophy of Religion are used to discriminate against poor people and A close consideration of Nietzsche’s thought begin- (3-0-3) Quinn minorities. Most noxious and polluting facilities are ning with his early work under the influence of A critical examination of some classical philosophical sited in poor and minority neighborhoods. Schopenhauer, through his“naturalistic” or “positiv- theories of religion. The central focus of the course istic” works, and on to his mature work of the 1880s. will be issues concerning justification and expla- 472. Kierkegaard and Newman nation in religion. (3-0-3) McInerny 497. Directed Readings An examination of the thought of two 19th-cen- (V-0-V) Staff 459. Philosophical Poets: Poetic Philosophers tury figures of fundamental importance: Soren Prerequisites: Dean’s list average, written consent of (3-0-3) McInerny Kierkegaard (1813–1855) and John Henry Newman instructor and approval of department. Advanced A discussion of the difference between poetic and (1801–1890). seniors are permitted to take a tutorial with a faculty philosophical modes of discourse, with special ref- member; readings will be assigned in a particular area erence to Dante and Paul Claudel. 474. Philosophy and Psychiatry in the and writing assignments required. Twentieth Century 460. Joint Seminar in Philosophy and (3-0-3) Manier 499. Senior Thesis Theology A course dealing with (1) the intellectual history of (3-0-3) Staff (3-0-3) Staff psychiatry from the time of Freud and Kraepelin to An opportunity for senior philosophy majors to Prerequisite: Six hours in theology; permission is the present, (2) the social history of the care of the work on a sustained piece of research in a one-to- required. mentally ill since World War II, and (3) the inter- one relationship with a faculty member. This seminar, led by a theologian and a philosopher, pretation and critique of Freud and psychiatry. will examine an issue in which the differing approaches of philosophy and theology may prove 475. Topics in Philosophical Logic: Modal fruitful. Both the topic and the instructors will Metatheory change from year to year. (3-0-3) Bays A consideration of topics in the metatheory of modal 462. Gender, Politics, and Evolution logic, including basic correspondence theory, and (3-0-3) Manier completeness and the finite modal property. An examination of ethical/political models of gender-neutral access to public and domestic requisites 477. Intermediate Logic for the development of basic human capabilities, and (3-0-3)Bays a comparison of these models with current studies An introduction to the metatheory of first-order of the significance of human sexual dimorphism in logic up through the completeness, compactness and evolutionary psychology. Lowenheim-Skolem theorems. A survey of basic set theory is also included. 463. Aesthetics (3-0-3) Rush 480. Ethics and Risk A consideration of some of the fundamental ques- (3-0-3) Shrader-Frechette tions in aesthetics and philosophy of art, e.g. the na- An investigation of classical ethical papers, all in con- ture of aesthetic representation, expression in art, the temporary, analytic, normative ethics, that attempt concept of beauty, what distinguishes art from ‘mere to develop the ethical theory necessary to deal with things,’ the structure and function of imagination. legitimate imposition of risk of harm. 182

PHILOSOPHY AND THEOLOGY JOINT MAJOR ~ POLITICAL SCIENCE

The joint major differs from a first major in one Philosophy and Theology discipline and a supplementary major in the other Political Science Joint Major in that the latter requires 55 credit hours, whereas Chair: the joint major requires 60. Furthermore, the joint Rodney E. Hero Director: major calls for language instruction beyond what Director of Graduate Studies: Jennifer Herdt, theology the University requires for all undergraduates. Andrew Gould Faculty: Finally, the joint seminars should prove especially Director of Undergraduate Studies: Additional faculty for the joint major are challenging, inviting students to explore important Anthony Messina drawn from the departments of philosophy topics in an interdisciplinary way. These features Packey J. Dee Professor of Political Science: and theology. should make the joint major particularly attractive to Fred R. Dallmayr students preparing for advanced study. Helen Kellogg Professor of International Studies: Program of Studies. The joint major is intended for Requirements in Philosophy: Guillermo O’Donnell undergraduates who are intrigued by philosophical PHIL 101 or 201, and 2XX-level course (University- Joseph and Elizabeth Robbie Professor of Political and theological ideas and who have an equal com- required courses; a higher-level course may be substi- Science: mitment to both disciplines. It seeks to equip such tuted for the latter). Donald P. Kommers students to handle theology and philosophy adeptly. Helen Conley Professor of Political Science: The major is structured, providing undergraduates PHIL 301 and 302. History of Philosophy I and II. Scott P. Mainwaring (on leave fall 2004) with a suitable introduction to the study of both dis- William M. Scholl Professor of International Affairs: PHIL 313. Formal Logic. ciplines, but also flexible, granting students consider- A. James McAdams able scope for the pursuit of their own interests. Requirements in Theology: Nancy Reeves Dreux Professor of Political Science: The joint major offers the opportunity for an THEO 100 or 200 and 2XX-level course (Univer- Catherine Zuckert informed investigation of religious and philosophical sity-required courses). Nancy Reeves Dreux Professor of Political Science: ideas and should appeal especially to those who Michael P. Zuckert THEO 395 and 396. Christian Traditions I and II. intend to pursue graduate work in philosophy or Packey J. Dee Professor of Political Science: theology. THEO 401 or 411. Upper division scripture course. Rodney E. Hero The joint major incorporates the University re- Packey J. Dee Associate Professor of Political Science: quirements in the two departments and most of the Plus: Christina Wolbrecht (on leave fall 2004) formal requirements of the first majors in theology Classical language (normally Greek)—two semesters. Notre Dame Assistant Professor of Comparative Politics: and philosophy. Students in the joint major will take Kathleen Collins (on leave fall 2004) the two-semester sequence in Christian Traditions Joint seminar(s). Professors: and an upper-level course in Scripture. The joint Senior thesis. Peri E. Arnold; Sotirios A. Barber; A. J. major, however, does not require the one-credit Beitzinger (emeritus); George A. Brinkley proseminar in theology. Electives (including up to an additional six credit (emeritus); Alan K. Dowty (emeritus); Michael Other formal requirements are peculiar to the hours in language study). J. Francis; Edward A. Goerner (emeritus); Vit- joint major. Students will study a classical language torio G. Hösle (concurrent); Robert Johansen for two semesters. (For practical as well as peda- (on leave spring 2005); David C. Leege (emer- gogical reasons, this will normally be Greek.) Majors itus); Gilburt D. Loescher (emeritus); George will also be expected to take the joint seminar offered Lopez; Peter R. Moody; Walter Nicgorski each spring. Each seminar, led by a theologian and a (concurrent); Ben Radcliff; John Roos; Rev. philosopher, will examine an issue in which the dif- Timothy R. Scully, C.S.C.; A. Peter Walshe fering approaches of philosophy and theology may Associate Professors: prove fruitful. The topic and instructors will change Michael Coppedge; Andrew C. Gould; Frances from year to year. Finally, each major will submit Hagopian (on leave 2004–2005); Anthony M. a senior thesis prepared under the direction of two Messina; Daniel Philpott advisors, drawn from each department. At the option Assistant Professors: of the directors, this thesis may be presented and dis- Louis J. Ayala (on leave fall 2004); Eileen M. cussed in an informal colloquium consisting of the Botting (on leave fall 2004); David E. Camp- other students in the joint major. bell (on leave 2004–2005); Barbara M. Con- The remaining courses in the joint major will be nolly (on leave 2004–2005); Robert Dowd, at the discretion of the student. Normally taken at C.S.C.; John D. Griffin; Alexandra Guisinger; the 400 level, there should be an equal distribution Theodore B. Ivanus (emeritus); Debra Javeline in the electives between theology and philosophy. (on leave 2004–2005); Mary M. Keys; Keir A. However, students who wish may devote up to six Lieber (on leave fall 2004); Daniel A. Lindley hours within the joint major to additional language III; Gerry Mackie; David Singer; Naunihal work. These hours may add to the classical language Singh; Alvin B. Tillery Jr.; Christopher Welna previously studied, or used to begin another language (concurrent) of significance for philosophical and theological Associate Professional Specialists: work. Joshua B. Kaplan; Rev. William Lies, C.S.C. (concurrent) Assistant Professional Specialists: Carolina Arroyo; Luc Reydams; Mary Wong 183

POLITICAL SCIENCE

Program of Studies. The Department of Political Course Descriptions. The following course de- 142. Comparative Politics Science offers its majors a liberal education in an scriptions give the number and title of each course. (3-0-3) Staff important field of the social sciences. The major aims Lecture hours per week, laboratory, and/or tutorial This course is an introduction to the main themes at educating the student in basic problems in under- hours per week and credits each semester are in pa- and areas of the comparative politics subfield. The standing politics. The department offers courses in rentheses. The instructor’s name is also included. course covers issues such as regime type, Leninism four main subfields: American politics, comparative and socialism’s collapse, authoritarianism and au- politics, international relations and political theory. COURSES IN THE FIRST YEAR OF STUDIES thoritarian collapse, Islam and theocracy, transitions Students majoring in political science go on to work to democracy, democratic state-building, political in a wide variety of vocations, including government, 140. American Politics parties and electoral systems, economic reform, and law, nongovernmental organizations, teaching, poli- (3-0-3) Staff civil and ethnic conflict. Geographically, the course tics, journalism and business. This course surveys the basic institutions and introduces students to the institutions and politics of practices of American politics. The course aims to most regions of the world. The emphasis is on East Requirements. The major requires a minimum of make students better informed and more articulate. Asia, Africa, the former Soviet Union, South Asia, ten courses: It examines the institutional and constitutional and Latin America. This course fulfills a political sci- -Four breadth requirements, consisting of a course framework of American politics and identifies the ence major requirement. in each of the four fields of political science: Ameri- key ideas needed to understand the subject and can Politics, International Relations, Comparative develop a basis for evaluating politics today. The 180E. University Seminar Politics, and Political Theory. Two of these must be premise of the course is that American government (3-0-3) Staff introductory courses; the other two can be intro- has advantages and disadvantages alike, which come A seminar for first-year students devoted to an introductory courses or intermediate-level courses. from the same source—the Constitution and the ductory topic in political science in which writing -Four intermediate-level courses at the 300 or 400 American approach to power that it reflects. Themes skills are stressed. It will fulfill the College of Arts level. of the course include the logic and consequences of and Letters social science requirements but does not -Two writing seminars. checks and balances and the separation of powers; count toward the politial science major. the causes and consequences of divided government; When choosing intermediate and upper level cours- the importance of procedures and the built-in biases REQUIRED COURSES IN THE MAJOR es, students may specialize or take courses in several of institutions and procedures; the ways American different fields. government both fragments and concentrates power; All majors are required to take a senior writing 240. American Politics the implications of America’s weak party system; the (3-0-3) Staff seminar or 500-level course in each semester of their nomination, campaign-finance, congressional, and senior year. These seminars are numbered 491 in the This course provides students with an overview of budgetary reforms of the 1970s; the ways those re- the American political system. Topics include the fall and 492 in the spring. Pi Sigma Alpha members forms have shaped American politics today; and the may take these courses in the second semester of presidency, Congress, the Supreme Court, bureau- trends and tendencies of the past 30 years. Although cracy, separation of powers, federalism, political their junior year, with permission. These seminars the course will prepare prospective political science give seniors the opportunity to take small, discus- parties, interest groups, the public policy process, majors for further study of American politics, its pri- voting, public opinion, and participation. This sion-oriented courses, as well as do more writing in mary aim is to introduce students of all backgrounds their field. The senior thesis can take the place of one course cannot be taken if you have already taken and interests to the information, concepts, and ideas POLS 140. of these seminars. that will enable them to understand American poli- Students on the dean’s list may also take indi- tics better and help them to become more thoughtful 241. International Relations vidual directed readings. and responsible citizens. This course fulfills a politi- (3-0-3) Staff Honors Track. Students in the department may cal science major requirement. This course provides students with an understand- receive departmental honors. To graduate with de- ing of historical and current events in world politics. partmental honors a student must have a 3.55 cumu- 141. International Relations As such, the course has three central objectives: to lative average and a 3.55 average in the major, must (3-0-3) Staff introduce various theoretical frameworks for analyz- complete a senior honors thesis or area studies essay This course provides a basic understanding of the ing international political and economic events, to with a grade of at least B-plus, and must replace one major concepts, issues, and theories in international provide an overview of substantive topics in interna- relations. What explains conflict and cooperation in of their 300-level courses with an advanced course. tional relations, and to supply a basic understanding world politics? We will examine competing theories The advanced course may be either an additional of contemporary international events. We explore of state behavior, briefly review the evolution of writing seminar, a 500-level course, or the research substantive issues such as cooperation and conflict international history, and discuss enduring and con- design course. in international relations, the causes of war, nuclear temporary issues such as interstate war; civil, ethnic, proliferation, regional free trade agreements, the Senior Thesis. Students who achieve a grade point and religious conflict; proliferation of weapons of causes and effects of economic globalization, and the average of 3.5 or above are encouraged to write mass destruction; terrorism; international trade and role of international law and institutions. Discussion a senior thesis in their senior year. This yearlong finance; globalization; the information revolution; sections use historical case studies and current events project involves working closely with a faculty reader and international law, organization, and institutions. to illustrate concepts introduced in lectures. This on original research and offers the opportunity to The ultimate goal of the course is to enhance our course cannot be taken if you have already taken explore more deeply and independently a topic of capacity to think critically about the basic forces that POLS 141. the student’s choice. drive international politics, thereby improving our ability to evaluate and shape our world. Discussion Pi Sigma Alpha. Students who have taken a min- sections use historical and current events to illustrate imum of four political science courses, who have concepts introduced in lectures. This course fulfills a received no grade lower than a B in their political political science major requirement. science courses and who have a cumulative grade point average of 3.55 or above are eligible for Pi Sigma Alpha, the national political science honor society. 184

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242. Comparative Politics 307. Race/Ethnicity and American Politics 312. The Development of American Political Institu- (3-0-3) Staff (3-0-3) Tillery tions This course poses three questions in the study of This course introduces students to the dynamics of (3-0-3) Griffin politics: (1) Why are some countries democratic and the social and historical construction of race and eth- The U.S. Constitution has remained essentially others authoritarian? (2) In what ways do democratic nicity in American political life. The course explores intact since 1787, yet contemporary political institu- regimes vary from one another? (3) What constitutes the following core questions: What are race and tions and practices would hardly be recognizable to a “good” government? In answering these questions, ethnicity? What are the best ways to think about the citizen of the 19th Century. Thus, the history of our we study two different types of mobilization (na- impact of race and ethnicity on American citizens? political institutions is one of change and reform, tionalist and developmental) and four countries: the What is the history of racial and ethnic formation in as well as stability and persistence. This course will United States, Russia, China, and Great Britain. This American political life? How do race and ethnicity focus on the development of the U.S. political sys- course cannot be taken if you have already taken link up with other identities animating political ac- tem from the late 18th to the early 20th entury. Of POLS 142. tions like gender and class? What role do American particular interest will be the evolution of legislative, political institutions—the Congress, presidency, executive, and electoral institutions. 243. Political Theory judiciary, state and local governments, etc.—play in (3-0-3) Staff constructing and maintaining these identity catego- 313. Constitutional Law This course serves as the department’s required ries? Can these institutions ever be used to overcome (3-0-3) Kommers introductory course in political theory, and also as the points of division in American society? This course examines the main principles of Amer- a University elective. It introduces students to key ican Constitutional law, the process of constitutional questions in political theory, such as the nature of 308. Political Participation interpretation, and the role of the Supreme Court law, the question of conventional versus natural (3-0-3) Ayala in the American political system. Topics covered are moral standards, the relationship between individual This course is intended to explore some of the causes presidential war powers, congressional-executive rela- and community, and the relationship between in- of citizens’ differentiated rates of political participa- tions, free speech, church-state relations, the right to dividualistic- versus community-oriented political tion in American politics, as well as the impact that life (abortion, right to die, and death penalty), race theories. Authors studied include Madison, Aristotle, this has on the representational relationship between and gender discrimination, and the American federal Aquinas, Hobbes, Locke, Scott Momady, Sophocles, constituents and legislators. We will begin with a system. A good deal of attention is given over to Plato, and Flannery O’Connor. Students will write theoretical overview of some of the unique aspects recent personnel changes on the Supreme Court and three one-page papers analyzing specific cases, and of our representational system. Next, we will analyze the extent to which these changes are reflected in the then two four-page papers. There is a comprehensive the factors that influence the formation of individu- court’s opinions. A background in American national final. In Friday discussion groups, students will criti- als’ political preferences, and their propensity to un- government is desirable. cally apply the materials covered in class to specific dertake various forms of political participation. Then cases. we will turn to an analysis of the formation and uses 314. Race and the Constitution of public opinion. Finally, the class will investigate (3-0-3) M. Zuckert ELECTIVE COURSES IN THE MAJOR AMERICAN the consequences of using institutional reforms This course will cover the decisions of the Su- POLITICS geared toward “direct democracy” to increase politi- preme Court in the area of race relations, from the cal participation and/or the weight of public opinion 19th-century problem of fugitive slaves to current 304. Presidential Leadership on the legislative process. problems involving school desegregation, affirmative (3-0-3) Arnold action and “private” acts of race discrimination. Class This course examines the role of the presidency 308. American Voting and Elections will focus not only on court cases but also on the in the American regime and its change over time. (3-0-3) Radcliffe broader constitutional and philosophical Particular attention will be given to expectations This course will examine voting and opinions, and implications. about presidential leadership through the course of the linkage between political leaders and the mass American political history. Beginning with questions public. Possible topics include an introduction to 318. Introduction to Public Policy about the original design and role of the presidency, electoral analysis; the history of recent electoral pol- (3-0-3) Ayala the course turns to consideration of the role of lead- itics; the nature of political participation, especially The objective of this course is to introduce stu- ership styles for change and continuity in American the rationality of voting turnout and non-electoral dents to the process of public policy formation in politics. Finally, cases of presidential leadership are specialization; party identification and opinions, American politics. The course will be divided into studied to comprehend the way leadership and po- attitudes and ideology; social groups and cultural three parts. The first section will encompass a brief litical context interact. identities; mass media and image campaigns; and review of some of the more important mechanisms differences between presidential and congressional of American politics that affect the legislative process 305. The American Congress elections. (political participation, interest groups, congressional (3-0-3) Roos elections, etc.). We will then engage in a general re- This class will expose the student to the practical 309. Religion and Politics view of how such factors have affected the direction workings of the U.S. Congress, some major theories (3-0-3) Dowd and tone of federal public policy over the past 30 attempting to explain those workings, and some of An examination of the linkage among religious years. The final two sections of the course will be de- the methods and materials needed to do research on beliefs, world views, group identifications, political voted to detailed analysis of two public policy areas Congress. It will place the study of Congress in the attitudes and behavior, based on literature in political of particular interest to younger voters: education re- context of democratic theory, and in particular the science, sociology, psychology and theology. Topics form and drug laws. Building on the earlier readings problem of the way in which the institution across include the meaning and measurement of religiosity; and the analytical tools developed, we will examine time grapples with the problem of the common religious and anti-religious values embedded in the current debates and prospects for reform in these good. American political institutions; religious world views policy areas, with an eye toward understanding the and political philosophy; cue giving and political political realities of public policy formation. mobilization by religious groups, denominational traditions, partisanship and issue positions; religious movements, social conflict and political coalitions. 185

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316. Constitution and Federalism 405. Public Policy and Bureaucracy 419. Constitutional Interpretation (3-0-3) Barber (3-0-3) Arnold (3-0-3) Barber This course takes up our oldest and perhaps our This course explores the process, substance, and Americans have always debated Supreme Court most pervasive constitutional problem: the proper efficacy of public policymaking and policy imple- opinions on specific constitutional questions in- relationship between the powers of the national mentation in the United States. We begin by asking: volving the powers of government and the rights of government and the powers of the states. The root of Why do some problems become public issues while individuals and minorities. The leading objective this problem lies in the kind of country and people others do not? Attention is given to how government of this course is to acquaint students with the basic the Constitution commits us to be. Its many branch- identifies problems and formulates policies meant to issues of constitutional interpretation and to show es include political and legal questions relating to the address them. Then we ask, once formulated, how how they influence questions involving constitu- regulation of the economy, federal power over the policies are implemented. The course will examine tional rights and powers and the scope of judicial nation’s morals, race relations in America, the nature government’s “menu” of options for policy imple- review. of community in America and the nation’s obliga- mentation. Student research papers will focus on the tion to the poor. This course is designed for under- evolution over time of a specific policy, examining INTERNATIONAL RELATIONS graduates with a background in American national how that policy’s implementation affected its impact. government. Requirements for the course include a midterm 320. Theories of War exam, a research paper, and a final exam. During the (3-0-3) Staff 383. Comparative State Politics and Policies semester, students will be required to prepare several The course explores major theories of war from (3-0-3) Hero shorter papers as progress reports on their research Machiavelli to Martin van Creveld. Rather than This course provides a “critical” examination of poli- papers. Students taking this course already should focusing on military details, the course tries to con- tics in the states of the United States and does so by have taken POLS 140 or 240, Introduction to . It textualize the theories of war and military strategies, analyzing topics from several theoretical perspectives. also will be helpful to have had an Introduction to to show how they reflect economic conditions, tech- The states (and their local governments) are impor- Economics course. nological capabilities, dominant political ideologies, tant political system themselves, “polities,” within and cultural beliefs of each era. Therefore, theories the U.S. political system, and are major policymakers 406. American Political Parties are transformed with changes in these underlying concerning such central public policies as educa- (3-0-3) Wolbrecht factors. The emphasis of the course will be on the tion, welfare, and criminal justice, among a host of Political parties play many vital roles in American conceptions by the 19th- and 20th-century political others. There is a great deal of variation, yet, at the politics: They educate potential voters about political and social theorists about the nature, functions, and same time, notable similarities among the 50 states processes, policy issues, and civic duties. They mobi- consequences of warfare. These conceptions concern in their political and governmental processes and in- lize citizens into political activity and involvement. the role of war in state formation, bureaucratization stitutions as well as in their public policies. The class They provide vital information about public debates. of society, economic development, and ideologi- takes a comparative approach in addressing major They control the choices—candidates and platforms cal currents. The authors to be discussed in detail issues in state politics. That is, the major differences that voters face at the ballot box. They influence include Carl von Clausewitz, Alexis de Tocqueville, and the similarities in the states and the causes and and organize the activities of government officials. Thorstein Veblen, Joseph Schumpeter, Raymond implications—of the differences and similarities for Most importantly, by providing a link between Aron, Henry Kissinger, and Martin van Creveld. politics and public policies are considered. Major government and the governed, they are a central The course will also pay attention to the political topics examined during the semester include federal- mechanism of representation. These roles—how well and economic foundations of deterrence and other ism and the constitutional setting, the social and they are performed, what bias exists, how they shape doctrines concerning nuclear weapons. political environment of states, the major political outcomes, how they have changed over time—have “actors”—including interest groups, political parties, consequences for the working of the American po- 321. Regionalism in International Relations “direct democracy”—the formal institutions of state litical system. This class explores the contribution (3-0-3) Staff governments, and public policies in the states. Inte- of political parties to the functioning of American The course explores different theories of regional- grated into these substantive matters are a variety of democracy. ism and its manifestations in international relations. theoretical perspectives and normative issues. Theories range from the early studies of regional in- 415. Judicial Politics tegration in the 1960s through the focus on regional 404. Interest Groups Politics (3-0-3) conflict formations in the 1980s to the revival of (3-0-3) Wolbrecht This course examines the effect of the legal system this area of research in the 1990s. Current studies on Interest groups have long been considered central to on American politics, government, and society. regionalism view it as an outcome of economic pro- an understanding of the working of American poli- We begin by reviewing the institutions, actors, cesses rather than a result of governmental decisions. tics. As mediating institutions, interest groups sit at and processes of the legal system, focusing on the Regionalism in the Americas, Asia, and Europe the intersection between the public and the political institutional and individual influences on judicial can be thus construed as a response to the forces of decision makers who govern them. Examining if and decision-making. In the second part of the semester, globalization, an effort to create both a shelter and a how interest groups facilitate effective representation we closely analyze the political consequences of legal base for expansion vis-a-vis external competitors. In thus tells us a great deal about the functioning and decisions in areas such as criminal law, race and edu- the security realm, regional cooperation is increas- quality of American democracy. In this course, we cation—including desegregation, school finance, ingly focused on the prevention and management of will consider the historical development of inter- and school choice—abortion, the death penalty, and local conflicts and the creation of peaceful security est group politics, the current shape of the interest homosexual rights. We conclude by evaluating the communities. In addition to theories, the course group universe, potential bias in representation and extent to which courts can and should be expected to covers several regional integration schemes, such as function, membership and group maintenance, strat- bring about social and political change. the European Union (EU), the North American Free egies and tactics, and above all, the influence and Trade Area (NAFTA), the Economic Community role of interest groups on democratic policy making of West African States (ECOWAS), the Gulf Coop- and practice in the United States. We will explore eration Council (GCC), the Association of South broad theoretical issues, grounded in substantive East Asian Nations (ASEAN), and Mercosur in the cases from the current and historic experience of Southern Cone. American group politics. 186

POLITICAL SCIENCE

324. U.S. Foreign Policy (3-0-3) Lindley The United States is the most powerful state in the world today. Its actions are important not just for U.S. citizens, but they also affect whether others go to war, whether they will win their wars, whether they receive economic aid, whether they will go broke, or whether they will starve. What determines U.S. foreign policy? What is the national interest? When do we go to war? Would you send U.S. soldiers into war? If so, into which wars and for what reasons? How do our economic policies affect others? Does trade help or hurt the U.S. economy and its citizens? We ﬁrst study several theories about foreign policy. We then examine the U.S. foreign policy process, including the president, Congress, the bureaucracy, the media, and public opinion. To see how this all works, we turn to the history of U.S. foreign policy, from Washington’s farewell address through the World Wars and the Cold War to the Gulf War. We then study several major issue areas, including weapons of mass destruction, trade and economics, and the environment. Finally, we develop and debate forecasts and strategies for the future. This course requires papers about the history of American foreign policy and about a current policy problem, as well as a comprehensive ﬁnal. Participation, debate, and oral presentation skills are also important.

325. War and the Nation-State (3-0-3) Lieber This course will examine the phenomenon of war in its broader political, social, and economic context since the emergence of the modern nation-state. The general themes of the course include the impact of nationalism, democratization, industrialization, military professionalization, the nuclear revolution, and the information and communication revolution on the development of warfare and the state. Particu- lar historical emphasis will be placed on exploring the causes and conduct of World War I and World War II.

326A. International Law (3-0-3) Reydams Left to right: Daniel Lindley, assistant professor; Alvin Tillery, assistant professor; International law and institutions are increasingly Christina Wolbrecht, Packey J. Dee Associate Professor important for understanding the nature of world politics. This course investigates the interaction 328. International Organizations porary states of the core Middle East, with emphasis between international law and international politics. (3-0-3) Staff on the Arab-Israel conflict. It includes the historical We examine how international institutions operate, Examination of governance in international rela- and cultural background in the region, the foreign the significance of international law to state behavior, tions, including both formal and informal insti- policy perspectives of contemporary states and cur- and the connections between international norms tutions. The functioning of organizations such as rent diplomatic issues. and domestic law. The substantive issues addresed in the United Nations, International Monetary Fund, 332. Arab-Israeli Conflict this course include trade, human rights, and environ- World Trade Organization, European Union, and mental protection. multilateral development banks. Research papers (3-0-3) Staff on topics including peacekeeping and humanitarian This course tracks the Arab-Israeli conflict from 327. International Environmental Politics intervention, political conflicts surrounding trade its origins in the late 19th century to the present, (3-0-3) Connolly liberalization, and assessment of economic devel- making special use of primary sources that express This course presents an introduction to the role of opment programs. differing perspectives in their full intensity. Current states, NGOs, international organizations, scientists, issues of the conflict will be analyzed in depth with and other actors in international environmental 331. International Relations of the Middle East the help of current periodical and electronic sources. politics. We consider policy instruments such as (3-0-3) Staff Classes will include a mixture of lectures, video, and economic incentives, international treaties, and aid. Prerequisite: POLS 141 or 241. role-playing. There will be a midterm exam and a Case studies include ozone depletion, deforestation, This course covers the relations among the contem- short policy paper. biodiversity, climate change, issues of developing countries, acid rain, trade and the environment, and UNCED. 187

POLITICAL SCIENCE

334. International Relations in East Asia 350. Latin American International Relations 343. European Politics and Institutions (3-0-3) Moody (3-0-3) Hagopian (3-0-3) Gould This course is intended to provide the cultural, This course examines the international relations of This course considers politics in Europe. We will historical and political background necessary for Latin America with an emphasis on what determines examine the literature on three major issues: regional understanding East Asia’s current conditions and U.S. policy toward Latin America,and the policies of integration, origins of modern political authority, speculating about its prospects. Latin American states toward the United States, oth- and industrial political-economy. Readings on the er regions of the world, and each other. It analyzes European Union, Germany, France, Spain, and con- 335. U.S. Relations with Latin America recurring themes in U.S.-Latin American relations, temporary political debates. (3-0-3) Francis including the response of the United States to dicta- This class begins with a historical overview of torships, expropriations of U.S.-owned property, and 347. Russian Politics United States relations with Latin America since revolution. It also studies new directions and issues (3-0-3) Staff World War II. It will analyze separately the Latin in Latin America’s international relations, e.g., trade How are we to understand a return to the symbolism American politics of the presidents from Kennedy to policy, the environment, migration, and drugs in a of Russian royalty by those who were communists Clinton. It will also focus on some particular ques- post-Cold War world. and now claim to be democrats? The frequent squab- tions, including the role of economic integration, bles between president and parliament, including the theories of declining hegemony, the Cuban situation, 435. International Political Economy October 1993 shelling of the Parliament Building? illegal immigration into the United States and other (3-0-3) Singer The high assassination rate for journalists, bankers problems. A number of videotapes will be shown This course examines the interactions between and police officers? This course focuses on the nuts during the semester. The form of the class and some international politics and international economics. and bolts of Russian politics, including the similari- of the assignments will be influenced by the size of We begin with a brief exploration of the economic ties and differences between Communist Russia and the class, but at least one piece of research will be rationale for trade and financial relations and then the current Russian state. Familiarity with Soviet required, one group project, a midterm test and a examine the recent political history of global trade politics is a crucial precondition to analysis of the final examination. and finance. Topics include global and regional modern political scene, so students first develop an trade liberalization, coordination and cooperation understanding of the nature of Bolshevik rule and 336. United Nations and Global Society in monetary policy (including the advent of the its collapse. (3-0-3) Johansen single currency in Europe), causes and implications This course explores the United Nations’ responsibil- of financial crises, and the linkages among economic 351. Politics of Tropical Africa ity for maintaining international peace and security; globalization, environmental regulation, and human (3-0-3) Walshe the reasons for its successes and failures in peace- rights. Following an introduction to traditional political keeping, enforcement, and peacebuilding in recent institutions, the colonial inheritance and the rise of cases; the international legal basis for humanitarian 481. The International Economy and Domestic African nationalism, the course concentrates on the intervention and for preventing crimes against the Politics current economic and political problems of tropical peace, war crimes, crimes against humanity and (3-0-3) Staff Africa. This includes case studies of political orga- other gross violations of human rights; and the In this course, we examine the reciprocal interaction nizations, ideologies and government institutions in ethical challenges posed for people seeking to be between the international economy and domestic Ghana, Nigeria, and Tanzania. good citizens both of their nation and of the world. political processes, with an emphasis on developed Students evaluate ways to strengthen the role of democracies. The course employs concepts based 352. Politics of Southern Africa international law and organization in preventing war in international relations, international economics (3-0-3) Walshe and terrorism while addressing ethical issues related and comparative politics. The first part of the course This course focuses on the key state of the re- to international peace and security. introduces the basic concepts needed to analyze the gion—the republic of South Africa. After outlining connections between the international economy the political history of apartheid, the phenomenon 339V. Diplomacy of U.S. Foreign Policy and domestic politics. The second part of the course of Afrikaner nationalism, and the rise of African (3-0-3) Kamman focuses on the ways in which private (“demand side”) nationalism and the liberation movements, attention The United States emerged from World War II in actors—industries, firms, and investors—respond turns to the country’s escalating turmoil of the 1980s a new peacetime role as a superpower. We had to to changing international economic conditions. We and resulting political transition in the 1990s. South discover for ourselves how to combine diplomacy consider how domestic actors are affected by and re- Africa’s political and economic prospects are also ex- and military power in a manner consistent with our spond to international trade and financial relations. amined. The semester concludes with a survey of the democratic principles. While the policy choices were transitions that brought South Africa’s neighboring stark in the days of the Cold War, they have become COMPARATIVE GOVERNMENT territories to independence, the destabilization more complex in recent years. strategies of the apartheid regime and United States Presented by a career diplomat who headed 301. Leadership and Social Change policy in that region. U.S. overseas missions in four countries, the course (3-0-3) Scully emphasizes case studies and the practical problems Prerequisite: Permission of instructor. 354. Political Economy of Post-Industrial States that have confronted U.S. leaders from the end of This course is intended to introduce seminar par- (3-0-3) Messina World War II to the present. The issues treated will ticipants to themes in leadership. Through readings, This course investigates the nexus between politics illustrate the height of tensions in the Cold War, the presentations, and other media (such as film and and economics in the advanced industrial democ- emergence of détente and deterrence, and the chal- interaction with visitors), the course aims to provide racies. After a brief discussion of the theoretical lenges of the global agenda after the end of the Cold critical reflections on the nature and sources of dif- principles of economic liberalism, the course focuses War. fering types of leadership and authority, and a deeper on the impact of economic actors and conditions The course aims to help the student understand understanding of the vocation to lead. on politics and the political and economic conse- current foreign policy issues, which will be discussed quences of the organization of the world economy briefly in class. A research paper (10 pages), a mid- along market principles. It concludes by examining term exam, and a final exam are required. the relationship between domestic politics and the project for economic integration in the case of the European Union. 188

POLITICAL SCIENCE

355. Parties and Party Systems 364. Building the European Union POLITICAL THEORY (3-0-3) Coppedge (3-0-3) Messina Political parties are the most crucial link between This course introduces the contemporary project for 368. Feminist Political Thought state and society in democratic regimes. They are greater economic, political, and security integration (3-0-3) Wong responsible for recruiting candidates, devising pro- among the current 25 members of the European This course will examine different ideas, approaches, grams, shaping the political agenda, aggregating Union within its appropriate historical context, and issues within feminist political thought. The first interests, organizing the work of legislatures, bar- its current economic and political setting, and its part of the course will compare different theoretical gaining with executives, and defending democracy. projected future ambitions. The course is thus very perspectives, from liberalism to Marxism, that have In some countries, they also help to administer much concerned with recent events and important been employed by contemporary feminists. The government programs. Parties around the world European events-in-the-making, including the course will pay particular attention to the meanings vary tremendously in the ways they perform, or implementation of the Amsterdam Treaty, the ex- ascribed to "woman" and her roles in society. The fail to perform, these functions; yet whether parties pansion of the membership of the European Union second part of the course will examine how women perform these tasks well or poorly, party charac- and EU-sponsored strategies to facilitate democratic have been represented throughout Western political teristics powerfully influence the quality and stabil- transitions in Eastern Europe. thought, and the values ascribed to them by political ity of democracy. This course examines parties in theorists. Finally, in the last part of the course, we comparative perspective, exploring how the nature 440. Latin American Politics will turn to an examination of several contempo- of parties and party systems affects democratic gov- (3-0-3) Mainwaring rary political issues particularly relevant to feminist ernance primarily in Europe, Latin America, and the This course is an introduction to Latin American thought. United States. politics. Thematically, we will focus on two of the great issues facing this region of the world at the end 371. Politics, Poetry, and Philosophy in Ancient 356. Tradition and Modernization in China and of the 20th century: democratization and strategies Greece Japan for promoting economic development. After spend- (3-0-3) C. Zuckert (3-0-3) Moody ing the first part of the course examining these two Democratic politics and philosophical investigations This course compares the traditional social, political, issues in a broad way, we will then analyze these same of nature—two distinctive components of Western cultural and economic systems of China and Japan issues, but focused on Brazil, Chile and Mexico. civilization—were invented in ancient Greece. How and compares the way in which each system has and why did these distinctive forms of human activ- changed in response to the intrusion of the Western 441. The Political Economy of Latin America ity arise? Are they essentially related to one another? powers into east Asia. It concludes with an extended (3-0-3) Hagopian If so, how? To answer these questions, in this course discussion and analysis of the contemporary situa- This course analyzes the political bases of the devel- we will first read the celebration of replacement tion in each country. Class requirements will include opmental and distributive strategies pursued by sev- of military monarchy by the rule of law, based on class participation, a midterm examination, two brief eral Latin American countries in the postwar period popular consent in the tragedies of Aeschylus. Then discussion papers dealing with material relevant to and the relationship between economic crises in the we will look at Thcydides’ critique of the “poetic” the course, and a final examination. region and political change. It explicitly examines the account of the origins of political order and the more relationship between regime type and economic poli- “imperialistic” description of political necessity he 358. Comparative Politics of Eastern Europe cies and performance. gives in his History of the Peloponnesian War. Aris- (3-0-3) McAdams tophanes opposed the politics of war with comedies An examination of the principal characteristics of 443. German Politics advocating the pleasure of peace. He introduced a Eastern European politics and institutions in the (3-0-3) Kommers new element into the discussion of the requirements post-war era, focusing on the communist experience, This course examines various aspects of German and most desirable form of politics, moreover, by relations with the Soviet Union, and post–1989 government and politics, including the party system, attacking Socratic philosophy as a corrupting force. efforts to create stable democracies and capitalist elections and voting, patterns of political partici- In the second half of the course, we will, therefore, economies. pation, civil liberties, policymaking institutions, examine Plato’s response to Aristophanes’ critique and foreign policy. The course also deals with the in his Apology of Socrates and Symposium as well 359. Chinese Politics historical debates over Germany’s past and current as Plato’s somewhat comic response to Aristotle’s (3-0-3) Moody attempts to come to terms with it. It also focuses on attempt to formulate a comprehensive science of Study of the contemporary Chinese political system Germany’s constitutional order together with the po- politics in the Politics. In all cases, we will be asking and process in the light of Chinese history and litical and societal problems arising out of Germany’s whether and to what extent the things these ancient culture. Some of the topics treated include the tradi- reunification. authors say about political life still hold true for us. tional political order; the revolutionary movements; the rise of communism; Maoism and the rejection of 485. Democracy in the Age of the Net 372. Christian Political Theory Maoism; the political structure; leadership, person- (3-0-3) McAdams (3-0-3) Keys alities, and power struggles; economic policy; social This course focuses on the Internet’s paradoxical This course introduces students to the rich tradition policy and movements; problems of corruption and impact on liberal democracy. We will consider both of Christian reflection on politics and its place in hu- instability; and prospects for democratic develop- the positive contributions the Internet revolution man life. Central questions include(1) the relation of ment. There will be some attention to Taiwan and may have upon our system of government as well as Christian ethics to citizenship and to the sometimes Hong Kong as special Chinese societies. its possibly negative implications. Topics to be con- harsh necessities of political leadership; and (2) the sidered include: the contending theory’s of the net’s interplay between reason and revelation, philosophy impact; the digital divide; the role of the state in and theology in the various theoretical approaches cyberspace; the rise of the Net communities and new we will study. Readings will span the patristic, medi- forms of social mobilization; authoritarianism in an eval and contemporary periods and will also include age of virtual transparency; and various utopian and some documents from 20th-century Catholic social dystopian images of Web-based cultures. teaching. 189

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373. Early Modern Political Theory (3-0-3) M. Zuckert An examination of the development of modern political theory from Machiavelli to Rousseau, focusing on Renaissance and Reformation individualism, emergence of national sovereignty (Bodin), variants of social contract theory (Hobbes, Locke, Rousseau), and Enlightenment ideas (Voltaire, Diderot).

374. Republicanism and the Origins of American Liberalism (3-0-3) Botting This course traces the evolution of republican political theory, from the ancient Greeks and Romans to the Italian and Northern European Renaissance to the British and French Enlightenments, and explores the legacy of republicanism for the American constitutional tradition. Readings may include Plato, Aristotle, Polybius, Cicero, Contarini, Machiavelli, Savonarola, Calvin, Milton, Locke, Montesquieu, Rosseau, Jefferson, Madison, Mill, Rawls, and Arendt.

375. Machiavellianism (3-0-3) Staff Machiavelli is notorious for promoting a certain “hard-nosed realism” in political analysis and practice. This course explores Machiavellianism in the master himself and in the tradition to which we give his name. We will read representatives of Ma- Michael J. Crowe, professor emeritus in the Program of Liberal Studies chiavellian republication, including a novel with a decidedly Machiavellian lesson (Mark Twain’s Tom 378. Nineteenth-Century Political Thought 382. Non-Western Political Thought Sawyer), and conclude with the recent book by John (3-0-3) Kaplan (3-0-3) Dallmayr Mearsheimer, often thought to be the leading Machi- This course surveys the works and themes of selected The course offers an introduction to prominent avellian analyst of international politics of our day. 19th-century political theorists, including Joseph modes of non-Western thought, such as Islam, de Maistre, Auguste Comte, Alexis de Tocqueville, Hinduism, Buddhism, and Confucianism, with a 377. Politics and Conscience G.W.F. Hegel, and Karl Marx. The course focuses focus on the political implications of these teach- (3-0-3) Keys on the role of theory in the aftermath of the French ings. In each case, attention will be given both to Against a backdrop of large-scale society, mass move- Revolution. The goal of the course is to understand classical and to modern texts and developments. ments, and technological bureaucracy, the invocation the characteristic concerns and approaches of 19th- Among classical sources, consideration will be given of “conscience” recalls the individual human person century political theory and to consider the relevance to Al-Farabi, Averroes, Ibn Khaldun, the Vedas, as a meaningful actor in the political sphere. But of those concerns and approaches today. Upanishads, some Buddhist sutras, and the Analects; what is conscience, and what are its rights and re- among modern or recent developments the focus sponsibilities? What is it about conscience that ought 379. Contemporary Liberal Theory will be on Islamic “fundamentalism” and secularism, to command governmental respect, and are there any (3-0-3) Mackie on Gandhi and Indian nationalism, and on “engaged limits to its autonomy? What role should conscience Ever since the publication of John Rawls’ A Theory Buddhism” and Chinese communism. play in questions of war and peace, law-abidingness of Justice in 1971, liberal political theory has ex- and civil disobedience, citizenship and political lead- perienced a great revival and now is a flourishing 383. War and Peace ership? And how does the notion of conscience con- enterprise. This course will take Rawls as its point (3-0-3) C. Zuckert nect with concepts of natural law and natural rights, of departure and survey the state of current liberal From the time political associations arose in ancient nationality and prudence, religion and toleration? political philosophy, considering such thinkers as Greece, thoughtful observers have asked why the This course engages these questions through select Ronald Dworkin, Joseph Raz, Richard Rorty, and people within such societies and also the polities readings from the history of political thought. We Robert Nozick. themselves seem always to come into conflict. Are also will consider various 20th-century reflections on such conflicts inevitable? Are they necessarily vi- conscience, expressed in essays, plays, short stories, olent? Or can conflict be controlled, if not resolved speeches, and declarations. peacefully? In this course, we will read a variety of different attempts to answer these questions in classic works of political theory by Thucydides, Machiavelli, Hobbes, Grotius, Montesquieu, and Kant. 190

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384. Politics and Literature 476. Continental Political Theory 418. Research Design and Methods (3-0-3) C. Zuckert (3-0-3) Dallmayr (3-0-3) Staff This course involves the study of works of political This course offers an introduction to the social This course reviews approaches to the study of theory and literature in order to address some of the and political thought of leading representatives of social and political phenomena. Students will learn central questions of political theory in the modern Continental philosophy in the 20th century. After to structure a research question and to review pos- age. The examination of the relation between truth, exploring the work of the main “founders” of phe- sible methods for answering the questions that are faith and politics, and the nature of political action nomenology and existentialism (Husserl, Heidegger, raised by observing political and social processes. will form central questions of the course. We will pay Jaspers), the course will concentrate chiefly on the The course will acquaint students with a variety special attention to the problems of founding polities “French school” of existentialism and existential phe- of research methods and with the advantages and and membership in political communities. nomenology (Marcel, Camus, Sartre, Merleau-Ponty drawbacks each method introduces. The course is and Ricoeur). The course will conclude with some designed for junior political science majors inter- 387. Ancient and Medieval Political Theory reflections on contemporary post-phenomenology ested in writing a senior honors thesis and for other (3-0-3) Keys and deconstruction (Foucault, Derrida). students whose careers may require research skills. What is the meaning of justice, and why should we Students will learn to develop research proposals and care about it? Can politics ever perfectly establish 495V. Mock Trial to critically review the research reported in the mass justice? Which forms of government are best for (3-0-3) Dwyer media and in more specialized sources. Both qualita- human beings to live under, and why? What is the This course is designed to prepare students to par- tive and quantitative methods are presented to help political relevance of religion and philosophy, family ticipate in the American Mock Trial Association's students become critical consumers of research. and ethnicity, war and peace, nature and freedom, annual mock trial tournaments. Students will learn law and right? What are the qualities of a good to apply the judicial rules of civil/criminal procedure 491/492. Writing Seminars citizen and political leader? How should relations and rules of evidence to the 2003-04 national case. (3-0-3) (3-0-3) Staff among diverse political communities be conducted? Participants will assume the roles of trial attorneys These intensive writing seminars are required This course introduces students to theoretical reflec- and witnesses for the plaintiff and defense and will courses. Open to senior majors and second-semester tion on these and related questions through the develop critical analytical and communications skills junior Pi Sigma Alpha members with permission of study of some of the great works of ancient and in preparing and presenting the case through the di- the director of undergraduate studies. The Writing medieval political thought. Readings will include rect examination and cross examination at trial. Seminars give seniors the opportunity to work in a writings of authors such as Thucydides, Plato, Aris- Permission required. seminar setting, to explore a topic more deeply, and totle, Cicero, Augustine, Farabi, Maimonides, and to gain experience writing in their field. Recent top- Aquinas. OTHER COURSES ics have included Issue Politics, the Constitution and Public Policy, Constitutional Rights, African Politics, 389. The Enlightenment and Its Revolutions 386C. Quantitative Political Analysis Israeli Politics, Issues in Democratic Politics, Latin (3-0-3) Botting (3-0-3) Coppedge American Politics, The Problem of the Common This course explores the enduring significance of Students in this course will learn to understand the Good, Women and Politics, Non-Western Political the Enlightenment and its many revolutions: the most common statistical techniques used in politi- Thought, Politics and Literature, and The Politics of scientific revolutions (Bacon, Newton), the philo- cal science and acquire the skills necessary to use Cultural Differences. sophical and theological revolutions (Descartes, these techniques and interpret their results. Mastery Voltaire, Hume, Kant), and the social revolutions in of these techniques is essential for understanding 494. Research Apprenticeship the family and civil society (Wollstonecraft, Smith). research on public opinion and voting behavior, (1 credit) Roos We will examine the legacy, both good and bad, of electoral studies, comparative research on the causes This course offers undergraduates a chance to learn these Enlightenment revolutions for contemporary of democracy. For each topic, students will read about and participate in the research experience. American liberalism. works to orient them to key issues and debates. They After several training sessions students are assigned will learn the reasoning behind the statistical analysis to a faculty member to work on an ongoing faculty 471. Justice Seminar in these readings and create their own spreadsheet research project. Strongly recommended for students (3-0-3) Roos programs to execute such analyses. They will then planning on pursuing a masters or PhD program in An examination of major theories of justice, both download and clean datasets actually used in the Political Science, International Relations, or Public ancient and modern. Readings include represent- published research, replicate selected analyses from Policy. atives of liberal theorists of right, such as John Rawls, these readings using a statistical package, and write as well as perfectionist alternatives. The course also short papers evaluating the inferences defended in 496. Internships serves as the core seminar for the philosophy, politics the published research. (3-0-3) Arroyo and economics concentration. The goal of the internship program is to provide opportunities to integrate course work with expe- 475. Contemporary Political Theory riential learning. To this end we sponsor internships (3-0-3) Dallmayr through the Notre Dame area with a variety of An introduction to contemporary political phi- local government or government-related agencies. losophy as articulated both by American and Learning through internships encompasses polishing European thinkers. The main aim of the course is your resume, honing your interviewing skills, and to investigate whether our century makes room for improving writing and analytical skills by entering genuine political thought. Among those discussed the world of work and getting hands-on experience. are Leo Strauss, Michael Oakeshott, Eric Voegelin, All internships are unpaid. Internship credits do not Hannah Arendt, John Rawls, and Juergen Habermas. fulfill the political science major requirements. Per- mission required. 191

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497. Directed Readings: Reading and Program of Liberal Studies The program requires writing throughout the Research curriculum, especially in the tutorial classes. In the (0-V-0) Staff spring semester of their senior year, all students are Students with a G.P.A. at the Dean’s list level are el- Chair: required to write a major research essay under the igible for independent study under the direction of a Henry M. Weinfield direction of a faculty advisor. The senior essay offers faculty member. Registration requires a “contractual Rev. John J. Cavanaugh, C.S.C., Professor of students a particularly intensive writing experience agreement” with the professor prior to scheduling. Humanities: and an opportunity to investigate a specialized topic Frederick J. Crosson (emeritus); Michael J. of interest in depth. 499. Senior Honors Thesis Crowe (emeritus) To accomplish the goals of the program, the stu- (0-V-3) Staff Professors: dent must take the entire sequence of courses, each Seniors with a grade point average of 3.5 or above Rev. Nicholas Ayo, C.S.C. (emeritus); Kent building upon the earlier components to achieve a are encouraged to write a senior honors thesis. For Emery Jr.; Walter J. Nicgorski; F. Clark Power; cumulative and organic educational experience. For this project, the student works closely with a faculty Phillip R. Sloan; M. Katherine Tillman; Henry this reason, the program must constitute the stu- member on a topic of the student’s choice. The M. Weinfield dent’s primary major. Sufficient electives are available senior honors thesis builds on the student’s course Associate Professors: in each of the three years, however, to allow concen- work, experience, and interests and trains the student Edward J. Cronin (emeritus); Stephen M. Fal- trations to be completed. Supplementary majors are to work deeply and independently. Three credits of lon; G. Felicitas Munzel; Gretchen difficult but not impossible to complete and usually this two-semester project fulfill one senior writing Reydams-Schils can be accommodated. seminar requirement. The other three credits can Assistant Professors: Students must formally apply for entrance into count toward elective credit but not toward the Steven G. Affeldt; Edmund Goehring; Robert the program by a stated date in the spring of the major. Goulding; Julia Marvin; Kevin Mongrain; first year, and application blanks will be available 500-Level Courses. Many 500-level graduate courses Thomas Stapleford; Fabian E. Udoh by March. Students interested in entering the pro- are open to qualified undergraduates with a grade gram are urged to complete the University science, point average of 3.6 or higher and permission of the Program of Studies. The Program of Liberal Studies, mathematics, and first theology requirement in the instructor. Descriptions of these courses are available Notre Dame’s Great Books program, offers an inte- first year. In some special cases, typically involving in the Graduate School Bulletin of Information, as grated three-year sequence of studies leading to the international study, a student may begin the program well as in the Political Science Department office. bachelor of arts degree. Students enter the program at a later date, but in no case after the beginning of at the end of the First Year of Studies. the junior year. Students admitted to the program at Fundamental to the program is a conception of a later stages must be prepared to make up prior liberal arts education that aims to avoid the separa- components. tion of the humanities. The program seeks to provide a unified undergraduate education in all of the SEQUENCE OF COURSES liberal arts, including music and the natural sciences. For this reason the program is not to be equated with Sophomore Year a “general humanities” educational program. The First Semester study of literature, philosophy, natural and social 241. Philosophical Inquiry 3 science, theology, history and fine arts will take place 243. Literature I: Lyric Poetry 3 within a larger unifying conception of the liberal arts 281. Great Books Seminar I 4 that cuts across many of the disciplinary boundaries Elective 3 suggested by these names. Because the goal of the Elective 3 program is to provide more than an introduction ______to various subject matters, none of the tutorials or 16 seminars stands alone in the program. The curricu- Second Semester lum grows organically over the three years, with each 244. Classical Mathematics, course presuming all of its predecessors. Astronomy, and Science 3 Although the program emphasizes education in 246. The Bible and Its Interpretation 3 the liberal arts, it also considers the liberal arts in 282. Great Books Seminar II 4 themselves as insufficient for a complete education. Elective 3 The liberal arts are the critical tools of learning, but Elective 3 they are also to be related to the larger search for ______genuine understanding and philosophic wisdom. 16 Philosophy, which explores the basic questions of Junior Year epistemology, ethics, and politics, is also related to First Semester the claims of the Christian tradition. The program 341. Fine Arts 3 maintains specific tutorials in the various disciplines 343. The Scientific Revolution: The to enable these relationships to develop Physical and Life Sciences 3 systematically. 347. Ethics 3 The normal method of instruction in the pro- 381. Great Books Seminar III 4 gram is through the reading and discussion of prima- Elective 3 ry texts. The student is asked to take an active role in ______the learning process. Particularly in the seminar, the 16 authors of the great books are considered to be the primary teachers. 192

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Second Semester 481–482. Great Books Seminar V and VI 347. Ethics 346. Literature II: Shakespeare and (3-0-3) (3-0-3) (3-0-3) Munzel, Tillman, Power Milton/Spenser/Wordsworth 3 The third sequence deals with 19th- and 20th-cen- An examination of modes of moral reasoning and 348. Political and Constitutional Theory 3 tury works and includes some consideration of the what constitutes the good life, based primarily on 382. Great Books Seminar IV 4 primary works of the Eastern tradition. Authors the study of Aristotle’s Nicomachean Ethics, the Elective 3 include selected writings of Chinese and Hindu philosophy of Kant, and a selection from the utilitar- Elective 3 authors, Hegel, Tocqueville, Melville, Tolstoy, Mill, ian ethical tradition. Readings also usually include ______Marx, Kierkegaard, Newman, Darwin, Nietzsche, a selection from other philosophical writings as well 16 Freud, James, Heidegger, Woolf, Wittgenstein, El- as works in theological ethics and in moral develop- Senior Year lison, and Dostoevsky. ment. Fall. First Semester 443. Christian Theological Traditions 3 LITERATURE 348. Political and Constitutional Theory: Ancient and 445. Intellectual and Cultural History 3 Modern 481. Great Books Seminar V 4 243. Literature I: Lyric Poetry (3-0-3) Affeldt, Crosson, Nicgorski, Bartky Elective 3 (3-0-3) Fallon, Marvin, Weinfield An approach to understanding the fundamental Elective 3 This course focuses on the lyric tradition in English problems of political community and the nature of ______poetry and involves intensive study of a number of various solutions to these, especially the democratic 16 seminal poets and poems in the lyric tradition. Stu- solution. Readings include Aristotle's Politics, Second Semester dents are introduced to the technique of close read- Locke's Second Treatise, and The Federalist. Spring. 444. Metaphysics and Epistemology 3 ing and become familiar with the formal elements of 443. Christian Theological Traditions 446. Evolutionary Biology/ poetry, including such literary devices and figures as (3-0-3) Mongrain, Udoh Developmental Psychology 3 meter and rhythm, metaphor, symbolism, paradox, The study of Christianity in its development, includ- 462. Essay Tutorial 3 and irony. Authors may include Shakespeare, Donne, ing its major doctrines (on God, Creation, Human- 482. Great Books Seminar VI 4 Herbert, Wordsworth, Keats, Dickinson, Yeats, Eliot, ity, Incarnation, Trinity), its structures of authority, Elective 3 and Stevens. Fall. and its sacramental life. The course moves toward a ______historical and systematic understanding of the Chris- 16 346. Literature II: The Longer Forms (3-0-3) Fallon, Marvin, Weinfield tian traditions, and especially the Roman Catholic tradition. Readings typically include patristic authors Course Descriptions. The following course de- Building on the techniques of close reading devel- (Justin Martyr, Origen, Tertullian, Augustine, and scriptions give the number and title of each course. oped in Literature I, this course will turn to major others), medieval authors (Bonaventure, Aquinas, Lecture hours per week, laboratory, and/or tutorial works of verse drama and narrative poetry in Eng- and others), and later writers (Balthasar, Rahner, and hours per week, and credits each semester are in lish. Attention will be focused on formal, structural, others). Fall. parentheses. The instructor’s name is also included. expressive, and thematic aspects of these longer works as well as the ways in which their authors draw SEMINARS and build on the genres, modes, and conventions 444. Metaphysics and Epistemology of Western literary tradition. The reading list will (3-0-3) Munzel, Affeldt, Reydams-Schils 180. Literature University Seminar I and II include works by Shakespeare, and at least one of An inquiry into the nature of knowledge and reality (3-0-3) (3-0-3) Staff the central narrative poets in English (e.g., Chaucer, and their relation, based on a close study of the Pla- This seminar functions as an introduction to the Spenser, Milton, Pope, or Wordsworth). Spring. tonic tradition, Aristotle’s Metaphysics, and Kant’s Program and fulfills the University literature require- Critique of Pure Reason. Other texts—by such ment. It is designed to develop habits of careful read- PHILOSOPHY AND writers as John Henry Newman, Hannah Arendt, ing, discussion, and writing through the reading of THEOLOGY and Emmanuel Levinas—are often also utilized to classic tests. These seminars serve as an introduction facilitate this inquiry. Spring. to the “Great Books” style of education fostered by 241. Philosophical Inquiry the Program of Liberal Studies. (3-0-3) Nicgorski, Reydams-Schils, Tillman SCIENCE Exercises in philosophical inquiry and a sustained 281–282. Great Books Seminar I and II examination of its meaning in the context of the lib- 244. Classical Mathematics, Astronomy, and Science (4-0-4) (4-0-4) Staff eral arts tradition. Readings include selections from (3-0-3) Goulding The sophomore seminar sequence is focused on the Pre-Socratics, texts of Aristotle, Plato’s Meno, This course examines the concept of ‘nature’ in the foundational works of Greek and Latin literature. Boethius’s Consolation of Philosophy, and later writ- ancient and medieval worlds, and the role of math- Authors include Homer, Aeschylus, Sophocles, ings such as those of Descartes and Nietzsche. The ematics in explaining the world around us. We begin Herodotus, Thucydides, Plato, Aristotle, Virgil, course includes an introduction to the forms of logi- by studying in some depth the natural philosophies Cicero, Augustine, and Bonaventure. Students are cal argument. Fall. of Plato and Aristotle, before turning to a careful introduced to the “Great Books” seminar method, reading of the first book of Euclid’s Elements, which which involves fostering the arts of discussion and 246. The Bible and Its Interpretation we study both as a great text in its own right and close reading, and the communication of complex (3-0-3) Mongrain, Udoh as a powerful model for scientific method. In the ideas. A close study of both the Hebrew Bible and the New second half of the course, we examine two applied Testament. In addition to offering a critical intro- mathematical sciences—astronomy and optics—in 381–382. Great Books Seminar III and IV duction to the Bible and an awareness of the various antiquity and the middle ages, both reading original (4-0-4) (4-0-4) Staff ways in which it can be approached and interpreted, texts and reconstructing important observations and The second seminar sequence focuses on the clas- this course focuses on selected books and passages of experiments. We return finally to medieval treat- sics of the Middle Ages, the Renaissance, and the the Bible and analyzes them in their literary, politi- ments of the problem of nature and its relationship Enlightenment. Authors include Thomas Aquinas, cal, historical, cultural, and religious contexts. to mathematics. Spring. Dante, Chaucer, Luther, Cervantes, Bacon, Des- cartes, Hobbes, Pascal, Milton, Hume, Rousseau, Swift, Austen, Kant, and Goethe. 193

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343. The Scientific Revolution: The Physical and Life HISTORY Sciences Psychology (3-0-3) Goulding, Stapleford 445. Intellectual and Cultural History Chair: Building on the material developed in PLS 244, this (3-0-3) Emery, Sloan Cindy S. Bergeman course will focus on the major scientific and philo- The tutorial deals with the issue of history and Director of Graduate Studies: sophical changes of the 17th century that established historical consciousness in relation to the PLS curric- Laura Carlson the foundations of modern science in both physics ulum as an whole. The course examines issues of his- Director of Undergraduate Studies: and the life sciences. Through laboratory exercises toriography and the use of historical analysis in the Anré Venter and primary texts (including the work of major contextualized reading of texts. Usually, the course Andrew J. McKenna Professor of Psychology: authors like Copernicus, Galileo, Harvey, Descartes, focuses on writings for the 17th- and 18th century John G. Borkowski and Newton), students will examine key transforma- Enlightenment, a critical turning-point in western Matthew A. Fitzsimons Professor of Psychology: tions in natural philosophy and its relationship to intellectual and cultural history, e.g., on writings Scott E. Maxwell other disciplines. Fall. by such authors as Bossuet, Spinoza, Montesquieu, Notre Dame Chair in Psychology: Vico, Kant, Hegel, and beyond, Rank and Eliade. E. Mark Cummings 446. From Evolutionary Biology to Developmental Occasionally, one section of the course focuses on Joseph Morahan Director, College Seminar: Psychology the Middle Ages (ca. 400–1500), reading texts by, (3-0-3) Stapleford, Power, Sloan George S. Howard e.g., Augustine, Chretien des Troyes, Abelard and Professors: Beginning with a study of Darwin’s Origin of Spe- Heloise, Thomas Aquinas. Fall. cies, this course will first explore the development of Cindy S. Bergeman; John G. Borkowski; Jeanne D. Day; George S. Howard; Thomas V. evolutionary theory. This will be followed by a study SPECIAL COURSES of the foundations of genetics and the relations of Merluzzi; Anita E. Kelly; Donald B. Pope- Davis; Thomas L. Whitman the biological and physical sciences. The second por- 462. Essay Tutorial Associate Professors: tion of the course explores Developmental Psychol- (3-0-3) Staff Steven M. Boker; Julia M. Braungart-Rieker; ogy with special attention to ways in which it has This course provides the framework in which se- Laura Carlson; Charles R. Crowell; William E. appropriated genetic biology. Spring. niors in the program prepare a substantial essay, Dawson; Bradley S. Gibson; Darcia Narvaez; culminating their three years in the program. Faculty G. A. Radvansky; David A. Smith; Ke-Hai FINE ARTS members working with small groups of students help Yuan them define their topics and guide them, usually on Concurrent Associate Professors: 341. Fine Arts a one-to-one basis, in the preparation of their essays. Julianne Turner; Patrick Utz (3-0-3) Goehring Spring. This course serves as an introduction to the analysis Assistant Professors: and interpretation of Western art music. It develops 497. Directed Readings Alexandra F. Corning; Kathleen M. Eberhard; critical vocabularies for understanding some of the (3-0-3) Staff Irene J. Kim; Robert L. West most prominent musical works in the tradition, in- Associate Professional Specialist: cluding works by Bach, Mozart, Beethoven, Wagner, 498. Special Studies Anré Venter Verdi, and Stravinsky. Major genres and cultural eras (3-0-3) Staff Visiting Assistant Professional Specialist: are covered, as well as relevant developments in liter- Instructor’s written permission and permission of Kathleen C. Gibney ature, philosophy, and the visual arts. Using various chair required. Reading courses in areas of interest to Adjunct Instructors: live artistic resources of the Michiana and Chicago the student. Sandra D. Collins; Lisa Edwards; Roya areas, recordings and reproductions, as well as im- Ghiaseddin; Kathleen Kolberg; Anthony Ong; portant readings on aesthetics and criticism, students Robert D. White will develop a conceptual framework through which Emeriti: to evaluate and discuss music. Fall. Willis E. Bartlett; Sheridan P. McCabe; Naomi M. Meara; C. William Tageson

Program of Studies. Psychology is the scientific study of the behavior of organisms with a primary focus on human behavior. It is concerned with the biological and environmental determinants of behavior as reflected in the study of physiological, sensory, perceptual, cognitive, motivational, learning, developmental, aging, and social processes. The undergraduate program seeks a balance between exposure to basic psychological principles and theories and their extension to the applied areas such as child education, counseling, mental retardation and behavioral deviancy. The undergraduate courses are intended to meet the needs of students who plan to (1) major in psychology and later attend graduate school in psychology or affiliated fields, (2) major in psychology as part of a general cultural program, (3) obtain training in psychology as a special supplement to their major interest or (4) use psychology to satisfy social science requirements or electives. 194

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One of the department’s main features is an em- Course Descriptions. The following course de- 310C. Social Concerns Seminar: Leadership Ethics phasis on opportunities for close faculty-student in- scriptions give the number and title of each course. (1-0-1) Brandenberger volvement in research projects at the undergraduate Lecture hours per week, laboratory, and/or tutorial Refer to “Center for Social Concerns” in the front level. The research specialties in which majors may hours per week, and credits each semester are in pa- section of this Bulletin. become involved range from basic research in such rentheses. The instructor’s name is also included. areas as psychophysics, human and animal learning, 341. Experimental Psychology I: Statistics child development, aging, and psycholinguistics, to 111. Introductory Psychology FY (3–2-4) Staff applied research in a community setting. Students (3-0-3) Venter, Radvansky An introduction to the analysis and evaluation of planning to do graduate work in psychology will A broad coverage of the methods and findings that experimental data, with particular emphasis upon plan their program in close coordination with their characterize scientific psychology, including a de- measures of central tendency, variability, and covari- faculty advisors. scription of historical and recent developments in the ability, and their relationship to psychological theory areas of learning and motivation; perceptual, cogni- and explanation. Undergraduate major. The psychology major re- tive, and physiological processes; social, personality, quires a minimum of seven three-credit courses, two and child development; and abnormal behavior and 342. Experimental Psychology II: Methods four-credit courses (341 and 342) and one one-credit clinical treatment. Open to first-year students only. (3-3-4) Collins, Carlson, West course (300), and, therefore, a minimum of 30 credit Prerequisite: PSY 341. hours. 180. Social Science University Seminar A continuation of Psychology 341, with emphasis The specific requirements comprising the min- (3-0-3) Smith, Gondoli, Dawson on the design and methods of execution of psycho- imum 30 credit hours are as follows. All majors These seminars are designed for further under- logical research. Training in writing reports in profes- are required to take three credits of PSY 111, In- standing of the myriad ways psychology is embedded sional format is also provided. troductory Psychology (for freshmen), or PSY 211 in the biological, social, and cultural contexts of or 211A, Introductory Psychology (for upperclass one’s everyday life. 344. Exploratory and Graphical Data Analysis students) as a prerequisite for the content psychology (3-0-3) Steve Boker courses. In addition, all psychology majors are re- 211. Introductory Psychology SJS Prerequisites: PSY 341 and 342 for undergraduates; quired to take PSY 341, Experimental Psychology I: (3-0-3) Staff PSY 507 for graduates. Statistics (four credits), and PSY 342, Experimental A broad coverage of the methods and findings The process by which psychological knowledge Psychology II: Research Methods (four credits). which characterize scientific psychology, including advances involves a cycle of theory development, Majors then have a choice in that they are required a description of historical and recent developments experimental design, and hypothesis testing. But to complete two of the following four courses in the in the areas of learning and motivation; perceptual, after the hypothesis test either does or doesn’t reject Social and Developmental Processes (CLASS A): cognitive, and physiological processes; social, person- a null hypothesis, where does the idea for the next PSY 350, Developmental Psychology; PSY 352, So- ality, and child development; and abnormal behavior experiment come from? Exploratory data analysis cial Psychology; PSY 353, Personality; and PSY 354, and clinical treatment. Open only to sophomores, completes this research cycle by helping to form and Abnormal Psychology. Similarly, majors are required juniors, and seniors. change new theories. After the planned hypothesis to complete two of the following four courses in the testing for an experiment is finished, exploratory Biological and Learning Processes (CLASS B): PSY 211A. Introductory Psychology PSI data analysis can look for patterns in these data that 355, Physiological Psychology; PSY 356, Learning (0-0-3) Crowell may have been missed by the original hypothesis and Memory; PSY 357, Sensation and Perception; This course covers the same content as PSY 211 tests. A second use of exploratory data analysis is and PSY 359, Cognition. In their senior year each but is taught using an individualized, self-paced in diagnostics for hypothesis tests. There are many major must take two content courses at the 400 method of instruction. This method is a variant of reasons why a hypothesis test might fail. There are level, which are small, in-depth discussion-oriented the Personalized System of Instruction (PSI) format even times when a hypothesis test will reject the null seminars generally in the instructor’s specific area of and includes features such as self-paced learning, for an unexpected reason. By becoming familiar with expertise. All 400-level seminars are designated writ- emphasis upon mastery of the written rather than data through exploratory methods, the informed ing-intensive courses, satisfying the College of Arts the spoken word, frequent testing, and an option to researcher can understand what went wrong (or what and Letters writing requirement. (See the introduc- retake unsatisfactory quizzes. went right for the wrong reason). This class is recommended for advanced students who are interested in tory portion of the Arts and Letters section.) PSY The department requires that Introductory Psy- 498, Special Studies, cannot be used to satisfy the getting the most from their data. chology (PSY 111, PSY 211, or PSY 211A) precede 400-level major requirement. Finally, in the semester its 300- and 400-level courses. following their declaration of a major in psychology, 345. Dynamical Systems Analysis (3-0-3) Boker new majors are expected to participate in a one-cred- 300. Psychology: Science, Practice, and Policy Questions posed by researchers in psychology require it-hour seminar called PSY 300, Psychology: Science, (1-0-1) Venter studying evolving behavior over time. Dynamical Practice, Policy, which provides an introduction to This one-credit seminar introduces the depart- systems methods were developed to study just such the department and the faculty. ment’s programs and faculty research interests as evolving systems and can be helpful in both experi- well as the profession of psychology. The goal is to Note: PSY 398 or PSY 498, Special Studies cannot mental design and analysis of resulting data. This encourage more active reflection on how psychology be used to satisfy any of the 300 level or 400 level course presents methods that can be used to analyze can be useful, both personally and professionally; courses. However, these credits are strongly recom- intra-individual variability from a dynamical systems also to present the major tensions within contem- mended for any students intent on pursuing a grad- perspective. Recently developed techniques such as porary psychology as well as its potential impact on uate career in psychology. In addition, even though mutual information, state-space embedding, fractal public policies in the decade ahead. Introductory Psychology (PSY 111, PSY 211, or PSY dimension, and surrogate data tests are presented 211A) is a prerequisite for the content area courses, 310A. Social Concerns Seminar: Children and along with more traditional time series and linear it does not fulfill any of the 30-credit-hour require- Poverty statistical methods. ments for the major. (1-0-1) Brandenberger Refer to “Center for Social Concerns” in the front section of this Bulletin. 195

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350. Developmental Psychology (3-0-3) Gibney, Gondoli Major theories and research ﬁndings on social, emotional, and cognitive development are covered. Although emphasis is on the time from birth to early adulthood, some research on adulthood and the elderly is included. Attention is given to how different environments enhance or hinder healthy development.

352. Social Psychology (3-0-3) Venter An introduction to the major theoretical orientations within the field of experimental social psychology and a survey of the research findings in selected areas such as attitude formation and change, affiliation, interpersonal attraction, and social cognition.

353. Psychology of Personality (3-0-3) Kelly An introduction to personality development from birth to old age. Emphasis is given to the role of he- redity and environment in personality development and the importance of motivation, traumas, learning, perception, thought, creativity, and abnormality for an understanding of personality function.

354. Abnormal Psychology Laura A. Carlson, associate professor of psychology (3-0-3) Gibney, Smith Defines the concept of abnormal or maladaptive behavior; reviews the principles involved in human 358. Behavioral Genetics 388. Computers in Psychological Research development and adjustment and describes (3-0-3) Bergeman and Education the common clinical syndromes, their causes, and Behavioral genetics is the study of genetic and envi- (3-0-3) Crowell treatments. ronmental influence on individual differences, and Permission of instructor required. can be used to examine all aspects of development. Possible projects include: education, work produc- 355. Physiological Psychology The purpose of the class is threefold: first, to orient tivity, decision making, database management, ex- (3-V-3) West students to the basic genetic principles necessary pert systems, knowledge retrieval, data analysis, and An introduction to the biological bases of behavior, for the understanding of hereditary influences on experiment control. Projects may require campus with a major emphasis being placed upon the neu- development; secondly, to overview genetic and envi- mainframe computer or microcomputers, particu- rological correlates of behavior. May be offered with ronmental influence on behavioral, biomedical, and larly the Macintosh or IBM PC. Same as CAPP lab section. biobehavioral attributes; and, lastly, to assist students 481C. 356. Learning and Memory to realize that behavioral genetics is a powerful tool 390B. Practicum in Developmental (3-0-3) Radvansky for the study of environmental as well as genetic influences on development. Dysfunction A survey of the theories and methods relating to (3-0-3) Whitman basic processes in learning and memory from both 359. Cognitive Psychology This practicum/seminar is the logical outgrowth of biological and cognitive perspectives. (3-0-3) Carlson, Gibson, Radvansky a long informal relationship that student volunteers have had with families in the Michiana community 357. Sensation and Perception A lecture course presenting a cognitive approach to who have autistic and other special-needs children. (3-0-3) Dawson higher processes such as memory, problem solving, The practicum aspect of the course will involve Includes a diverse range of topics, from sensory pro- learning, concept formation, and language. students going into a family home and working in cesses and perceptual development to sensory depri- 385. Practicum in Teaching Technology a structured program with an autistic child for, on vation and visual illusions. Emphasis is on auditory (3-0-3) Crowell average, three times a week and a total of six to seven and visual perception. Prerequisite: Consent of instructor. hours. In addition, students will meet in class once An introduction to and experience in applying the a week for discussion on a range of topics relating principles and methods of behavior instruction in to autism, including issues regarding its definition, the classroom. assessment, etiology, and treatment, as well as topics regarding the impact of autism on the family, community resources, and social policy. A number of classes will feature discussions led by parents of autistic children. This class is recommended particularly for students interested in child clinical psychology, education, developmental psychology, and social work. 196

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390C. Applied Behavior Analysis The following advanced courses and seminars are 410. Psychology of Discrimination (3-0-3) Whitman primarily for majors; however, non-majors may en- (3-0-3) Corning Applied behavior analysis is a field of inquiry that roll with the consent of the instructor. This course is intended to facilitate students’ un- investigates the factors that influence human be- derstanding of discrimination and prejudice from havior and uses this knowledge to develop effective 401. Advanced Statistics a social-psychological perspective. The psycho- educational and therapeutic programs. This course (3-0-3) Maxwell logically-based causes, correlates, and consequences will introduce the students to concepts, techniques, This course extends PSY 341 in two respects. First, of discrimination and prejudice will be examined and methodology associated with this field. Students additional attention is given to the logic of inferen- via the application of social-cognitive theories and will observe ABA programs being used in home set- tial statistics. Special focus is placed on the purpose, research to the real experiences of stigmatized group tings to teach children with autism and then have strengths, and limitations of hypothesis testing, espe- members. As such, this course is intended to help the opportunity to design and implement such cially as it is used in psychological research. Second, students better understand the major psychological programs with this same population. The course is this course considers statistical analysis of data from principles underlying prejudiced attitudes and especially recommended for students interested in more complex data structures than typically covered discriminatory behavior; become acquainted with developmental psychology, clinical psychology, and in PSY 341. The goal of this part of the course is current research on the causes, correlates, and conse- special education. to heighten students’ awareness of the variety of quences of prejudice and discrimination; and engage research questions that can be addressed through a in more objective examination of one’s own attitudes 392. Sign Language wide range of designs and accompanying analyses. and behaviors. (3-0-3) Stillson The orientation of the entire course focuses much The American Sign Language class is designed to less on the computational aspects of analyzing data 411. Psychosocial Perspectives on Asian Americans introduce basic vocabulary and simple sentence than on the conceptual bases of what can be learned (3-0-3) Kim structure for conversational use. A cultural view from different approaches to data analysis. This course examines major psychological topics rel- is presented to examine traditions and values. A evant to Asian Americans. Broad areas to be covered linguistic view is presented to introduce structure, 405. Children and Poverty: include Asian American personality, identity, and syntax and manual alphabet. Experiential activities, Developmental Implications mental health as well as sociocultural influences that receptive and expressive exercises, and fluency op- (3-0-3) Brandenberger shape personality and mental health. Specific topics portunities are incorporated into the format. This Examines the impact of rising levels of child poverty include: cultural values and behavioral norms, the is an introductory class for students with no prior and related concerns from the perspective of devel- acculturation process, ethnic identity development, knowledge of American sign language. opmental and social psychology. family processes, stressors, and social support systems within Asian communities, psychopathology, aca- 407. Leadership and Social Responsibility 396. Psychology Externship demic achievement, and culturally competent mental (3-0-3) Brandenberger (3-0-3) Gibney health treatment and service delivery. Prerequisites: psychology major, instructor permis- This course examines leadership and empowerment sion, suitable externhsip placement, and tentative issues from multidisciplinary perspectives, focusing 412. Latino/a Psychology learning agreement. on the role of the leader within organizations that (3-0-3) Edwards Enrollment is limited. Preference is given to juniors promote service, social action or other forms of The purpose of this course is to examine the psycho- This course provides an opportunity for students to social responsibility. Alternative models of leader- social research and literature about Latino/a indi- gain supervised work experience in a health, school, ship are explored, with attention to value and moral viduals and communities within the United States. or social service agency. The student will be expected implications. Students will be actively involved in discussing issues to find a placement from among those specified relevant to Latino/a well-being, including immigra- 408. Cross-Cultural Psychology by the department where they will be required to tion and acculturation, ethnic identity, religiosity, (3-0-3) Pope-Davis spend 8 hours a week. A learning agreement will be family life, prejudice and discrimination, and mul- The general purpose of this course is to examine required. The classroom n of the course is a weekly tiracial identity. Economic, educational, and social and learn to talk about issues of culture and race in two-and-a-half-hour seminar where the issues from opportunities for Latinos also will be studied, and the United States from a psycho-social perspective. the externship experience and relevant research mate- efforts towards social advocacy and the delivery of Culture and race are not synonyms. So, we will be rials will be discussed. psychological interventions for Latino communities examining some of the ways that each affects the will be critically examined. 397. Directed Readings quality of our psychological functioning. (0-0-3) The goals of this course are to learn to recognize 450. Moral Development and Character Education Prerequisite: Consent of instructor. and appreciate culture in ourselves and others; to (3-0-3) Narvaez Directed reading is carried out under the supervision examine the different ways that cultural and racial We review research and theory on moral identity of a faculty member. A typewritten report on the socialization influence behavior, to consider how development and its implications for character devel- reading is required. culture and race relate to various psychological opment and education. Students will select an aspect constructs, and to understand the ways in which of moral character to study, reporting on their find- 398. Special Studies racism and ethnocentricism operates in everyday ings and designing a research study. (0-V-V) Staff life. To accomplish these goals, we will use readings, Prerequisite: Consent of instructor. Majors only. group discussions, lectures, films, and each other to 451. Theories of Moral Development and Identity Independent research carried out under supervision expanding our awareness of how culture and race op- (3-0-3) Narvaez of a faculty member. A typewritten report of a erates in our everyday life. As a student in this class, research literature or an experimental study is you will be encouraged to share your ideas and life required. experiences. 197

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Readings will cover diverse perspectives on the 464. Children/Families in Conflict 471. Infant and Child Development nature of moral development. These include perspec- (3-0-3) Cummings (3-0-3) Braungart-Rieker tives within psychology, major religious traditions, Current trends and findings pertaining to con- This course focuses on physical, cognitive, and socio- classic and modern theories. Students will compare structive and destructive conflict within families, and emotional development during infancy and child- and contrast theories and formulate their own the effects of conflicts within families on children, hood. Readings will include a textbook and several theories. will be considered. A focus will be on interrelations articles. Topics for reading and discussion include between family systems (marital, parent-child, and methods for studying infants and young children, 452. Moral and Spiritual Development sibling), and methodologies for studying these prenatal development, cognitive processes, language (3-0-3) Narvaez questions. A particular concern will be how positive development, emotional processes, parent-child rela- As an introductory course to the field of moral psy- and negative conflict processes in the marital relationships, and peer relationships. chology, we examine major research traditions. We tionship affects families, marriages, and children. study the theoretical underpinnings, goals, and prac- The role of interparental conflict in various family 475. Seminar: Psycholinguistics tices of major approaches to moral education. contexts (divorce, parental depression, violence and (3-0-3) Eberhard abuse, custody, physical illness, or disability), and An interdisciplinary seminar with emphasis upon 453. Behavioral Pediatrics relations between family and community conflict student participation covering topics such as linguis- (3-0-3) Whitman, Kohlberg and violence, will be examined. The positive side tics, memory, and perception for language stimuli, This course is directed toward premedical students of family conflict will be considered, including the child language, bilingualism, and social psychology interested in pediatric medicine and psychology elements of constructive marital and family conflict, of language. majors interested in health psychology. It exposes and psycho-educational strategies for promoting for areas of psychology, biology, and medicine pertinent constructive conflict processes within families. The- 476A. Sport and Exercise Psychology to children. Specific emphasis is placed on studying ories and models for conceptualizing the effects from (3-0-3) Nicole LaVoi infants who are at risk for developmental problems. a family-wide perspective will also be considered. This course will cover the foundations of sport and Requirements: Class attendance, active partici- exercise psychology, which examines people and their 453A. Psychology and Medicine pation in class discussions and activities, including behaviors within sport and physical activity contexts (3-0-3) Kolberg leading discussions on articles in small groups, par- from group and individual perspectives. This class This course has two basic objectives. First, it exam- ticipation and report of the results of small-scale field will be taught using a variety of lecture methodolo- ines from a lifespan and psychobiological perspective studies in small groups, completion of a review paper gies (75 percent), group discussion, and activities, as the factors that place individuals at different stages of on a topic in this area, and completion of midterm well as utilizing an occasional guest speaker. Students life at risk for illness and assist them in maintaining and final in-class exams. will be expected to attend and participate in class their health. In addition, it addresses a variety of and complete writing, applied projects, and exams. challenging psychological and social issues that 465. Seminar in Counseling Theories physicians and other healthcare professionals must (3-0-3) Kelly 479. Psychology of Leadership face in the practice of medicine. The course covers a This seminar will address the following questions: (3-0-3) Howard range of topics dealing with health issues related to Does counseling work? If so, how does counseling This course will probe the ways to become a leader. different stages of human development (childhood, help people reduce their symptoms of depression, Students will read material on great leaders: Jesus, adolescence, and adulthood), disabled populations, anxiety, and other types of problems? We will discuss Ghandi, FDR, Churchill, Joan of Arc, Henry Ford, culture, and gender, stress, physician-patient inter- several of the key traditional and nontraditional John Adams, Rachel Carson, and the like. Students actions, death and dying, professional ethics, and theories of counseling and show how these theories will select the leader they wish to study intensively. social policies relating to health care. The course is are applied to clients’ problems. Secondly, psychological analyses of leadership theory primarily intended for students intending to enter will be recommended by the instructor. Lastly, stu- medical school. 466. Professional Psychology: Methods and Practice dents will read actively in the newspaper/magazine Most classes will involve brief formal presenta- (3-0-3) Kelly of their choice (e.g., New York Times, Newsweek). tions by the instructors and invited guests, followed Students will be introduced to the key research Selected articles will serve as the basis of class discus- by discussion of assigned readings pretinent to the methods, empirical findings, and theories from the sions (led by the student who suggested the article) day’s topic. In addition, students will be exposed, via clinical/counseling psychology literature. Prospects designed to plot a course of action that the student a limited practicum, to a variety of medical settings. for developing and testing new theories of psycho- will begin to undertake in the domain targeted in the therapy will be discussed. Students will be encour- article (e.g., Bills before Congress, Environmental aged to begin forming concepts for research projects degradation, Violations of Civil Rights). and developing their own integrated theoretical ap- Grading will be based upon two long papers (on proaches to treating clients. a leader and each student’s own course of action), class participation, and a final exam. Class enroll- 469. Interpersonal Communication Skills ment will be limited to 15 or 16 students. (3-0-3) Corning Prerequisite: Consent of instructor. The Human Relations Training Program provides instruction and experience in developing effective communication and basic helping skills. Attending, empathy, respect, immediacy, self-disclosure, and self-exploration are studied and practiced in small- group format. Open only to juniors and seniors. 198

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480A. Motivation and Academic Learning 483E. Stress: Med and Management 485C. Autism (3-0-3) Turner (3-0-3) Kolberg (3-0-3) Whitman Traditional studies of learning have focused almost This course is concerned with stress, its effect, and This seminar discusses topics related to develop- exclusively on cognitive, or “cold,” processes. Recent coping mechanisms from a biological as well as a mental disabilities, with a special emphasis on research on learning illustrates how “hot” processes psychological viewpoint. pervasive developmental disorders and autism. Issues also influence thinking and academic learning. In 1. We explore the nature of stress itself. What ex- regarding their definition, etiology, and treatment are this course, we focus on how social, motivational, actly is stress? How do issues of control and person- also discussed. and emotional influences interact with cognitive pro- ality enter into the perception of stress? Can we have cesses to affect academic learning. Social influences physiological stress without the perception of stress? 488C. Living Healthy Lives will include students’ social goals in school, friend- We examine some speical types of stress such as long- (3-0-3) Howard ships, and family dynamics. Motivational influences term or serious illness and work-related stress. Didactic material and experimental activities perti- are explored through the study of major theories 2. We cover the stress response and the effect of nent to daily living, particularly to normal crises and of achievement motivation, including attribution, this response on the level of the whole organism (fa- transition stages. Topics include marriage, divorce, self-efficacy, intrinsic motivation, “possible selves,” tigue, irritability, insomnia, cognitive difficulties, etc.). career changes, childbirth, retirement; the resources and goal theories. Emotional factors such as coping 3. We examine the link between stress and disease available at crisis points, such as therapy, pastoral mechanisms, test anxiety, and well-being also are on the level of organ systems such as the cardio- support, community agencies, etc.; some common discussed. In addition, we explore how development vascular system, the immune system, the gastrointes- behavioral problems, like substance abuse, depres- affects students’ social, motivational, and emotional tinal system, and the endocrine system. sion, and stress; and related topics. responses to learning.Child, adolescent, and adult 4. We examine the biological and psychologi- models are discussed, and applications to educational cal basis of common coping mechanisms such as 495. Practicum in Diversity Education child settings will be an integral part of the course. cognitive therapy, social support, drug therapy (3-0-3) Moss (self-prescribed and physican-prescribed), alcohol, This is a one-credit course designed to instruct 480B. Implications of Psychology for exercise, meditation, and sleep. The major aim is to students in the theory of diversity education while Education understand the mechanism, evaluate the efficacy in training them in the art of facilitating diversity dis- (3-0-3) Turner alleviating the stress response, and any potentially cussions. The theoretical framework for the material Examines the manner in which cognitive and devel- harmful effects. in the course comes from the “theory of oppression” opmental psychology can inform educational prac- 5. We examine theory and practices of mobilizing and the various individual, institutional, cultural, tice, especially instruction. support in stressful circumstances. and systemic manifestations of that oppression. The Class performance will be based on two examin- application portion of this course entails the pre- 482A. Memory Disorders ations, one term paper (approximately 15–20 pages), sentation of diversity programs in a required course (3-0-3) Radvansky and classroom participation. Students also will keep (Concepts of Wellness) for first-year students. The This class will provide a general survey of issues in a stress and health diary. structure of the Practicum in Diversity Education memory research. The particular focus of how vari- course includes theory instruction/training before ous memory disorders, such as amnesia, Alzheimers, 485A. Applied Behavior Analysis the semester break and making presentations/ brain damage, and so forth, reflect the operation of (3-0-3) facilitating diversity discussions for the remaining human memory. The class requirements are class Whitman portion of the semester. participation, and several research papers. Applied behavior analysis (ABA) is a field of inquiry that investigates the factors that influence learning 498. Special Studies: Reading and Research 483C. Philosophy and Psychiatry and human behavior. It then uses this knowledge (0-V-V) Staff (3-0-3) to develop effective educational and therapeutic Prerequisite: Senior standing and permission of in- Mental illness is something we experience subjectively, programs. This course will introduce the students to structor. Majors only. “socially construct” and attempt to understand through concepts, techniques, and methodology associated Independent reading and/or research carried out un- various scientific or therapeutic models (the psycho- with ABA. Students will observe ABA programs der supervision of a faculty member. A typewritten dynamic, the biomedical, etc.). The course juxtaposes being used in home settings to teach children with report is required discussing research literature or an these perspectives for the sake of exploring the pos- autism and then have the opportunity to imple- experimental study. This course may not be used to sibilities of both integrating them and highlighting the ment such programs with this same population. satisfy the 400-level requirement. resources they offer for mutual criticism. The course is especially recommended for students 499. Senior Honors Thesis Assignments and format: One or two longer pa- interested in developmental psychology, clinical (3-0-3) (3-0-3) Merluzzi pers on topics chosen by student in consultation with psychology, and special education. Major course re- These two seminars assist the senior major to pro- instructor (multiple drafts recommended). Two take- quirements include completion of assigned readings, pose, execute and write an honors thesis. The first home examinations, including the final. Interactive a term paper, and a practicum. critical discussion of short papers on assigned reading. semester is devoted to the development and presentation of the proposal, and the second to its execution, writeup, and subsequent presentation. 199

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Romance Languages and Literatures Chair: Dayle Seidenspinner-Núñez Vice Chair and Director of Graduate Studies: Theodore J. Cachey Assistant Chair and Director of Undergraduate Studies: Shauna Williams Professors: José Anadón; Maureen Boulton; Theodore J. Cachey; Bernard Doering (emeritus); Julia V. Douthwaite (assistant provost for international studies); Kristine Ibsen; Dayle Seidenspinner- Núñez; John P. Welle Associate Professors: Paul F. Bosco (emeritus); JoAnn DellaNeva; Ben Heller; Carlos Jerez Farrán; Louis MacKenzie; Christian R. Moevs; María Rosa Olivera Williams; Catherine Perry; Alain Toumayan Assistant Professors: Samuel Amago; Thomas Anderson; Vittoria Bosco (emerita); Sébastien Dubreil; Andrew P. Farley; Isabel Ferreira Gould; Encarnación Juárez ; Colleen Ryan-Scheutz Research Professors: Roberto DaMatta; Hugo Verani Distinguished Visiting Professors in Italian Studies: Tom Anderson, Assistant Professor and Undergraduate Coordinator for the Program in Iberian and Zygmunt Baranski (2004–2005); Franco Fer- Latin American Studies rucci (2003–2004); Piero Boitani (2002–03) Associate Professional Specialists and Concurrent Lecturers: Upper-division courses present a wealth of literary, are: ROFR 310 (Textual Analysis), ROFR 371 and Geraldine Ameriks, Marie-Christine Escoda- historical, and cultural traditions and emphasize the ROFR 372 (French Literary Surveys I and II), at Risto; Janet Fisher-McPeak; Sr. Mary Louise nature and development of national cultures. Many least two courses at the 400 level, and the Senior Gude, C.S.C., Isabel Jakab; Barbara J. Man- courses focus on the literature and culture of certain Seminar (ROFR 495). ROFR 310 (Textual Analy- gione; Patrick I. Martin; Paul McDowell historical periods, others trace the development of sis) is the recommended prerequisite for the survey Assistant Professional Specialists and Concurrent literary genres or examine a theme across periods and courses (ROFR 371 and ROFR 372) and must be Lecturers: genres, and still others inculcate the critical and ana- completed by the end of junior year. The require- Kevin Bauman; Lisa Caponigri; María Co- lytical skills necessary for an informed interpretation ment of ROFR 372 (French Literary Survey II) may loma; Kelly Kingsbury; Giovanna Lenzi-San- of foreign language texts. be waived if students take both ROFR 373AF and dusky; Elena Mangione-Lora; Nancy Márquez; Participation in Notre Dame’s international study ROFR 374AF in Angers—that is, two advanced Ivis Menes; Odette Menyard; Andrea Topash programs in Brazil, Chile, France, Italy, Mexico, and courses on 19th- and 20th-century French literature. Ríos; Patrick Vivirito; Shauna Williams Spain (see the International Study Programs section Pre-approved courses at the Université Catholique de of this Bulletin) is highly recommended although not l’Ouest in Angers (IALH 1.1, 1.2, 4.2, and 6.1) may Program of Studies. The Romance languages derive required to pursue a major in Romance Languages also fulfill the required courses ROFR 310, ROFR from Vulgar Latin spoken throughout the Roman and Literatures. Majors and supplementary majors in 371, and/or ROFR 372 (see the Angers pages in this Empire. A major course of study is offered in French, French, Italian, and Spanish must complete 50 per- Bulletin for a description of those courses and their Italian, and Spanish. The study of foreign languages, cent of their credit hours in the major in residency equivalencies at Notre Dame). Any other substitu- literatures, and cultures provides educational oppor- at Notre Dame and meet the following program tion will require the approval of the Undergraduate tunities relevant to an increasingly interdependent requirements. Coordinator in French. ROFR 320 (Advanced world. A crucial component of a liberal education, Grammar and Writing) is strongly encouraged. AP the acquisition of foreign-language skills enhances PROGRAM IN FRENCH AND credits satisfy the language requirement only and our powers of communication and serves to in- FRANCOPHONE STUDIES may not be applied to the major. troduce us to the enduring cultural achievements The Supplementary Major in French and Franco- of other peoples. Moreover, the study of a foreign The Major in French and Francophone Studies phone Studies language broadens our mental horizons, encourages The requirements for a major in French and Franco- The requirements for a supplementary major in us to think and act more globally, and stimulates our phone Studies include demonstrated competency in French and Francophone Studies include demon- understanding of the traditions of other nations. the language and successful completion of 30 credit strated competency in the language and successful Elementary and intermediate courses develop hours or 10 courses above ROFR 215. Of these 10 completion of 24 credit hours or eight courses above the students’ ability to understand, speak, read, and courses, no more than three may be at the 200 level ROFR 215. Of these eight courses, no more than write a foreign language with facility and confidence. (230 and above), six must be in literature/culture three may be at the 200 level (230 and above), six Students can take advantage of the latest in foreign studies, and at least half must be taken in residence must be in literature/culture studies, and at least half language technology in the Language Resource Cen- at Notre Dame. Required among these 10 courses must be taken in residence at Notre Dame. Required ter to increase their fluency in the target language. 200

ROMANCE LANGUAGES AND LITERATURES among these eight courses are: ROFR 310 (Textual Combined B.A./M.A. Program in French percent of the credits for the major must be taken in Analysis), ROFR 371 and ROFR 372 (French Liter- The Department of Romance Languages and Lit- residence at Notre Dame. ary Surveys I and II), and at least two courses at the eratures offers its majors in French the opportunity 400 level, one of which may be the Senior Seminar to participate in its graduate program through a The Minor in Italian (ROFR 495). ROFR 310 (Textual Analysis) is the combination B.A./M.A. degree in French. This The minor in Italian comprises 15 credits or five recommended prerequisite for the survey courses program requires students to take 30 credit hours courses at the 200 level or above, including at least (ROFR 371 and ROFR 372) and must be completed during the normal four-year undergraduate period, three courses at the 300 or 400 level. Four of the five by the end of junior year. The requirement of ROFR followed by a total of 30 credit hours of graduate courses must be in Italian language and/or literature; 372 (French Literary Survey II) may be waived if courses taken during the fourth and fifth years of the fifth course may be a course on Italian literature students take both ROFR 373AF and ROFR 374AF residence. Six credit hours can be counted toward taught in English or a course on an Italian subject in Angers—that is, two advanced courses on 19th- both the undergraduate and graduate degrees. Dur- in another discipline (for example, Art History, and 20th-century French literature. Pre-approved ing their senior year, participants in this program Architecture, History). Courses from foreign study courses at the Université Catholique de l’Ouest in take two graduate courses, take the qualifying exam programs or other universities may be substituted by Angers (IALH 1.1, 1.2, 4.2, and 6.1) may also fulfill given to all first-year graduate students, and apply to permission, but at least two courses for the Italian the required courses ROFR 310, ROFR 371, and/or the Graduate School for admission during the Spring minor must be taken in residence at Notre Dame. ROFR 372 (see the Angers pages in this Bulletin for semester. B.A./M.A. students are eligible for a teach- The Honors Track in Italian a description of those courses and their equivalencies ing fellowship during their fifth year that includes a Italian majors are admitted into the honors track by at Notre Dame). Any other substitution will require tuition waiver and a generous teaching stipend. Well- invitation. The honors track major consists of 33 the approval of the Undergraduate Coordinator in qualified students who are interested in this program credits or 11 courses, including all the requirements French. ROFR 320 (Advanced Grammar and Writ- should contact the Director of Graduate Studies for the major, a G.P.A. in the major of at least 3.5, ing) is strongly encouraged. AP credits satisfy the and/or the Graduate Coordinator in French at the plus a substantial final essay, to be written in Italian language requirement only and may not be applied beginning of their junior year. for a graduate course or an Honors Directed Reading to the major. Tutorial, which will constitute the eleventh course. PROGRAM IN ITALIAN LITERATURE AND The Minor in French and Francophone Studies CULTURE The Combined B.A./M.A. Program in Italian The requirements for a minor in French and Fran- The Department of Romance Languages and Litera- cophone Studies include demonstrated competency The Major in Italian tures offers its majors in Italian the opportunity to in the language and the successful completion of The major requires 30 credits or 10 courses at the participate in its graduate program through a combi- 15 credit hours or five courses, taught in French, 200 level or above, including no more than two nation B.A./M.A. degree in Italian. This accelerated above ROFR 215. Of these five courses, no more 200-level courses (ROIT 215 counts as two courses program requires students to take 30 credit hours at than two may be at the 200 level (230 and above). for the major), ROIT 371 (Introduction to Italian the 200 level or above during the normal four-year Required among these five courses are: ROFR 371 or Literature I), ROIT 372 (Introduction to Italian undergraduate period, followed by a total of 30 ROFR 372 (Survey of French Literature I or II) and Literature II), ROIT 495 (Italian Seminar), and a credit hours of graduate courses taken during the one 400-level course in literature or culture from a minimum of four elective ROIT courses in Italian fourth and fifth years of residence. Six credit hours period not covered by the survey taken (i.e., ROFR literature or culture at the 300 or 400 level. ROIT can be counted toward both the undergraduate and 371 and one 400-level course covering a period after 310 (Textual Analysis/Advanced Grammar Review) graduate degrees. During their senior year, partici- the 17th century, or ROFR 372 and one 400-level is recommended for all majors. The tenth course pants in this program take two graduate courses, the course covering a period before the 18th century). may be another ROIT course in Italian literature or qualifying oral exam given to all first-year graduate This 400-level course and at least one other course culture, or a course on an Italian subject in another students, and apply to the Graduate School for must be taken in residence at Notre Dame. The re- discipline (for example, Architecture, Art History, admission during the Spring semester. B.A./M.A. quirement of ROFR 372 (French Literary Survey II) History). A maximum of two of these elective students are eligible for a teaching fellowship during may be waived if students take both ROFR 373AF courses may be conducted in English or with texts in their fifth year that includes a tuition waiver and and ROFR 374AF in Angers—that is, two advanced translation. Equivalent Italian language, literature, or a generous teaching stipend. Students should have courses on 19th- and 20th-century French literature. culture courses from foreign study programs or other a strong academic record and substantial progress Pre-approved courses at the Université Catholique de universities may be substituted by permission. Fifty toward their Italian major completed by the second l’Ouest in Angers (IALH 1.1, 1.2, 4.2, and 6.1) may percent of the credits for the major must be taken in semester of their junior year. It is imperative that stu- also fulfill the requirement of ROFR 371 or ROFR residence at Notre Dame. dents interested in this program contact the Director 372 (see the Angers pages in this Bulletin for a de- of Graduate Studies and/or the Graduate Coordina- The Supplementary Major in Italian scription of those courses and their equivalencies at tor in Italian at the beginning of their junior year. Notre Dame). ROFR 320 (Advanced Grammar and Supplementary majors are expected to demonstrate Writing) is strongly encouraged. AP credits satisfy competency in the language and to complete 24 credits or 8 courses at the 200 level or above, includ- PROGRAM IN IBERIAN the language requirement only and may not be ap- AND LATIN AMERICAN STUDIES plied to the minor. ing no more than two 200-level courses (ROIT 215 counts as two courses for the supplementary major), All majors in Spanish are required to take a core The Honors Track in French ROIT 371 (Introduction to Italian Literature I) , sequence consisting of ROSP 310 (Textual Analysis) French majors with a G.P.A. of at least 3.7 in the ma- ROIT 372 (Introduction to Italian Literature II), and one course in each of the following areas of jor may be admitted into the honors track by invi- ROIT 495 (Italian Seminar), and a minimum of Spanish and Spanish American Literature: ROSP tation. In addition to completing the major, students three elective ROIT courses in Italian literature or 371 (Early Peninsular), ROSP 372 (Modern Pen- will either take a graduate course as an 11th course culture at the 300 or 400 level. ROIT 310 (Textual insular), ROSP 381 (Early Spanish American) and (for first majors) or as a ninth course (for supplemen- Analysis/Advanced Grammar Review) is recom- ROSP 382 (Modern Spanish American). These tary majors), or, by invitation, write an honors thesis, mended for all majors. A maximum of one of these courses may be substituted with equivalent 400-level which will count as an 11th or a ninth course. elective courses may be conducted in English or with courses with departmental approval. AP credit may texts in translation (a second only by special permis- not be applied toward the major. sion). Equivalent Italian language, literature, or culture courses from foreign study programs or other universities may be substituted by permission. Fifty 201

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The Major in Spanish second semester of their junior year. It is imperative FRENCH The major in Spanish requires 30 credits or 10 that students interested in this program contact the courses at the 200 level or above (202 level or above Director of Graduate Studies and/or the Graduate 101–103. Beginning French I and II for students entering in 2003), including the re- Coordinator in Spanish at the beginning of their (4-0-4) Staff quired core sequence described above or equivalents, junior year. For students who have had no previous exposure to two 400-level courses (at least one of which must French. An introductory, first-year language sequence be in Spanish or Spanish American literature), and Major in Romance Languages and Literatures with equal focus on the four skills: speaking, listen- ROSP 495 (Senior Seminar). Equivalent courses The undergraduate major in Romance Languages ing, reading, and writing. An appreciation for French from international study programs or other universi- and Literatures is designed for qualified students culture is also encouraged through readings and ties may be substituted with departmental approval. who wish to major in two programs (French, Ital- discussions. This course is to be followed by ROFR Fifty percent of the credits for the major must be ian, or Spanish). Cross-cultural in focus, the major 201F or ROFR 215. taken in residence at Notre Dame. recognizes the importance of studying the corre- spondences and differences among various Romance 115. Intensive Beginning French for Study Abroad The Supplementary Major in Spanish literatures and cultures and of reexamining tradi- (6-0-6) Staff Supplementary majors in Spanish are required to tional disciplinary boundaries. This course covers the material of ROFR 101 and complete 24 hours or eight courses at the 200 level The requirements for a major in Romance Lan- 102 in one semester, with classes five days per week. or above (202 level or above for students entering guages and Literatures include competency in two Equal emphasis is placed on spoken and written in 2003), including the required core sequence languages and successful completion of 36 credit French. ROFR 115 counts as two courses and is described above or equivalents and one 400-level hours or 12 courses, which must be distributed designed for highly motivated students. It is to be course. Equivalent courses from international study equally between the two respective language pro- followed by ROFR 201F or ROFR 215. programs or other universities may be substituted grams as follows: with departmental approval. Fifty percent of the 201F–202. Intermediate French I and II (1) Two survey courses in each language and lit- credits for the supplementary major must be taken in (3-0-3)(3-0-3) Staff erature program (French or Italian); Spanish requires residence at Notre Dame. Prerequisite: ROFR 102, ROFR 115, or placement either four survey courses (two in peninsular and by exam. Interdisciplinary Minors two in Latin American) or a combination of two ROFR 201F fulfills the language requirement. Spanish majors are encouraged to pursue allied survey courses in one area and two 400-level courses This is an intermediate second-year language se- courses offered through Area Studies and other in the other area; quence, with equal focus on oral and written produc- interdisciplinary minors. Spanish courses offer a (2) Textual Analysis in one program; tion. It includes a review of basic grammar and then particularly appropriate complement to the Latin transitions into more difficult features of French. Stu- American Studies, Latino Studies, and European (3) Two 400-level courses in each program (if the dents learn to discuss and write about French cultural Studies programs. See section on Interdisciplinary survey requirement in Spanish is fulfilled with two topics, current events, and literary texts. Minors in this Bulletin for more details. Majors may 400-level courses, these courses may count for the also apply one 400-level ROPO course in Luso- 400-level requirement in Spanish); 205. Angers: Atelier Préparatoire Brazilian culture and literature toward their elective (4) One senior seminar in one program; (1-0-1) McDowell credits with prior approval by the Undergraduate This mini-course prepares students accepted for Coordinator in Spanish. (5) Two elective courses in the department (any ex- study abroad in Notre Dame’s program in Angers, The Honors Track in Spanish ception requires permission). France. Students are prepared for various cultural and day-to-day challenges that await them in Angers. Spanish majors are admitted into the honors track Placement in Language Courses. For French and The course begins the week after spring break. This by invitation. The honors track major consists of Spanish, there is a departmental placement exam course does not apply to an overload. 33 credits or 11 courses including all the require- for students who have not already demonstrated ments for the major, a G.P.A. in the major of at least language proficiency through national standardized 215. Intensive Intermediate French for Study Abroad 3.7, and enrollment in one graduate seminar in the testing, such as the AP or Achievement tests. Stu- Spring semester of the student’s senior year. (6-0-6) Staff dents with previous experience are required to take Prerequisite: ROFR 102, ROFR 115, or placement The Combined B.A./M.A. Program in Spanish one of these tests before enrolling in their first course by exam. The Department of Romance Languages and Litera- in those languages. The normal prerequisite for a ROFR 215 fulfills the language requirement. tures offers its majors in Spanish the opportunity to 300-level course is at least one 200-level course or This course covers the material of ROFR 201F and participate in its graduate program through a combi- permission of the instructor. The normal prereq- ROFR 202 in one semester, with classes five days per nation B.A./M.A. degree in Spanish. This accelerated uisite for a 400-level course is at least one 300-level week. Equal emphasis is placed on spoken and writ- program requires students to take 30 credit hours at course or permission of the instructor. ten French. ROFR 215 counts as two courses and the 202 level or above during the normal four-year Policy Regarding Romance Language Placement fulfills the language requirement. undergraduate period, followed by a total of 30 Examination. The placement examination is de- credit hours of graduate courses taken during the signed to place each student at an appropriate level 230F. Conversational French fourth and fifth years of residence. Six credit hours within a language sequence. It is therefore open to (3-0-3) Staff can be counted toward both the undergraduate and first-year students and sophomores. Juniors and se- Prerequisite: ROFR 202, ROFR 215, or placement graduate degrees. During their senior year, partici- niors must obtain the permission of the Department by exam. pants in this program take two graduate courses, the of Romance Languages and Literatures to register This course is designed to further develop the stu- qualifying oral exam given to all first-year graduate for the test. dent’s conversational skills and grasp of a wide variety students, and apply to the Graduate School for of styles and registers in French. Spoken French will admission during the spring semester. During their Course Descriptions. The following course descrip- be practiced through various types of classroom ac- fifth year, B.A./M.A. students are eligible for a teach- tions give the number, the title, and a brief descrip- tivities and assignments. Emphasis will be on topics ing fellowship, which includes a tuition waiver and tion of each course. Lecture or class hours per week, of current interest. a generous teaching stipend. Students should have a laboratory or tutorial hours per week, and credits strong academic record and should have made sub- each semester are in parentheses. Not all courses are stantial progress toward their Spanish major by the offered every year. 202

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231F. French Through Acting 264. Facets of French, France, and the French 360. French Headline News: The Hidden Daily Life (3-0-3) McDowell (3-0-3) MacKenzie of the French (La France à la une: la vie privée des Prerequisite: ROFR 201, ROFR 201F, or higher. By Prerequisite: ROFR 201, ROFR 215, or higher. By Français au quotidien) permission only. permission only. (3-0-3) Dubreil A nontraditional approach to conversational French Actually four mini-courses—Conversation, Images Prerequisite: Two semesters of French beyond ROFR that asks students to create scenes for a weekly soap of France in Current Cinema, Strategies and Tactics 201F, or equivalent. opera centered on a large cast of student-created of Analysis, and Oral Interpretation—ROFR 264 is Beyond France’s institutions and cultural icons, characters who live together in an apartment build- intended to serve as a bridge between the language how do French people really live on a day-to-day ing in France. Scenes are performed in class for sequences and the offerings at the 300 and 400 lev- basis? This class will enable students to enter French workshop on phonetics, gestures, and choice of idi- els. Not designed for international study returnees. homes through the back door. Students will exam- oms. Not designed for international study returnees. ine articles selected from the current-year issues of 265. The Francophone World French national newspapers through a Web-based 235F. French Composition and Stylistics (3-0-3) Coly curriculum. This information will be supported by (3-0-3) Staff Prerequisite: ROFR 202, ROFR 215, or higher. By major theoretical texts shedding light on the various Prerequisite: ROFR 202, ROFR 215, or placement permission only. themes at the core of France’s social, political, and by exam. This course will introduce students to French-speak- cultural landscape. This course is designed to meet the needs of students ing cultures outside of Europe, including the Carib- who, having progressed beyond the basic principles bean, Africa, South East Asia, the Indian Ocean, 371–372. Survey of French Literature and Culture of French grammar, are interested in exploring those and French Polynesia. We will explore the history I and II linguistic resources that contribute to a fluent idio- of French contact with these regions (colonialism), (3-0-3) (3-0-3) Staff matic writing style. the treatment through literature of this relationship, Prerequisite: Two or more 300-level courses or place- and conclude with an analysis of the cultural and ment by exam. 240. French Phonetics political concept of francophonie. Not designed for Reading of selections and complete works of out- (3-0-3) Fisher-McPeak international study returnees. standing French authors from major genres and peri- Prerequisite: ROFR 202, ROFR 215, or higher. ods. All majors are required to take this sequence, or An introduction to the study of French phonetics. 266. Tahiti and Other French Islands of the Pacific equivalent advanced courses. Students are expected Recommended for those considering a career in (3-0-3) Fisher-McPeak to have already taken ROFR 310 or to take ROFR teaching. Prerequisite: ROFR 202, ROFR 215, or higher. 310 concurrently with the first survey taken. This course is designed to build French language 245F. French for Business (Le français des affaires) skills in the areas of listening, speaking, reading, 398. Special Studies (3-0-3) Menyard and writing, while simultaneously learning about (3-0-3) Staff Prerequisite: ROFR 201, ROFR 215, or higher. the peoples, cultures, and geography of the French Prerequisites: Junior standing, dean's list. In this course, students travel to the Francophone islands (French Overseas Territories) in the Pacific 405. Literature and Opera Business World, in order to acquire cultural and region. Readings will be taken from cultural texts (3-0-3) MacKenzie linguistic tools and develop their communicative about history and life in the islands, as well as from An examination of literary texts and the operas they proficiency and cultural awareness in business-related literature. Music and arts of the region will also be engendered. Authors and composers may include situations. Videos and the WWW are important explored through a variety of media. components of this course. For business students, Molière, Beaumarchais, Mérimée, Dumas, Mozart, this would fulfill a requisite in the International 310. Textual Analysis: The Art of Interpretation Puccini, Bizet, Rossini, Verdi, and others. This Business Program. (3-0-3) Staff course may be offered in English as LLRO 405F. Prerequisite: Two or more 300-level courses, or place- 260F. French Civilization and Culture 411. Introduction to Old French and ment by exam. Anglo-Norman (3-0-3) Escoda-Risto Introduction to French techniques of formal analysis (3-0-3) Boulton Prerequisite: ROFR 202, ROFR 215, or higher. of literary texts through detailed study of content An introduction to the literary language of France An introduction to the scope and variety of French and form. Application to prose, poetry, and theater. during the 12th to the 14th century. Taught in culture. Geared especially toward those desiring to Includes significant written and oral component. English. continue studies in language and culture but prefer- Required of all majors. ROFR 310 should be com- ring to de-emphasize the literature component. pleted by the end of junior year. 415. Topics in Medieval Literature Readings at an intermediate level in history, art, (3-0-3) Boulton culture, and society will be the basis for lectures and 320F. Advanced Grammar and Writing A concentrated study of a particular author, theme, discussions. Not designed for international study (3-0-3) Dubreil, Menyard or genre of Medieval French literature. returnees. Prerequisite: Intermediate competence in French, i.e., equivalent of ROFR 202 or ROFR 215. 416. From Roland to the Holy Grail 262. Le Tour de France des régions This advanced-level course, taught in French, is de- (3-0-3) Boulton (3-0-3) Escoda-Risto signed for students returning from abroad who wish This is a survey of medieval French literature from Prerequisite: ROFR 202, ROFR 215, or higher. A to further improve their speaking and writing skills 1100 to 1300, including the epic, the romance, historical, artistic, and gastronomical tour of the and for students already in the 300–400 sequence drama, and poetry. French provinces. Intermediate-level readings will who seek additional assistance with writing skills and help define the identity of each region and its contri- grammar. It emphasizes clarity and correctness of the 418. Medieval French Romance bution to the national mosaic, which is France. Not language through weekly writing assignments and (3-0-3) Boulton designed for international study returnees. through class discussions of the themes, style, and This is a survey of the development of the medieval rhetorical structures in a varied group of texts—liter- French romance from the 12th to the 14th century. ary, political, cultural, and critical. This course may be offered in English as LLRO 418. 203

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419. Love and War in Late Medieval France 432F. Autour/Auteurs de Port Royal 459F. French Theatre Production (3-0-3) Boulton (3-0-3) MacKenzie (3-0-1) McDowell The literature of 14th- and 15th-century France is A study of works reflecting a Jansenist world- Students transform into actors of the Illustre Théâtre examined in its social and political context. view: Pascal’s Lettres provinciales and Pensées; La de l’Université de Notre Dame du Lac in a creative Rochefoucauld’s Maximes; La Bruyère’s Caractères; collaboration that has come to be known as the 421F. Love Poetry of the Renaissance Racine’s Andromaque and Phèdre; and LaFayette’s French play. We rehearse during the fall semester, (3-0-3) DellaNeva La Princesse de Clèves. and perform the play in late January. Students from Prerequisite: ROFR 310. all levels are encouraged to audition; theatrical expe- This is an in-depth study of the love poetry of Scève, 435F. Topics in Seventeenth-Century French rience is not expected. DuBellay, Ronsard, and their contemporaries. Literature (3-0-3) MacKenzie 462F. Tradition and Revolution in French Romanti- 422. Life, Love, and Literature in Renaissance Lyons The format of this course will allow for a variety of cism (3-0-3) DellaNeva approaches—e.g., thematic or generic—or will focus (3-0-3) Perry This course focuses on the city of Lyons, the cultural on the work of a particular author. This course focuses on writers’ attempts during the center of the French Renaissance. Literary works in- first half of the 19th century to find new ways of clude extensive readings from the city’s major poets, 436F. Fate, Freud, and Phèdre understanding the self, the relationship between Scève, Du Guillet, Labé, as well as excerpts from the (3-0-3) MacKenzie the individual and society, the role of literature in works of Rabelais, Marot, and Du Bellay. Cultural This is an investigation of Racine’s Phèdre, Eurip- politics, and religious identity. Works by Constant, topics include the role of women in Lyonnais society, ides’ Hippolytos, and Seneca’s Phaedra. The course Chateaubriand, Hugo, Lamartine, Musset, Vigny, art, music, royal pageantry, banking, printing, and will focus on issues such as fate, free will, original Balzac, Stendhal. the presence of Italians in Lyons. sin, and sexuality. 464F. Nineteenth-Century Short Story 423. Life, Love, and Literature in the Reign of 440. What Is Enlightenment? Approaches to a (3-0-3) Perry, Toumayan Francis I Concept The development of the genre of short narrative in (3-0-3) DellaNeva (3-0-3) Douthwaite 19th-century France is examined. Works by Balzac, This course will include selections from the early This course explores some of the major ideas that Nerval, Barbey d’Aurevilly, Flaubert, Gautier, Méri- court poets known as the “Rhetoriqueurs,” Rabelais, animated “Enlightenment” thought. Authors to be mée, Maupassant, Nodier, and Villiers de l’Isle Adam Marot, and Marguerite de Navarre (sister of Francis studied include Fontenelle, Voltaire, Maupertuis, will be considered. I). The cultural component of this course studies the Bougainville, Rousseau, Mme. de Graffigny, and art, music, and architecture of the châteaux of the Laclos. 465F. Topics in Nineteenth-Century Literature Loire Valley and Fontainebleau. Special attention (3-0-3) Perry, Toumayan is given to the role of Francis I as an initiator of the 441. The French Revolution: A Cultural Topics will range from the oeuvre of a single author French Renaissance and to the religious unrest of Approach (e.g., Baudelaire, Hugo) and certain major texts to the times. (3-0-3) Douthwaite specific cultural, literary, and poetic problems (ritual This interdisciplinary seminar explores diverse facets and theatre, history as literature). 424. The Renaissance Woman of revolutionary culture, including politics, religion, (3-0-3) DellaNeva art history, cuisine, fiction, and films about the 469. Literature of the Fin-de-Siècle and the Belle Women in French Renaissance culture are studied, events of 1789–1800. Époque with special emphasis on the works of women writ- (3-0-3) Perry ers such as Marguerite de Navarre, Louise Labé, and 445. Topics in Eighteenth-Century Literature Late 19th- and early 20th-century French prose and Pernette Du Guillet. This course may be offered in (3-0-3) Douthwaite poetry is studied, in conjunction with the music English as LLRO 424. This is a concentrated study focusing on the works of Wagner and the philosophies of Schopenhauer, of a single author, treatment of a specific theme, or Nietzsche, and Bergson. Works by Baudelaire, Huys- 425. Topics in French Renaissance Literature development of a particular genre in 18th-century mans, Rachilde, Verlaine, Mallarmé, Barrès, Gide, (3-0-3) DellaNeva literature. Proust, Anna de Noailles, Colette, Valéry. This is an in-depth study of a particular theme, author, or genre in Renaissance literature. 449. Prose Fiction of the Eighteenth Century 471F. Twentieth-Century and Contemporary Novel (3-0-3) Douthwaite (3-0-3) Perry, Toumayan 427F. Life, Love, and Literature in the World of the We explore the development of the genre and the We engage in extensive readings of novels from the Baroque literary themes reflected in outstanding works of this beginning of the 20th century to the present, includ- (3-0-3) DellaNeva period. Authors studied include LeSage, Prévost, ing such authors as Gide, Proust, Colette, Sartre, This course focuses on the literature of the last quar- Marivaux, Diderot, Rousseau, Laclos, and Bernardin Camus, Robbe-Grillet, Duras, and Le Clézio. ter of the 16th century, including the late poetry of de Saint-Pierre. Ronsard, his rival Desportes, Montaigne, and the 473. Twentieth-Century and Contemporary Poetry religious poets D’Aubigné, Du Bartas, La Ceppède, 450F. Remaking French Culture (3-0-3) Perry, Toumayan and Sponde. Cultural topics include the Reforma- (3-0-3) Dubreil Prerequisite: ROFR 310. tion movement and the esthetic of the Baroque. This course examines American remakes of French We engage in extensive readings of works by major films as well as their French sources. Students will ex- poets of the 20th century, from the symbolist move- 430F. Reading Versailles plore the differences between French and American ment to the present. (3-0-3) MacKenzie filmmaking with regard to cinematography, editing The political, social, and artistic phenomena re- techniques, and production. Close examination of sumed in the word Versailles, approached from a particular scenes and sequences will be used as a basis number of perspectives: historical, architectural, for cross-cultural exploration. mythological, in painting, and in literature. 204

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486. Women’s Voices in Twentieth- and Twenty- 475F. Topics in Twentieth-Century and First-Century French Prose 498. Special Studies Contemporary Literature (3-0-3) Perry (3-0-3) Staff (3-0-3) Perry, Toumayan This course examines the gendered notions of Prerequisite: Senior standing, dean’s list. Prerequisite: ROFR 310. “voice” and “silence” in the narrative prose of French Topics will range from the oeuvre of a single author 499. Senior Thesis and Francophone women authors from the 20th to (e.g., Proust, Valéry, Colette, Sartre, Camus, Duras, (3-0-3) Staff the 21st centuries. Works by Anna de Noailles, Gé- Le Clézio) and certain major texts to specific cul- Prerequisites: Senior standing, 3.7 G.P.A. in the rard d’Houville (Marie de Régnier), Colette, Simone tural, literary, and poetic problems. French major. de Beauvoir, Anne Hébert, Marguerite Duras, Nicole This course may cover an in-depth study of a Brossard, Sylvie Germain, Amélie Nothomb, and es- 476. Women’s Voices in Twentieth-Century and particular author, theme, genre, or century. In ad- says in French feminist criticism. Contemporary Prose dition to primary texts, some critical material will (3-0-3) Perry be required reading. This course culminates in a This course examines the gendered notions of 487. African and Caribbean Women Writers: Soupirs, murmures, et cris substantial research paper. “voice” and “silence” in the narrative prose of French (3-0-3) Staff and Francophone women authors from the 20th In this introduction to Francophone African and century to the present. Works by Anna de Noailles, ITALIAN Caribbean women writers, we explore the various Gérard d’Houville (Marie de Régnier), Colette, discursive strategies they employ to subvert the liter- 101–102. Beginning Italian I and II Simone de Beauvoir, Anne Hébert, Marguerite Du- ary and cultural traditions that kept their voices from (4-0-4) (4-0-4) Staff ras, Nicole Brossard, Sylvie Germain, Amélie Noth- being heard. This course focuses on the importance This is an introductory, first-year language sequence omb, and essays in French feminist criticism. of voice in women’s constructions of a space of au- with equal focus on the four skills: speaking, listen- 478. From Existentialism to Post-Structuralism thority and agency. ing, reading, and writing. An appreciation for Italian (3-0-3) Toumayan culture is also encouraged through readings and class 490F. Le Couple maudit This course will examine the elaboration of the hu- discussion. The sequence is to be followed by ROIT (3-0-3) MacKenzie manist doctrines of Camus, Malraux, and Sartre. It 201 or ROIT 215. This course focuses on the numerous pairs of star- will then focus on the systematic challenges to this crossed lovers found in French literature, including 105–106. Beginning Italian for Architects humanism, by such authors as Beckett, Blanchot, texts such as Bérénice, Les Liaisons dangereuses, La (3-0-3) (3-0-3) Staff Genet, and Levinas. Princesse de Clèves, Manon Lescaut, Adolphe, Car- An introduction to Italian similar to 101–102, but 482F. Littérature issue de l’immigration men, Madame Bovary, Eugénie Grandet, and Un with a greater emphasis on practical information. (3-0-3) Staff Amour de Swann. necessary for architects planning an international This is an introduction to the literary productions study experience. 491F. Voyages in Literature by African, Caribbean, and Asian immigrants to (3-0-3) Douthwaite 115. Intensive Beginning Italian for Study Abroad France. We will examine recurrent themes and forms This is a topography of voyage literature encompass- (6-0-6) Staff in immigrant literature, and different ways in which ing 17th-, 18th-, and 19th-century authors. This course covers the material of ROIT 101 and they are redefining French literature. Writers in- 102 in one semester with classes five days per week. clude: Farida Belghoul, Azouz Beggag, Soraya Nini, 492. Representations of the Feminine in French Equal emphasis is placed on spoken and written Calixthe Beyala, Bolya Baenga, Gisèle Pineau, and Literature Italian. ROIT 115 counts as two courses and may be Linda Lê. (3-0-3) Perry taken in conjunction with ROIT 201 or ROIT 215 We study male-constructed images of the “other” in 484. Nègres, Africains, Négropolitains to fulfill the language requirement. This course is feminine guise, and responses from female writers to designed for highly motivated students. (3-0-3) Staff such portrayals, from the late 18th to the early 20th This is an introduction to selected works from dif- centuries. Works by Bernardin de Saint-Pierre, Cha- 201. Intermediate Italian I ferent regions of Francophone Africa (North, West, teaubriand, Lamartine, Balzac, Mérimée, Baudelaire, (3-0-3) Staff Central, and East Africa). Close readings within Flaubert, Barrès, George Sand, Marceline Desbordes- Prerequisite: ROIT 102 or 115. ROIT 201 fulfills the the historical and social contexts of these works Valmore, Anna de Noailles, Colette. language requirement. will enable students to understand representational This is an intermediate second-year language course strategies of identity, ideology, race, gender, class, 494F. French Travelers to North Africa with equal focus on oral and written production. and sexuality. The course will also consider the ques- (3-0-3) Perry The course includes a review of basic grammar and tion of how Francophone texts broaden the field of This course explores works by French writers and then transitions into more difficult features of Ital- French studies. artists who visited or resided in the North-African ian. Students learn to discuss and write about Italian countries of Morocco and Algeria from the early 485F. Topics in Francophone Literature cultural topics, current events, and literary texts. 19th through the late 20th centuries. We will ex- (3-0-3) Perry amine a variety of works, including diaries, letters, 202 (A-M). Intermediate Italian II: Italian Writing and Topics will range from the oeuvre of a single author paintings, travel narratives, short stories, novels, and Culture Courses (e.g., Hébert, Nothomb, Condé, BenJelloun, Dje- studies on Orientalism and Islamic culture. (3-0-3) Staff bar) and certain major texts to specific cultural and Prerequisite: ROIT 201. literary problems. 495. Senior Seminar: Topics in French and Franco- This fourth-semester course is designed to explore phone Literatures and Cultures various aspects of Italian culture while consolidating (3-0-3) Staff language skills, introducing more advanced grammar Required of all first majors. and idioms, and providing experience in speaking and writing. 202 courses are designed as a bridge to 300-level courses for students who have completed ROIT 201 and for students preparing to study in Italy. 205

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202A. Tragicomedy, Opera, Short Story, and Film 202G. Attitude: Italian Style 411–412. Dante I and II (3-0-3) (3-0-3) (3-0-3) (3-0-3) Moevs, Cachey This course explores the role of irony and humor In-class emphasis on the development of oral An in-depth study, over two semesters, of the entire as coping mechanisms in tragic situations. Students proficiency and conversation skills, homework Comedy, in its historical, philosophical, and literary will read opera libretti as literature, view and analyze assignments aimed at practice of advanced gram- context, with selected readings from the minor works several films, and read short stories and excerpts from mar, reaction papers designed to improve written (e.g., Vita Nuova, Convivio, De vulgari eloquentia). longer works by contemporary authors. The course expression: all of these will help the student to gain Lectures and discussion in English; the text will be will include a trip to a dress rehearsal at the Lyric confidence while increasing understanding of the read in the original with facing-page translation. Stu- Opera of Chicago. Grammar review, regular written deep culture of contemporary Italy. dents may take one semester or both, in either order. homework, and compositions will complement discussion, presentations, and exams. 215. Intensive Intermediate Italian 411B. Dante’s Inferno: The Prison (6-0-6) Staff (3-0-3) Ferrucci 202B. Art and Culture This course is an accelerated language and culture The course will be a journey inside the ultimate (3-0-3) course, combining the study of more complex lan- nightmare in the whole history of literature: Dante’s This course builds on the communicative, linguistic, guage structures, communication tasks, and cultural Inferno—a prison for eternity, accurately subdivided and cultural bases provided in ROIT 101–201. It concepts in a stimulating daily classroom environ- like a model-dungeon, perfectly organized, with no includes a systematic review and the continued study ment. If you have completed ROIT 115 or ROIT possible evasions, no bribery to the guardians, no of more complex grammatical structures and con- 102 successfully and are ready for a challenge, this leagues between inmates, crossed through by two cepts with a new cultural context. Students learn and course may be the perfect continuation for you. It traveling poets, one of them relating about their trip use language through the study of Italian artworks completes the language requirement and is also rec- with outstanding precision, the other guiding him through the centuries, and as woven into other art ommended for students who wish to advance their after rescuing him and becoming one of the great forms such as literature and film. linguistic preparation significantly before going to characters of the entire poem. We will study this Rome. Highly recommended for study abroad. great metaphor of a cosmic incarceration created by 202C. Italian Stylistics and Culture Dante’s genius, and the amazing variety of the world (3-0-3) 310. Textual Analysis and Advanced Grammar of the convicted felons, and the philosophical ideas An advanced, fourth-semester language course (3-0-3) Staff that rule this descent into the womb of the Earth designed to further develop the student’s conversa- This is a fifth-semester advanced grammar review where Lucifer, the utmost convict, lies. tional skills and grasp of a wide variety of styles and and introduction to the critical analysis of Italian lit- registers in Italian. Spoken and written Italian will erary texts. It serves as a bridge between the study of 413. Petrarch be practiced through various classroom activities and language and literature and is recommended that this (3-0-3) Cachey, Moevs assignments. Readings include a wide array of liter- class be taken before ROIT 371 or 372. The course will explore fundamental themes in ary and nonliterary texts (newspapers and magazines, Petrarch’s writings in Latin, especially the Secretum short fiction, and so on). 371. Introduction to Italian Literature I and the epistles, and in the Triumphs and the Can- (3-0-3) Cachey, Moevs zoniere. Contemporary critical approaches will be 202D. Italian Mass Media Prerequisite: A 200-level Italian course. employed in the analysis of the Canzoniere. (3-0-3) An introduction to the major writers, genres, and This course allows the student to develop linguistic critical issues of Italian literature from its origins 414. Boccaccio skills through the study of authentic language mate- through the High Renaissance. Besides the tre (3-0-3) Cachey, Moevs rials including popular music, newspapers, television, corone (Dante, Petrarch, Boccaccio), we will read A textual analysis of the Decameron, with emphasis and film. Spoken and written Italian will be prac- works ranging from St. Francis and the duecento po- on structure and themes. Different critical ap- ticed through a wide variety of class activities and ets (Giacomo da Lentini, Guido Cavalcanti) through proaches will be used in the analysis of individual assignments. the humanists (Poliziano, Lorenzo de’Medici), and tales, their relationships to the frames, and their the great figures of the High Renaissance (Machia- reflection on Boccacio’s society. 202E. Italian Popular Culture velli, Ariosto), in their historical, cultural, geographi- (3-0-3) cal and artistic (including musical) context. Taught 421I. La Letteratura di Viaggio: storia e critica This course explores various aspects of Italian in Italian. (3-0-3) Cachey language and culture by incorporating a variety of This course examines major Renaissance Italian nar- Internet and media materials with reading of short 372. Introduction to Italian Literature II ratives of the Age of Discovery. It concentrates on literary texts. Students learn about Italian culture (3-0-3) Moevs, Ryan-Scheutz, Welle the theoretical and practical problems involved in at- (popular music, sports, television, film, literature, This course introduces students to major writers tempting to read historical texts as “literary artifacts.” journalism, and folklore). Written assignments and and literary movements in 18th-, 19th-, and 20th- discussions focus on cultural diversity, stereotypes, century Italy, including Goldoni, Leopardi, Foscolo, 422. Machiavelli and Guicciardini and social trends. Manzoni, Verga, Pirandello, and many others. (3-0-3) Cachey Taught in Italian. This course will compare and contrast major works 202F. Culture, Custom, Buone Maniere of these “classical” Italian Renaissance authors. (3-0-3) 398. Special Studies 440. Afieri, Foscolo, and Leopardi This course focuses on conversation and compo- (3-0-3) Staff (3-0-3) Moevs sition skills through a variety of oral activities, in- Prerequisites: Junior standing, dean’s list. A study of selected works from the three greatest cluding class discussions based on assigned readings poets of the Neoclassical and Romantic period, with on contemporary Italian culture, practice of new particular attention paid to the tension and fusion in vocabulary and idiomatic constructions, individual their thought between Enlightenment and Romantic and group presentations, and scene playing. conceptions of self, humanity, and nature. 206

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441. Manzoni 471. The Italian Short Story 105–106. Portuguese for Spanish Speakers I and II (3-0-3) Moevs (3-0-3) Welle (3-0-3) (3-0-3) Ferreira Gould, Teixeira A close reading of the Promessi Sposi in its historical Readings in short prose fiction beginning with Boc- This course sequence is designed for students with and cultural context, with special attention given caccio’s Decamerone and reaching to our times with at least intermediate-level proficiency in Spanish. to its artistic and social aims as a novel at once his- special emphasis on narrative techniques, the literary Classroom activities emphasize the acquisition of torical, political, and self-consciously Catholic. periods, language, and critical theories. basic language structures, vocabulary, and sound systems, as well as the active use of spoken language 450I. Italian National Cinema 473. Ariosto e Calvino: “un’idea di letteratura” in context. Students are introduced to the cultures of (3-2-3) Welle (3-0-3) Cachey the Portuguese-speaking countries through current Conducted in English, this course examines the con- This course examines Lodovico Ariosto’s Orlando video, printed media, music, and short fiction. cept and reality of “national cinema” in the Italian Furioso in the light of Italo Calvino’s reading of case. A history of one of the world’s most renowned the poem and the recent “Calvinian” reading of the 115. Intensive Beginning Portuguese for Study national cinemas focusing on the construction of poem by one of Italy’s leading philologist-critics, Abroad national identity in film. Corrado Bologna (La macchina del Furioso). We will (6-0-6) Ferreira Gould begin with a reading of Calvino’s Six Memos for the Designed for highly motivated students, this inten- 457. Cinema e Scrittori Next Millennium and then move on to a reading of sive language course meets five days a week, covers (3-0-3) Ryan-Scheutz the Furioso. the material of ROPO 101 and 102, and counts as An in-depth study of a particular Italian filmmaker two courses. Along with the acquisition of language (Pasolini, Fellini, Antonioni, Wertmueller) or group 474. Comedy, Italian Style! skills, ROPO 115 emphasizes the active use of spo- of filmmakers and their relationship rto art with vari- (3-0-3) Welle ken Portuguese in context. ROPO 115 and ROPO ous literary works, trends, and groups. An examination of Italian comic traditions in theatre 201 together fulfill the language requirement and and cinema within the contexts of history, politics, prepare students to study abroad in Brazil. 458. Cinema e letteratura and society. The popular film genre “comedy Italian (3-0-3) Ryan-Scheutz, Welle style” is analyzed, together with film comedies from 201. Intermediate Portuguese I (3-0-3) Ferreira Gould, Teixeira Conducted in Italian, this course analyzes Italian the silent period through the 1990s. �rerequi�ite: ROPO 101–102, ROPO 105–106 or films and literary works in studying points of inter- 476. Italian Women Writers ROPO 115. ROPO 201 fulfills the language section and divergence between film and literature. (3-0-3) Ryan-Scheutz requirement. 459. Italian Theatre Workshop This course explores the development of female Through selected readings in Portuguese, Brazilian, (3-0–2) Ryan-Scheutz, Colangelo discourse in the works of female writers across the and Lusophone African literatures, films, newspaper A full immersion language experience for the study, centuries, with a focus on the 20th century. We trace and magazine articles, and popular music, students practice, production, and performance of authentic and identify the subtleties and variations among discuss a variety of cultural issues and expand their Italian texts. Includes analytical and writing women’s voices within the Italian literary canon. vocabulary. Particular attention is placed on review- components. Discussions, presentations, and assignments will ing major topics of Portuguese grammar and devel- examine themes such as motherhood, autobiography, oping students’ writing abilities. 461. Spotlight on Pirandello and feminism. (3-0-3) Welle 202. Intermediate Portuguese II The literary, theatrical, and cinematic works of Luigi 495. Italian Seminar (3-0-3) Ferreira Gould, Teixeira Pirandello within the context of Italian culture and (3-0-3) Staff This is a continuation of ROPO 201, but it may be society between the 1880s and the 1930s, and as an Prerequisite: A 300- or 400-level course taught in taken separately. 202 is a fourth-semester language integral force of Italian and European modernism. Italian. course designed to develop facility in speaking, read- An in-depth study of a particular author, theme, ing, and writing at an advanced level. Discussions 462. Teatro del Novecento genre or century. In addition to treating the primary and writing assignments are based on the readings, (3-0-3) Welle texts, some critical material will be required reading. which consist of short stories, a memoir, and news- An exploration of the rich tradition of theatre, This course culminates in a substantial research pa- paper articles. Emphasis is on speaking and writing drama, and spectacle in 19th- and 20th-century Ital- per. Taught in Italian. skills, as well as a grammar review. ian culture. The variety theatre, the dialect theatre, and the relationship between theatre and cinema will 498. Special Studies 441. Short Fiction across the Atlantic: Brazil, Portu- gal, and Lusophone Africa also be examined. (3-0-3) Staff Prerequisites: Senior standing, dean’s list. (3-0-3) Ferreira Gould 463. Modern Italian Fiction This is a comparative study of short prose fiction in (3-0-3) Welle 499. Thesis the Portuguese-speaking world, with special empha- Major works of Italian fiction from the 19th century (3-0-3) Staff sis on theoretical issues related to this literary genre. until the present are analyzed in relation to Italian Prerequisites: Senior standing, dean’s list. Authors studied include Machado de Assis, João society and culture within the contexts of European Guimarães Rosa, Clarice Lispector, Mário de Sá-Car- history and literary movements. PORTUGUESE neiro, Miguel Torga, and Luandino Vieira. Texts and discussions in English. 470I. The Italian Lyric 101–102. Beginning Portuguese I and II (3-0-3) Moevs (4-0-4) (4-0-4) Ferreira Gould, Teixeira An in-depth textual analysis of selected lyric master- This is an introductory, first-year language sequence pieces from the breadth of the Italian tradition, from with equal focus on speaking, listening, reading, and Cavalcanti to Montale. Taught in Italian. writing. An appreciation for the diverse cultures of the Portuguese-speaking world is also encouraged through readings, music, videos, and class discussion. The sequence is to be followed by ROPO 201. 207

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442. Immigrant Voices in Modern Brazilian 111E. Beginning Spanish for Heritage for first-year students with advanced proficiency in Literature Speakers Spanish. It is also open to students coming through (3-0-3) Ferreira Gould (3-0-3) Staff the regular language sequence who may need ad- This course examines literary perspectives on the Eu- Designed for students who may have had some expo- ditional review of grammar points, although in most ropean and non-European immigrant experience in sure to Spanish in the home but whose primary lan- cases these students would find ROSP 235 or ROSP Brazil. Readings from literature, literary and cultural guage is English. The course will focus on grammer, 320 more appropriate. theory, cultural studies, history, and anthropology. readings, and writing skills. It will also help students Authors studied include Moacyr Scliar, Samuel improve their oral communication in Spanish, build- 230E. Conversational Spanish Rawet, Nélida Piñon, and Milton Hatoum. Texts ing on their intuitive grasp of the language. Discus- (3 -0-3) Staff and discussions in English. sions will include an overview of cultural issues in Prerequisite: ROSP 201 or placement by exam. the Spanish-speaking world. This course is designed to further develop the student’s 455. Brazilian Film and Popular Music conversational skills and grasp of a wide variety of (3-0-3) Ferreira Gould 115. Intensive Beginning Spanish for Study Abroad styles and registers in Spanish. Spoken Spanish will be This course offers social, cultural, and historical (6-0-6) Farley, Ameriks practiced through various types of classroom activities perspectives on Brazil through film and popular This course covers the material of ROSP 101 and and assignments, with special attention to conversation music. Topics include the reception of Cinema Novo 102 in one semester with classes five days per week. and vocabulary building. Emphasis will be on topics of and post-Cinema Novo films, bossa nova, samba, Equal emphasis is placed on spoken and written current interest. Principles of grammar will be applied and �ropi�ália. Special attention will be paid to Spanish. ROSP 115 counts as two courses and may to structured conversations and compositions. Tropicália (a movement with key manifestations be taken in conjunction with ROSP 201E or ROSP in literature, cinema, and popular music) and the 215 to fulfill the language requirement. This course 235E. Composition and Conversation circumstances surrounding its creation, the repressive is designed for highly motivated students. (3 -0-3) Staff military regime that governed Brazil from 1964 to Prerequisite: ROSP 202, ROSP 215, or placement 1985. The class is offered in English. 201E–202E. Intermediate Spanish I and II by exam. (3-0-3) (3-0-3) Staff Intended to develop writing proficiency through 492P Luso-Brazilian Literature & Society Prerequisite: ROSP 102, ROSP 115, or placement by literary and nonliterary texts from Spain and Spanish R. DaMatta / I. Ferreira-Gould exam. ROSP 201E fulfills language requirement. America while continuing to promote the develop- This is an intermediate second-year language se- ment of oral skills in Spanish. ROSP 235, 220, or This course will focus on questions of national quence with equal focus on oral and writing skills. 320 are highly recommended for students interested identity in the Luso-Brazilian world. We will ex- It includes a review of basic grammar and then in the Spanish first or supplementary major. amine how social and cultural issues are perceived, transitions into more difficult features of Spanish. conceptualized, represented, and understood in and Students learn to discuss and write about Hispanic 245. Spanish for Business by literature. The course will pay particular attention cultural topics, current events, and literary texts. (3-0-3) Caponigri to how literature depicts important human problems Prerequisite: ROSP 201 or placement by exam. such as gender and race relations, the crafting of 211E. Intermediate Spanish for Heritage Speakers This course is designed for the student who wants to national identity and national heroes, class conflict, (3-0-3) Staff learn and study Spanish terminology, phrases, and family structure, and some ideological values such as Prerequisite: Placement by exam or by permission. cultural conventions used in business situations in success, love, happiness, fairness, misfortune, destiny, This course of intensive grammar study, reading, and Spain and Latin America. honesty, equality, and faith. Authors to be studied writing is designed for those who may speak Spanish will include Manuel Antônio de Almeida, Machado with some fluency but need additional work on their 246E. Spanish for the Medical Profession de Assis, Jorge Amado and Guimarães Rosa, on the grammar and writing skills. It is most appropriate (3-0-3) Jakab Brazilian side, and Miguel Torga, João de Melo, José for students who speak some Spanish in the home Prerequisite: ROSP 201 or placement by exam. Saramago and Lídia Jorge, on the Portuguese side. but whose primary language is English. The goal This course introduces students who have mastered Conducted in English with readings in Portuguese or is to work toward becoming fully bilingual and to the rudiments of Spanish grammar to a vocabulary English (discussion group available in Portuguese). strengthen the command of written Spanish and the allowing them to discuss medicine and health care Requirements will include active class participation, mechanics of composition and style. with the Spanish-speaking population in the U.S. two oral presentations, and two papers. 215. Intensive Intermediate Spanish for Study 260. Studies in Culture: Spain SPANISH Abroad (3-0-3) Kingsbury, Menes (6-0-6) Ameriks, Ramirez-Krueger Prerequisite: ROSP 202, ROSP 215, or placement Students with prior course work in Spanish who have Prerequisite: ROSP 102, ROSP 115, or placement by exam. not taken the AP or SAT II exam in Spanish must take by exam. This class will explore the geographical, historical, the departmental placement exam. For the date of ROSP 215 is an intensive intermediate course that and political factors that have contributed to the the next placement exam as well as a guide to the new covers the material from ROSP 201 and ROSP 202 development of contemporary Spain. course numeration in Spanish please consult the depart- in one semester with classes five days per week. Equal mental Web page at www.nd.edu/~romlang. emphasis is placed on spoken and written Spanish. 265. Studies in Spanish-American Culture The course includes a review of major grammar (3-0-3) Staff 101–102. Beginning Spanish I and II points, literary readings, and cultural readings. Prerequisite: ROSP 202, ROSP 215, or placement (4-0-4) (4-0-4) Staff ROSP 215 counts as two courses and fulfills the lan- by exam. This is an introductory, first-year language sequence guage requirement. An introduction to the scope and variety of Spanish with equal focus on the four skills: speaking, listen- American culture. Readings at an intermediate level ing, reading, and writing. An appreciation for His- 220E. Intermediate Grammar Review in history, art, culture, and society. panic cultures is also encouraged through readings (3-0-3) Staff and class discussion. The sequence is to be followed Prerequisite: ROSP 202, ROSP 215, or placement by ROSP 201 or ROSP 215. by exam. Emphasis on refinement of oral and written language competence. This course is especially appropriate 208

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310. Textual Analysis 408. Introduction to Spanish Linguistics 438. Modernismo y Generación del ’98 (3-0-3) Staff (3-0-3) Farley (3-0-3) Jerez-Farrán Prerequisites: Two or more 200-level courses or place- Through problem solving, interactive lectures, and A study of the most representative literary works ment by exam. group projects, this course introduces students to the from these two movements, against the background This is an upper-division course for students with varieties of Spanish spoken today. No prior exposure of social, national, and ideological crises in turn-of- advanced preparation. It serves as the introduction to linguistics is required. the-century Spain. to the analysis and explication of Spanish-language literary texts. Short texts in prose, poetry, and theatre 411. Medieval Spanish Literature 441E. Spanish Avant-Garde Literature from a variety of periods and countries within the (3-0-3) Seidenspinner-Núñez (3-0-3) Jerez-Farrán Hispanic world are read, presented, and discussed. This course is intended to introduce the student to An analysis of avant-garde literary movements in The course is a recommended prerequisite for the the literature of medieval Spain. The texts will be Spain, including works by authors such as Valle- survey courses, and must be completed by the end of discussed and analyzed in the light of both medieval Inclán and the members of the Generation of 1927. the junior year. Majors who have already taken and modern critical concepts, and with a view to upper-division courses in Spanish by their junior developing an understanding of the medieval culture 442. Modern Spanish Poetry year should substitute this course with a 400-level of which they were a part. (3-0-3) Jerez-Farrán literature elective. A close reading and analysis of the major Spanish 415. Topics in Medieval Spanish Literature poets of late 19th- and 20th-century Spain, with em- 320. Advanced Grammar and Writing (3-0-3) Seidenspinner-Núñez phasis on Machado, Jiménez, Lorca, Alberti, Guillén, (3-0-3) Staff A concentrated study focusing on the works of a par- and other poets from post-Franco Spain. Prerequisites: Two or more 200-level courses or place- ticular author, treatment of a specific theme, or devel- ment by exam. opment of a given genre in the Spanish Middle Ages. 443. Modern Spanish Novel (3-0-3) Jerez-Farrán A further refinement of Spanish speaking and 421. Spanish Golden Age Theater writing skills, this course is designed for students Major novels of contemporary Spain examined with- (3-0-3) Juárez, Seidenspinner-Núñez in the context of the social, political, and intellectual returning from abroad who wish to improve their A critical evaluation of representative Golden Age proficiency in Spanish, and for students already in crises from the time of the Spanish-American War plays will highlight the major themes, their intensely of 1898 to the post-Franco period. Includes works the 300–400 sequence who seek additional assistance national character, and the strengths and limitations with writing skills and grammar. by Baroja, Unamuno, Cela, Martin-Santos, Laforet, of their conventions. Matute, Goytisolo, and Montero. 367. Nations in Motion: Latino/Latina Literature in 422. Renaissance and Baroque Poetry of Spain the United States 444. Recent Developments in the Spanish Novel (3-0-3) Juárez (3-0-3) Amago (3-0-3) Moreno-Anderson A close reading of traditional and Italianate poetry This course focuses on the analysis of literary works This course represents a panoramic view of contem- that includes villancicos, romances, and the works porary peninsular narrative. Authors discussed in- by Mexican American, Cuban American, Puerto Ri- of Garcilaso de la Vega, Fray Luis de León, San Juan can, and Dominican American authors. Some read- clude Nuria Amat, Rosa Montero, Juan José Millas, de la Cruz, Góngora, Quevedo, and Sor Juana Inés and Javier Cercas. ing knowledge of Spanish recommended. de la Cruz. 445. Topics in Contemporary Spanish 371. Survey of Spanish Literature I 423. The Picaresque Novel (3-0-3) Juárez, Seidenspinner-Núñez Literature (3-0-3) Juárez (3-0-3) Staff A survey of Spanish literature through 1700. Read- An introduction to a unique Spanish genre, the ings of selected texts in prose, poetry, and theater An in-depth study of a particular theme, author, or Picaresque novel, or literature of the delinquent, genre in Contemporary Spanish Literature. from the medieval, Renaissance, and baroque with major focus on the Spanish Golden Age master- periods. pieces: Lazarillo de Tormes, Guzmán de Alfarache, 446. Spanish Short Story and El Buscón. 372. Survey of Spanish Literature II (3-0-3) Jerez-Farrán Close examination of the evolution of the short story (3-0-3) Amago, Jerez-Farrán 424. Don Quijote in Spanish literature from the 19th to the 20th cen- A survey of Spanish literature from the neoclassical (3-0-3) Juárez tury, with emphasis on contemporary authors. period to the present. Readings include a selection of A close textual analysis of Cervantes’ novel in its texts by the most representative poets, playwrights, literary, historical, and cultural contexts. 447. Modern Spanish Theater and novelists of each of the literary periods under (3-0-3) Jerez-Farrán study. 425. Topics in Golden Age Spanish Literature A survey of Spanish theatrical expressions from the (3-0-3) Staff early 19th century to the present, which includes 381. Survey of Spanish American Literature I An in-depth study of a particular theme, author, or neoclassical, romantic, and realist theatre and the (3-0-3) Anadón, Anderson, Heller genre in Golden Age literature. A general introduction to and survey of major works technical innovations of contemporary playwrights of colonial and 19th-century literature up to Mod- 434. Nineteenth-Century Spanish Novel such as Benavente, Lorca, and Valle-Inclán. ernismo. (3-0-3) Staff 453. Gender and National Identities in Contemporary A study of the development of the Spanish novel, Spanish Cinema 382. Survey of Spanish American Literature II which is examined as an aesthetic expression of the (3-0-3) Jerez-Farrán (3-0-3) Anderson, Heller, Ibsen, Olivera-Williams long process of consolidation of the bourgeois social Discussion of films from the period immediately A survey of literary trends and major figures in mod- order in 19th-century Spain. preceding the final demise of the Franco dictatorship ern Spanish-American literature from 1880 to the to the present with an emphasis on issues of gender present. Readings of selected texts in prose, poetry, 436. Literature, Society, and Politics in and national identity. and theatre. Nineteenth-Century Spain (3-0-3) Staff 398. Special Studies A study of the cultural and social issues of 19th century (3-0-3) Staff Spain through various texts (from short stories to nov- Prerequisites: Junior standing, dean’s list. els, from political declarations to newspaper articles). 209

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454. Recent Spanish Cinema 485. Topics in Contemporary Spanish American ROMANCE LITERATURES (3-0-3) Staff Literature The course examines recent developments in Spanish (3-0-3) Faculty The following courses are taught in English. There film since the 1980s. Films discussed include works An in-depth study of a particular theme, author, or are no prerequisites. by Carlos Saura, Alejandro Amenábar, and Pedro genre in contemporary Spanish American literature. 180. Literature University Seminar Almodóvar. 486. Contemporary Women’s Fiction in Spanish (3-0-3) 455. Film and the Latin American Imaginary America Cultural and literary crossroads in the Francophone, (3-0-3) Heller (3-0-3) Olivera-Williams Italian, and Hispanic worlds. Restricted to first-year This course considers the issue of Latin American An overview of contemporary women writers, their students. identity through films from various national tradi- fiction, and their situation within their respective 385F. King Arthur in History and Literature tions, including Cuba, Chile, Mexico, and Brazil. cultures. (3-0-3) Boulton Class discussions consider how shared cultural ele- A team-taught examination of the development and ments are represented in Latin American film and 487. New Readings in Modern Caribbean Literature influence of the legend of Arthur, King of Britain, how these representations challenge assumptions (3-0-3) Anderson, Heller both in history and in literature. about identity politics. This course will analyze a selection of works from a wide range of genres by representative authors from 404E. Outspoken Readings in Literature 463. Chronicles of the Spanish Conquest Cuba, the Dominican Republic, and Puerto Rico, (3-0-3) Jerez-Farrán (3-0-3) Anadón written from the early 20th century to the present. A study of literary representations of homosexuality A course on the major chronicles of the discovery from the classical period to modern times that in- and conquest of America by Spanish and Latin 488. Pop Culture: Caribbean tersect with other major contemporary themes such American authors. (3-0-3) Anderson In this class, we study a number of aspects of popular as theories of gender construction and the history of 464. Colonial Spanish American Poetry culture in the modern Hispanic Caribbean (Cuba, sexuality, sexual deviance, and heterosexism. (3-0-3) Anadón Puerto Rico, Dominican Republic), including litera- 405F. Literature and Opera Close readings and discussion of selected works ture, music, film, and art. (3-0-3) MacKenzie of poetry by major authors from colonial Latin This is an examination of literary texts and the op- America. 489. Studies in Spanish American Culture (3-0-3) Staff eras they engendered. Authors and composers may 465. Topics in Colonial Latin American This course considers the issue of Latin American include Molière, Beaumarchais, Mérimée, Dumas, Literature identity through a variety of media, including film, Mozart, Puccini, Bizet, Rossini, Verdi, and others. (3-0-3) Anadón literature, and popular culture. Focus may be on a An in-depth study of a particular theme, author or particular region or genre. 411I–412I. Dante I and II genre in colonial Latin American literature. (3-0-3) Moevs, Cachey 490. Spanish American Short Story An in-depth study, over two semesters, of the entire 471. Does the Nation Have a Woman’s Face? (3-0-3) Anderson, Ibsen Comedy, in its historical, philosophical, and literary (3-0-3) Olivera-Williams A survey of the development of the short-story genre context, with selected readings from the minor works A study of the national imaginary depicted in 19th- in Spanish America. Close readings of works by rep- (e.g., Vita Nuova, Convivio, De vulgari eloquentia). century Spanish American fictional prose and essays. resentative authors. Lectures and discussion in English; the text will be Special attention will be given to gender issues and read in the original with facing-page translation. historical events. 492. Mexican Literature (3-0-3) Ibsen 416F. From Roland to the Holy Grail 481. Modern Spanish American Novel Combines an overview of the historical develop- (3-0-3) Boulton (3-0-3) Ibsen ment of prose, poetry, and theatre in Mexico, with a A survey of medieval French literature from 1100 to A study of novels in the context of major literary close look at special problems and issues in Mexican 1300, including the epic, the romance, drama, and currents and historical events, from the avant-garde literature. poetry. through the “postmodern” novels of the late 20th century. 495. Senior Seminar 417F. Words and Music (3-0-3) Staff (3-0-3) Boulton 483. Great Spanish American Poets of the Twentieth Prerequisite: Senior Spanish majors only. A study of the relationship between words and mel- Century This course may cover an in-depth study of a par- ody in Medieval Latin and French poetry. (3-0-3) Olivera-Williams, Heller ticular author, theme, genre or century. In addition This course will focus on the principal trends of to treating primary texts, some critical material will 418F. Arthurian Romance Spanish America lyrical production through close be required reading. The course culminates in a (3-0-3) Boulton readings of poetry from the avant-garde to the substantial research paper. May be taken either fall A study of the medieval romances of the Arthurian present. or spring term. Round Table, in French, German, Spanish, Italian, and English. 484E. Modern Spanish-American Theater 498. Special Studies (3-0-3) Olivera-Williams (3-0-3) Staff 420I. The Italian Renaissance Combines a study of the development of the dra- Prerequisites: Senior standing, dean’s list. (3-0-3) Cachey matic genre in Spanish America with close readings A critical analysis of the highest achievements of the of plays mirroring major historical events and special 499. Thesis Italian Renaissance in literature and related areas. problems in Spanish American literature. (3-0-3) Staff Focus on representative authors, e.g., Petrarch, Boc- caccio, Alberti, Leonardo, Castiglione, Machiavelli, Michelangelo, Guicciardini, Vasari, and Cellini and on leading impulses in the arts, philosophy, and religion. 210

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421F. Lyric Poetry of the Renaissance (3-0-3) DellaNeva A study of three major lyric poets of Italy, France, and England: Petrarch, Ronsard, and Shakespeare.

424F. The Renaissance Woman (3-0-3) DellaNeva A study of women in the Renaissance, both as authors of texts and as images within texts.

450I. Italian National Cinema (3-0-3) Welle Taught in English, this course traces the evolution of the Italian cinema from its origins to the present. Representative ﬁlm classics and genres are studied in their cultural, political, and economic contexts.

458I. Italian Film and Literature (3-0-3) Welle Italian ﬁlms and literary works are analyzed to study the points of intersection and divergence between ﬁlm and literature.

470F. Modern French Literature in Translation (3-0-3) Toumayan, Perry This is a study of major works of 19th- and 20th- century French literature, including works by Baude- laire, Flaubert, Proust, Valéry, Malraux, Camus, Sartre, Beckett, Duras, and Hébert.

487F. African and Caribbean Women Writers (3-0-3) Coly Writings by women from the Francophone cultures of North (the Maghreb) and sub-Saharan Africa and the Caribbean (Martinique, Guadeloupe, and Haiti) are examined. An examination of the political and sociological circumstances in which women have produced literature in these national spaces, their respective ideological stances, attempts at constructing cultural and political identities and the emergence of a feminist aesthetics. Taught in English. Crosslisted with ROFR 487F.

Daniel Myers, chair and professor of sociology

Sociology Chair: Daniel Myers; J. Samuel Valenzuela; Andrew Daniel Myers J. Weigert William R. Kenan Jr. Professor of Sociology: Associate Professors: Joan Aldous Kevin J. Christiano; Robert M. Fishman; William P. and Hazel B. White Professor of Sociology: David S. Hachen Jr.; C. Lincoln Johnson (on Maureen T. Hallinan leave fall/spring); David M. Klein; Richard A. Eugene Conley Professor of Sociology: Lamanna (emeritus); Lynnette P. Spillman (on Jorge Bustamante leave spring 2005); Robert H. Vasoli (emeri- Julian Samora Chair in Latino Studies: tus); Michael R. Welch; Richard A. Williams Gilberto Cárdenas Associate Research Professor: Professors: Felicia LeClere Fabio B. Dasilva (emeritus); Michael Emer- Concurrent Assistant Professor: son; Eugene W. Halton (on leave fall/spring); Mark L. Gunty 211

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Assistant Professors: advisor and Undergraduate Director. Advisors will- Course Descriptions. The following course de- William J. Carbonaro (on leave spring 2005); ingly give much time to aid students in planning scriptions give the number and title of each course. Rory McVeigh; David Sikkink (on leave fall/ their course schedules and careers. Each major is Lecture hours per week, laboratory, and/or tutorial spring); Juliana Sobolewski; Erika Summers- assigned to a faculty advisor whose own academic hours per week, and credits each semester are in pa- Effler; David Yamane interests dovetail with those of the student. Each stu- rentheses. The instructor’s name is also included. Adjunct Professor: dent, working closely with a faculty advisor, can map Rev. Leonard F. Chrobot out a personalized program of study that will satisfy 102. Understanding Societies Director of Undergraduate Studies: the department’s requirements for the major and (3-0-3) Hachen Ann R. Power simultaneously accommodate the student’s academic This course will show you how sociology can help Assistant Professional Specialist: interests and career aspirations. you understand societies by looking at how people Ann R. Power The department also insists that its students have connect with each other through social relation- ample opportunity to develop further their scientific ships, groups, networks, and organizations. Through Program of Studies. The Department of Sociology and creative writing skills. Thus, all faculty are urged this introductory course you will discover answers has a national reputation and its scope of interest is to require intensive writings in each class. Indeed, to many questions you might have about societies worldwide. Yet it also is intensely concerned with the SOC 300 (Foundations of Sociological Theory), and social interactions such as: How are stereotypes U.S. cultural and social experience and its problems. required of all sociology majors, is designated by the undermined? Where do identities come from? What The requirements for a sociology major reflect sociology department as a “most intensive” writing do people do when they experience role conflict? a program that offers both structure and flexibility. course. How are ideas and information diffused through net- The program is designed to acquaint the student The sociology major can be pursued along with works? Why are there bureaucracies? How can you with the core of the discipline and with areas of another major. Many of our students combine soci- figure out what is of value in another culture? Why specialization which can be studied in some depth. ology with a major in business, economics, political are some people more powerful than others? Who is Sociology deals with human interaction on the science, preprofessional, psychology, theology, etc. It in the middle class? How have race relations changes? group level wherever it may occur: in family and is important to note that students in the Mendoza Why do women earn less than men? How are some business, law and politics, medicine and religion, and College of Business who wish to major in sociology societies changing as a result of computer technol- a host of other settings. What can you do with a so- in addition to their business major do not have to ogy and the Internet, social movements, and the fact ciology degree? Notre Dame’s survey of alumni who meet all the other requirements of the College of that women are having fewer children and people are majored in sociology revealed that they are employed Arts and Letters. living longer? as university professors, corporation executives, real Of particular interest to students in recent years 122. Introduction to Social Psychology estate agents, insurance agents, consultants, poli- have been the Gender Studies Interdisciplinary Ma- (3-0-3) Welch, Johnson, Myers ticians, medical administrators, teachers, social work- jor (GSC2) or Minor (MGSC), the program of the Analysis of important human processes including ers, business managers, religious ministers, and many International Institute for Peace Studies (IIPS), the perceiving and knowing other people, attitudes and other occupations. Computer Applications Program (CAP2), the Hes- attitude change, conformity and nonconformity, co- The requirements for the sociology major are as burgh Program in Public Service (MHES), and the operation and competition with others, leadership in follows. Program in Social Work at Saint Mary’s College. All groups, attraction and love, aggression and violence, (a) Every student is encouraged to take SOC 102, of the above are readily combined with a sociology prejudice. Understanding Societies; SOC 201, The Sociologi- major. Students pursuing a major in sociology must cal Enterprise; or SOC 304, Principles of Sociology. 180. Social Sciences University Seminar meet all requirements for the major or equivalent Neither course is required but recommended as a (3-0-3) Christiano, Hachen, Klein, Sikkink, Carbon- courses. Additional courses from other departments good foundation for the sociology major. aro, Spillman, McVeigh and programs may be accepted as fulfilling the (b) Students must take a minimum of 25 credit An introduction to the seminar method of instruc- major, provided they meet with the approval of the hours (usually eight courses and the proseminar— tion, accenting the organization, and expression of sociology department. The department tries to be one credit) offered by the department. Students are arguments suggested by readings in sociology. Each flexible when working out an individual student’s urged to start their major as early as possible but can of the seminars treats a particular sociological topic, program, and with the advisor’s recommendation, declare a major or change majors at any time as long such as family life, social problems, the urban crisis, other modifications also are possible. as they are able to fulfill the requirments. poverty. (c) The requirments for the major are the fol- The department has an active Epsilon Chapter lowing four courses: of Alpha Kappa Delta, the international sociology 201. The Sociological Enterprise SOC 300. Foundations of Sociological Theory honor society. Especially through the AKD, as well (3-0-3) Yamane SOC 302. Research Methods as through informal meetings in faculty homes and Sociologists like to watch people do things with and SOC 303. Statistics for Social Research field trips, majors make strong friendships with other to one another, and then try to explain how and SOC 390. Proseminar (one credit) majors having common interests. Students interested why they do them. We are the voyeurs of social life. Required courses should be taken as soon as pos- in the various phases of the program are encouraged This course invites students to become part of this sible, especially before taking any 400-level courses. to contact the director of Undergraduate Studies sociological enterprise of observing and explaining (d) Each major must take a minimum of two (Room 823 Flanner Hall) at any time. the social world. It presumes no previous exposure 400-level lecture or seminar courses. Internships The department also encourages students to join to sociology as an academic discipline, though we all (SOC 496) and Independent Studies (SOC 497) do the University of Notre Dame Sociology Club. The bring with us a life’s worth of experiences of living not fulfill this requirement. purpose of this club is to enrich the sociology major. in society and we will draw upon those experiences (e) A maximum of six credit hours of internship This student organization sponsors activities ori- throughout the course. can be used as electives to meet the 25-hour require- ented to careers in sociology and sociology-oriented ment for the major. Normally a student should take careers, to becoming professionally active while in an appropriate lecture course in preparation for the college, and to student interests in society, as well as internship. to purely social activities. The department prides itself on its program of close personal advising, in which each major can build a program of courses with the help of a faculty 212

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202. Today’s Organizations 228. Social Inequality and American Education 300. Foundations of Sociological Theory (3-0-3) Hachen (3-0-3) Carbonaro (3-0-3) Fishman, Yamane Examines macrosociological topics such as social Many have claimed that the American educational Limited to sociology majors. evolution theories of industrial societies, the his- system is the “great equalizer among men.” In other This course surveys the history of social thought in torical development of capitalism, hierarchical dif- words, the educational system gives everyone a the United States and Europe since the 19th century. ferentiations within a society (social classes, social chance to prosper in American society regardless of Emphasis is given to major theorists who have con- status, urbanization) and the bureaucratic structures each person’s social origins. In this course, we explore tributed to such principal movements of sociological of organizations. Will enable students to analyze the validity of this claim. Do schools help make theory as Marxism, structural-functionalism, social their societal structure in terms of history, present American society more equal by reducing the impor- Darwinism, pragmatism, and symbolic configuration and dynamic processes. tance of class, race, and gender as sources of inequali- interactionism. ty, or do schools simply reinforce existing inequalities 218. Ethnicity, Gangs, and Organized Crime and reproduce pre-existing social relations? Topics 302. Methods of Sociological Research (3-0-3) Staff covered include unequal resources among schools, (3-0-3) Gunty, Hachen, Carbonaro, Summers-Effler, This course examines the intersection of ethnicity, sorting practices of students within schools, parents’ Williams gangs, and organized crime from both a historical roles in determining student outcomes, the role of Limited to sociology majors. and sociological viewpoint. We will undertake a ba- schooling in determining labor market outcomes for Begins with discussion of scientific method, concep- sic survey of criminological theories as they apply to individuals, and the use of educational programs as a tualization of research problems and measurement. ethnic and group crime; we will attempt to explain remedy for poverty. The course then explores the dominant modes of and define organized crime, with a particular empha- social science research: field work and participant sis on ethnic Mafias; and we will examine the phe- 232. Social Problems observation, survey and interviewing, experimental nomenon of ethnic gangs in the United States today. (3-0-3) Johnson designs, and evaluation research. Analysis of selected problems in American society 219. Sociology of Race and Ethnicity such as crime, narcotic addiction, alcoholism, delin- 303. Statistics for Social Research (3-0-3) McVeigh quency, racial and ethnic conflict, prostitution, and (3-1-4) Johnson, Myers, Sobolewski This course provides an overview of some of the others. Discussions, debates, films, tapes, and Limited to sociology majors. classic and contemporary sociological understand- readings. Designed to teach students how to interpret and ings and perspectives of race and ethnicity. We will critically evaluate statistics commonly used in the focus particular attention on the racial/ethnic groups 234. Criminal Justice social sciences and in many areas of the business and common to the United States, broadly categorized as (3-0-3) McVeigh medical world to describe, project, and evaluate. Fo- African, Asian, European, and Hispanic Americans. This course is intended to introduce the student cus is upon a conceptual understanding of what the The course will cover areas of identity and culture to various aspects of the criminal justice system, statistic does, what it means and what assumptions and will address issues such as racism, immigration, including the police, the prosecutor, the courts, and are being made in its use. The course requires only assimilation, segregation, and affirmative action. We parole. The primary focus will be on a sociological high school arithmetic and is not mathematically will use printed texts as well as film clips; some as- analysis of crime and the workings of the criminal difficult. signments may include movie viewing. justice system. Topics will include social perception of the criminal justice system, relations between 306. Race and Ethnicity in America 220. Social Psychology members of the criminal justice systems and the (3-0-3) McVeigh, Summers-Effler (3-0-3) Welch, Williams, Myers, Johnson community, treatment of women and minorities in This course focuses on race and ethnic relations in An analysis of important human processes, including the criminal justice system, and current events. the United States. Current cases involving racial and perceiving and knowing other people, attitudes and ethnic issues will be presented and discussed in class. attitude change, conformity and nonconformity, co- 242. Marriage and Family Readings and materials will present three approaches operation and competition with others, leadership in (3-0-3) Klein, Sobolewski to the study of majority-minority group relations, groups, attraction and love, aggression and violence, Changing family patterns, sex roles, sexuality, the emergence and maintenance of group dominance prejudice. Specifically designed for sociology and premarital relationships, marriage and divorce, par- and minority-group adaptations to modes of domi- other liberal arts majors and will emphasize theory enthood, childhood, and family interaction are some nance, including separation, accommodation, ac- and research. As a result, it is not recommended for of the topics. Singles, dual-career families, alternative culturation, and assimilation. Class participation and students having had SOC 122, as the content may marriage forms, and the future of marriage and fam- students’ experiences will be emphasized. overlap. ily are also taken up. 309. Culture and Society: Sociological 227. Topics on Race in the Americas 279. Introduction to Latinos in American Society Approaches (3-0-3) Lafield (3-0-3) Cárdenas (3-0-3) Spillman This course takes an interdisciplinary approach to a Cannot take if previously taken SOC 473. In this class we will examine cultural dimensions range of historical, literary, religious, and social sci- This course will examine the sociology of the Latino of important social processes, and we will survey ence topics important to the understanding of the experience in the United States, including the histor- contemporary sociological approaches to analyzing experiences of Latino and African American people ical, cultural, and political foundations of Latino life. culture. Examples will include readings on home and in American society. The mini-course will focus, We will approach these topics comparatively, thus work, social hierarchies, political culture, media and among other topics, on human rights, race relations, attention will be given to the various experiences of a the arts, and social change. mestizaje, racism, ethnicity, social justice, and media multiplicity of Latino groups in the United States. images. Mandatory lecture series/seminar (6-7 dates) participation is required. In addition, student will write a short paper. 213

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314. Social Movements 329. Therapeutic Jurisprudence 334. Critical Issues in Criminology (3-0-3) Summers-Effler (3-0-3) Staff (3-0-3) Welch How is social change possible? This is one of the Therapeutic jurisprudence (“TJ”) looks at how laws This course will focus on several selected issues and central questions for the study of social movements, impact social life and at how laws and policies are theories that are central to the study of criminology, as well as the organizing theme of this course. In this social forces, producing both intended and unin- such as societal perceptions about crime and lawless- course we will consider the ways in which different tended consequences in society. These consequences ness, processes of crime causation, enforcement poli- sociological theories of social movements have asked can be positive, negative, or both. The objectives of cies, etc. Students will be introduced to the actual and answered this question, paying particular atten- this course are to identify and explore the various analysis of criminological data, using the popular tion to theories of identity, emotion, and networks. consequences of laws and policies based on the his- MICROCASE software to investigate basic research tory and use of laws and to develop empirical studies questions firsthand. 317. Sociology of Intercollegiate Athletics to analyze these consequences. (3-0-3) Staff The first portion of the course will be devoted 335. Sociology of Education This course will focus on a sociological examination to an overview of TJ principles and how these prin- (3-0-3) Sikkink, Hallinan, Power, Carbonaro of intercollegiate athletics. Readings, discussion, and ciples can be applied to laws and policies. Different This course focuses on the relationship between assignments will revolve around how college athlet- perspectives—those of the various legal actors—will education and society. In the course, a variety of ics are affected by and affect such social systems as: be examined, along with how legal actors can have theoretical approaches and contemporary issues in gender, race, politics, the economy, and especially an impact on the effects of laws and policies. The the field of education will be discussed. Topics to education. Where relevant, we will use the University aim for this portion of the course is to develop a be addressed include, but are not limited to, gen- of Notre Dame as a case study, which we can use to method of critical review of laws and policies. The der and race inequalities in education, the role of illustrate some of these important and sometimes second portion of the course will look at societal schools as agents of selection and socialization, and controversial issues. Non-sports fans are especially influence on laws, interactions between different the nature of educational reform movements. Class encouraged to enroll. policies, and how the effects of a law or policy can participation and the experiences of students will be be assessed through empirical research prior to emphasized. 320. Sociology of Aging enactment. (3-0-3) Klein 338. Poverty, Inequality, and Social With life expectancy increasing and birth rates 331. The Sociology of Time Stratification declining, the populations of Western cultures have (3-0-3) Staff (3-0-3) Myers been rapidly aging. What are the implications of Every Notre Dame student knows about time pres- Social inequality is a prominent and persistent fea- this aging process for social institutions (the family, sure. Have you ever wondered why? We tend to ture of modern society. Social stratification theory economy, government) as well as for the individual accept Time as a physical fact that is given, to which attempts to explain the causes of inequality and the well-being of the elderly? What does the future we must adapt. But the study of Time is one of the reasons for its persistence. This course will address hold for those of us who will spend an increasing fastest growing areas of sociology. Time is socially such questions as: Why are some people rich and proportion of our lives past age 65? These and other constructed, it is part of the foundation of social life some people poor? Why does inequality persist? questions are addressed in this course, which focuses and it affects the shape of every other social insti- Who gets ahead? Can men and women get the same on the social, economic, and personal challenges fac- tution—and it varies from society to society. In this jobs? Do different races have the same opportunities? ing all of us in the latter half of the life cycle. course we will study how and why Time can vary Is inequality necessary? Potential topics include and how differences in the institution of Time af- inner-city and rural poverty, welfare dependency, 326C. Technology and Social Change fect people’s lives. A few of the topics we will study homelessness, status attainment and occupational (3-0-3) Alpert are the fundamental difference between cyclical and mobility, racial and ethnic stratification, gender This class examines how technology has often served linear time; why some societies are clock watching, stratification, and class theory. as the catalyst for social change for hundreds—in- while others move to a more natural rhythm; and, 339. Trust and Education Reform deed, thousands—of years. The course is divided how it came to be that “time is money.” into several sections, some of which will trace from (3-0-3) Staff a historical perspective the social impact of specific 332. Criminology School reform efforts run the gamut from shared technologies—some predating the Industrial Revolu- (3-0-3) McVeigh decision-making to “teacher-proof” curricula. No tion, such as the clock, the stirrup, and the pulley. Crime data, crime causation theories, criminal be- matter what strategy is chosen, the success of any re- Other course sections will examine technology and havior systems, criminal procedure, and corrections. form’s implementation depends on person-to-person social change in specific contexts—e.g., the medical Firsthand knowledge of courts, police jails, and pris- interactions between principals, teachers, students, and communication contexts. The first portion of ons is encouraged. Optional field trips. and parents. Sociologists have found that relational the class will be devoted to some of the basic issues trust serves as a key resource for the successful imple- in our collective understanding of technology and 333. Social Deviance mentation of school reform. Why is trust important social change. Issues such as deskilling of workers, (3-0-3) Welch, McVeigh in schools and how can it be built? In this course, we institutionalization of technology into society, and In this course, students will discuss deviant people will examine the role of trust in organizations, how innovation will be examined, as will various ap- and activities with special attention paid to the pro- trust impacts school change efforts, and how trust proaches to understanding technology, such as the cess whereby deviance is defined. Discussions will might be fostered in a school community. Topics social construction of technology and technological focus on issues of social power, moral entrepreneur- to be covered include competing models of trust in determinism. ship, and human variation. organizations, the special characteristics of schools as organizations, and the influence of power and authority on the development of trust. 214

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343. Sociology of Vocation 363. Social Concerns Seminar: Cultural Diversity 370. Self and Society (3-0-3) Yamane (1-0-1) Lies (3-0-3) Johnson The unifying theme of this course is the crisis that Prerequisite: Permission from Center of Social You are an outcome of your past social environment, is created when people’s lives and work are divorced Concerns. yet you can be independent of it. The goal of this from the religious foundation that constitutes them The purpose of this course is to begin to analyze the course is to help you think reflectively about society as a vocation in the world. Students will read and social forces that contribute to ethnic and cultural and your place in it, to be aware of the values in- engage Karl Marx’s analysis of worker alienation in diversity and to related tensions, including rac- volved in people’s perspectives on social issues, and capitalism and Max Weber’s diagnosis of the voca- ism. Students participate in a five-day program at to become aware of the social processes that define tion crisis in the modern West, mid-20th century selected Chicago sites that provide an orientation to who you are. critiques by C. Wright Mills (White Collar) and a culturally diverse community. Students engage in We spend most of our lives in a “taken for grant- William Whyte (The Organization Man), and more discussion on relevant issues with local residents and ed” world. We are taught certain values and ways of contemporary analyses of the moral dimension of community leaders. acting in different situations. Our values and behav- work and economics (e.g., by Robert Bellah and ioral patterns become a “natural” response to people Robert Wuthnow). Through reading, writing, and 367. Chilé in Comparative Perspective and events that we encounter daily. A concrete aim discussion, students will have the opportunity to (3-0-3) Valenzuela in this course is to increase your conscious reflection develop and apply their sociological imaginations in This course provides a detailed analysis of the devel- and decision-making in everyday life. Enhanced self- interpreting their own life and goals through these opment of the Chilean economy, society, and policy awareness entails self-knowledge—how you learn, sociological diagnoses. The class will conclude by since independence from Spain in 1818, drawing se- your behavioral style, and your values. This course in considering the possibility of a contemporary reap- lected comparisons with other national experiences. applied social psychology should have practical value propriation of an explicitly Christian conception of It then discusses the validity of theoretical statements as you enter more fully into a culturally diverse and vocation. NOTE: This course is reading-intensive on central questions in the social science literature fragmented world. and discussion-based, and students will be required by examining them in light of the Chilean case. The to write a 20+ page paper. main issues to be examined are the reasons for the 371. Catholicism in Contemporary America successes or failures of Third World development, (3-0-3) Yamane 346. Today’s Gender Roles the origins and breakdowns of democracies, the char- This course offers a sociological overview of the (3-0-3) Aldous acteristics of authoritarian regimes, and processes of Roman Catholic Church in the United States since Prerequisite: Sociology course. restoring democracies. World War II. Recent trends will be examined at the Current changes in male and female roles and the societal, organization, and individual levels of analy- reasons for these changes are examined. Existing gen- 369. Carribean Diasporas sis. Topics include: the involvement of the Church in der differences, various explanations for them and (3-0-3) Richman public life, the causes and consequences of the priest proposals for change are discussed and evaluated. Born out of the violent processes of conquest and shortage, and increasing individualism and personal- enslavement, Caribbean societies have developed ism among lay Catholics. 347. Global Society cultures with roots in Africa and Europe, but with (3-0-3) Staff distinctive American identities. This course examines 372. Religion and Social Life “Globalization” is the buzzword of the new millen- the development of Creole societies in the French, (3-0-3) Christiano nium—but what does it mean? (For example, some Spanish, Dutch, and British Caribbean in response Critical examination of the social and sociopsy- critics say that “globalization” means the “McDon- to colonialism, slavery, and, most recently, trans- chological aspects of religion in the modern world. aldization” of the world.) Economics is increasingly nationalism. The recent exodus of as much as 20 Special attention is given to the current theoretical global, but is a global society even possible, let alone percent of Caribbean populations to North America and research issues. inevitable? How do society and economy interact in and Europe has afforded the rise of new transna- a world made ever smaller by technology—and, can tional modes of existence. Caribbean communities anyone control this process? How will globalization now span multiple sites across nation-states. Con- affect America and Americans? How will it affect real stant comings and goings of messages, people, spirits, people, wherever they are from? Who would benefit gifts, and money keep members of host and home from a global society, and who would not? To answer communities actively involved with one another’s these questions we will aim to penetrate behind lives. They creatively appropriate the same technolo- both the hype and the horror stories about “glo- gies of communication, media, and travel that have balization,” and clarify this amorphous concept in aided the rapid shifts of capital in the Caribbean concrete terms. To do this, we will use a broad range and around the globe. This course will explore the of readings and other media to explore the many consciousness and experience of Caribbean diasporas dimensions of our topic. Class time will be used for through ethnography and history, religion, literature, mini-lectures, discussions, and presentations. Grades music, and culinary arts. will be based on a series of short discussion papers, periodic exams, and an optional research paper. 215

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373. Religion and Labor Management 378. Migration, Race, and Ethnicity in Twenty-First- 398. Special Studies (3-0-3) Staff Century America (V-V-V) This course examines current faith-based movements (3-0-3) Woodrow-Lafield seeking to promote workplace justice and greater Migration from Latin America and Asia over 1970– 402. Population Dynamics management/labor cooperation. The collaboration 2000 brings a new heterogeneity for the United (3-0-3) Williams of unions and managers is essential, in the face of States that mirrors the global population. Now, Demography, the science of population, is concerned so many disadvantages for U.S. companies (e.g., the consequences of this migration are reflected in with virtually everything that influences, or can be trade imbalance, foreign government subsidization, federal statistical policy to expand official population influenced by, population size, distribution, pro- market competition, plant revitalization, profit categories of five categories on race and two on eth- cesses, structure or characteristics. This course pays margins, labor costs, and reinvestment). Industrial- nicity. This course is an introduction to these U.S. particular attention to the causes and consequences society literature reveals the crucial role of workers, populations of Whites, Blacks or African-Americans, of population change. Changes in fertility, mortality, in terms of motivation, job performance, morale, American Indians or Alaskan Natives, Native Hawai- migration, technology, lifestyle, and culture have productivity, job satisfaction, and the prospects for ians or Other Pacific Islanders, and Latinos or His- dramatically affected the United States and the other industrial democracy—worker co-ownership and co- panics as to historical context, social and economic nations of the world. These changes have implica- management. Sociology of religion literature reveals characteristics, and current research and policy tions for a number of areas: hunger, the spread of ill- the collaborative nature of the major U.S. religious issues. Migration in the post-1965 era of Asians and ness and disease, environmental degradation, health groups in social issues such as civil rights, poverty, Latinos created new racial and ethnic communities services, household formation, the labor force, mar- and labor-management crises. The history and teach- geographically concentrated in California, Texas, riage and divorce, care for the elderly, birth control, ing of Catholic, Jewish, and Protestant groups in the Florida, New York, Illinois, and Arizona. Conceptu- poverty, urbanization, business marketing strategies, United States evidences concern about issues such as alization and quantification involve new challenges and political power. An understanding of these is humanization in work-healthy and safe conditions, increasingly relevant for governmental and private important as business, government, and individuals adequate wages, fringe benefits, the right to organize sectors, nationally and for communities. Scholars are attempt to deal with the demands of the changing for collective bargaining, and worker participation more attentive to changing identities and popula- population. in management and ownership. The course stresses tion heterogeneity for social institutions of family, the possibilities, responsibilities, and strategies in education, and government. The 2000 Census and 403. International Migration: Mexico and the United States I interfaith coalitions with enlightened business and population projections show the future population labor groups for more cooperative and productive as considerably different from that of the past. These (1-0-1) Bustamante labor management. topics hold relevance in contemporary discussions of Three-week course consisting of six sessions of three world population growth, immigration policy, social hours each. Different conceptual approaches pre- 375. Polish Americans change, globalization, and environment. sented in lecture format. One session links various (3-0-3) Chrobot themes with the cause of Mexican immigration A study of the cultural and racial pluralism of 390. Proseminar to the United States. Another is dedicated to the American society through the focus of the Polish (1-0-1) Power historical analysis of Mexican immigration to the American experience; a review of the social and his- Limited to sociology majors. United States. A third attempts to link the historical torical background, the immigration experience, and Introduction to library and social research laboratory context with a theoretical approach and another adaptation to the American experiment in terms of resoures; the career options available to sociology session will be dedicated to the professor’s own family, religion, education, work, and government. graduates; preparations for graduate, law or profes- theoretical approach in contrast with the others pre- sional schools; and relationship of sociology to social viously discussed. Fall. 376. Sociology of Religious Conversion work, psychology, and other disciplines. (3-0-3) Yamane 403A. Social Demography of the U.S. Latino Prerequisite: SOC 302. 391A. Intermediate Analysis of Collective Population This course is a practicum in which students par- Contention I (2-0-2) Woodrow-Lafield ticipate in a research project on religious conversion (3-0-3) Myers, McVeigh This course is an introduction to the social demogra- being conducted by a sociology faculty member. Prerequisite: Permission of instructor. Enrollment in phy of Latino or Hispanic populations in the United In the first third of the course, students will learn SOC 391B in spring semester is required. States as to historical background, sociological fields, about the theory and methods relevant to the social This course is a yearlong class examining theoretical and current statistics and studies. First, in exploring scientific study of religious conversion. In the second developments and empirical analysis of collective the demographic perspective on the Latino popula- two-thirds of the course, students will be personally contention. Students will conduct intensive research tion, a strikingly young and increasing segment involved in the collection and analysis of data on projects involving thorough literature review, formal of the U.S. population, the processes of fertility, conversion to Roman Catholicism through the Rite proposal, statistical and interpretive analysis, and the mortality, and migration are presented. Next to be of Christian Initiation of Adults. A final paper that writing of a professional research report. addressed is the literature on conceptualizing and reports on the data analysis is required. The empha- quantifying the U.S. Latino population, legal frame- sis of the course is on the collection and analysis of 391B. Intermediate Analysis of Collective works for residence status of migrants, and Latinos Contention II primary data within an ongoing sociological study. in the context of social institutions of family, educa- (3-0-3) Myers, McVeigh Failure to complete any aspect of the data collection tion, and government. In the future, the changing This course is the continuation of Sociology 391A, a and analysis will result in a failing grade. Latino population is expected to contribute to a U.S. year-long class examining theoretical developments population profile different from the U.S. popula- and empirical analysis of collective contention. tion of the past century. Thus, the course is relevant Students will conduct intensive research projects in- in contemporary discussions of immigration policy, volving a thorough literature review, formal proposal, globalization, and environment. statistical and interpretive analysis, and the writing of a professional research report. Prerequisite: Sociology 391A. Permission of instructor is required. 216

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404. International Migration: Mexico and the United 415. Political Sociology 419. Self, Society, and Environment States II (3-0-3) Valenzuela, Fishman (3-0-3) Weigert (1-0-2) Bustamante This course explores the impact of social forces and This course introduces students to social psy- A three-week course which refers to a review of basic societal dynamics on politics. Major themes include chological aspects of the natural environment. questions on international migration, with em- sociological explanation for the emergence and sta- Issues considered include interacting with differ- phasis on immigration to the United States and the bility—or crisis and breakdown—of democracy; the ent environments, symbolic transformations of methods through which these questions have been extent to which election outcomes and policy choices environments, competing accounts and claims adequately or inadequately answered. The numbers, are shaped by societal dynamics or remain indepen- concerning environments. With an overview of impact, nature, structure, process, and human ex- dent of social determination; equality in shaping basic information, these issues are discussed from perience will be discussed in terms of the research political life; and the impact of both social consen- the perspectives of individual self and sociocultural methods commonly used to approach them. Spring. sus and social conflict in the political arena. This institutions. The course touches on alternative ways course explores theoretical debates and empirical of envisioning, interacting, and valuing human-envi- 407. Honors Tutorial work, focusing on the national experience of various ronment relations with an eye toward individual and (3-0-3) Staff countries including the United States. Students will collective change. Prerequisite: Permission of instructor. be encouraged to develop their own thoughts about Intensive independent study and research on selected important questions for research. 420. Organizations sociological topics, generating a scholarly paper. May (3-0-3) Hachen be based on special field experience under supervi- 416. Visual Sociology: Exploring Society Organizations are complex and multifaceted entities. sion of an instructor. Photographically Organizations are more than just collections of peo- (3-0-3) Cárdenas ple behaving and interacting in certain ways. Orga- 410. The Social World and Adolescent Achievement This course will examine the uses of photography nizational behavior and interactions are structured by (3-0-3) Staff and film in sociology and will explore the impact of rules and procedures, jobs and occupations, author- This course examines the impact of the social world visual expression on society. This includes introduc- ity relations, goals and strategies, technologies and on the educational performance of adolescents. The tory work in documentary photography and film, distributions of power. Within our organizations, relationship between social contexts, such as the gender advertising, ethnographic film, political cin- not only are orders given and tasks accomplished, family, neighborhood, school, peer network, and re- ema, muralism and social protest art. This is a sociol- but also decisions are made, conflicts occur and are ligion, and adolescent achievement will be explored. ogy course and will emphasize the study of societal sometimes resolved, and control is exercised. Finally, Theoretical and empirical research on the impact of aspects of photography, film and artistic expression, organizations interact with other organizations and these social contexts will also be explored. Finally, rather than technique, without ignoring the relation- actors in their environment. These interactions can how all the contexts work simultaneously to influ- ship between the two aspects. We will not emphasize lead to changes in organizational goals, strategies and ence the educational performance of adolescents will the technical/lab training in photography. This structures or changes in the environment in which be discussed. course, while broad in scope, will rely on content the organization operates. that is very heavily grounded on a social problem Given the complexity of organizations, it is not 413. Cultural Sociology context as is found in the United States, the Ameri- surprising that there are numerous theories of orga- (3-0-3) Spillman can Southwest, Mexico, and Latin America. nization. In the first half of the course we will discuss In this class we will examine cultural dimensions Homework and projects will include: (1) a short various theoretical approaches. The objective will be of important social processes, and we will survey essay on documentary photography and the study to critically analyze these theoretical approaches by contemporary sociological approaches to analyzing of social problems and issues or photography assign- comparing the different characteristics of organiza- culture. Examples will include readings on home ments (black and white), print-slide work; and (2) tions that each theory discusses. The second half of and work, social hierarchies, political culture, media other creative work. the course will deal with specific aspects of organiza- and the arts, and social change. This class cannot be Evaluation: Two exams will be given; no final. tion (goals and strategies, technology, environments, taken if SOC 309 has previously been taken; course The exams will constitute 40 percent of the grade: decision making, conflict, power and control). The content may overlap. short essay, critiques, and class participation, 20 objective is to develop a more complete understand- percent of the grade; and projects 40 percent of the 414. Think Tank on World Food and Hunger Issues ing of the complex nature of organizations and to grade. Students should have access to their own compare organizations along a variety of dimensions. (3-0-3) Johnson equipment (i.e., camera) and will be responsible for “Think Tanks” are one method that contemporary developing and printing (yourself or commercially) if 421. Food and Poverty society uses to try solving complex multifaceted a photo project is chosen. (1-0-1) Johnson problems. Think tanks are formal or informal orga- Required readings: John and Malcolm Collier, Food and Poverty will examine the relationship nizations that study issues, see solutions to problems, Visual Anthropology, University of Albuquerque between food and poverty in the United States and and evaluate ideas as to feasibility. There is no single Press, 1987; Carl Fleischhauer and Beverly W. Bran- around the world. Students who enroll in this course solution to a multifaceted problem. In fact, in most nan (ed.), Documenting America 1935–1943, Uni- are expected to participate in World Hunger Day in cases think tanks consider “best case” and “worse versity of California Press, 1988; Alan Trachtenberg, mid-October. This is an international event that is case” scenarios instead of solutions. The goal of this Reading American Phonographs, Noonday, 1990. sponsored by the Food and Agricultural Organiza- course, which will meet every two or three weeks for tion of the United Nations. Participants in this one- an hour to an hour-and-a-half, would explore the credit seminar will help plan local events to increase many paradigms related to food and hunger issues awareness of issues related to hunger. and explore various creative solutions. One of many goals of the process is to create a consensus statement or position paper on food and hunger controversies and point to policies supported by the statement. This is a limited enrollment experimental course to implement the goals of the U.S. National Commit- tee for World Food Day. Permission of the instructor is required. 217

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425. Ethnicity in America 430. Crime and Deviance in Ideological Perspective 441. Family Policy Seminar (3-0-3) Chrobot (3-0-3) Welch (3-0-3) Aldous A study of the ethnic and racial formation of Amer- This seminar course will examine selected issues The seminar covers family policy in the United ican society and cultural pluralism; a review of the (e.g., white collar crime, gang violence, pornogra- States and in other countries with a concentration in theory and history of ethnicity, its policy impli- phy, etc.) in the study of crime and deviance (issues the United States. There is comparison of the back- cations for family, education, economics, religion, will change each time the course is offered) and ground, content and consequences of policies in the government and international relations; in-depth compare responses made by those representing the various countries. Such provocative topics as welfare study of one ethnic group of choice. left and right in American society. We will critique policy, parental leave and child care are discussed. the adequacy of these responses from a sociological The relation between families and the work setting 427. Culture and Power viewpoint. or families and government will also be addressed. (3-0-3) Spillman A discussion format is used. Students write a term How do norms, values, symbols and rituals operate 431. The Fifties paper on some aspect of family policy. It is directed to dominate or empower? In this class we will (3-0-3) Halton especially for juniors, seniors, and graduates. examine a number of important classical and con- The 1950s witnessed unprecedented prosperity in temporary texts which offer answers to this question, the United States, as well as major transformation of 442. Family Development which has been a theme of recent work in a variety American society related to the Cold War, the rise (3-0-3) Klein of fields in sociology. At the same time we will ex- of suburbs, the baby boom, the flowering of forms Family Development is directed to the sociology, amine concrete cases, selected from studies of devel- of popular culture, the spread of mass culture, and psychology, counseling, preprofessional, nursing, opment, deviance, gender, mass communications, the demise of high modernist culture. This course social work and other majors who will necessarily organizations, social movements, and stratification. will explore the many-sided manifestations of culture be working with or seeking to understand families Some reading assignments will be demanding; how- and changes of American society associated with the in the course of their occupations. The course cov- ever, some class time will be allocated to work with decade of “the fifties.” ers change in families, from the time couples marry assigned readings. until their dissolution by divorce or death of one of 432. Blues and American Culture the spouses. Parent-child relations beginning when 428. Social Ties, Social Networks, Social Capital (3-0-3) Halton children are born until parents’ death, changes in (3-0-3) Fishman Blues and jazz are two distinctive musical expressions sibling relations as persons age, as well as the devel- This course examines three fundamental and inter- of American culture which also reflect American opment of the marital union, will be examined. The related sociological concepts, each of which offers us social life. Growing out of the African American family cycles of childless and one-parent families will an approach to the study of social connections and experience, the blues provide a focus through which also be included. Students have the opportunity to their impact on the human experience. Social ties, to see many aspects of 20th-century social history apply the course material on family careers to their social networks and social capital overlap substan- in America, from the changing identities of African own families within the context of marriage, occupa- tially in their scholarly usage but the concepts are American culture to problems of racism, poverty, tional and educational plans. They do a case history far from identical. We will review theoretical and industrialization and urbanization. This course of a family to gain experience in using the family methodological literature on all three concepts as will draw from a variety of written and audiovisual development approach. well as major empirical studies that examine the materials to explore the ways in which blues both world through one or more of these perspectives. We expresses the American experience and provides an 443. Deviant Behavior will explore both theoretical and practical arguments indicator of American society. The course will trace (3-0-3) McVeigh for the selection of one or more of these conceptual the evolution of the blues in Chicago and interweave This course is concerned primarily with the socio- approaches as the basis for studying how social con- that evolution with the sociology of Chicago. logical conceptions and theories of deviance. At the nections shape the human experience. The course onset, deviance is differentiated from those phe- is intended to stimulate a critical reading of recent 434. The Schooled Society nomena designated as social problems and social dis- literature on contemporary society and to assist stu- (3-0-3) Hallinan, Sikkink, Carbonaro organization. The remainder of the course focuses on dents who wish to use one or more of these concepts This seminar focuses on the structure and orga- deviant acts and deviants. Various responses are ex- in their work. nization of schooling in American society, and the plored to questions such as: Who are deviants? What societal forces that influence decisions about schools does it mean to be a deviant—to the deviant himself, 429. Conflict and Social Life and student learning. These forces include legislation as well as to others? What common social processes (3-0-3) Klein governing schooling, and cultural and religious and experiences do most deviants undergo? This course focuses on theory and research con- norms that impact schools. The course will cover the Various theories or models of delinquency, crime, cerning the nature, causes, consequences, prevention role of schools in society, the political, economic and suicide, sex deviation, and drug use are used to aid and resolution of social conflicts. Conducted in a social dimensions of schooling, education reform in constructing a sociological understanding of devi- seminar format, each student reads a unique set of and its underpinnings, and the transformation of ance, the analysis of deviant acts, and the formation materials, summarizes them in class and discusses higher education. of deviant careers or roles. the ideas presented by others. Every student selects one institutional setting or social context for special 438. Race Relations in the United States focus. Then students write and present during the (3-0-3) McVeigh seminar a critical review of issues in their chosen This course focuses on racism and race relations in areas. the United States. Current cases involving racial issues will be presented and discussed in class. Read- ings, discussion and lectures will examine the background and current status of the dominant ethnic minority groups in the United States today. The issue of race will also be viewed in relationship to police practices, housing patterns, economic opportunities, gender relations and politics. Class participation and student experiences will be emphasized. 218

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444. State Formation and Society: Contrasting Paths 449. Sociology of Masculinity 452. Theoretical Criminology in England and France (3-0-3) Gunty (3-0-3) McVeigh (3-0-3) Valenzuela This seminar explores the social construction of This course will introduce you to theoretical inter- Whether it is the development of democracy under masculinity and its many forms, both traditional and pretations of criminal behavior, empirical research a monarchy or a republic, the effects of religion on emerging, through readings, movies, discussions and on crime in diverse contexts, and policy debates on politics, intellectual and cultural styles, the charac- writing assignments. Members of the seminar will crime control and punishment. Our intent will be to teristics of the legal system, the extension of suffrage seek a better understanding of shifting roles, identi- raise critical questions and to challenge commonly to men and to women, the creation of party systems, ties and social structures that influence the way both held views about the nature of crime and punish- the formation and development of the labor move- males and females develop the meaning of masculin- ment in the United States today. As students of ment, the relationship of the military establishment ity. Topics include socialization, role conflicts, gender sociology, we will operate under the assumption that to the head of state, or simply the matter of overall violence, sexuality, the impact of fathering and men’s crime and punishment are social phenomena; they political stability, France and England offer the most movements. The masculinities in the United States can only be understood by analyzing their relation- interesting contrasts among advanced Western Eu- and around the world. It is intended to complement ship to the broader social, political, and cultural con- ropean countries. This course examines the political the study of gender in other disciplines, but some fa- text in which they exist. We shall explore a variety of and social history of the two countries and tries to miliarity with basic concepts in sociology is strongly theoretical perspectives, both classical and contem- tease out these differences while trying to explain recommended. porary, that attempt to uncover the causes, etiology, them. and solutions of the problem of criminal behavior. 450. Educational Stratification in Theory and This class cannot be taken if the student has pre- 445. World Families Practice viously taken SOC 332, because of content overlap. (3-0-3) Aldous (3-0-3) Staff Families in different parts of the world and of dif- As we now embark into a new millennium and 453. Building Democratic Institutions in First-Wave ferent historical periods are studied to gain perspec- compete on a global scale, it is important that we Democracies tive on American family changes. Current variations understand how our educational system works, the (3-0-3) Valenzuela in families are examined. ways it combats and perpetuates the existing social Elements of democratic regimes emerged long be- hierarchy, and the ways that we can improve it. This fore the regimes as such can be identified as being 446. Family Problem Solving course is designed to address these three important minimally in place. Beginning with a brief discussion (3-0-3) Klein issues. The first half of the course is devoted to learn- of the essential features of democracies, the course In-depth analysis of the processes families use to ing and critiquing existing theories of social stratifi- examines how and why such institutions emerged, solve the problems they face. Material is drawn from cation in general and educational stratification, more and the critical moments in which the actual transi- the social psychology of small groups, the sociology specifically. The second half of the course analyses tions to the new democratic regimes occurred. The of format organizations, and research and theory actual educational practices and their relationship course focuses on democratizations that took place directly concerned with family problem solving. This with stratification. before the Second World War, and will examine key course is designed for students who plan on working European and Latin American cases. with families professionally. 451. Popular Culture (3-0-3) Staff 454. Cultural Aspects of Clinical Medicine 448. Sociology of the Body The first half of the course is designed to introduce (3-0-3) Wolosin (3-0-3) Halton a variety of theoretical perspectives to the students. This course focuses on social science approaches The human body, that extraordinary organic basis I develop a historical overview of popular cultural to sickness and healing. The medical encounter is of the self and its sign-making abilities, remains very theory and the several iterations it has taken, to examined from anthropological perspectives. The much present in human communication and culture. include: mass culture theory, Marxism, the Frankfurt course emphasizes the difficulties traditional bio- Though many of our cognitive beliefs may have been Schools, Structuralism, Semiotics, Feminism, and medicine has in addressing patients’ expectations for developed in civilized societies and their cultural Post-Modernism. During the first section of the care. Students serve an internship as patient ombuds- conventions, the self reaches deep into the human course, students will be required to write a paper us- man in a local hospital emergency room four hours body, and that body was refined over many tens ing one of the theories to analyze a popular culture per week. Students are required to sign a waiver, to of thousands of years of hunter-gatherer life, and phenomenon of MY choice. The second half of the present evidence of immunizations, and to receive developed over an even longer period of hominid, semester is devoted to a historical analysis of the so- a TB skin test. Course requirements include weekly primate, and mammalian evolution. cial impact and meaning of rock ‘n roll. I begin with quizzes, two lab reports, and a final exam. This course aims to focus directly on the organic a demonstration of African music, using recordings human body itself as a center of self and society. of early chants and celebratory music, and then give 455. Family I We will explore a variety of readings related to the the class some examples of known slave songs, indi- (3-0-3) Aldous, Klein human body as organic matrix of meaning, and cating the presence, as early as 1750, of elements that Covers current theoretical and substantive develop- that reveal bodily bases of social life, such as Ashley eventually became R&B, then rock and roll. This ments in the area of family as well as applicable Montagu’s Touching: On the Significance of Skin, or course is not recommended for students who have research methods. Family research findings relevant issues of human development. We will also explore taken SOC 351, as the content will overlap. to family policy will also be discussed. the body as a source of self-originated experience through class “practice” sessions, and ways contemporary techno-culture seems to seek to displace bodily based experience. 219

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458. Comparing European Societies 461. History, Politics, and Society of Chile 470. Materialism and Meaning in Modern Life (3-0-3) Fishman (3-0-3) Valenzuela (3-0-3) Halton This course offers students a review of major patterns An introduction to the formation and development In the 20th century, the twin problems of mean- of difference, along with some similarities, among of Chilean National Society. The course begins ing and materialism have come to the forefront of the 15 member states of the European Union. De- by examining the colonial period and the struggle modern civilization, forming the basis of variety spite the larger contrasts with the United States, and for independence. It then focuses on 19th- and of philosophies and social theories, animating the pressures toward convergence generated by the 20th- century issues such as the consolidation of the revolutionary movements in art, looming as the process of European integration, European societies Central State, the development of Democracy, the silent specter behind mass society and its dramas of remain remarkably different from one another on a creation of the party and electoral systems, economic consumption. It is by no means clear that the mas- number of dimensions including: the overall level cycles of growth and stagnation, the break down of sive technological advances and material gains in and form taken by employment and unemployment, democracy in 1973, the Pinochet dictatorship, and advanced industrial societies have contributed to a systems of social protection and welfare state organi- the return to democracy in the 1990s. Class lectures better way of life—many would say increased mean- zation, demographic trends ranging from extremely and discussions will include relevant comparisons inglessness is the actual result. low birth rates in most of southern Europe to signifi- with other Latin American and even European cantly higher birth rates further north, the connec- countries. 471. Protests, Riots, and Movements tions between urban and rural life, and the impact (3-0-3) Myers, McVeigh, Summers-Effler of education on inequalities. The role of institutions, 462. Aesthetics of Latino Cultural Expression This course is concerned with how people act cultures, national histories and policies in account- (3-0-3) Cárdenas together to pursue collective political aims via extra- ing for this pattern of difference will be reviewed. This course analyzes the philosophy and principles institutional forms of behavior: When and why do The course will also examine the combinations of underlying the social and political aspects of Latino people go outside the conventional political structure identities—national, regional, and European—found art. to address social issues important to them? During among citizens of Europe. Students will be encour- the course we will examine political behavior rang- aged to develop their expertise on at least one coun- 463. Nationalism ing from the relatively mild (like a letter-writing try while also doing comparative reading. (3-0-3) Staff campaign) to the severe (like rioting, looting and Nationalism embraces a type of identity, a form of killing). We will also discuss aspects of collective 459. Sociology of the Life Course politics, and a basis for organizing societies. This behaviors that are less political in nature (like panics (3-0-3) Sikkink course studies the origins, nature, and possible fu- and fads). Some of the social movements we will dis- Prerequisite: Any sociology course. ture of nationalism, overall and in particular cases cuss include the civil rights movement, the women’s This course seeks to understand how and why people that will be determined by students’ interests—for movement, the antiwar movement, the gay and change or remain the same throughout their lives. example, what our responses to September 11 tells us lesbian movement, the pro-life and pro-choice move- Through seminar-style discussion of major works about American nationalism. The main assignment ments, and the environmental movement (among in life course studies, it will explore how lives are will be a research paper on a topic chosen by each many others). In the end, we will try to explain how shaped by specific historical contexts, how indi- student. grievances, resources, the political environment, viduals actively construct their life course within repression, individual decision making, and move- historical and social constraints, how life domains 465. Religion in Postwar America ment tactics all contribute to the success and failure are intertwined (and how this shapes human action), (3-0-3) Yamane of protest movements, their impact on social change, and how the impact of life transitions on life tra- This course surveys the major developments in and the future of activism. jectories is contingent on the timing of a particular religious life in the United States since the 1950s change in a person’s life. Substantively, the course through an in-depth examination of several of the 473. Latinos in American Society will focus on change within and the relationship most important recent books on the subject, such as: (3-0-3) Cardénas over the life course between the domains of religion, Wade Clark Roof’s Spiritual Marketplace, Tom Be- This course will examine the sociology of the Latino education, and politics. The course will have a strong audoin’s, Virtual Faith, Christian Smith’s American experience in the United States, including the histor- methodological orientation, focusing on data collec- Evangelicalism, and Helen Berger’s A Community ical, cultural and political foundations of Latino life. tion issues and measurement strategies for capturing of Witches. With these works as the backdrop, each We will approach these topics comparatively, thus religious formation and change over the life course, student will research and write her family’s religious attention will be given to the various experiences of a and for understanding the perhaps reciprocal relation history across three generations. multiplicity of Latino groups in the United States. between religious development and educational and 467. Global Food Systems political attitudes and behavior. 474. Society and Identity (3-0-3) Johnson (3-0-3) Weigert This is a course on food in society. The role which This course looks at sources, dynamics, and conse- food plays in the life course of a society may seem quences of identity in contemporary society. Identity self-evident or commonplace to some. Yet food is is conceived as definitions of an individual that self more than the physical substances which sustain and others use as a basis for interacting with one life. Food is intertwined with religion and central to another. Significant outcomes of the way we are de- many rites and rituals. Food is linked to medicine, fined are the life chances, evaluations and emotional which was largely based on dietary principles until meanings we experience. The course format is a well into the 18th century. Technology related to discussion. Seminar. production of food has affected the inequalities found in all societies. The politics of food plays a major role in understanding the “social issues” affecting many nations around the globe. This is a fascinating area of study: that which we take for granted so much of the time is intertwined with economics, politics, psychology, social life, and law. 220

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476. Social Breakdown in American Society 481. Research Seminar in Latino Studies 491. Social Transformations and Democratization (3-0-3) Welch (3-0-3) Cárdenas in Chile This course examines the apparent weakening of Study of the scope, focus and development of Latino (3-0-3) Valenzuela the fabric of social life in America that has occurred Studies. The course will concentrate on the develop- This course provides a comprehensive view of the within the past half-century. It investigates the past ment of social thought and scholarship, focusing on social, cultural, and political transformations that influences of both the market economy and the Latino Studies as a field of research and academic have taken place in Chile since 1990. These transfor- political welfare state on several central societal prob- concentration. The course will also examine the mations have been affected by the consolidation of lems, such as the deterioration of interpersonal trust, social construction of contemporary Latino identities democracy and the rapid pace of economic growth the erosion of social obligations and informal social and its bearing on Latino Studies. and modernization in the country. The course draws control, and the lessening of altruistic concern for comparisons to the same processes that have oc- others. Students will discuss the significance of these 484. Primary Data Collection and Survey curred in recent years in Central and Eastern Europe. problems, as well as potential solutions. Methodology (3-0-3) LeClere,Williams 496. Sociology Internships 477. Families and Their Interrelations with Gender This course will be offered to students in sociology (V-V-V) Power (3-0-3) Aldous and other social sciences who have an interest in the This is an “experiential” course designed to give stu- A consideration of the part gender plays in family design, implementation, and use of social surveys dents some practical experience in the area of urban processes like the couple formation through cohabi- and databases in social science research. The course affairs or social welfare either to test their interest, tation and/or marriage, having and rearing children, will include all practical aspects of survey design complement their academic work or acquire work division of labor and the post-children era. including sample design and selection, questionnaire experience preparatory for future careers. Students design, measurement, mode of administration, field are placed with a community agency in the South 478. Chile in Comparative Perspective methods, data editing and data base development. Bend area and normally work six hours a week as Seminar We will also cover theoretical developments in survey interns under the supervision of an experienced (3-0-3) Valenzuela methodology including research on cognitive process practitioner. Hours are flexible, usually set to accom- This course provides a detailed analysis of the devel- and questionnaire response, the role of social theory modate the interns availability and the needs of the opment of the Chilean economy, society and polity in questionnaire design and other specialized topics. host agency. since independence from Spain in 1818, drawing se- This course will prove useful for both conducting lected comparisons with other national experiences. primary data collection and interpreting data from 497. Independent Study It then discusses the validity of theoretical statements secondary sources. Previous course work in research (V-V-V) Staff on central questions in the social science literature methods and statistics will be helpful but not re- Prerequisite: Permission of instructor. by examining them in light of the Chilean case. The quired. Intensive study on a special topic to produce a schol- main issues to be examined are the reasons for the arly paper, or special investigative experience in the successes or failures of Third World development, 485. Materials and Methods of Demographic field, leading to the production of oral and written the origins and breakdowns of democracies, the char- Analysis reports reflecting deeper theoretical and empirical acteristics of authoritarian regimes, and processes of (3-0-3) LeClere understanding. redemocratization. This course is a survey course in techniques widely used in demographic analysis. These techniques Graduate Courses. Senior majors may take any 479. International Migration and Human Rights include those that describe population structure, 500-level graduate course with the permission of the (3-0-3) Bustamante analyze demographic dynamics and evaluate demo- instructor. This course is an extension from the mini-course to graphic data. In addition, many of the analytic skills a full term offered by Professor Bustamante, with and techniques stressed throughout the course have a wider coverage of international migration expe- more general applicability in social science research. riences in the world with an emphasis on human The aim of the course is to acquaint students with rights. It starts with a historical approach to various the nature and structure of a variety of techniques immigration waves to the United States, from the and to provide you with the experience in applying years of the “industrial revolution” to the present. It those techniques. focuses on the current debate on the impact of the undocumented immigration from Mexico and Cen- 490. Sociology of Economic Life tral America, with a discussion of the gap between (3-0-3) Spillman public perceptions and research findings. Differences Economic actions like working, buying, selling, sav- between Mexico and the United States’ migration ing, and giving are a fundamental part of everyday policies, and its social and economic implications, life, and all spheres of society, from family to religion are discussed. The recent developments within the to politics, are interrelated with economics. Sociolo- context of the United Nations’ Commission of Hu- gists examine how social relationships from small man Rights on the relationship between migration networks to transnational linkages affect economic and human rights are also covered. actions and their outcomes, and the ways cultural meanings and political strategies shape those social 480. Qualitative Methodology relationships. The goal of this class is to provide (3-0-3) Cárdenas, Summers-Effler students with new perspectives on economic actions The seminar will cover the general topic, with par- by reading recent sociological studies of topics like ticular attention to ethnography and field work, vi- money, markets, work, businesses, industries, and sual methods, archival research and related strategies. consumer society. Heavy emphasis will be placed on cross cultural research in minority communities in the United States. 221

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(on leave 2004–2005); Hindy Najman (on scripture course; and the one-credit hour Proseminar Theology leave 2004–2005); Margaret Pfeil; offered each spring, which introduces students to the Chair: Thomas Prügl (on leave 2004–2005); variety of topics and approaches covered in the study John C. Cavadini Gabriel Reynolds; Thomas W. Ryba (adjunct) of theology. Abrams Professor of Jewish Thought and Culture: Professional Specialists: Rabbi Michael A. Signer (on leave 2005) Regina Coll, C.S.J. (emerita); Sr. Ann S. Gog- Summary of the primary major: Crowley-O’Brien Professor of Theology: gin, R.C.; Rev. Eugene F. Gorski, C.S.C. (on THEO 100, 180, or 200, and a 200-level course Rev. Richard P. McBrien leave 2005); Rev. John A. Melloh, S.M.; Janice (University required courses) Catherine F. Huisking Professor of Theology: M. Poorman; F. Ellen Weaver (emerita) THEO 395 and 396—Christian Traditions I and II Rev. Brian E. Daley, S.J. (on leave 2004–2005) Associate Professional Specialist: Catherine F. Huisking Professor of Theology: Rev. Michael E. Connors, C.S.C. THEO 401 or 411—Hebrew Scriptures or New Cyril J. O’Regan Assistant Professional Specialist: Testament John A. O’Brien Professor of Theology: Matthew C. Zyniewicz Electives (15 hours at the 400-level) Lawrence S. Cunningham John A. O’Brien Professor of Theology: THE THEOLOGY PROGRAM THEO 400—Proseminar (1 credit) Rev. John S. Dunne, C.S.C. (on leave UNIVERSITY OF NOTRE DAME Including the University requirements, the primary 2004–2005) major thus consists of 31 credit hours. John A. O’Brien Professor of Theology: At the University of Notre Dame, the study of theol- Jean Porter (on leave 2005) ogy is carried out in the spirit of the classic formula- Summary of the supplementary major: John A. O’Brien Professor of Theology: tion of theology as “Faith seeking understanding.” THEO 100, 180, or 200, and a 200-level course Eugene C. Ulrich The Theology Department dedicates itself to critical (University required courses) John A. O’Brien Professor of Theology: reflection on the historic faith of Catholic Christian- James C. VanderKam ity in service to our students, to the larger church, to THEO 395 and 396—Christian Traditions I and II the world of the academy, and for the general public. John Cardinal O’Hara Professor of Theology: THEO 401 or 411—Hebrew Scriptures or New Gustavo Gutierrez, O.P. Testament Theodore M. Hesburgh, C.S.C., Professor of Philosophy Why major in theology? and Theology: Some students study theology in order to prepare for Electives (9 hours at the 400-level) Rev. David B. Burrell, C.S.C. a career in high school teaching or religious ministry. THEO 400—Proseminar (1 credit) William K. Warren Professor of Catholic Theology: Others plan to proceed to graduate work in theology Rev. John P. Meier or religious studies in anticipation of a university Including the University requirements, the supple- William K. Warren Professor of Catholic Theology: career. Most students, however, major in theology mentary major thus consists of 25 credit hours. Rev. Thomas F. O’Meara, O.P. (emeritus) simply because they find the study fascinating and rewarding. As an inherently interdisciplinary field, Professors: What other programs are offered? theology is an ideal liberal arts major. Through close Gary Anderson; David Aune; Joseph The Theology Honors Program study of influential theological and religious texts, Blenkinsopp (emeritus); Rev. Paul F. Bradshaw The Theology Department offers a special program rituals, and artifacts, students learn about their own (London Program); Keith J. Egan (adjunct); for particularly gifted undergraduate majors who faith and our common culture. Josephine M. Ford (emerita); Mary Catherine seek a deeper, more sustained experience in the Many other students elect theology as a second- Hilkert, O.P.; Rev. Maxwell E. Johnson; major through the completion of a thesis project. ary major whose focus on the central questions of Charles Kannengiesser (emeritus); Each spring semester, the junior class of theology human existence complements and extends their M. Cathleen Kaveny; Robert A. Krieg; majors will be invited to apply; those selected will be commitment to their first major in science, engineer- Rev. Edward A. Malloy, C.S.C.; Rev. Jerome assigned a thesis director from among the faculty of ing, business, architecture, or in another discipline Neyrey, S.J.; Rev. Gregory Sterling; William the department. A minimum grade point average of within the College of Arts and Letters. Professional Storey (emeritus); Rev. James F. White 3.7 within the major is normally expected. Seniors schools increasingly appreciate how such diverse and (emeritus) in the Honors Program will enroll in a one-credit balanced preparation enhances a candidate’s profile. Associate Professors: Honors Colloquium as well as a one-credit directed The Department of Theology welcomes students J. Matthew Ashley; John C. Cavadini; readings course in the fall semester, and a three- pursuing these varied interests and goals. Students Mary Rose D’Angelo (on leave 2004–2005); credit Honors Thesis Writing course in the spring work with faculty mentors who are renowned leaders Rev. Michael S. Driscoll; David Fagerberg; semester, culminating in the submission of a 40-50 both in teaching and research, and have the opportu- Jennifer Herdt (on leave 2004–2005); page thesis. The Honors Program will normally nity to explore a wide range of subjects, including the consist of 36 hours, as compared to 31 hours in the Jean Laporte (emeritus); Blake Leyerle (on history of Christian thought and practice, scripture, leave 2004–2005); Gerald P. McKenny; regular primary major. In order to receive the honors spirituality, systematic theology, liturgy, ethics, Juda- designation on their transcript, students must earn Bradley J. Malkovsky; Timothy Matovina; ism and the eastern religions. The smaller class size Rev. Don McNeill, C.S.C. (concurrent); an A- or higher grade on their thesis. A full descrip- of most upper-division courses creates a conducive tion of the Theology Honors Program is available on Rev. Leon Mertensotto, C.S.C.; Rev. environment for the creative exploration of ideas. Matthew Miceli, C.S.C. (emeritus); Rev. Ed- the departmental website (see below for address). ward O’Connor, C.S.C. (emeritus); Rev. Hugh What are the requirements for the theology major? The Joint Major in Philosophy and Theology R. Page; Rev. Mark Poorman, C.S.C.; Maura Beyond the six theology credits required of every In cooperation with the Department of Philosophy, Ryan (on leave 2004–2005); Notre Dame student, primary majors take 25 hours; the Department of Theology offers a Joint Major in Joseph Wawrykow; Todd Whitmore; supplementary majors take 19 hours. Each of these Philosophy and Theology. The joint major incorpo- Robin Darling Young; Randall Zachman majors combines formally required courses and rates the formal requirements of a major in theology, Assistant Professors: electives. with the exception of the Proseminar, and adds oth- Rev. Michael J. Baxter, C.S.C.; Mary Doak; The formally required courses for the primary ers. A full description of the joint major is provided Rev. Charles Gordon, C.S.C. (on leave 2004– and supplementary major are identical, and total in a separate brochure available at the department 2005); Rev. Daniel Groody, C.S.C. (on leave 10 credit hours: the two-semester sequence in the office. 2004–2005); Rev. Paul V. Kollman, C.S.C. history of Christian thought; an upper-division 222

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The Minor in Theology 180. Theology University Seminar 225. Sin and Redemption The minor is recognized by the University on the (3-0-3) Staff (3-0-3) O’Regan student’s transcript. To fulfill requirements for a This course, prerequisite to all other courses in the This course explores the biblical and theological ac- minor, a student must take 12 credit hours beyond theology department, provides an introduction to counts of sin and redemption. Focus will be on the the required 6 hours (for a total of 18 hours). The the critical study of Scripture and to the theologi- variety of perspectives in the biblical and theological additional 12 hours must be composed of 3-credit cal development of Christian doctrine for the first accounts with regard to the meaning of sin, its courses, which can be taken at the 200-, 300-, or six centuries. Successful completion of this course social and individual significance, and on the under- 400-level. The minor in theology is accepted by satisfies the first of the two University requirements standing of redemption, its worldly as well as other- many parochial schools as adequate preparation for in theology. For details on emphases of individual worldly dimensions, and its scale, whether inclusive secondary school teaching. instructors, see the Department of Theology Course or relatively exclusive. An attempt will be made to Description Booklet or the departmental Web site. distinguish the biblical and theological views from Contact information the views of other religions both past and present, You may reach Professor Jennifer Herdt, the direc- 200. Foundations of Theology: Biblical/Historical and also to engage modern criticism. tor of Undergraduate Studies in Theology, through (3-0-3) Staff Dorothy Anderson at the departmental office: See course description above. 227. Church and Worship For sophomores, juniors and seniors. For details on (3-0-3) Driscoll (574) 631-7811 emphases of individual instructors, see the An analysis of the Church as a community of [email protected] Department of Theology Course Description Book- believers and a social institution, and a study of www.nd.edu/~theo/undergrad/undergraduate.html let or the departmental Web site. Church liturgy and sacraments. This course will cen- Department of Theology ter around three key areas, namely (1) Anthropology: 130 Malloy Hall 201. Foundations of Theology (Honors) As humans, why do we feel the need to express our- University of Notre Dame (3-0-3) Cunningham selves and our relationship to God through ritual ac- Notre Dame, IN 46556-5601 See description above. tivity? (2) Theology: What are the Christological and ecclesiological underpinnings for the sacraments? (3) WRITING INTENSIVE REQUIREMENT BEGINNING COURSES History: What is the historical development of each THEO 401 (Hebrew Scriptures) and 411 (New of the seven sacraments? What has remained con- 221. God’s Grace and Human Action Testament), have been designated writing-intensive stant in spite of the historical mutations? (3-0-3) Wawrykow courses by the Department of Theology. All majors What are the respective roles of God and the human are required to take one of these courses in fulfill- 228. U.S. Latino Spirituality person in salvation? Are ideas of human freedom and ment both of their upper-level scripture requirement (3-0-3) Elizondo of the value of human acts compatible with a belief within the major and of the College of Arts and Let- U.S. Latino Spirituality is one of the youngest in God as the source of grace and redemption? These ters’ writing intensive requirement. Students will be spiritualities among the great spiritual traditions of and other questions about salvation have been hotly expected to work closely with the professor through- humanity. The course will explore the indigenous, debated by Christian theologians throughout the out the semester on a significant written project, al- African and European origins of U.S. Latino Spiri- centuries. This course analyzes the positions articu- though specific writing assignments will be designed tuality through the devotions, practices, feasts and lated by such figures as Augustine, Aquinas, Luther by the faculty member teaching the course. rituals of the people. and Calvin, and examines how they shaped the Course Descriptions. The following course de- Catholic-Protestant debate about the role of good 229E. The Veneration of the Saints, Especially the scriptions give the number and title of each course. works, and of God, in salvation. Mother of God, in the History of Christianity Lecture hours per week, laboratory, and/or tutorial (3-0-3) Darling Young hours per week and credits each semester are in pa- 222. The One Jesus and His Many Portraits: Debated as to its origins and controversial among rentheses. The instructor’s name is also included. The Various Images of Jesus in the New some early modern and contemporary Christians, Testament and Beyond the long and complex tradition of devotion to the 100. Foundations of Theology: Biblical/Historical (3-0-3) Meier saints still flourishes in Catholicism and Orthodoxy. (3-0-3) Staff This course explores the many different faith-por- This course considers the beginnings of devotion to This first course in theology offers a critical study of traits of Jesus painted by various books of the New the saints in ancient Christianity, the origins of the the Bible and the early Catholic tradition. Following Testament: e.g., from suffering servant abandoned cult of the Virgin Mary, and local and transnational an introduction to the Old and New Testaments, by God through high priest interceding with God devotions in ancient and medieval Christianity and students follow major post-biblical developments to Godself. In each case, the course will ask how this Byzantium. Shrines, pilgrimages, and relics with in Christian life and worship (e.g., liturgy, theol- particuliar portrait did or did not have an impact their associated commerce will receive attention, as ogy, doctrine, asceticism), emphasizing the first five on subsequent Christian faith and what it may say will the reaction against such devotion in the six- centuries. For details on emphases of individual to faith in Christ today. The course will combine a teenth century West. The course will also examine instructors, see the Department of Theology Course lecture format with discussions, readings, and reflec- selected modern scholarly examinations of sainthood Description Booklet or the departmental Web site: tions on the readings. and cultus, as well as the contemporary ambivalence www.nd.edu/~theo. about traditional devotions (especially to the Mother 224. Why God Became Human of God), the relationship of devotion to the saints to (3-0-3) Zachman the developing theological themes of the person of This course will investigate historically and system- Christ and the church as communion of saints, and atically the central Christian confession that God the appearance and canonization of new saints in became human in Jesus of Nazareth, especially in western and eastern Christianity. light of the death of Jesus on the cross. We will consider theologians from the patristic to modern eras, including Irenaeus, Athanasius, Anselm, Luther, Pas- cal, Barth, and von Balthasar. Course requirements will include four six-page comparative papers and a longer constructive paper. 223

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230. The Church We Believe In 240. Jesus and Salvation 244. Catholic Social Thought (3-0-3) Prügl (3-0-3) Hilkert (3-0-3) Pfeil From the New Testament on, the Christian com- An exploration of the mystery of Jesus the Christ This seminar fulfills the requirement for a second munity has turned repeatedly to the formulation and and the experience of salvation through examination theology course. It is for students returning from description of its identity, essence and constitutional of the life, ministry, death, and resurrection of Jesus Summer Service Projects who desire an extended elements. Specifying what is entailed in the claim of (Part I); the development of classic Christian doc- opportunity for reflection and analysis in addition the creed—“I believe in the one, holy and catholic trine (Part II); and selected contemporary perspec- to the regular SSP course (THEO 360, three cred- church”—has been especially necessary at certain tives and questions (Part III). its, graded S/U). Some of the major themes to be crucial moments in the history of the Christian discussed are: Christian compassion, discipleship, movement. 242. The Mystery of God the mystery of God, and Catholic social teach- Providing an introduction to the main themes (3-0-3) Doak ing. The course culminates with a comprehensive and problems in ecclesiology (the doctrine about Who is the God Christians believe in? Beyond the research project on a theological question or issue the Church), this course will examine the teachings acknowledgment that God is a mystery, accepted that emerges from the summer and/or other service of leading theologians in the Patristic and Medieval in faith and worshipped in reverence, what do experiences and is explored with other academic dis- period (e.g., Augustine; Aquinas; Luther) and the de- Christians claim to know about God? How did the ciplines. Students must have participated in a Sum- terminations of the last two Vatican councils, largely doctrine of the Trinity develop, and what difference mer Service Project during the preceding summer concerned with such ecclesiological matters as the does it make? to enroll in this course. More information about the constitution of the church, the role of the papacy, This course will explore these and related ques- course format, the experiential learning method and infallibility, and the universal versus local churches. tions through study of the development of the the process of evaluation is explained in the Learning doctrine of God in Christian theology, giving special Agreement and Application Form, which is available 231. Catholicism attention to contemporary theological efforts to at the Center for Social Concerns. (3-0-3) McBrien re-articulate the doctrine of God in response to the A comprehensive exposition of Catholic theology questions and issues of our own day. We will also 247. The Catholic Experience from a historical, doctrinal, and ecumenical perspec- consider the contributions of different theological (3-0-3) Cunningham tive. The course addresses the following questions: approaches, especially those emphasizing the Bible, This course has three quite specific aims: (1) to the interrelationships among faith, theology, and philosophy, spirituality, or socio-historical location describe that form of the Christian tradition both in belief; the meaning of human existence (a multidisci- as resources for better understanding the Christian doctrine and practice which is called Catholic; (2) plinary exploration); the problem of God (revelation, experience of God. to argue that within the Catholic tradition there are religious pluralism, providence, the Trinity, etc.); Students will be encouraged to consult with the different “ways” of being a Catholic; (3) to outline a Jesus Christ (New Testament data, doctrinal devel- instructor about the possibility of an experiential general way of being a Christian within the Catholic opment, contemporary views, including a discussion learning project involving theological reflection on tradition; we will call that “way” a “spirituality.” of Jesus’ self-consciousness, sexuality, and sinless- their own experiences of service, prayer, or worship Theology 247 will meet weekly for a lecture ness); the Church (New Testament data, history, as resources for better understanding God. followed by discussion groups. Attendance will be Vatican II, mission, sacraments, authority, ministry, required. Each week a short reflection paper (two Mariology, etc.); and Christian existence (ethics, 243. Theology of Marriage pages) will be readied for the discussion section. In spirituality, eschatology). (3-0-3) Odozor addition, there will be an essay style midterm and This course seeks to introduce participants to the final. 235. Following Jesus principal elements in the Catholic Tradition on mar- (3-0-3) Daley riage by examining the sources of this tradition in 251. Relationships, Sexuality, and Christian Tradition Hearing Jesus’ Gospel of the coming Kingdom of sacred scripture, the work of ancient Christian writ- (3-0-3) Poorman God, and receiving it as a word of truth and new ers, the official teachings of the Church and recent This course is an introduction to the traditions and life, has meant, since the time of Jesus, not simply theological reflection. The method employed in the methods of Christian ethics and Roman Catholic accepting a new way of understanding the world, but course is thus historical, scriptural, and thematic. moral theology, especially as they are applied to hu- taking on a new pattern of living, “costing not less The readings selected for this course are intended man sexuality and sexual ethics. Following a brief than everything.” This course will consider how the to expose students to contemporary discussion in introduction to current cultural contexts for consid- Christian tradition, since the time of the Gospels, moral theology apropos of these issues, and provide ering human sexuality, we will compare several theo- has understood the person and work of Jesus and them with the necessary theological tools to critically retical bases for sexual morality. We will also consider will consider the impact this faith in him and in his evaluate a wide variety of ethical positions dealing methods and theories of Christian sexual ethics. message have had, and continues to have, on the way with marriage in the Catholic tradition. Finally, we will turn our attention to a number of his disciples live in the world. contemporary issues, including marriage, extra-marital sexuality, contraception, assisted reproduction, 236A. Latin American and U.S. Latino and homosexuality. Theologies The format of the course will be lecture and (3-0-3) Matovina discussion. We will employ a number of cases and This course examines the emergence and develop- scenarios to prompt discussion and to exemplify ment of Latino religion and theology in the United methods and theories. Requirements include at- States. In particular, the course will explore how U.S. tendance at all class sessions, careful reading of the Latina and Latino theologians have articulated the assigned texts, significant contributions in discus- meaning and implications for Christian living of sions, a five-page reflection paper, mid term and core theological topics such as Christology, evangeli- final exams, and a 10-page researched essay on an zation, social justice, and liturgy. issue related to Christian sexual ethics. There may also be several one-page, ungraded essays assigned to promote thought and discussion on specific topics or questions. 224

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256. Christian Theology in the Middle East Origins 263E. Rich, Poor, and War 268. A Faith to Die For to the Present (3-0-3) Whitmore (3-0-3) Baxter (3-0-3) Amar An introduction to Catholic moral theology, with This course examines the interrelationships between The spread of Christianity from Jerusalem to an accent on how Catholic belief and practice shape economic injustice and violence. It begins by inves- Asia Minor and Europe, and the development of the Church’s understanding of the moral life. Aspects tigating the gap between rich and poor both in the Christian doctrine that followed upon it, is well of Catholic belief and practice to be covered include U.S. and worldwide. We also look at the history of documented and well known. Less well known is baptism, penance, reading scripture, preaching, Christian thought on wealth and poverty. We then the movement of Christianity east of Jerusalem, prayer, the Eucharist, martyrdom, religious life, mar- address the ways in which economic disparity inter- and the developments of Christian doctrine that at- riage, and mission. In the context of these beliefs and sects with the problem of violence in both domestic tended this movement. This course investigates the practices, several leading themes in Catholic moral (violence against women) and political realms (war development of Christianity and Christian doctrine theology will be explored (e.g., sanctification, the and revolution). Next, we canvass Christian thought in the Middle East and Central Asia. This approach eternal and natural law, and virtues and vices), and on the use of violence. This raises the question of involves consideration of the central doctrines of the several moral issues will be examined (e.g., abortion, whether Christianity itself contributes more to Christian faith (especially the doctrines of Christ, suicide, capital punishment, economic justice, and violence or to peace. Finally, we pose the question the Church, and the sacraments) from the time war and peace). This course explores an understand- of whether forgiveness for violence is advisable or they were articulated in the period of the first seven ing of the moral life in terms of participation in the feasible. ecumenical councils, to their development, in both life, death, and resurrection of Christ, but at the continuity and contrast, in the churches of the East. 264. Theology and the Arts same time it avoids construals of the moral life that Students will acquire a sense of the largely untold (3-0-3) Joncas rest merely on pious exhortations (“Jesus says”), as- story of the origins and history or Christianity in the Christian faith is expressed and shaped by a variety sertions of ecclesial authority (“the Church says”), Middle East (a topic especially timely today), we well of media: the narratives of sacred scripture, the prop- or invocations of negative moral prohibitions (“thou as a grasp of the fundamental Christian doctrines ositions of ecumenical councils, the moral witness shalt not”). Thus, the “faith” will be presented as a at stake in this history as well as the present, as they of saints, etc. This course will explore how musical, set of beliefs and practices that are disturbingly radi- bear on the issue of the reunification of the churches. visual, and literary arts have mediated Christian faith cal, demanding that Christians die to themselves, Readings include documents from the councils, rel- in a variety of cultural contexts. From theological yet also deeply attractive, in that dying serves as a evant theologians, local history, native accounts, and perspectives we will explore and analyze musical passageway to true life. As suggested by the title, a archaeological evidence. compositions such as the Odes of Solomon, Am- leading emphasis in the course is that only a faith brosian hymns, and J. S. Bach’s “Magnificat”; visual worth dying for can forge a moral life that is truly 260. Theology, Ethics, and the Environment worth living. (3-0-3) McKenny arts such as catacomb wall-paintings, icons, and the Sistine Chapel ceiling; and literary arts such as The Readings include selections from scripture, Does our ecological awareness require radically new liturgical texts, theological and moral treatises, theologies and moralities? What moral claims, if Dream of the Rood, G. M. Hopkins’ poetry, and the short stories of Andre Dubus. encyclicals, and the documents of Vatican II, plus any, do nonhuman entities make on us? Can current Augustine’s Confessions, Cantalamessa’s The Eucha- Christian and philosophical moral theories address 265. Corporate Conscience rist: Our Sanctification, Graham Greene’s The Power these claims? This course raises these questions on (3-0-3) Mertensotto, Heppen and the Glory, short stories of Flannery O’Connor, both theoretical and practical levels. Theoretically, This course is a reflection on the Christian moral Dorothy Day’s The Long Loneliness, and Helen we will examine various theological and philosophi- meaning of corporate action and purpose within Prejean’s Dead Man Walking. Evaluation is based on cal views of the moral status of nonhuman nature. business organizations. It deals with an analysis of a midterm, a final, several short papers, and inter- Practically, we will explore the implications of these the relation between Christian values and corporate active class participation. views for issues such as wildreness conservation/ policy in order to raise the consequences of orga- preservation, treatment of animals, agricultural 269. Religion and Psychology nizational policies. The objective is to develop a biotechnology, and others. The diversity of positions comprehensive corporate ethic, which deals with the (3-0-3) Burrell we will consider will range from those who embrace self-interest of the organization, multiple responsi- To show how the quest for psychological explanation standard, modern human-centered theologies and bilities and a social vision for a more human world. can raise issues classically identified as religious, we moral theories to critics (such as deep ecologists, For business majors. shall explore how the psychological articulation of ecofeminists, and others) who hold that the very these issues addresses the “task” of becoming a Chris- theoretical stance of our dominant theologies and 266. Medical Ethics tian. Beginning with Aristotle’s Ethics to explore the moral theories is incompatible with a genuinely ethi- (3-0-3) Mertensotto most common idiom for human action, we jump to cal orientation to the environment. A discussion of ethical problems in the medical Kierkegaard’s Sickness Unto Death, and then enter profession in the light of natural law and Christian the “psychological revolution” with Sigmund Freud’s 261. Christianity and Feminist Ethics moral principles. For premed students. Civilization and Its Discontents, followed by Carl (3-0-3) Porter Jung’s Psychology of the Transference. By that time This course is designed as an introduction to Chris- we will be ready to appreciate Sebastian Moore’s tian ethics that focuses on the relevance of the his- The Crucified Jesus Is No Stranger, testing his work torical Christian tradition to a specific contemporary against two diaries: Ruzbihan Baqli’s Unveiling of issue or issues. Secrets: Diary of a Sufi Master, and Etty Hillesum’s An Interrupted Life. A series of exercises (one-page 262. Contemporary Issues in Christian Ethics papers) are designed to help us learn the language of (3-0-3) Poorman these authors. A final paper offers a way to link that The study of contemporary issues and Christian language with more explicitly theological inquiry. A responses in the areas of bioethics, sexuality, social midterm (in two parts) and a final exam give oppor- justice, and professional ethics. tunities for synoptic grasp. 225

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272A. The Harp of the Spirit: The Spirituality of 274. Discipleship, Loving Action for Justice 280A. What Catholics Believe Syriac Christianity (3-0-3) Pfeil/Shappell (3-0-3) Gorski (3-0-3) Amar This course is for students returning from Summer This is a theological exploration of the basic con- Human life is experienced fully and authentically Service Internships or other service experiences who tent and practice of the Catholic faith. The focus is only when the spiritual life is awakened in an indi- desire an extended opportunity for reflection and on the fundamentals that form the foundation of vidual. The primary vocation of every human person analysis. Some of the major themes to be discussed Catholicism and against which everything else is exis the vocation to the spiritual life. are: Christian compassion, discipleship and Catholic plained or judged. The aim of this course is not sim- Much of what typifies modern society suffers Social Teaching. The course culminates with a comply to educate students about Catholicism. Rather, from spiritual deprivation. Much of what passes for prehensive research project on a theological ques- it intends to facilitate their personal appropriation spirituality is not spirituality at all but “self-help.” It tion or issue that emerges from the summer and/or of the Catholic tradition: that is, to challenge and is based in a tradition, sometimes called “classical,” other service experiences and is explored with other help them reason critically for themselves about the that is formulaic, dogmatic, and which gives rise to academic disciplines. More information about the meaning and practical implications of their faith. distinctions between immanence and transcendence. course format, the experiential learning method and Some of the questions students will ponder concern Syriac-Christianity represents the unique the process of evaluation is explained in the Learning God, Jesus Christ, the Church, Christian spirituality phenomenon of a genuinely Semitic form of Agreement and Application Form which is available and moral behavior. But since we raise these ques- Christianity which returns us to the well-springs at the Center for Social Concerns. This course fulfills tions in an attempt to come to terms with the mean- of the Christian faith before they were muddied by the second theology requirement. ing of our own lives, we begin with the question of doctrinal controversy and philosophical speculation. our own human existence: Who am I or who are we? In Syriac tradition, Symbol is pre-eminent, and 275. The Mystery of Being Human The course is based on the conviction that all theo- replaces the categories of classical theology. Symbolic (3-0-3) Hilkert logical questions start with us as the ones who pose theology is based in the concrete, historical event; it This course will explore some key questions of hu- the questions in the first place. While the approach is inductive and a posteriori.This is not a “class” in man existence in relation to basic Christian beliefs taken will be one that appeals immediately to critical the traditional sense of the word. It is envisioned as about human life and destiny. What is the meaning reason rather than to conversion of the mind and a common journey toward realizing who we are as of human dignity, personhood, and community in heart, the aim ultimately is to help students discern, spiritual beings. light of the Christian claims that we are created in respond to, and be transformed by the presence of Meetings will follow a discussion format; there the image of God and baptized into the image of God in their lives, and to work for the continuing will be no formal lectures. Students must read the Christ? How are we to understand the reality of evil renewal of the world in light of this discernment of assigned material before class and be prepared to talk in the world and the fundamental ambiguity of hu- God. about them. If you have questions about this course, man experience in relation to the symbol of “original you are encouraged to meet with Professor Amar sin”? What do “graced human existence” and “rela- 280B. Catholic, Orthodox, Protestant: A Theological (631-6276). tionship with God” mean? Do they affect the way Comparison we experience and live everyday life? How can Chris- (3-0-3) Fagerberg 273. Vocation and Leadership in Catholic School tians live in hope in the face of suffering and death? This course is an introduction to the fundamentals Tradition of Catholic doctrine, but it will accomplish this end (3-0-3) Pfeil 279. Science and Theology by examining Catholicism in contrast to Eastern Or- This course will invite students to consider the (3-0-3) Ashley thodoxy and Protestantism. The purpose of making meaning of vocation in relation to the social mis- such a comparison is twofold: first, to discern what Both science and religion generate assertions that are sion of the church. Beginning with a theological is distinctive to the Roman Catholic tradition via held to provide true descriptions of the world and understanding of the significance of vocation and critical comparison and contrast; second, to advance our place in it. Both science and theology subject charisms, this course will provide a narrative-based ecumenical understanding by making students aware these assertions to disciplined inquiry and testing exploration of the vocational journey of prominent of the issues that originally separated these Christian within specific communities. In societies (like ours) figures in the Catholic social tradition such as Fran- bodies, and what progress toward unity has been in which both science and religion are vital forces, cis of Assisi, Dorothy Day, Cesar Chavez, and Oscar made. The course will begin with teachings held these processes of enquiry and testing overlap and in- Romero. The emergent understanding of vocation in common by the three traditions (nature of God, terrelate in complicated ways, resulting sometimes in will be held in conversation with the witness given creation, Christology, atonement) and then move on conflict and sometimes in mutual enrichment. This by leaders from other religious traditions, e.g., to issues over which divisions have occurred (sin and course will investigate these interrelations by means Badshah Khan, Gandhi, and Thich Nhat Hanh. the nature of human beings, the Trinity, scripture three case studies: the Galileo affair, the conflict of Using the method of service-learning, this course and tradition, sacraments and worship practices, and evolution and creationism, and the ethical issues that will invite students to develop an awareness of their the papacy). Since a religious tradition is more than arise from new genetic biotechnologies. Require- social justice commitments in light of their own its confessions alone, we will also pay some attention ments: frequent short (1page) written assignments sense of vocation. PERMISSION IS REQUIRED. to different cultural manifestations, such as art, mu- on the readings, two in-class exams and a final. More information about the course format is ex- sic, architecture, and ritual. plained in the Learning Agreement and Application Form which are available at the Center for Social Concerns. 226

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281. War, Law, and Ethics 287. World Religions and Catholicism in Dialogue 290. Christianity and World Religions (3-0-3) Pfeil (3-0-3) Gorski (3-0-3) Malkovsky This course is designed to explore ethical and legal A theological exploration of Hinduism, Buddhism, The purpose of this course is to introduce the considerations related to war and the use of force. Taoism, Judaism, Islam and the relationship of student to the basic teachings and spiritualities of Beginning with a historical overview of Christian Christianity to those religions. The goal of this ex- Hinduism, Buddhism, and Islam. We will approach thinking on war and peace, we will develop an ac- ploration is specifically (1) to set forth the essential these religions both historically and theologically, count of various ethical positions on the use of force, characteristics of the world’s great religions, (2) to seeking to determine where they converge and differ including views rooted in the just war tradition disengage the essential differences between Christi- from Christianity on such perennial issues as death, and in pacifism. We will also consider the ethical anity and the other world religions, (3) to identify meaning, the nature of the ultimate Mystery, the implications of contemporary issues related to the the distinctiveness of Catholicism within the family overcoming of suffering, etc. We will also examine use of force, e.g., sanctions, war crimes, humanitar- of Christian traditions, (4) to examine historically some traditional and contemporary Catholic and ian intervention, and terrorism. In collaboration and systematically the Christian theological appraisal Protestant approaches to religious pluralism. Our with the Center for Social Concerns and La Casa of other world religions. Thus, the course will en- own search to know how the truth and experience of de Amistad, students will have the opportunity to able the students to gain a deeper understanding of other faiths is related to Christian faith will be guid- engage in service learning by working with students Christianity by “passing over” into and experiencing ed by the insights of important Catholic contempla- from Washington High School to collect stories from as well as appraising the different major religious tra- tives who have entered deeply in the spirituality of local war veterans as part of the Library of Congress‚ ditions of the world. To enhance the learning experi- other traditions. By course’s end we ought to have a “Veterans History Project.” ence, the course will use the BBC film series titled greater understanding of what is essential to Chris- The Long Search. Each of these hour-long films tian faith and practice as well as a greater apprecia- 282E. Eucharist, Church, and Communion in focuses on perspectives of the world’s major religions. tion of the spiritual paths of others. Requirements: Ecumenical Perspective Short papers, midterm exam, and final exam. (3-0-3) Wells 288. Liberation Theology How ought the church and the eucharist to be (3-0-3) Gorski 293. Regarding the Islamic Challenge to Christianity defined in Christian doctrine? And how have Chris- An exploration of “liberation theology”—one of (3-0-3) Reynolds tians in the West since the Reformation thought the most challenging and influential theological While many Christians have described Islam as a about the eucharist in the wake of divisions, schisms, movements since the Second Vatican Council. The Christian heresy, many Muslims consider Christian- and the like? This course examines scripture and the initiators of this widespread movement are firmly ity to be an Islamic heresy. Jesus, they maintain, was history of Christian thought on the matter of the convinced that the liberation of the world’s poor and a Muslim prophet. Like Adam and Abraham before church as a eucharistic community. Special emphasis oppressed—the suffering majority of humanity—is him, like Muhammad after him, he was sent to is placed on the achievements of the ecumenical the most pressing need of our age. And they are preach Islam. In this view Islam is the natural reli- movement in the 20th Century, and on contempo- developing a theology that is intended to inspire and gion—eternal, universal and unchanging. Other reli- rary proposals and problems related to Christian promote such liberation. They evolve this theology gions, including Christianity, arose only when people unity and difference, communion, and forgiveness, of liberation not only from their reflections on the went astray. Therefore Muslims have long challenged particularly between and among Roman Catholic Bible and other traditional sources, but also from the legitimacy of Christian doctrines which differ and mainline Protestant and other Reformation their immediate pastoral relationships with the from Islam, including the Trinity, the Incarnation, traditions. poor—and from their social-historical-political-eco- the Cross, the New Covenant and the Church. In nomic analyses of the causes of poverty and oppres- this course we will examine Islamic writings, from 285E. Christian Liturgy and Music sion. While this course will treat of the liberation the Qur’an to contemporary texts, in which these (3-0-3) Johnson theology being developed in the United States, it doctrines are challenged. We will then examine the Music has long played an important role in Christian will focus first and principally on the theology of history of Christian responses to these challenges and liturgy as an artistic expression of the Church’s prayer liberation rooted in the history of Latin America and consider, as theologians, how Christians might ap- and theology. Part I of this course will survey the found expressed in the writings of some prominent proach them today. historical development of Christian liturgy and its Latin American theologians. These include Clodovis theological interpretation from the New Testament Boff, Leonardo Boff and Gustavo Gutierrez. The ELECTIVES period forward, focusing in particular on the role of works of these innovative authors are at the heart of music and theology of music in liturgy. Part II will liberation theology; understanding them is a precon- 307A–307B. Elementary Hebrew I–II concentrate on the use of music in liturgy today, dition for understanding the liberation writings from (3-0-3) (3-0-3) Schofield, Ulrich studying various official Church documents on mu- the USA and from other places. Prerequisite: Six hours of theology. sic from Vatican II forward (including Sacrosanctum This is a two-semester introductory course in biblical Concilium, Musicam Sacram, Music in Catholic Hebrew; under normal circumstances, the student Worship, and Liturgical Music Today), and drawing must complete the first to enroll in the second. The forth principles for determining theologically and fall semester will be devoted to learning the gram- pastorally what are the functions and appropriate mar of biblical Hebrew. The spring semester will be uses of music in liturgy today. Assessment: there will divided into two parts. For the first six weeks we will be a mid-term exam and a final exam, and students finish and review the grammar. In the remaining part will engage in an exercise in practical theology utiliz- of the course we will read and translate texts from ing participant-observation methods to analyze the the Hebrew Bible, Qumran, and Rabbinic literature. use of music in several liturgical events. Students will The course will focus on developing reading and develop a final report/analysis of their observations, comprehension skills in biblical Hebrew through which they will both present in class and submit in the study of biblical texts. In addition, students will written form. learn how to use reference grammars, concordances, and apparatus to the Biblica Hebraica. The course encourages students to think about the grammatical forms and their implications for biblical interpretation. 227

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308. Introduction to Christian Latin 324A. Holy Fools in Christian Tradition 352. Catholic Reformation: History, Theology, (3-0-3) Sheerin (3-0-3) Kobets Devotion Through the analysis of a variety of texts ranging (3-0-3) Brad Gregory 309A.Religion and Politics from the New Testament books to hagiographies This course will examine some of the main histori- (3-0-3) Dowd and philosophical treatises we will examine different cal realities, theological developments, and tradi- In this course, we examine various hypotheses forms of holy foolishness in spiritual and cultural tions of spirituality within Roman Catholicism about the relationship between religion and politics, traditions of eastern and western Christianity and c.1450–c.1700, the period of Catholic reform both religious institutions and political institutions, and establish their cultural bearings. Concepts under before and after the emergence of the Protestant based on evidence from across time and space (i.e., discussion will include asceticism; sanctity; heresy; Reformation. The class format will be two lectures Africa, Asia, Europe, Middle East, North America, canonization: hagiography. Among the course read- plus one discussion-based tutorial section per week, and South America ) discuss the robustness of such ings will be the First Epistle of the Apostle Paul to the latter based on the reading of primary sources in hypotheses. The aim of the course is to think criti- the Corinthians; Early Christian Paterika; individual translation. Major topics to be discussed include the cally about the conventional wisdom concerning the Vitae of Byzantine holy fools (St. Simeon of Emessa, character of the late medieval Church and reforming relationship between religion and politics. Special St. Andrew of Constantinpole); controversial Lives of efforts within it (e.g. the Observantine movement, attention will be focused on the effects of modern- Christian saints (Life of Alexis the Man of God); Lies Christian humanism); Roman Catholic response to ization and globalization on the political salience of Eastern Orthodox Saints (Kieve Cave Monks; St. the Protestant Reformation, including the Roman of religion and whether certain types of religious Basil the Fool of Moscow): Lives of Western Chris- Inquisition; the revival of existing and emergence of systems (i.e., various types of Christianity and Islam) tian Saints (St. Francis of Assisi, Magery Kempe), new religious orders (especially the Society of Jesus); are more compatible with and conducive to democ- and later elaborations on the subject of folly found the Council of Trent and its implementation among racy than others. in such works as “In Praise of Folly” by Erasmus of the clergy and laity; Catholic missionary activity Rotterdam “Madness and Civilization” by Michael in Asia and the Americas; post-Tridentine Catholic 321A. Philosophy of Judaism Foucault. art and scholarship; the relationship between the (3-0-3) Al Neiman Church and European states in the 16th and 17th “For Jews and Christians beyond numbering, Abra- 325. From Power to Communion: Toward a New centuries; Jansenism; and the flowering of Catholic ham Joshua Heschel was a spiritual mentor who Way of Being Church-Based on the Latin American spirituality in the 17th century. changed our lives in ways that we are still trying to Experience understand.” - The Reverend Richard John Neuhaus (3-0-3) Pelton 385. Islam: Religion And Culture “I feel that Rabbi Heschel is one of the persons Prerequisite: Six hours of theology. (3-0-3)Asma Afsaruddin who is relevant at all times, always standing with This seminar explores the present and the future This course will discuss the rise of Islam in the prophetic insights to guide us through these difficult of the Catholic Church, placing emphasis on how Arabian peninsula in the seventh century and its days.” - The Reverand Martin Luther King, Jr. its future is foreshadowed in the growing ecclesial subsequent consolidation as a major world religion “He not only studied Torah but lived it: the interdependence that exists between the churches and civilization. Lectures and readings will deal with roster of activists in almost every major campaign of North and Latin America. Emphasis is placed on the life of the Prophet Muhammad, the Qur’an and of Jewish or humanitarian concern has included his the growing involvement of the laity in Latin Amer- its interpretation, early Islamic history, community name.” - Professor Steven J. Katz ica and where this may lead the North American formation, law and ritual, theology, philosophy, mys- This course will mainly be devoted to a study of the church. In a particular way, attention is given to the ticism, and literature. Emphasis will be on the core philosophical understanding of Judaism developed role of small Christian communities. beliefs and institutions of Islam and on the religious by Rabbi Abraham J. Heschel (1909-72). Heschel and political thought of its practitioners from the is best known as a progressive activist, member of 326. God, Philosophy, and Universities Middle Ages through our own time. The latter part the Clergy and teacher of seminarians at The Jewish (3-0-3) MacIntyre of the course will deal with reformist trends within Theological Seminary in New York. However, his Enquiry and teaching in Catholic universities have Islam and contemporary Muslim engagements with philosophical work is of considerable importance aimed at understanding how the universe--physical, modernity. All readings are in English; no in its own right. In order to demonstrate this, the animal, human--is ordered to God. One task of phi- prerequisite. course will be devoted to a careful examination of losophy in the Catholic tradition has been to show his classic work God in Search of Man: A Philosophy how the various secular disciplines both contribute SOCIAL CONCERNS SEMINARS of Judaism (Farrar, Straus and Giroux: 23rd printing, to such understanding and remain incomplete with- (THEO 350–THEO 372). 2000). If time permits, I’d like to examine at least out theology. How is this task to be carried out? We one prominent attempt to translate Heschel’s phi- shall consider answers by three Catholic philosophers The Department of Theology offers a variety of losophy of religion into a “liberation philosophy” for in different intellectual and cultural situations, Aqui- social concerns seminars in collaboration with the the 21st century, e.g. the work of Cornel West in his nas, Arnauld, and Newman in the hope of learning Center for Social Concerns. Permission is required Prophecy/Deliverance! An Afro-American Revolutionary how to answer this question today. Requirements: for each of these and is obtained through the center. Christianity (Westminster) Three papers will be required. There will be no More information is available at the Center for So- Requirements include semi-regular 250-300 word examination. cial Concerns, 631-5319. papers for individual (20 out of 28) classes as well as a 5–7 page take-home final. This course cannot be 340. Know Your Catholic Faith (series) completed without regular attendance, careful pre- (1-0-1) Cavadini class preparation and considerable self-motivation. The department offers a series of one-credit courses in cooperation with the Office of Campus Ministry. What does the Church teach? Why does it matter? Each one-credit course reflects on a central feature of the Catholic faith, so that students come away with a clear idea of what the Church holds on these topics as well as a basic theological and personal understanding of them. 228

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355. Social Concerns Seminar: Civil Rights and 359E. Summer Service Learning Intern: 362/SOC 362. Social Concerns Seminar: Cultural Social Change Contemporary Issues Diversity (3-0-3) Caponigro (3-0-3) Cunningham (1-0-1) Outlaw/Brandenberger/Pettit The purpose of this Seminar is to study key events This internship is for students interested in learning The purpose of this course is to begin to analyze the and leaders that sparked the broad-based movement more about how the Catholic social teachings are ad- positive aspects of ethnic and cultural diversity as to secure civil rights in the United States. Students dressed in the work of a church organization, such as well as related tensions, including racism. Students will visit communities (Atlanta, Birmingham) and the Catholic Campaign for Human Development. will participate in a five-day program during break at religious institutions that shaped the ideology and selected sites that provides an orientation to cultural- development of movement in the late 1950s and 360. Confronting Social Issues: SSPs ly diverse communities and allows students to engage early 1960s. Participants will also be asked to explore (3-0-3) Cunningham/Connors in discussions on relevant issues with local residents the current state of leadership in the civil rights com- This three-credit service-learning course takes place and community leaders. Students participate in munity, assessing its relevance and potential for con- before, during, and after student participation in preparation and follow-up sessions. tinued influence on issues of race and discrimination eight-week “Summer Service Projects” sponsored into the new century. by the Center for Social Concerns. The goals of the 363/POLS 496. Social Concerns Seminar: course are to reflect on the meaning and dynam- Washington, D.C. 356. Social Concerns Seminar: Migrant Experiences ics of Christian service, compassion and Catholic (1-0-1) Brandenberger/Ashley (3-0-3) Brandenberger social teaching through readings and writing, along This course centers on a trip to Washington, D.C., This seminar offers a unique immersion into the with discussion and reflection with site supervisors over fall break, during which time students analyze a lives of migrant farm workers in Florida during the and alumni, and scheduled group discussions upon significant social issue through contact with various spring harvest. Students pick tomatoes in the fields return to campus. Writing assignments include a agencies, government offices, and church organiz- (donating their wages), live with migrant families, journal, reflection paper of six to eight pages and ations. Students participate in preparation and fol- assist church and social agencies that serve migrants, responses to study questions related to the course low-up sessions. Themes (e.g., Educational Reform, and meet with community leaders, never again to packet. This course is completed during the first five Violence in America) vary each year. take food for granted. weeks of fall semester and is graded Satisfactory or Unsatisfactory. Acceptance is based on the student’s 366. Social Concerns Seminar: Mexico 358. Social Concerns Seminar: Children and Poverty application and interview. Contact the Center for Service-Learning Project (3-0-3) Brandenberger/Ashley Social Concerns for more information. (1-0-1) Brandenberger/Tomas-Morgan This seminar focuses on concerns that affect the This seminar involves three weeks of service-learning youth of our nation, especially poverty and violence, 360A. Confronting Social Issues: THEO in Oaxaca, Mexico. It is designed to expose students and examines efforts to foster positive youth devel- (3-0-3) Cunningham/Connors/Brandenberger to the reality of Latin America through inter-cultural opment. Immersion in New York City. Participants Same as THEO 360 but restricted to theology ma- exchange, shared work experience, and faith reflec- read Catholic social teaching focused on youth/ jors; graded A-F. tion. Students examine the social, cultural, and family issues. international forces operative in the region through 360B. Summer Service Learning: Int’l discussion, relevant readings, and written reflection. 359A. Summer Service Learning: ACCION (3-0-3) Cunningham/Tomas-Morgan (3-0-3) Cunningham/Connors Prerequisite: Domestic service-learning experiences. 367. Social Concerns Seminar: Advanced Studies The ACCION Internships run 10-12 weeks in mi- This three-credit course provides students the oppor- (1-0-1) Brandenberger/Ashley cro-lending offices across the country. tunity to encounter international realities through Prerequisite: One other Social Concerns Seminar. For junior business majors only. work with poor and marginalized people. Same aca- The Advanced Studies Seminar is designed to demic requirements as THEO 360 with the addition enhance the students’ study and application of a 359B. Summer Service Learning Intern: African of area/country specific readings and meetings. particular social concern issue. The experiential American Leadership component of the course will be tailored to the spe- (3-0-3) Cunningham 360C. Summer Service Learning: NYSP cific interest of the student and requires preparation The ACCION internships run 10–12 weeks in (3-0-3) Loesch/Pettit and orientation, follow-up reflection and associated micro-lending offices across the country. The National Youth Sports Program runs for six readings. For junior business majors only. weeks on the Notre Dame campus. Students work with low-income children from the South Bend area 368. Social Concerns Seminar: Contemporary Issues 359C. Summer Service Learning Intern: Hispanic in educational enrichment and recreation. Same (1-0-1) Brandenberger/Pfeil Leadership requirements as THEO 360. This seminar allows students to participate in an ex- (3-0-3) Cunningham/Knight-Santoni periential opportunity designed to examine contem- This is a leadership internship for Hispanic studies 361. Social Concerns Seminar: Appalachia porary social problems. Emphasis will be placed on working 10–12 weeks in a Hispanic/Latino area with (1-0-1) Ashley/Loesch understanding issues/conflicts from the perspective organizations dedicated to empowering local com- This seminar involves experiential learning during of the various participants. Preparation and follow- munities. Students will complete the requirements the semester break. The course is centered on a ser- up sessions are tailored to the specific opportunity. of THEO 359 and work with the Center for Social vice-learning immersion in the region of Appalachia Concerns to build partnerships with the agencies and and provides preparation for and follow-up to that 368A. Social Concerns Seminar: Discernment people involved. Application and interview necessary experience. Students may focus on particular themes (1-0-1) Shappell, Pfeil for participation. (e.g., rural health care, environmental issues) at various sites while learning about the region and rural 359D. Summer Service Learning Intern:Worker issues. Justice (3-0-3) Connors/Beckman 229

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368D/ ESS 368D. Social Concerns Seminar: 370. Social Concerns Seminar: Nonviolence 385B. Women in American Catholicism Education (1-0-1) Brandenberger (3-0-3) Cummings (1-0-1) This course allows students to explore the theoretical This course is a survey of women in the American This seminar focuses on the educational and out- dimensions of nonviolence and the practice of non- Catholic Church from the colonial period to the reach endeavors of St. John Vianney Catholic Par- violence as manifest in contemporary social move- present. Through lectures, reading, and discussion, ish in Goodyear, Arizona, and builds upon Notre ments. The course will examine the writings of Jesus, we will consider the following themes: the experience Dame’s relationships with the Congregation of Holy Mahatma Gandhi, Martin Luther King, Dorothy of women in religious communities, women and Cross. Participants are hosted by parish families and Day, and others. Students participate in a one-week men in family life, gender and education, lay women spend several days in the classroom with a mentor experience with faith-based communities involved and social reform, ethnic diversity among Catholic teacher. Participants also visit organizations in Phoe- in nonviolent activities, prayer, service, and public women, the development of feminist theology, and nix doing outreach to people who are homeless and witness. A one-credit course graded satisfactory or the intersections and departures between Catholi- to pregnant women. unsatisfactory. cism and feminism. Assigned texts include three monographs and a course packet of primary source 368E. Social Concerns Seminar: Hispanic Ministry 371. Social Concerns Seminar: International Issues material relating to women such as Henriette Delille, (1-0-1) (1-0-1) Brandenburger/Tomas-Morgan/Kollman Elizabeth Seton, Madeleva Woolf, Dorothy Day, and This seminar gives participants the opportunity to This course revolves around international experie- Helen Prejean. Course requirements include a mid- experience the Church’s option for the poor through ntial learning opportunities, examining the culture, term and a final examination, several short writing an immersion into the spirituality, culture and community, and life of the people encountered, in- assignments, and a final paper (10–12 pages). economy of the rural, southern California valley cluding the poor. Students participate in preparation community of Coachella. Students work with the and followup sessions. 391. Liturgical Choir members of the Congregation of Holy Cross who are (1-0-1) Walton in ministry there. 371B. Social Concerns Seminar: Border Issues (1-0-1) 391A. Women’s Liturgical Choir 368F. Social Concerns Seminar: Gospel of Life The seminar examines immigration and related (1-0-1) McShane (1-0-1) issues that exist between the United States and Mex- The Gospel of Life Seminar provides opportunities ico. Participants travel to El Paso, Texas, and Ciudad 392. Folk Choir to read, reflect and be of service on a variety of life Juarez, Mexico to meet with refugees, Border Patrol, (1-0-1) Warner issues through service and experiential learning. parish organizations, and families who live in “squat- During the week of service and experiential learning ter” villages. Participants also analyze and discuss 395. The Christian Theological Tradition I in Washington, D.C. over fall break, the seminar policy issues. The immersion is in partnership with (3-0-3) Cunningham, Wawrykow participants will learn from Church and government Annunciation House. Prerequisite: Six credit hours of theology. leaders, various agencies, and individuals. A survey of Christian theology from the end of 372. Social Concerns Seminar: Field the New Testament period to the eve of the Refor- 368G. Social Concerns Seminar: Organizing, Power Education mation. Through the close reading of primary texts, and Hope (1-0-1) Brandenberger/Pfeil the course focuses on the Christology of such influ- (1-0-1) A directed field education experience in theology, ential thinkers as Origen, Athanasius, Augustine, This seminar focuses on diverse church, school, augmented by readings and dialogue with faculty Anselm, and Aquinas. How do these thinkers un- leadership, and community-organizing initiatives to and others. Area of focus and placement determined derstand the person and work of Jesus Christ? What improve life in Chicago neighborhoods. Participants by student interest and initiative, in collaboration are the Christological problems that they tried to will be challenged to examine perceptions of power, with the Center for Social Concerns. Site placements resolve? How do the different Christologies of these service, and social action. may involve service-learning or related work (at, for thinkers reflect their differing conceptions of the example, La Casa De Amistad, the Center for the purpose and methods of “theology?” Some attention 369. Social Concerns Seminar: Leadership Issues Homeless, or other site where the Center has placed will also be given to non-theological representations (1-0-1) Knight-Santoni/Loesch a Community-Based Learning Coordinator). A of Christ. How does the art of the early and medieval This course is open to student leaders of various learning agreement will outline specific learning tasks periods manifest changes in the understanding of the campus organizations focused on community service and requirements. Special permision (during the significance of Jesus. This course is obligatory for all and social action (e.g., student groups affiliated with semester prior to the experience) is required. first and supplementary majors but is open to others the Center for Social Concerns, social concerns com- who have completed the University requirements of missioners of dorms, etc.). This seminar will examine 378. Catechism and Catechetics theology and who wish to gain a greater fluency in leadership and empowerment issues from a multi- (3-0-3) Cavadini the history of Christian thought. Fall only. disciplinary perspective, focusing on the role of the Prerequisite: Six hours of theology. leader within organizations promoting community service, social awareness, and action for justice, and 383. The Paschal Mystery in the Latino peace. The course will provide students with an Community opportunity to examine and develop their personal (1-0-1) Elizondo leadership styles and potentials through a variety of experientially based learning experiences. 230

THEOLOGY

396. The Christian Theological Tradition II (3-0-3) Zachman Prerequisite: Six credit hours of theology. The course will examine the development of the Christian tradition from the time of the Reformation to the present, with special attention to the confessional division of the western Christian tradition during the Reformation, and the responses which post-Reformation Christian traditions make to the secularization of West culture. The objective of this course is to develop an ecumenical understanding of contemporary Christian traditions. Class time each week will consist of two lectures and one student-led discussion. Evaluation will be based on discussion, four short papers, and a ﬁnal exam. Spring only.

ADVANCED COURSES

400. Proseminar (3-0-3) Fagerberg Prerequisite: Six credit hours of theology. This one-credit course will provide an introduction to the ﬁeld of theology, emphasizing its nature and task, its relation to faith and experience, and its various methods of inquiry. Class sessions will have discussion format to promote close interaction among all the participants. Five sessions of the seminar will feature different members of the faculty who will discuss the goals and methods of their respective disciplinary areas. During the course students will gain the necessary background to begin planning their own programs in theology. Required for all majors and supplementary majors, and open to minor, pre-seminarians, and any other interested students. Spring only.

401. Hebrew Scriptures (3-0-3) Ulrich Prerequisite: Six credit hours of theology. This course will offer students an introductory- level survey of the books of the Hebrew Bible, with emphasis placed on the holistic (i.e., theological, literary, and social-scientiﬁc) study of the history, literature, and religion of ancient Israel. The implications of selected texts in Christian and Jewish theological discourse will also be explored. Required course components include occasional quizzes, three unit tests covering the major divisions of the Hebrew Bible (Pentateuch, Prophets, and Writings), and 20 pages of writing spanning the following research- related genres (case studies, article reviews, journal, and critical notes). Fall only.

404D. Prophetic Literature John C. Cavadini, chair and associate professor of theology (3-0-3) Najman This course will examine different concepts of prophecy in the Hebrew Bible and in later Second Temple traditions. How did prophets, priests, and scribes claim divine inspiration? How did they connect revelation and heavenly journey to textual authority and the production of Scripture? Throughout the course we will focus mainly upon biblical texts, but we will also look at claims to prophetic authority made in non-biblical wisdom, apocalyptic, and liturgical texts. No prior knowledge of biblical prophecy, biblical studies, or ancient languages is required. 231

THEOLOGY

405A. Introduction to Rabbinic Literature 423. Reformation Theology: A Survey 426A. Topics in Theology: Sacraments (3-0-3) Najma (3-0-3) Zachman (3-0-3) Prügl An examination of the development of Christian Pastoral necessity as well as heresies and uncertainties 411. Christian Scriptures thought from the Council of Constance in 1415 to about the nature of the sacraments made it un- (3-0-3) Neyrey the First Vatican Council in 1869–1870, with special avoidable for the medieval church to reflect upon its A critical introduction to the Christian Scriptures for attention given to the impact of the Reformation most distinctive liturgical rites. Within the context Western readers. In addition to important historical and the Enlightenment on the formation of Chris- of the formation and growth of scholasticism, the and literary aspects of the New Testament, this tian theology. sacraments provided an excellent training ground course aims to interpret those Scriptures in the light to test the strength of western theological thought. of the cultural world of Jesus. This means that read- 423A. Christian Spirituality and Transforming Due to the influence of Peter Lombard’s collection of ers will be learning the essential and relevant cultural History patristic “Sententiae” the sacraments finally became models for reading Jesus, Paul, Timothy, etc., in their (3-0-3) Gutierrez, Ashley a major field within the institutionalized theology own culture: basic values (honor and shame), institu- This course will look at the relationships between at the universities. Our course will focus on those tions (kinship), modal personality (group-oriented) embracing an authentic Christian spirituality and events and texts of the earlier Middle Ages which and the like. Spring only. working to transform society and history. We start challenged theologians like Paschasius Radbertus, from the observation that while “spirituality” is cur- Berengar of Tour, and Lanfranc of Bec to specify 412. The Quest for the Historical Jesus rently very popular in the United States, it is often their views about the Eucharist. It will consider the (3-0-3) Meier extremely individualistic and presented as a haven or formation of a systematic treatise on the sacraments The purpose of this course (a lecture course supple- oasis in which to escape a harsh world. The thesis of in the French schools of the 12th century, and finally mented by readings and discussion) is to introduce this course is that this is an impoverishment or dis- present the synthesis of high scholastic sacramental the student to the major historical and exegetical tortion of authentic Christian spirituality. To investi- theology in Thomas Aquinas and Bonaventure. Be- problems involved in the quest for the historical Je- gate this we will begin by looking at how spirituality sides the generic questions on the nature of the sacra- sus, especially as pursued today in the so-called Third is presented in the Bible, with particular attention ments as such, special attention shall also be paid to Quest. The course will move from initial definitions to its relationship to conversion and evangelization, baptism, the Eucharist, confirmation, and penitence. and concepts, through questions of sources and as expressed in and through people’s involvement in criteria, to consideration of major sayings and deeds their particular cultures and histories. Then we look 428. Topics in Medieval Theology of Jesus that may reasonably be considered historical. at certain important figures in the development of a (3-0-3) Staff As time allows, major areas to be treated will include spirituality that is transformative of history, includ- Jesus’ relation to John the Baptist, Jesus’ procla- ing (among others) Bartolome de las Casas and 430A. Theology and Popular Piety in U.S. mation of the kingdom as future yet present, his Henri Nouwen. Finally, we look at recent texts from Catholicism realization of the kingdom through deeds of power the magisterium, beginning with texts of Vatican II (3-0-3) Matovina (miracles) and table fellowship, the various levels and proceeding through select papal writings (“Pa- This course explores the theological insights inherent or circles of followers (the crowds, the disciples, the cem in Terris,” “Evangelii Nuntiandi,”), and conclud- in the religious practices and spiritual traditions of Twelve), various competing groups (Pharisees, Sad- ing with an analysis of John Paul II’s insistence on African American, Latino/a, and European American ducees), his teaching in relation to the Mosaic Law, the transformation of history as an integral part of a Catholics. Particular emphasis is given to popular the enigma (riddle-speech) of his parables, self- “new evangelization” of culture. piety as a source for theology and to the ways theo- designation, final days, passion, and death. Obvi- Requirements: Two papers and a class presentation logians and pastoral ministers can critically engage ously, it is more desirable that students be allowed popular religious traditions. time for discussion and questions than that all these 424A. Monastic Way in the History of topics be covered. Christianity (3-0-3) Young 422E. Medieval Theology: Introduction Although often hidden from view, even hidden from (3-0-3) Prügl view in the church, the monastic way is one of the The Middle Ages brought about a broad spectrum of oldest expressions of Christian devotion to God and theological thought and literature. Both traditional neighbor, usually pursued alone communally. The and innovative medieval theologians eventually made purpose of this course is to explore how Christian theology a “science.” Though exposing the faith men and women have lived this life, from earliest to rational inquiry, medieval theology remained a Christianity to the present. To that end, we will thoroughly biblical endeavor. The Middle Ages also read the writings of monks of Eastern and Western produced a great number of classics of Christian Christianity, paying close attention to monastic spirituality. voices from antiquity (such as Anthony, Evagrius, The course will focus on single theologians as Basil, and Benedict), medieval Christianity (e.g. well as on important controversies and theological Ailred of Rievaulx, Bernard of Clairvaus, Hildegard ideas. Particular emphasis will be given to the lead- of Bingen as well as Gregory Palamas and Theodore ing figures of the 12th and the 13th century, such as the Studite) up to the present day (Seraphim of Anselm of Canterbury, Peter Abelard, Bernhard of Sarov, Thomas Merton, Mother Maria Skobtsova). Clairvaux, Hugh of Saint Victor, Albert the Great, The primary format of the class will be discussion, Bonaventure, Thomas Aquinas, and Duns Scotus. aided by the composition of short essays throughout the course. 232

THEOLOGY

431A. Christian Anthropology 436A. Modern Catholic Theologian 441. The Christian-Jewish Encounter: (3-0-3) Hilkert (3-0-3) O’Regan From Disputation to Dialogue This course will explore theological perspectives on The course focuses on three of the major contribu- (3-0-3) Signer how Christians understand human life in light of the tions made by John Henry Newman to modern In the closing days of the II Vatican Council Nostra life, death, and resurrection of Jesus. Part One will religious thought. (1) Newman’s contribution to re- Aetate (Declaration on non-Christian Religions) focus on Karl Rahner‚s theology of the incarnation ligious epistemology, especially the question whether reversed a negative attitude of the Catholic Church as the key to understanding the mystery of being it is rational or irrational to believe. A Grammar of toward Judaism and the Jewish people. This remark- human in an evolutionary world. Questions to be Assent is our central text, although a number of New- able change promoted “dialogue” with Jews, and considered include: How is human life related to man’s much early Oxford sermons will also come in positive changes in the ways in which Judaism was the rest of creation? What does it mean to be a hu- for discussion. (2) Newman’s contribution to our presented in Liturgy and Catechesis. Reactions from man person? In what sense can human life be called understanding of the genesis, nature and function the Jewish communities were diverse: from rejection a sacrament? Do we have a vocation and destiny? of doctrine. Our main text here is the famous Essay to welcoming. What is the impact of the sin of the world on human on Development which, arguably, is the single-most This course will explore a number of issues which freedom? What does it mean to be called to com- important text on tradition written in the nineteenth emerge from the history of Christian thought and munion with God and with all of creation? Part Two century. (3) Newman’s view of Christ. Unlike his theology: How did a negative image of Judaism will turn to the reality of suffering in its personal, in- treatment of religious epistemology and his view develop within Christianity? In what ways did these terpersonal, social, and global dimensions. In a world of the development of doctrine, Newman does not unfavorable teachings contribute toward violence of increasing violence, suffering, and ecological have a single authoritative treatment of Christ. His against the Jews? What is the relationship between devastation, how are Christians called to reimagine reflections are scattered throughout, especially in the Christian anti-Jewish teachings and Antisemitism? the symbols of creation in the image of God, original voluminous sermons and in his historical works. We Is there any correspondence to Christian hostility sin, grace, and hope for the future? will read samples of both to discern the main drift of within Judaism? In what ways have Jewish authors Based on careful reading of required texts, stu- Newman’s concerns and his conclusions. As an in- reacted to Christian tradition? dents will develop a series of thesis statements which troduction to Newman, his intellectual development We shall also want to construct a more positive respond to the reading as well as articulate their own and his period, as well as a classic in its own right the theology for the future. How can Jews and Chris- developing theological anthropology. The final paper, course opens with Newman’s celebrated Apologia Pro tians develop religious responses to modernity? In based on those thesis statements, will be a construc- Vita Sua. what senses can a study of Judaism by Christians, tive paper in which the student articulates her or his Required Texts : Apologia Pro Vita Sua, A Grammar of or Christianity by Jews, help either community to theology of the human person or of some dimension Assent, An Essay on the Development of Doctrine understand itself better? How can Christians and of human life (e.g., theology of work, play, suffering, Also course packet with sections from Sermons on the Jews develop a theology of “the other” which is not sexuality, death). Midterm and final examinations Theory of Religious Belief, The Arians of the Fourth triumphalist, but empathic. will be based on the required readings. Century and Plain and Parochial Sermons. Requirements: Class attendance and participation, 442E. Christian Ethics and Contemporary Culture 432A. Culture, Religion, and Evangelization midterm paper, final paper (3-0-3) McKenny (3-0-3) Elizondo Christian ethics is committed to the claim that God This course will examine the theological basis of 437A. Miracles is the ultimate ground and source of ethics. In the inculturation, its historical development, ecclesial (3-0-3) Cavadini cultures of the modern West this claim has been documentation, and the implications for ecclesiol- What is a miracle? Can miracles happen? What is repeatedly challenged. Two of the major challenges ogy, liturgy, catechesis, and the theological elabora- their significance? The course will approach these hold that by virtue of its theocentrism Christian eth- tion. The course will include lectures, videos, class questions using a variety of paradigms, including ics is inimical to rational morality or is implicated discussion, and practical exercises. philosophical, theological, and sociological. We will in cruelty, suffering, and evil. This course addresses consider a variety of texts and issues, including the these two challenges through the reading of biblical 435. Christian Spirituality Bible, classical exegeses of biblical miracle stories (in texts with classical and modern commentaries, Aqui- (3-0-3) Cunningham Origen, Augustine, and Gregory the Great) as well nas, Scotus, Kant, Nietzsche, Dostoyevsky, Levinas, This course intends to introduce the student to (1) their counterparts in modern scholarship, philo- Jonas, Barth, John Paul II, and others. the methodologies for studying Christian spirituality; sophical debates about the status of the miraculous, (2) some theological reflections on the Christian way and recent studies of communities where miraculous 445. Christian Initiation and Eucharist of life “in the Spirit”; and (3) A consideration of the events are alleged to have occurred. We will also (3-0-3) Johnson structure of some “schools” of spirituality within the consider the canonical process for the investigation The Rites of Christian Initiation (Baptism, Confir- Christian tradition. Apart from preparation of read- of alleged miracles, as well as literary treatments of mation, and First Eucharist) and the Eucharistic ings, class participation, and regular attendance, the the theme. We will ask, finally, What is the religious Liturgy as the primary sacramental celebrations of basic course requirement will be to finish in a timely significance of wonder? and in the Church: their biblical and anthropological fashion a series of short papers which will reflect foundations, historical and theological evolution, topic assignments given by the professor. These short and contemporary forms and celebration in a variety papers will bear a family resemblance to take-home of churches. Requirements will include short papers examinations. and exams. 233

THEOLOGY

448A. Theology After Darwin 451A. Catholic Social Teaching 461. Joint Seminar Philosophy/Theology (3-0-3) Ashley (3-0-3) Whitmore (3-0-3) Burrell Daniel Dennett, a philosopher at Tufts University, This course will have three components: 1) The close has argued that the modern theory of evolution has reading of classic texts of the Catholic Social Tradi- 464. Feasts and Seasons not only made it intellectually possible and satisfy- tion, particularly but not exclusively the papal and (3-0-3) Johnson ing to be an atheist, but mandatory. What is the conciliar documents from Pope Leo XIII’s Rerum The Church measures time and lives not by the civic history of this anti-theistic use of Darwin, and how Novarum to John Paul II’s Centesimus Annus. Other calendar but according to its own cycle of feasts have Christian theologians responded? This course texts will include source documents (e.g. writings by and seasons. This course will explore the origins, offers an advanced survey of attempts by Christian Thomas Aquinas and Augustine) and contemporary evolution, and theological meaning of the central theologians (both Protestant and Catholic) to come appropriations (e.g. writings by liberation theolo- feasts and seasons of what is called the liturgical or to grips with the challenges raised by the Darwin- gians and neo-conservatives). Church year: the original Christian feast of Sunday; ian revolution. We will begin with an overview Requirement: Short papers of critical analysis and Advent, Christmas, and Epiphany; Lent, Easter, and of the role of the so-called argument from design responses, intensive class participation; 2) Immer- Pentecost; and with some attention to the feasts of 18th- and 19th-century Christian theology. Then sion in professional context. Each student will find the saints. What do we celebrate on such occasions we will consider two paradigmatic late 19th-century a placement in a location similar to that student’s and how might we celebrate these feasts and seasons reactions to Darwin: that of Charles Hodge (What is anticipated profession. The student is to observe, “fully,” “consciously,” and “actively?” Of special Darwinism?) and of John Zahm, C.S.C. (Evolution interview, and to the extent possible participate in interest to those who work with the liturgical year in and Dogma). From there we will study the largely the life of the setting. For instance, the students can a variety of ways and for all who seek to understand negative mood of the early 20th century, with par- observe a law or architectural firm or a medical prac- the way in which the Church expresses itself theo- ticular attention to the rise of creationism. We will tice. The director and the executive committee will logically by means of a particular calendar, as well as conclude by looking at three influential contempo- develop a list of placements or the student can seek for theology majors and interested graduate students rary responses to Darwin: the modified creationist one out on her own, which must then be approved in theology. attack on Darwinism represented by the so-called by the director. “intelligent design” argument; the use of Darwin Requirement: keep an ongoing journal as a “pastoral 469. Post-Holocaust Literature and Theology to attack the coherence of Christian faith by figures ethnography” of the setting (an interpretation of the (3-0-3) Signer such as Daniel Dennett and Richard Dawson; and practice in the setting in light of the Catholic Social Between 1933 and 1945, the actions of the Nazi the argument by John Haught and Denis Edwards Tradition); 3) Final project: each student is to articu- Government transformed the map of the world po- (building on Teilhard de Chardin) that the Darwin- late or construct a setting in his or her anticipated litically, aesthetically, and theologically. The ability of ian revolution can in fact support and enrich Chris- profession in light of the Catholic Social Tradition the Nazis to gather the cooperation of German citi- tian faith and theology. This course will build on the (e.g. imagine and construct what a law firm/health zens and the citizens of other occupied countries to study of Darwin done in STV 469. the Darwinian clinic/ad agency would look like if it practiced in implement their policies against the Jews has raised Revolution. Students who have not had this course light of the Catholic social tradition.). The pedagogi- questions about the claims that European civilization are welcome to take “Theology After Darwin,” as cal goals and means of this course require that it be a is based on Christianity. How could barbarism flour- long as they agree to do a modest amount of reading seminar (no more than 15 students). ish in Germany, the land of poets and thinkers? from The Cambridge Campanion to Darwin (three or Both Christians and Jews, for common and four chapters) prior to the beginning of the course 454A. Psychology of Religion different reasons, look upon the Holocaust as an in August (3-0-3) Pope-Davis abyss, a dark night of the soul. During this semester See PSY 435. we shall attempt to move from horrified silence to 449. Feminist and Multicultural Theologies insight into the possible frameworks for constructing (3-0-3) Hilkert 459. Love and Sex in the Christian Tradition theology “after the abyss.” We shall also read literary An exploration of critical and constructive contribu- (3-0-3) Porter works that attempt to describe the undescribable. tions of women to the development of contemporary Christian reflections on sexuality comprise one of the Both literature and theology written after the Holo- Christian theology. Using the writings of feminist, richest yet most controversial aspects of the Christian caust present the paradox of how to comprehend the womanist, Latina, mujerista, and Asian women moral tradition. In this course, we will examine incomprehensible. theologians, the class will consider recent work in the Christian sexual ethics from a variety of perspectives No single theologian or faith community has the field of systematic theology with particular attention through a study of historical and contemporary answer to the problems raised by the Holocaust. No to questions of method, theological anthropology, writings. Topics to be considered include Christian author writing in German, English, Yiddish, French Christology/soteriology, and the mystery of God. perspectives on marriage and family, the ethics of or Hebrew can describe the horrors and fully trans- sex within and outside of marriage, contraception, mit the fullness of the atrocity. However, we shall 450. Theology and History of Christian divorce and remarriage, and homosexuality. Course attempt to read, evaluate, and—for some of us—ap- Missionaries requirements will include four or five short papers propriate what theologians, poets and storytellers (3-0-3) Kollman and a final examination. have written. This course will study the missionary activity of the church. After a brief look at mission and evange- 460. Joint Seminar in Philosophy and lization in the New Testament and the early church, Theology we will then explore several important moments of (3-0-3) Wawrykow missionary contact in the Americas, Africa, and Asia in the modern (post-Columbian) period. The course will conclude with a look at contemporary missionary practice and theory. (Crosslisted as THEO 547A.) 234

THEOLOGYS

471. The Development of Latino Christianity in 477A. Religion and Literature 482. Liturgical Theology in the Roman Mass the USA (3-0-3) O’Regan (3-0-3) Fagerberg (3-0-3) Elizondo This course has as its essential context the crisis of The principle of lex orandi statuat lex credendi The development of religion in the great “frontera” authority of discourse in the modern period sub- means that the law of worship establishes the law of between Nordic America and Latin America, which sequent to literature gaining independence from belief. This course will accordingly work from prac- is in the southwest of the USA. Christianity. It focuses specifically on the three tice to doctrine: in order to do what we do at liturgy, main postures literature strikes vis-a-vis confessional what must we believe theologically? The Church’s 474. Islam and Muslim-Christian Dialogue forms of Christianity no longer thought to have liturgical reality is unpacked by its teachings, so the (3-0-3) Malkovsky cultural capital. (1) The antithetical posture. Here course will consider traditional Catholic doctrines This course has a twofold aim. It not only provides Christianity is viewed in exclusively negative terms (Trinity, Christology, ecclesiology, anthropology, an introduction to the world of Islam but also at- as repressive, authoritarian, and obscurantist, the eschatology, sin, salvation) as they break surface in tempts a comparison and evaluation of Islamic and very opposite of a true humanism that is literature’s the Mass. Christian theological themes from both a systematic vocation. Readings include Voltaire and French exis- and historical perspective. Topics such as the nature tentialism. (2) The retrievalist posture. This posture 497. Directed Readings of God and the process and content of divine revela- is fundamentally nostalgic. The loss of Christianity’s (3-0-3) Fagerberg tion; the person and function of Muhammad and cultural authority is mourned, and literature is seen Prerequisites: Senior standing, dean’s list average, Jesus as exemplars of faith; the role and nature of sa- as an illegitimate substitute. Readings will include written consent of instructor. cred scripture and tradition; the place and nature of Dostoyevski, T.S. Eliot, and Flannery O’Connor. (3) piety and practice in everyday life; the way that each The parasitic posture. Here Christianity is criticized The following courses are offered as transfer credit religion sees itself in relation to other faiths; changes but not totally dismissed. Portions of it are savable, courses at Purdue University: that each tradition has undergone in the modern pe- especially select elements of the New Testament 171P. Introduction to Biblical Theology riod: these and other topics will be treated with the which emphasize human being’s creative capacities. (3-0-3) Ryba intention of deeper understanding and appreciation Readings include Coleridge, Shelley, and Emerson. 173P. Theological Reflections of the other. Requirements: oral presentations, short (3-0-3) Ryba analytical papers, one research paper. 479. Hindu and Christian Interaction 176P. Dynamics of Christian Freedom (3-0-3) Malkovsky (3-0-3) Ryba 477. Educating in Faith This course will provide a survey of the main events, 476P. Advanced Theological Interpretations (3-0-3) Poorman human figures and theological models which have (3-0-3) Ryba This course is designed to assist current or prospec- characterized Hindu-Christian interaction, especially 497P. Directed Readings tive teachers of religion/theology at the junior-high since the beginning of the nineteenth century, a (3-0-3) Ryba and high school levels in the catechesis of young period which marks a turning-point in Hinduism’s adults in Catholic schools. The course is open to understanding of itself. We shall attempt to deter- Theology Department students at the undergradu- mine how each of the two religions has undergone ate and graduate levels (including those enrolled transformation in its theology and spirituality, either only for the Summer Session), to M.Ed. students through the enrichment or through the challenge serving in the Alliance for Catholic Education, which the other tradition has presented. Theologi- and to Notre Dame undergraduates with minors cally we shall examine such issues as revelation and in Education, Schooling, and Society. Within class history, divine grace and human freedom, person- sessions designed to be highly dialogical, interactive, hood of the Deity, Hindu and Christian views of and prayerful, participants will explore both theo- Christ, theistic and non-dualistic metaphysics. logical and practical/pedagogical dimensions of the process of catechesis. Required readings are drawn 481E. The Catholic Sacraments from The Catechism of the Catholic Church, from (3-0-3) Fagerberg publications of the United States Catholic Confer- Lumen Gentium says that in the Church “the life ence (notably the General Directory for Catechesis, of Christ is poured into the believers who, through the National Catechetical Directory for Catholics the sacraments, are united in a hidden and real in the United States, and the Guide for Catechists ) way to Christ who suffered and was glorified” (7). and from the works of several theologians and edu- This course will look at the seven sacraments of the cational theorists who have contributed significant Catholic Church as the means whereby Christians responses to the two central questions addressed in are mystically united to the life of Christ. Although this course: “What is Catechesis?” and “How Do we will use a historical framework to organize our We Engage in Catechesis in the Context of Catholic material, the main focus of attention will be on the Schools?”. During this course, participants will theological dimensions of each sacrament. This will explore all of the central tasks that constitute the give us the opportunity both to examine particular holistic process of catechesis as delineated in the questions that conditioned the development of cur- general and national Catholic catechetical directo- rent sacramental theology, and the content of each ries: communicating knowledge of the mystery of rite as it exists today. Some attention will be paid to God’s self-revelation; fostering maturity of faith and the nature of sacramental symbol in general, but the moral development; sharing and celebrating faith by course’s primary focus is on the sacraments as liturgi- forming Christian communities of prayerful people; cal rites by which Christian life is celebrated. promoting Christian service and social justice; and witnessing to faith through pedagogy and by the example of authentic spiritual lives. 235

SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS

Program of Studies. African and African American Literature Requirements and Electives Supplementary Majors, Studies (AFAM) is dedicated to the interdisciplinary Majors and Minors must complete one literature Minors, and Special study of the peoples of Africa and the African course (3 credits). Additionally, Minors with a sub Programs Diaspora. specialty in literature must complete three supple- Its pedagogical commitment is twofold: (1) to mentary literature courses (9 credits). As indicated above, a supplementary major is one create a disciplined and rigorous intellectual envi- AFAM 390B: Harlem Renaissance that cannot stand alone in qualifying a student for ronment within which the study of the histories, AFAM 419C: African American Literature an undergraduate degree but must be taken in con- literatures, languages, and cultures of African and AFAM 491B: African-American Poetry and Poetics junction with a primary major. Several departments Afrodiasporan peoples can take place; and (2) to AFAM 479A: Literature of Southern Africa offer both majors and supplementary majors. They foster an appreciation of the richness, diversity, and AFAM 494B: Writing Whiteness have been described above. Included below are inter- complexity of the African-American experience— disciplinary non-departmental supplementary majors particularly when it is viewed within both national History Requirements and Electives and minors. and global contexts. The AFAM Program seeks to Majors are required to complete the two-course se- create opportunities for dialogue, reflection, and quence (6 credits) in African American History. Mi- AFRICAN AND AFRICAN AMERICAN STUDIES social engagement within and beyond the classroom. nors are required to complete one of the two-course SUPPLEMENTARY MAJOR AND MINOR Upon completion of all requirements, students sequence (3 credits). will have received both a solid introduction to the Director: discipline of African and African American Studies Additionally, minors with a sub-specialty in his- Hugh R. Page Jr. and an appreciation of how it interfaces with other tory must take three additional history electives (9 Associate dean for undergraduate studies, areas in the Humanities, Social Sciences, and Theo- credits). College of Arts and Letters; logical disciplines. Critical inquiry and service learn- AFAM 371. Survey of African-American History I Walter Associate Professor of Theology, ing are essential components of this studies program. AFAM 372. Survey of African-American History II Department of Theology AFAM degree options for Notre Dame undergradu- History Electives Associate Director: ates consist of a Supplementary Major (24 credit AFAM 270. Civil Rights Movement Richard Pierce hours of required course work, including a “cap- AFAM 312. Slavery in Antiquity Carl E. Koch, Assistant Professor of History stone” experience consisting of a Senior Project or AFAM 321. Making of Multicultural America Assistant Director: Thesis ) and an Interdisciplinary Minor (15 credit AFAM 328. Famine in Africa/Ireland/India Keith D. Lee hours of required course work, with a sub-specialty AFAM 369. Jacksonian America Assistant director for program development in Literature, History, or Social Science). AFAM 380. U.S. Labor History and operations AFAM 444. African History Since 1800 Administrative Assistant: Supplementary Major The AFAM Supplementary Major requires comple- AFAM 453. The New Nation Ms. Beverly Love-Holt AFAM 454. Era of U.S. Civil War 1846–1877 Senior Administrative Assistant tion of one designated literature course (3 credit hours), the two-course sequence in African-American Advisory Committee: Social Science Requirements and Electives History (6 credit hours), one stipulated Social Sci- Heidi Ardizonne Majors must take one social science course (3 cred- ence course (3 credit hours), and either the Senior Assistant professor, its) and Minors with a sub-specialty in social science Project or Senior Thesis (3 credit hours). Three addi- Department of American Studies must take three electives (9 credits). tional AFAM elective courses in Literature, History, Antonette K. Irving or Social Science can be selected (9 credit hours) to Social Science Electives Assistant professor, complete the 24 credit hour requirement. AFAM 221. Introduction to Jazz Department of English AFAM 302. American Social Movements Keith D. Lee Interdisciplinary Minor AFAM 306. Homefronts During War Assistant professional specialist, The Interdisciplinary Minor consists of one literature AFAM 311. Race/Ethnicity and American Politics African and African American Studies course, one history course, and three electives (9 AFAM 322. Black Music, World Market Emily Osborn credit hours) in one of three areas of specializations: AFAM 329. Fundamentals of Human Evolution Assistant professor, Literature, History, or Social Science to complete the AFAM 336. Human Diversity Department of History 15-credit hour requirement. AFAM 352. Politics of Southern Africa Hugh R. Page Jr. Senior Project AFAM 359. Peoples of Africa Associate professor, AFAM 372a: The Archaeology of Africa Department of Theology The capstone of the AFAM Supplementary Major is the Senior Project, which may be either a Senior AFAM 401. Immigration, Ethnicity, and Race in Richard B. Pierce II the U.S. Assistant professor, Internship or Senior Thesis. Either option provides seniors with an opportunity to reflect upon the larger AFAM 425. Ethnicity in America Department of History implications of their course work and, should they AFAM 428. Race, Gender, and Women of Color in Cyriana E. Johnson-Roullier desire, to incorporate a service learning component. American Culture Associate professor, A written proposal describing the intended project AFAM 432. Blues in American Culture Department of English or thesis must be submitted to the AFAM director AFAM 473. Christianity in Africa Gina V. Shropshire for formal approval. If accepted, the student will be Assistant professional specialist, assigned a supervisor/advisor and required to write Mendoza College of Business a 10-15 page project summation for the Internship Alvin Tillery or a 30 to 40 page paper for the Senior Thesis. The Associate professor, final version of the Senior Project is due at the end of Department of Political Science the term. An oral presentation on the Senior Project Fabian E. Udoh must also be made to the director and Advisory Assistant professor, Committee during the week of final examinations in Program of Liberal Studies order to complete degree requirements. 236

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GENDER STUDIES SUPPLEMENTARY MAJOR Studies (12 credits). At least one elective course must ARTS AND LETTERS AND MINOR be in the humanities and at least one must be in the PREPROFESSIONAL STUDIES social Director: sciences. Advisor: Kathleen Pyne Courses: See the Gender Studies Minor under Jennifer Ely Nemecek Assistant Director: “Interdisciplinary Minors Within the College,” later Assistant dean Sophie White in this section of the Bulletin. College of Arts and Letters Administrative Assistant: Tori Davies ARTS AND LETTERS/SCIENCE Program of ALPP. Arts and Letters Preprofessional HONORS PROGRAM Program students are required to complete an arts Objectives. The Gender Studies Program was inau- and letters primary major in addition to the prepro- gurated in 1988 to foster intellectual inquiry and In the fall semester of 1983, the University inau- fessional supplementary major. The ALPP program discussion of gender issues at the University. gurated an honors program for a small number of provides students who intend to pursue a career in The minor offers students the opportunity to ex- outstanding students in the College of Arts and Let- health science with an opportunity to complete a plore in-depth the rapidly developing scholarship in ters and the College of Science. A limited number of major in the College of Arts and Letters while build- the areas of gender, women’s studies, men’s studies, students with academic intents for each college are ing a firm foundation in the basics of science. Most feminist theory, queer theory, and sexuality. It aspires identified for this program at the time of admission. students elect the ALPP program because they wish to two intertwining pedagogical objectives: first, to Although selection criteria include the promise of to go on to medical or dental school; however, there allow students to become proficient in the cross- outstanding academic performance as demonstrated are students who intend to pursue other health- disciplinary mode of inquiry that is central to the by standardized test scores and high school perfor- related careers or simply prefer the integration of exploration of issues of gender; second, to prepare mance, the program is looking for more than mere science classes into the arts and letters curriculum. undergraduates to engage issues of gender after they academic ability. It hopes to identify students with a Medical schools encourage prospective applicants to graduate, whether they undertake advanced study in deep intellectual curiosity. seek a broad, liberal arts education, which enables graduate and professional programs devoted to the The program offers honors sections to fulfill most them to develop skills that will be useful throughout study of gender or enter the workforce. of the University and college requirements in the life. The ALPP program provides students with all of The supplementary major seeks not only to offer students’ freshman and sophomore years. At present, the necessary prerequisites to prepare for the Medical students additional knowledge about gender but also there is the yearlong Honors Seminar (satisfying the or Dental College Admissions Test. to shape their overall orientation toward learning. writing and literature requirements), Honors Calcu- The use of Advanced Placement (AP) to fulfill Through advanced course work on gender, students lus, Honors Philosophy, Honors Theology, Honors science course work is strongly discouraged. As a gain the ability to negotiate traditional disciplinary Biology, Honors Physics, and an array of Honors So- rule, a student may use no more than eight credits' boundaries and to attain a deeper understanding of cial Science courses. Since these courses are restricted worth of AP toward the ALPP major. the issues of central concern to all who study and to honors students, they are smaller than non-honors Since the Medical/Dental College Admissions work in the field of gender studies. Further, this sections and are usually taught in a seminar format. Tests are ordinarily taken in the spring semester of habit of mind has a transformative impact on the The teachers for honors sections are chosen from the the junior year, students should have completed the entirety of academic life, making students more cre- most outstanding teachers in each college. After the following courses by that time: MATH 119-120, ative as they undertake work in their primary major first year, students’ academic work will be mainly BIOS 201/L–202/L, CHEM 117/L-118/L, CHEM and in other areas of the University. centered in their major field (or fields) of study, but 223/L–224/L and PHYS 221/L–222/L. Students Students who undertake the additional course- two or more honors electives are also taken during must also take three upper-level science electives work of the Supplementary Major in Gender Studies these years. In the fall of the senior year, there is an (nine credits) to complete the ALPP program. The gain a firm grounding in this rapidly developing “Honors Thesis/Research Seminar,” which is fol- following electives are recommended to provide the field, which serves to make them attractive candi- lowed by the “Senior Seminar” in the spring. The fall student with the background necessary for admission dates to graduate programs and professional schools seminar is intended to be a spur to the students’ cap- to most medical and dental schools: Genetics (BIOS and helps ensure their success should they choose stone project, whereas the spring seminar brings the 303), Biochemistry (CHEM 420), Physiology to engage gender issues at an advanced academic honors students from diverse majors back together (BIOS 344 or BIOS 421), Cell Biology (BIOS 341), level. Students who plan to enter the work force im- for some concluding topical discussions. All honors or Microbiology (BIOS 401). Biochemistry (CHEM mediately after graduation will also benefit from the students will also be expected to complete a special 420) and Physiology (BIOS 344 or BIOS 421) are Supplementary Major in Gender Studies. As the de- six-hour senior research honors project in their major strongly recommended. CHEM 204, MATH 214, mographics of the workforce have changed, a host of field of study. In science, this is the culmination of a and PHYS 210 do not count toward the first three gender issues have emerged that are of pressing con- research project that is begun earlier, and in arts and upper-level science electives. cern. The increased ability to think critically about letters, it is a two-semester project culminating in a All curricular advising in reference to the ALPP gender will prepare students to engage these issues thesis. Those writing senior theses work individually major is conducted by the ALPP advisor in 105 responsibly, making them valuable and productive in under the direction of a faculty advisor of their O’Shaughnessy. Advising in reference to the appli- their future careers. choosing in their major field. Funds are available for cation process to medical and dental schools in the Course Requirements. Students in the Sup- research projects during summers either at Notre spring of the junior year is conducted by the science plementary Major are required to complete 24 Dame or other universities. preprofessional chair in 329 Nieuwland Science credit hours distributed as follows: GSC 100/200: In addition to the more narrowly academic fea- Hall. All ALPP juniors are invited to a meeting in Introduction to Gender Studies (three credits)—a tures of the honors program, students will be offered January of their junior year to introduce them to course that maintains a crossdisciplinary approach; various opportunities for broadening personal, cul- the medical/dental school application process. All one three-credit critical methods course—a 300- or tural and spiritual growth. Regular colloquia, infor- ALPP supplementary majors are added to a listserve 400-level course whose chief focus is on theory and mal discussions and cultural excursions are available. to announce upcoming meetings, seminars, summer critical methods in the study of gender; one course Further information on the structure and content internship opportunities and information on other that links questions of gender to issues of cultural of the honors program or on the criteria for admis- health-related careers. diversity, such as race or class differences; GSC 495: sion may be obtained by contacting Prof. Alex Hahn The sequencing of courses taken throughout the Gender Studies Senior Thesis (three credits)—a or Prof. Cornelius Delaney, 210 O’Shaughnessy sophomore, junior and senior years is worked out by course that allows seniors to pursue independent Hall, Notre Dame, IN 46556, (574) 631-5398. the student in consultation with the ALPP advisor research projects; four elective courses in Gender and the student’s departmental advisor so that the 237

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best schedule for each individual is arranged. One Senior Year The actual courses offered vary from year to year, possible sequence is the following. First Semester but the structure of the program can be outlined as Science Elective 3 follows: The Program of Courses Arts and Letters Major 3 First Year Arts and Letters Major 3 First Semester Hours Second Theology/Second Philosophy FYC 110. Composition 3 I. Technology-Related Ethics 3 (Medical Ethics) 3 MATH 119. Calculus 4 II. Programming Languages (C++, JAVA, etc.) 6 History/Social Science 3 CHEM 117. General Chemistry I 4 III. Technology and Society (non-ethics) 3 — Foreign Language 3 IV. Technology Applications 15 First Philosophy/First Theology 3 (Client/Server, Systems Design, etc.) 12 Second Semester Physical Education - Arts and Letters Major 3 — Computer Applications Program Arts and Letters Major 3 17 Course Descriptions Second Philosophy/Second Theology 3 Second Semester Fine Art 3 University Seminar 180 3 243. Introduction to Computer Systems Arts and Letters Major or Elective 3 MATH 120. Calculus B 4 (3-0-3) — CHEM 118. General Chemistry II 4 15 As an introduction to Information Processing, this Foreign Language 3 is a literacy course which explains computer systems History 3 including hardware, software, systems analysis and Physical Education - COMPUTER APPLICATIONS PROGRAM other related topics. The class learns some computer — programming, logic, design and documentation us- Director: 17 ing the BASIC language. The students also work on Charles R. Crowell Sophomore Year teams to learn some phase of the IS environment, Assistant Director and Director of Advising: First Semester learn multimedia software and make presentations Louis J. Berzai College Seminar 3 to the class. Faculty: BIOS 201/L: General Biology A 4 Sheri A. Alpert; Robert N. Barger; Kevin CHEM 223/L: Elementary 303. Statistics for Social Research (SOC) Barry; Paul Berrettini; Louis J. Berzai; Organic Chemistry I 4 (3-0-3) Christopher G. Clark; Michael J. Coppedge; Foreign Language 3 This course is designed to teach students how to Charles R. Crowell; Donald K. Irmiger III; Arts and Letters Major or Elective 3 interpret and critically evaluate statistics. Social sci- A.E. Manier; Lawrence C. Marsh; ences as well as many areas of business use statistics — A.J. McAdams; Patrick Miller; Philip 17 to describe, project and evaluate data. The focus is Mirowski; Raymond G. Sepeta; John F. Second Semester on a conceptual understanding of the purpose of Sherman; Jeff Sucec; Johanes Suhardjo; Anré Arts and Letters Major or Elective 3 statistics, how to interpret them and what assump- Venter; John C. Treacy; Michael J. Wenger BIOS 202/L: General Biology B 4 tions can be drawn from them. Students will work

CHEM 224/L: Elementary with one of a number of statistical software packages, Program of Studies. Computer Applications (CAPP) Organic Chemistry II 4 usually SPSS. teaches the skills necessary to function in the uses of First Theology/First Philosophy 3 information technology. Its goal is to combine the 315. Management Information Systems Arts and Letters Major or Elective 3 diverse background of arts and letters with computer (3-0-3) — skills in a way that applies to a full realm of occupa- Students are introduced to leadership and man- 17 tions and business fields. CAPP offers firsthand agement skills in the information processing envi- Junior Year experience on applying classroom knowledge to ronment. Discussions on why and how management First Semester actual business applications and focuses on a concep- makes decisions are an important part of the course, PHYS 221. Physics I 4 tual understanding of how to approach tasks using as are discussions of current problems of man- Science Elective 3 computer technology. Designed with the arts and agement in the business world related to computer Arts and Letters Major 3 letters student in mind, CAPP is a cross-disciplin- applications. Available fall semester. Arts and Letters Major 3 ary sequence of courses that provides students with Social Science 3 employment opportunities, computer language expe- 316. Systems Analysis and Design — rience, application experience in areas of choice and (3-0-3) 16 familiarity with state-of-the-art technology. Administered in two major segments, this course first Second Semester CAPP strives to demonstrate the relationship exposes students to the full scope of analyzing and PHYS 222. Physics II 4 between computer technology and problem-solving designing computer systems by covering problem Science Elective 3 and illustrate the value of computers in traditional definition, data collection, documentation of existing Arts and Letters Major 3 areas of concern and interest. systems and definition of new systems requirements. Arts and Letters Major 3 With CAPP available only as a supplementary We use the methodology of Systems Development Literature 3 major, students must have a traditional field of study Life Cycle (SDLC). The second segment deals first — within the college. As its title implies, CAPP stresses with students working on genuine business projects. 16 the application of technology to organizational, A part of this segment gets into object-oriented institutional and interpersonal issues and problems. systems analysis, which is a new concept in systems CAPP aims at giving students an understanding of analysis and design. Available spring semester. how technology can be applied to diverse areas of life by giving them experience in applying contemporary technology to problem solving. 238

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365. Introduction to C++ 391. E-Commerce 405. Foundations of Business Thinking (3-0-3) (3-0-3) (3-0-3) Although many of today’s information systems are Electronic commerce is a system that includes not This course is designed to provide an integrated un- supported by COBOL programs, new development only those transactions that center on buying and derstanding of the foundational business disciplines has migrated to object-oriented C++. If students ma- selling goods and services to directly generate rev- of accounting, finance, marketing, and management, joring in Information Systems are to be competitive enue but also transactions that support revenue gen- especially for CAPP majors planning a career in busi- when they graduate, they need some competence eration, such as generating demand for those goods ness. Fundamental leadership and consulting skills working with the object-oriented paradigm and, in and services, offering sales support and customer will also be addressed. Case analysis, coupled with a particular, C++. Available fall semester. service, or facilitating communications between busi- highly interactive format, will be employed to ensure ness partners. Electronic commerce builds on the practical exposure to today’s business environment. 366. Introduction to Scheme advantages and structures of traditional commerce by Primary areas of focus will address the critical ele- (3-0-3) adding the flexibility offered by electronic networks. ments for success in the corporate environment, the Scheme is a modern programming language which knowledge and preparation necessary to facilitate is both powerful and easy to learn. Scheme teaches 395. Applied Multimedia Technology your interviewing process, and the business funda- many important programming ideas and with a (3-0-3) mentals for those with entrepreneurial aspirations. knowledge of scheme students can readily learn other Students learn to use several multimedia software Available fall semester. languages like C++ and Java. The scheme course will packages, such as Director, Toolbook, Power Point be a beginning course and will not require program- and Persuasion. These, along with other forms of 413. The Computer as an Economic and Social ming experience. The course will emphasize problem multimedia technology, can assist you with class Phenomenon (ECON) solving skills and it will demonstrate how data drives projects, working with faculty and preparing presen- (3-0-3) program development. Available spring semester. tation software. Available fall semester. This course attempts an overview of the computer as a social phenomenon without committing to the 367. Introduction to Java Programming 398. The Internet and Society viewpoint of a single discipline. We will survey the (3-0-3) (3-0-3) issue from historical, sociological, science-studies, Mostly known as a language of the World Wide Through a combination of discussion, group pre- and economic perspectives and will engage with Web, Java is also a versatile, object-oriented, general- sentations, guest lectures, and out of class research, developments from artificial intelligence to techno- purpose programming language. In only six years, students will be exposed to some of the profound logical innovations, legal controversies, and political with its “Write Once, Run Anywhere” feature, Java effects the World Wide Web has had on our culture. questions about the relationship of cyberspace to has earned its place as the most-used programming The positive and negative forces brought on by this democracy. Available spring semester. language. This course introduces Java as a general- technology must be recognized, studied, and dealt purpose programming language, with World Wide with if we are to truly embrace the momentous op- 457. Computer, Ethics, and Public Policy (STV) Web applet examples. The approach will be hands- portunities brought about by the World Wide Web. (3-0-3) on, with the class conducted in a computer lab. Available fall semester. Restriction: CAPP seniors only. Available fall semester. The profound impact computer technology has on 400. Advanced Multimedia society is difficult to overstate; it has changed the na- 385. Artificial Intelligence (3-0-3) ture of our interactions in the social, economic and (3-0-3) The Advanced Multimedia course will be using political realms and will continue to do so. These Artificial intelligence is the effort to create human Macromedia Director to explore the development of changes often raise important ethical questions about intelligence in machines (computers). In this en- Multimedia applications using an object-oriented ap- personal and professional responsibility, intellectual deavor, we come to better understand the nature of proach. In addition to the object-oriented approach property, personal privacy, crime, and security. They intelligence. Along the way, we discover clever and to development of complex projects, we will learn also raise questions about the changing relationships ingenious solutions via computer science. We will how to use net lingo and exploit the ability of direc- between individuals and institutions (i.e., private consider various positions on AI ranging from strong tor objects to communicate with one another across sector corporations and public sector agencies). support to total opposition. Topics covered are the networks. Acquisition of media to be used in the This course examines these trends and changing history of AI, the Turing Test, the Chinese Room, creation of projects by digitizing and editing still im- relationships, and the ethical issues that are faced by state spaces and search, heuristics, games, knowledge ages, audio, and video will be part of the course, and computer professionals, policymakers, and computer representations and reasoning, expert systems, plan- we will explore some advanced techniques in video users in trying to grapple with them. Available fall ning, neural networks, and program evolution. editing. Available spring semester. semester. The course procceds through a progression of artificial intelligence systems or “agents” that react 401. Haunted Campus: Media/Memory (CCC) 460. Technology, Privacy, and Civil Liberties to their environment with increasing sophistication. (3-0-3) (3-0-3) Available summer semester. The goal of the class will be to “re-member” the This seminary will examine the many ways in which historical encounter of the Native American and technology has had (and is having) an impact on 389. Visual Basic French cultures in this campus space. We will ex- civil liberties in the United States. Students will be (3-0-3) amine historical materials especially relating to the evaluated on the basis of short written assignments, Prerequisite: CAPP 243. foundation of the campus in 1840s. The students a mid-term exam, participation in a “mock trial” The course will investigate object-oriented data will work in teams to devise and install an outdoor or other major role-playing activity, and a research processing concepts using Microsoft’s Visual Basic campus installation using digital audio and possibly paper. Available spring semester. Programming Language. Terminology and technique video material. will be combined to explore the object-oriented paradigm. Object-oriented will be compared to traditional procedural paradigms wherever appropriate. Available spring semester. 239

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471. Computer Ethics 481. World Wide Web Programming 491. Introduction to SAS Business Programming (3-0-3) (3-0-3) (3-0-3) Restriction: CAPP seniors only. Prerequisite: Knowledge of some programming lan- Learn econometric tools and business problem solv- The course concentrates on the the ory and practice guage, i.e., EG 120, CAPP 331, CAPP 361, CAPP ing using SAS software to minimize costs, maximize of computer ethics. To facilitate this study, students 365, CAPP 389. profits, evaluate business decisions and find solutions will first learn several UNIX utilities and such Inter- This course covers several languages which are used to business and economic data analysis problems. net applications as e-mail and listserv. Methodologies to construct sites on the World Wide Web. These SAS is used extensively world-wide for data analysis used in the course include in-class case analysis, in- languages are: (1) HyperText Markup Language by business, government and international agencies. class discussions, and examinations. Available spring (HTML), a scripting language used to control the semester. format of Web pages; (2) JavaScript, an object-based 494. Mathematical Economics (ECON) scripting/processing language use to provide client- (3-0-3) 475. Current Trends in Computer Applications side interactivity for Web pages; (3) Java, an object- This course uses calculus and matrices to formulate (3-0-3) oriented compiled processing language which can simple mathematical models of dynamic optimiza- Restriction: CAPP seniors only. create applets which are platform-independent. tion. Students learn to solve problems through a This course involves discussions on new directions term project that involves optimization over time. and developments in the information technology 482. Multimedia Design I (Art) environment. Discussion of management, computer, (3-0-3) 496. Internship and social ethical issues are integral parts of the class. This advanced design course gives the studio or de- (3-0-3) sign major the opportunity to investigate digital in- Restriction: CAPP seniors only. 479. Private/Public/Internet terface design. Topics include multimedia CD-ROM This encompasses working with various civic, public (3-0-3) development with Macromedia Director, basic user and/or private organizations using acquired com- This course focuses on the Internet’s potentially interface design considerations, and some Internet puter applications knowledge and skills. Credit is paradoxical impact on liberal democracy. We will design. Skills with various graphics software, such as given only if work is done in the information systems consider both the positive contributions the Internet Adobe Photoshop, are very important. area of an organization. revolution may have upon our system of government as well as its possibly negative implications. Topics to 483. Digital 3-D Modeling (Desn) 498. Special Studies be considered include: the contending theory’s of the (3-0-3) (V-0-V) Net’s impact; the digital divide; the role of the state The focus of this class is to learn how to use software Individually designed course work between a stu- in cyberspace; the rise of the Net communities and to generate 3-D virtual models with an emphasis on dent and the advisor in the Computer Applications new forms of social mobilization; authoritarianism in industrial design concerns as well as creating manu- Program. This course involves working on a project an age of virtual transparency; and various utopian facturable data for rapid prototyping. either involved in programming or working with and dystopian images of Web-based cultures. Avail- multimedia tools. able spring semester. 487. Music Through Technology (3-0-3) DUAL DEGREE PROGRAM WITH THE 480. Computers in Psychological Research This is a lecture/lab course with topics that include COLLEGE OF ENGINEERING and Education (PSY) the historical evolution of technology in music, sur- (3-0-3) veying the influence technology had on the musical Advisors: CAPP 480, along with its counterpart in psychology world, from a creative standpoint to the accessibility John J. Uhran Jr. (PSY 388), is a project-oriented class. It is not an and distribution of music to the masses. Students Associate Dean introductory course on computer applications. should have an interest in current music technologies College of Engineering Students need to already have (or learn during the applied to notation, performance and production, semester) the skills needed to complete whatever and a desire to apply these skills to enhance their Ava Preacher project is defined. Generally, projects are applications craft. Available fall semester. Assistant Dean or systems that fit into the broad spectrum of Profes- College of Arts and Letters sor Crowell’s interests in organizational psychology 488. Introduction to Relational Databases Using or learning and performance technology. Once Oracle Program of Studies. The dual degree five-year pro- a project is defined, students work on it over the (3-0-3) gram between the College of Arts and Letters and course of the semester, reporting to Professor Crowell This course provides the student a working knowl- the College of Engineering enables the student to on a weekly basis. Since this is a three-hour class, stu- edge of enterprise relational database systems and acquire degrees from both colleges—the bachelor dents are expected to put in an effort equivalent to how they can be used in the development of appli- of arts from the College of Arts and Letters and the other three-hour courses. Planning and developing a cations. The course will utilize the Oracle enterprise bachelor of science degree in a chosen program from functional application requires a considerable effort. relational database, but the principles and skills the College of Engineering. learned in this course will apply to other relational This combination program, instituted in 1952, database systems. The student will learn the termi- offers students the advantages of both a liberal and nology and fundamental concepts of relational data- a technical education. The student completing one base design and Structured Query Language (SQL) of these combination programs has a background and develop a relational database for an application. in the humanities and social sciences as well as a Available fall semester. degree from one of the programs offered by the College of Engineering. Because it is a demanding program, only students who have both the aptitude and motivation necessary for the five-year program should apply. Advisors for the program are available for consultation about the advisability of entering the program and about meeting the particular needs of each student already pursuing this program. 240

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Qualified students are eligible to receive modest Third Semester Tenth Semester scholarship support from the John J. Reilly Endowed Theology/Philosophy 3 Engineering Program 3 Scholarship Program during their fifth year of study. Modern Language 3 Engineering Program 3 The decision to enter the program ordinarily PHYS 132. General Physics II 4 Engineering Program 3 should be made before beginning studies in the First MATH 225. Calculus III 3.5 Arts and Letters Major 3 Year of Studies, although students can also enter AL 211. Ideas, Values, Images 3 Engineering Program 3 the program at a later stage. There are three sets Engineering Program† 3 — of requirements that must be met by the program: — 15 + University requirements, College of Arts and Letters 19.5 The University Seminar may be selected from an ap- requirements, and requirements of the College of Fourth Semester propriate history, social science, fine arts, or literature Engineering, as the following table indicates. Theology/Philosophy 3 course, or the first course in theology or philosophy. AL 212. Ideals, Values, and Images 3 *The University degree requirement is one course in University Requirements Credit Hours Modern Language 3 Philosophy 6 literature or fine arts. The College of Arts and Letters MATH 228. Introduction to Linear Algebra Theology 6 requires a minimum of one course in each subject area, and Differential Equations 3.5 Composition 3 plus one additional course in history or social science. Engineering Program† 3 University Seminar+ (3) Engineering Program 3 **Two courses in the intermediate or advanced series History 3 — complete the requirement. Beginning or elementary Social Science 3 18.5 series require three semesters’ work to fulfill the language Literature or Fine Arts* 3 Fifth Semester requirement. Mathematics (MATH 125, 126) 8 Philosophy/Theology 3 Natural Science (CHEM 121, 122) 7 †Courses specified by the student’s major engineering History/Social Science 3 department. Minimum total for the five-year program — Engineering Program 3 to fulfill degree requirements in both colleges is 168 to 39 Arts and Letters Major‡ 3 177 credit hours. Arts and Letters Requirements Engineering Program 3 CSEM 210 3 ‡Courses necessary to fulfill the requirements for a ma- Engineering Program 3 Literature or Fine Arts* 3 jor in the student’s major arts and letters — History or Social Science* 3 department. 18 Language** 6/9 Sixth Semester Major (minimum) 27 EDUCATION Philosophy/Theology 3 — Arts and Letters Major 3 Elementary Education 42/45 Arts and Letters Major 3 The Notre Dame student taking elementary educa- Engineering Requirements Engineering Program 3 tion at Saint Mary’s College also must complete MATH 225, 228 7 Engineering Program 3 a Notre Dame major along with the appropriate PHYS 131, 132 8 Engineering Program 3 college requirements. Those interested in the el- EG 111, 112 6 — ementary education program are encouraged to take — 18 the prerequisite course, EDU 201, at Saint Mary's 21 Seventh Semester in the second semester of their first year of studies. Engineering Program Literature* 3 With approproate planning, and possibly summer- Engineering degree program History/Social Science 3 school course work, both the Notre Dame major and (required courses and program Engineering Program 3 elementary teaching certification can be completed or technical electives) 66/72 Engineering Program 3 in four years. ——— Engineering Program 3 Total 168/177 Secondary Education Arts and Letters Major 3 (including middle school) — Schematic Program of Studies The following Notre Dame majors have been ap- 18 First Semester proved for secondary education licensing through Eighth Semester ENGL 110. Composition 3 the Education Department at Saint Mary’s College: Fine Arts* 3 History/Social Science* 3 Engineering Program 3 In the College of Science: biology, chemistry, math- MATH 125. Calculus I 4 Engineering Program 3 ematics, physics. CHEM 121. General Chemistry Arts and Letters Major 3 —Fundamental Principles 4 In the College of Arts and Letters: English, languages Engineering Program 3 EG 111. Introduction to (French, Spanish, Latin), art, music, social studies Engineering Program 3 Engineering Systems I 3 (history and political science). Students interested in — Physical Education — a secondary license in social studies also must com- 18 plete additional course work in political science or 17 Ninth Semester history (depending on the major) and in one other Second Semester Engineering Program 3 area: either economics, sociology, or psychology. University Seminar+ 3 Engineering Program 3 PHYS 131. General Physics I 4 Engineering Program 3 In the College of Business: business education. MATH 126. Calculus II 4 Engineering Program 3 Notre Dame undergraduates interested in one of the CHEM 122. General Chemistry Arts and Letters Major 3 professional teacher education programs must apply —Biological Processes 3 Arts and Letters Major 3 to the department NO LATER than the first semes- EG 112. Introduction to — ter of the sophomore year. Engineering Systems II 3 18 Physical Education — 17 241

SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS ~ INTERDISCIPLINARY MINORS WITHIN THE COLLEGE

Students in the College of Arts and Letters, Vatican Council have addressed issues ranging across contact eduation advisor Dr. Julianne Turner at Interdisciplinary Minors all spheres of social life from the family to the state (574)631-3429 or [email protected] for more in- Within the College to the church. The U.S. bishops have made sophis- formation and help with planning. Students in the ticated application of these teachings to the specific During the junior and senior years, students may College of Science, contact Dr. Kathleen Cannon at circumstances of the United States. elect to complete one or more interdepartmental mi- (574)631-5812. Unfortunately, many Catholics are unaware of nors in addition to the departmental major sequence. this tradition. Pope John Paul II writes, “It must Composed of 15 hours of class work chosen from WASHINGTON PROGRAM be asked how many Christians really know and put at least two departments, these minors encourage into practice the principles of the church’s social students to think from an interdisciplinary perspec- Notre Dame Director: doctrine.” The U.S. bishops concur. While “Catholic Anna Detlefsen tive about a given issue or topic. Requirements for social teaching is a central and essential element of completion are determined by the faculty director Executive Director : our faith,” it is still the case that “our social heritage Thomas Kellenberg in consultation with the relevant college committee. is unknown by many Catholics.” At the same time, Current offerings include Catholic Social Tradition; Academic Director: graduates of Notre Dame move on to assume leader- George Lopez Education, Schooling, and Society; Gender Studies; ship positions, often quite advanced ones, in a broad Hesburgh Program in Public Service; Journalism, spectrum of social spheres, including in politics, law, Students in the Notre Dame Washington Program Ethics, and Democracy; Latino Studies; Medieval business, education, the media, and the military. live, study, and work in the nation’s capital in either Studies; Peace Studies; Philosophy and Literature; (For example: national security advisor, president of the fall or spring semester. The program seeks stu- Philosophy, Politics, and Economics; Philosophy Panama, attorney general of California, CEO of Mo- dents who are interested in Washington, D.C. It in- Within the Catholic Tradition; Religion and Litera- bil Corporation, president of the Chicago Mercantile vites applications by students interested in studying ture; and Science, Technology, and Values. These Exchange, presidents of nine universities other than amidst the high energy and excitement of national were formerly called concentrations and are de- Notre Dame, executive producer of “Nightline,” and politics and policy. scribed in detail below. secretary of the Air Force.) The Program in Catholic The program combines course work with intern- Social Tradition serves as a resource for Notre Dame ships in government organizations, Congress, non- CATHOLIC SOCIAL TRADITION undergraduates to learn the tradition so that it can governmental organizations, the media and cultural inform life both before and after graduation. institutions. The program is located in a historic and Director: The Minor in Catholic Social Tradition involves secure neighborhood in northwest Washington, and Todd David Whitmore 15 credit hours of course work, including a core students have easy access to their internship sites, re- Executive Committee: course (three credits), three electives (each three cred- search facilities, and cultural opportunities. Students R. Scott Appleby (history); Michael Baxter, its), and three one-credit colloquia/social concerns live in modern, well-fitted apartments in a building C.S.C. (theology); Jay Dolan (history); Rev. that includes study space, computers, and classroom seminars. The core course will have three compo- Patrick Gaffney, C.S.C. (anthropology); Maura nents: facilities. A. Ryan (theology); Robert Sullivan (history); Students earn 15 credit hours in the Washington 1. The close reading of classic texts of the Cath- Paul Weithman(philosophy); Charles Wilbur olic Social Tradition, particularly but not exclusively program. They take a six-credit seminar and two (economics) other three-credit courses and earn three credits for the papal and conciliar documents from Pope Leo the internship. Students can do an independent The Minor in Catholic Social Tradition is an inter- XIII’s Rerum Novarum to John Paul II’s Centesimus project related to their interests or an internship that disciplinary program that serves as a resource for Annus. Other texts will include source documents substitutes for one of the three-credit courses. Stu- Notre Dame undergraduates to learn Catholicism’s (e.g., writings by Thomas Aquinas and Augustine) dents work with the program staff on campus and in social tradition. and contemporary appropriations (e.g., writings by Washington to locate internships that will be most Catholicism offers a longstanding and profound liberation theologians and neo-conservatives). suitable for their interests and experiences. tradition of thought and teaching that addresses, 2. Immersion in professional context. Each Students of any major and college are encouraged from a normative standpoint, the full range of social student will find a placement in a location similar to apply for the Washington Program. The program spheres. It does so through a constellation of con- to that student’s anticipated profession. The student is open to sophomores, juniors, and seniors. There cepts that, taken as a whole, give articulation to a co- is to observe, interview and, to the extent possible, is no additional charge for the Notre Dame Wash- herent yet variegated vision of the good society. Such participate in the life of the setting. For instance, ington Program beyond regular Notre Dame tuition concepts include those of solidarity, the common the students can observe a law or architectural firm and room-and-board fees. good, the just wage, human rights, the free economy, or a medical practice. Here, the student will keep an For more information, see our Web site at subsidiarity, and the option for the poor. ongoing journal as a “pastoral ethnography” of the www.nd.edu/~semester, or visit our office 227 Sources for the tradition go back as far as the setting (an interpretation of the practice in the set- Brownson Hall. Bible and develop even in the early church fathers. ting in light of the Catholic social tradition). Medieval writings on topics such as usury and the 3. Final project: Students are to articulate or origins and proper exercise of kingship bring an construct a setting in their anticipated profession in unprecedented level of detail to Christian analy- light of the Catholic social tradition (e.g., imagine sis of the just society. Pope Leo XIII inaugurates and construct what a law firm/health clinic/ad Catholicism’s effort to bring its social tradition to agency would look like if it practiced in light of the bear on industrial society in his 1891 encyclical, Catholic social tradition). Rerum Novarum (The Condition of Labor). Since The electives will be chosen by the student in then, popes have drawn upon Rerum Novarum and consultation with the director from among courses the social tradition to broaden and develop Leo’s set offered in the University. The one-credit courses of concerns in encyclicals often titled—as with Pius will be devoted to the critical reading and discussion XII’s Quadragesimo Anno, Paul VI’s Octogesima Adve- of one or two major works each semester. Social niens, and John Paul II’s 1991 Centesimus Annus—in concerns seminars are one-credit courses lodged first accordance with their relationship to the earlier within the Department of Theology and often cross- document. In doing so, the popes and the Second listed with other departments. 242

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Contact: Prof. Todd David Whitmore, GENDER STUDIES MINOR The Hesburgh Program offers an interdisciplinary E-mail: [email protected] curriculum designed to inform students about the Director: dimensions of policymaking, public administration EDUCATION, SCHOOLING, AND SOCIETY Kathleen Pyne and policy evaluation, and to develop skills in re- Assistant Director: search, sensitivity to ethical issues, and appreciation The primary goal of this interdisciplinary minor in Sophie White for the character and limits of constitutional is to serve students who want to understand learning Administrative Assistant: democracy. and education as complex and challenging aspects Tori Davies First-year students and sophomores of all colleges of human and societal experience. Education is one are invited to apply to the interdisciplinary minor, as of the central and shared experiences of people in Objectives of the Minor. The Gender Studies Pro- well as first semester junior transfers. To be admitted, contemporary societies in the United States and gram was inaugurated in 1988 to foster intellectual students will need to be in good academic standing around the world. It is both an end in itself and a inquiry and discussion of gender issues at the and demonstrate a strong interest in public policy means to many personal, professional, and spiritual University. and public service. An introduction to American goals. Thus, understanding its history and traditions, The minor offers students the opportunity to ex- government course (POLS 140, 240 or equivalent) analyzing its processes, and critiquing its goals are of plore in-depth the rapidly developing scholarship in and an introduction to economics (ECON 101, great importance to all of us. the areas of gender, women’s studies, men’s studies, 201, or equivalent) are prerequisites to the Hesburgh Most societies rely on education to work funda- feminist theory, queer theory, and sexuality. It aspires Program course of study. At the time of admission, mental changes in students and in society. We will to two intertwining pedagogical objectives: first, to students should have completed or be in the process use the tools and resources of a liberal arts perspec- allow students to become proficient in the cross- of completing these requirements. tive to help students reflect on, understand, and in- disciplinary mode of inquiry that is central to the The minor in the Hesburgh Program involves fluence the role of education in society. In addition, exploration of issues of gender; second, to prepare 15 hours of course work. The “gateway” course to the program will provide a rich body of resources undergraduates to engage issues of gender after they the program is HESB 350, “Introduction to Public for students who may want to pursue careers in edu- graduate, whether they undertake advanced study in Policy,” normally taken in the second semester of the cation after graduation, including the Alliance for graduate and professional programs devoted to the sophomore year. At the middle level of the program, Catholic education, certification to teach, or research study of gender or enter the workforce. students will take one course drawn from each of and teaching careers at the university level. Requirements. 15 credits (five courses) including three categories of courses approved by the program. Normally, students apply for admission to the GSC 100/200. Introduction to Gender Studies, These are research skills, values, and institutions and minor late in their freshman year or early in their which maintains a cross-disciplinary focus (three processes. During the senior year, students who have sophomore year, and this is ideal. Students can be credits); and four three-credit courses from a list of been on a summer internship will register for the admitted through the first semester of their junior approved selections. research seminar, HESB 450, that builds on their year, assuming that they can meet requirements in Courses include GSC 100/200: Introduction to field experience. Other students will take one of the remaining semesters. Sometimes, because of Gender Studies, GSC 495: Gender Studies Senior several senior-level policy seminars identified by the other commitments, this is not possible. Students Thesis, and GSC 496: Gender Studies Internship. program each semester. should be in good academic standing and demon- Crosslisted courses include Women in the Christian The Hesburgh Program offers students the op- strate a strong interest in issues related to the causes Tradition; The Anthropology of Gender; Today’s portunity for summer internships in public policy and consequences of learning, schooling, and educa- Gender Roles; Japanese Women Writers; Afro-Amer- contexts through the Gary Lyman Internships in tional policy. ican Literature 1940-present; Gender and Science; Public Service. In the fall of their junior year, Hes- The minor in Education, Schooling and Society Sex Inequality in the Work Place; Feminist Theory; burgh students may apply for the Lyman Internship. involves 15 hours of course work. The introductory Gender, Race, Class, Sexuality; American Men, Up to 20 students are selected in a competitive pro- course in the program is ESS 301. This course must American Women; The Feminine in Modern Art; cess. Students selected as Lyman interns are aided by be completed by the second semester of the junior History of American Women; Women in Antiquity; the program’s director in securing appropriate intern- year. At the middle level of the program (nine Sociology of Masculinity; Gender Issues in the Law; ships, usually in Washington, D.C. Lyman interns hours), students will select one course from a set Feminist and Multicultural Theology; Gender and receive a taxable stipend to defray their cost of living of approved courses that are focused exclusively on Violence. while in their internship. educational issues and two courses from a set of ap- During the course of the academic year, the proved courses that include education as one of sev- Contact: Dr. Sophie White E-mail: [email protected] Hesburgh Program sponsors student public-policy- eral course foci. Students participate in the capstone related forums and activities and campus visits to course, ESS496, the Senior Research Seminar, in the HESBURGH PROGRAM IN PUBLIC SERVICE Notre Dame by public figures. They give public fall semester of their senior year. addresses, teach in the classroom and are available The faculty work closely with students on post- Director: for conversations with students and faculty. The staff graduate planning, including employment, graduate Martine De Ridder works closely with students on postgraduate plan- or professional school, or service opportunities. ning, including employment, professional schools Person to see: Dr. Julianne Turner, Institute for Edu- The health of American society is closely related to such as law and public policy and academic graduate cational Initiatives. good public policy and competent, ethical public programs. E-mail: turner.37 @nd.edu. service. Thus, awareness of public policy and public Person to see: Dr. Martine De Ridder, director, service is not only the foundation for public-sector Hesburgh Program in Public Service. careers, but it is also a necessity for those who will work in the nonprofit sector or in the private sector and seek to be knowledgeable citizens. The Hesburgh Program in Public Service prepares Notre Dame students for a life of active and effective citizenship as well as for the possibility of careers in public service. The program honors the principled, dedicated public service of Notre Dame’s president emeritus, Rev. Theodore Hesburgh, C.S.C. 243

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JOHN W. GALLIVAN PROGRAM IN LATINO STUDIES consider globalization, immigration, and border JOURNALISM, ETHICS, AND DEMOCRACY issues. Director and Assistant Provost: In addition to the teaching program, Latino Director: Gilberto Cárdenas minor students are exposed to the Institute’s research Robert Schmuhl Julian Samora Chair in Latino Studies and community outreach components. In sum- Director, Undergraduate Studies and Academic Affairs: mary, students will be able to take advantage of the The John W. Gallivan Program in Journalism, Eth- Yolanda Lizardi Marino resources of ILS, which also include two specialized ics, and Democracy offers several courses for students Advisory Committee: units that conduct pioneering programs in Latino interested in careers in print and broadcast journal- Louis Ayala theology and spirituality. ism. Begun in 1997 with a grant from the John S. Department of Political Science As an interdisciplinary program, the minor in La- and James L. Knight Foundation and now endowed Jorge Bustamante tino studies will complement and provide a broader by the family of John W. Gallivan, this minor com- Eugene Conley Chair in Sociology cultural and social background to students in the bines professional training in journalistic skills along Timothy Matovina various departments and colleges at the University. with examination of philosophical concerns related Department of Theology The minor is open to all undergraduate majors. to the practice of journalism. For example, what Director, Cushwa Center for the Study of Participants in the program will be prepared to work ethical issues arise in preparing a particular story? Or American Catholicism in a myriad of professional settings and to serve an what role does—and should—journalism play in a Orlando Menes increasingly diverse society. self-governing society? Department of English The journalism minor requires completion of Minor in Latino Studies Curriculum. The minor in 15 hours in addition to a student’s major require- Program of Studies. The Institute for Latino Stud- Latino studies consists of fifteen (15) credit hours, ments and a news-related internship during either ies (ILS) offers Notre Dame undergraduates the including a required gateway course (three credits), the summer or the academic year. Fundamentals of minor in Latino studies. Latino Studies is a field of practicum course (three credits), and nine (9) credit Journalism is the first, or gateway, class for students academic inquiry that rigorously examines the his- hours of elective course work. Although there is no participating in the program. Other courses that torical and contemporary experiences of Latinos in language requirement for the minor, students are count for the concentration include The Craft of the context of American society and its institutions. encouraged to study and acquire fluency in the Span- Journalism, Writing and Editing, Writing for Publi- Latinos include people who trace their heritage to ish language. All Latino studies courses are open to cation, Persuasion, Commentary, Criticism, and Mexico, Puerto Rico, Cuba, the Dominican Re- all students. Broadcast Journalism. In addition, new courses are public, and Central and South American countries. Introductory "Gateway" Course: currently being developed No more than two courses In addition to providing opportunities for focusing ILS 279. Introduction to Latinos in American Society beyond Fundamentals of Journalism concentrating intellectual inquiry on specific groups (e.g., Mexicans (3 credit hours; required for Latino studies minor) on journalistic techniques will count for the required or Cubans), Latino studies also analyzes the Latino This course will examine the sociology of the Latino 15 hours. population as a whole through courses, lectures, re- experience in the United States, including the his- The director of the program is Robert Schmuhl search, and other academic activities. Latino studies torical, cultural, and political foundations of Latino of the Department of American Studies. An advisory aims to give students—both Latinos and non-Lati- life. We will approach these comparatively, thus at- committee of Notre Dame graduates in journalism nos—and scholars from diverse disciplines a context tention will be given to the various experiences of a helps guide the program. Members include Tom for exploring the historical, literary, social, economic, multiplicity of Latino groups in the United States. Bettag, executive producer, ABC News Nightline; religious, and political experiences of this vastly Bill Dwyre, sports editor, Los Angeles Times; John heterogeneous population. Students who pursue the Practicum Course W. Gallivan, former chairman of the board of the minor in Latino studies will have the opportunity (3 credit hours, required for Latino studies minor) Kearns-Tribune Corporation and publisher emeritus to be at the forefront of the study of one of the 21st In thiscourse, usually taken during their senior year, of the Salt Lake Tribune; Monica Yant Kinney, metro century’s most significant demographic changes in students will complete a practicum that will include columnist, The Philadelphia Inquirer; John McMeel, the United States. directed research/readings, class discussion, and chairman and president, Andrews McMeel Universal; The Institute for Latino Studies is committed to experiential work in the Latino community. Students Bill Mitchell, online editor/marketing director, Poyn- scholarship that will promote critical thinking about will have the option of choosing and designing a ter Institute for Media Studies; Anne Thompson, such issues as spirituality, social action, language, project, regardless of their major, in keeping with national correspondent, NBC News; Kelley Tuthill, race, ethnicity, class, assimilation/acculturation their interests. They will carry out the project under reporter, WCVB-TV, Boston, Massachusetts; Don paradigms, and indigenous traditions, to name a the direction of a faculty mentor. Wycliff, public editor, Chicago Tribune. few. Literary and visual arts, which often function as vehicles for social change and creative empowerment, Elective Courses constitute another focus of our curriculum. Overall, (9 elective credit hours) Latino studies aims to strike a balance among the Students must take two out of three courses at the social sciences, humanities, and arts in its teaching, 300–400 level unless they receive special permission research, and service. from their faculty advisor. In addition, students must As the Latino diaspora evolves, so does the field choose their electives from within at least two major of Latino studies. Latino studies recognizes the value subjects in Latino studies, e.g., health, business, so- of a comparative, cross-border perspective for arriv- cial science, theology, political science, literature, and ing at an in-depth understanding of Latinos’ histori- visual arts, except for the following two cases. cal roots and multi-ethnic heritages. It promotes Students who are pursuing Spanish language research and analyses of new issues such as emerging proficiency (not minor or major) may replace one transnational communities, changing immigration elective (three credit hours) with a 200 level Spanish patterns, remittances, and cultural flows between course. Students may also replace one elective (three Latinos in the United States and the Caribbean and credit hours) from a field comparable to Latino South and Central America. While the emphasis is studies (e.g., gender studies, Latin American studies, on domestic Latino communities, the discipline’s or African American studies) as long as at least one- focus inevitably becomes internationalized when we fourth of the course content includes Latino studies. 244

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A list of appropriate courses will always be available MEDIEVAL STUDIES Notre Dame’s Peace Studies program divides its for students. The following represents a sample list of curriculum of more than 50 courses into three over- courses offered in previous terms and in spring 2004. Director of Undergraduate Studies: lapping but distinct areas: Calvin M. Bower, Professor of Music ILS 211. Spanish for Heritage Speakers Area A: The role of international norms, insti- ILS 227. Topics on Race in the Americas The Minor in Medieval Studies allows students who tutions, and states in a peaceful world order. An ILS 228. U.S. Latino Spirituality exploration of ways of making governmental and ILS 287. Chicano Art Survey are committed to other programs of study to pursue ILS 297. Introduction to Latinos in American interests in the culture of the Middle Ages and to intergovernmental institutions more effective and Society ILS 316. Latino/Latina American cross the limits of individual disciplines as a means of representative, and of strengthening governmental Literature understanding the changing social, economic, legal, compliance with fundamental norms of peace and ILS 316A. Border Crossings: Mexican and Canadian intellectual, and artistic systems of medieval society. human rights. Literature Students may declare their intention to undertake Area B: The impact of religious, philosophical, and ILS 350. Latinos, Wealth Inequality, and Asset- a minor in medieval studies to the director of under- Building Policies cultural influences on peace. The study of the ethics ILS 359C. Hispanic Leadership Intern Program graduate studies at any time before the end of their of the use of force, theological and philosophical vi- ILS 368. Nations in Motion: Latino/Latina third year. The undergraduate director will then act sions of global justice, the ways in which the world Literature in the United States as their minor advisor and help them select a set of religious traditions foment violence or encourage ILS 369. Chicanas in the Visual Arts courses that form a coherent program of study, often peace, the practice of nonviolence, and the linguistic, ILS 370. Caribbean Diaspora in conjunction with their major if possible. Students literary, and historical dimensions of cultures of ILS 378. Migration, Race, and Ethnicity in Twenty- must take five courses in three of the 10 departments peace. First-Century America affiliated with the Medieval Institute (Anthropology, ILS 390. Women in the Americas Art History, Classics, English, German and Russian Area C: The promotion of social, economic, and en- ILS 393J. Icons and Action Figures in Latino/ Languages, History, Music, Philosophy, Romance vironmental justice. The study of social change, with Latina Literature specific attention to the role of nongovernmental ILS 393K. Latino Poetry Languages, and Theology). Courses counted toward the ILS 403B. Latino Economic Development: Research major may not be used for the minor. A list of course organizations, commercial enterprises, and states in and Policy offerings is available from the Medieval Institute. fostering sustainable economic development, respect ILS 404. International Migration: Mexican and Minors, like majors, are invited to participate for human rights, conflict resolution and nonviolent U.S. II fully in the life of the Medieval Institute. They are conflict transformation, support of gender and fam- ILS 410. Latinos in Education welcome to attend institute lectures and to partici- ily issues, and protection of the environment. ILS 411. Legacy of Exile: Cubans in the United pate in the institute’s own graduation ceremony, held In both the Supplementary Major (24 credit States each year before the Baccalaureate Mass. hours of required course work) and in the Minor (15 ILS 412. Latino Psychology credit hours of required course work), students will ILS 429. Mexican Migration and Transnationalism in South Bend PEACE STUDIES complete an introduction course, explore the three ILS 431. Race, Ethnicity, and Power key areas of Peace Studies, and participate in an inte- ILS 432. Applied Anthropology: Immigrant Labor Undergraduate Director: grative Senior Seminar. Rights Daniel Philpott ILS 441. Theology and Popular Piety in U.S. Assistant Professor, Department of Political The Supplementary Major Catholicism Science The Supplementary Major in Peace Studies requires ILS 442. Culture, Religion, and Evangelization Fellow, Joan B. Kroc Institute for International completion of the introductory course in Peace Stud- ILS 446. Latino Religion and Public Life: Exploring Peace Studies ies (three credit hours), one course in each of the the Social Impact of the Latino Church Undergraduate Advisory Committee: three areas of study (nine credit hours), three elective ILS 447. Latinos and Christianity Ruthann K. Johansen courses in Peace Studies (nine credit hours), and the ILS 462A. Aesthetics of Latino Cultural Expressions Professional Specialist, College of Arts and Senior Seminar (three credit hours). The program for ILS 470. International Migration and Human Rights Letters; Fellow, Joan B. Kroc Institute for In- a Supplementary Major in Peace Studies follows. ternational Peace Studies ILS 473. Latinos in American Society IIPS 320 Introduction to Peace Studies ILS 479. International Migration and Human Rights Daniel Lindley Area A one course from list ILS 487. New Readings in Caribbean Literature Assistant Professor , Department of Political Area B one course from list ILS 493B. Latino Poetry Science; Fellow, Joan B. Kroc Institute for Area C one course from list ILS 493 A. The Politics of Memory in Contemporary International Peace Studies Latino/Latina Literature [elective] George A. Lopez [elective] Professor, Department of Political Science; [elective] Senior Fellow, Joan B. Kroc Institute for Inter- IIPS 490 Senior Seminar national Peace Studies Rachel Tomas Morgan The Minor Director, International Service Learning and The Minor in Peace Studies requires completion of Justice Education Program, Center for Social the introductory course in Peace Studies (three credit Concerns hours), one course in each of the three areas of study (nine credit hours), and the Senior Seminar (three Program of Studies. Peace Studies is defined as the credit hours). The program for a minor in peace interdisciplinary examination of the conditions that Studies follows. make for peace. It also investigates the obstacles to the realization of these conditions, drawing on the- IIPS 320 Introduction to Peace Studies ories and methods from diverse disciplines to focus Area A one course from list on what makes for the development of a just and Area B one course from list peaceful world order. Peace Studies relates scholar- Area C one course from list ship to praxis and challenges those who engage in it to IIPS 490 Senior Seminar develop new ways of thinking and acting in the world. 245

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Courses in the areas are available on the Kroc In- inars and colloquia strives to create an intellectual phers whom it will be possible to study in satisfying stitute Web site: www.nd.edu/~krocinst/programs/ community among students and faculty that goes the requirements for this minor will include thinkers undergraduate/index.html. beyond formal course work. To be eligible for PPE, of very different standpoints: Augustine, Anselm, students normally must major in either philosophy, Aquinas, Pascal, Arnauld, Newman, Edith Stein and Information on Peace Studies. Peace Studies at political science, economics, or the Program of Lib- others. Because these thinkers have in common an Notre Dame is centered in the Joan B. Kroc Institute eral Studies (who for PPE requirements are treated as allegiance to the Catholic faith, they agree in reject- for International Peace Studies (in the Hesburgh philosophy students). The Justice Seminar, the gate- ing philosophical positions incompatible with that Center for International Studies). Information on way course into the minor, is always offered in the faith. But they also disagree with each other and in courses available, faculty fellows in Peace Stud- fall semester; applications for the Justice Seminar are both cases what matters is the quality of their philo- ies, and ongoing activities in Peace Studies can be taken in the middle of the preceding spring term. sophical arguments. found there as well as on the Institute’s Web site, The PPE faculty committee consists of David The requirements of the minor are satisfied by www.nd.edu/~krocinst. O’Connor (philosophy), Paul Weithman (phi- taking 15 credit hours, beginning with Philosophy losophy), Mary Keys (political science), John Roos 326, crosslisted as Theology 326, “God, Philosophy PHILOSOPHY AND LITERATURE (political science), Philip Mirowski (economics), and and Universities.” Students have to take two ap- The Minor in Philosophy and Literature is designed Jennifer Warlick (economics). Committee members propriate courses in political science and one course for students who want to pursue an interdisciplinary also serve as advisors for PPE students. on a major Catholic philosopher or set of Catholic course of studies that focuses on the intersections The PPE curriculum consists of 15 credit hours, philosophers, either in the Theology Department between literature and philosophy.. usually distributed over four semesters, as follows: (for philosophy majors) or in the Philosophy De- Literature and philosophy have always shared A. The Justice Seminar (crosslisted as POLS 471, partment (for theology majors). No course can many of their concerns, and the minor is designed ECON 333, and PHIL 433), an intensive three- count both as satisfying one of the requirements to explore this common ground and to establish an credit seminar that is the gateway course into the for the student’s major and as satisfying one of the interdepartmental forum for both formal study and minor, taken in the fall semester of sophomore or requirements of this minor. All students are required informal contacts. The minor should also be excel- junior year. Three credit hours. to take a capstone seminar in which the question lent preparation for students interested in graduate B. Three one-credit PPE Colloquia, each usually of what part philosophy can play in the integration studies. devoted to the critical reading and discussion of one of the secular disciplines with theology will be ad- The curriculum of the Minor in Philosophy and or two major works, normally taken in the three dressed through discussion of texts and arguments Literature consists of 15 credit hours, distributed as semesters following the Justice Seminar. Three credit encountered in earlier courses. Lists of philosophy, follows: hours. theology, and political science courses that will satisfy • A core course: “Studies in Literature and Phi- C. Three approved three-credit courses from the requirements of the minor will be available each losophy,” taken with the permission of the director the two fields outside the student’s first major, with semester from the director. For further information, of the P/L Minor and crosslisted in English and at least one course in both non-major fields. Nine please contact the director, Prof. Alasdair MacIntyre, philosophy, and/or the department in which it orig- credit hours. Flanner 1042. inates. This course is to be taken in the first semester Total credit hours: 15. RELIGION AND LITERATURE of the minor (spring of the sophomore or junior PPE students are also encouraged (but not re- years). This gateway course is an intensive seminar quired) to write a senior thesis in their major field Director: and will help students and faculty from the various that reflects the interdisciplinary focus of the minor. Kevin Hart disciplines to speak a common language. Four credit hours. Persons to contact: PPE director John Roos, De- The interdisciplinary minor in Religion and Lit- • At least two one-credit colloquia in the semes- partment of Political Science. erature offers an intellectually rigorous and scholarly ters following the core seminar. The colloquia will be approach to formalized study of the interrelations devoted to the critical reading and discussion of one PHILOSOPHY WITHIN THE between “Religion” and “Literature” broadly con- or two major works each semester. The colloquia will CATHOLIC TRADITION strued. The minor will draw on the rich resources build on the esprit de corps and intellectual common Director: Notre Dame offers, including the faculty and in- ground established in the core course. Alasdair MacIntyre tellectual traditions of Theology and the various • Three three-credit courses approved by the literature departments that exist at Notre Dame. The minor committee, at least two in the disciplines in This minor is only open to undergraduates who are minor’s focus is both broad and refined. Its breadth which the student is not a major. This part of the majors in either philosophy or theology and who offers students the opportunity to investigate the curriculum will require written approval of the di- wish to add to their knowledge of philosophy and interanimating and cross-disciplinary influences of rector of P/L. theology an understanding of what the distinctively “Religion” and “Literature.” As broad coverage inevi- Students are encouraged, though not required, to Catholic tradition in philosophy is. It is unlike most tably leads to sharpened questions, students will en- write a senior essay (in the department in which they interdisciplinary minors in being restricted in this joy the freedom to pursue a specific interest through are majoring) that in some way reflects the interdisc- way; work in this minor presupposes a background a refined senior thesis. iplinary concerns developed in P/L. of some significant work in either philosophy or The minor enjoys a special consultative and For further information, students should contact theology. A central task assigned to philosophy working relationship with many of the university’s Prof. Alain Toumayan, Department of Romance within the Catholic tradition has been that of under- already identified centers of excellence, capitalizing Languages, [email protected]. standing the relationship of theology to the secular on both their long-term faculty and other resource disciplines, so that the relevance both of theology to expertise as well as making full use of their visiting PHILOSOPHY, POLITICS, AND ECONOMICS these disciplines and of those disciplines to theology fellows, special seminars, and general lecture pro- The Minor in Philosophy, Politics, and Econom- becomes clear. In this minor, political science will be grams. To this end, students who choose the Religion ics (PPE) is designed for students and faculty with the secular discipline whose relationship with theol- and Literature concentration have extensive and serious interests at the intersection of political theory, ogy provides a subject for philosophical enquiry. first-rate scholarly resources available to support their political philosophy and economic theory. The The Catholic philosophical tradition is one of de- own intellectual development. minor integrates these three fields, and through sem- bate and constructive disagreement and the philoso- 246

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Curricular Requirements David Ladouceur, classics Cluster One: Human Dimensions of Science and Normally, students apply for admission to the minor Edward Manier, philosophy Technology late in their freshman year or early in their soph- Dian Murray, history 215A. Gender, Politics, and Evolution omore year. The minor requires students to complete Kenneth Sayre, philosophy 221. Philosophy of Human Nature 15 credit hours of approved course work; of these no Thomas Schlereth, American studies 225. Scientific Images of Humanity 227. Ways of Knowing more than three, and in special cases six credit hours Phillip Sloan, Program of Liberal Studies and 237. Philosophy and Classical Physics at the 200 or sophomore level will be accepted to- history (concurrent) 239. Minds, Brains, and Persons ward fulfillment of the concentration’s requirements. James Sterba, philosophy 249. Environmental Philosophy The balance of the course work must be completed Andrew Weigert, sociology 254. Modern Physics and Moral Response through course work at the senior (300–400) level. Associate Professors: 263. Science and Religion Of the overall 15-hour requirement, three credit Matthew Ashley, theology 279. Science and Theology hours will be awarded for completion of the senior Dennis Doordan, architecture 310. Health, Healing, and Culture thesis. It is intended that students will, in effect, do Janet Kourany, philosophy 342. History of Ancient Medicine a thesis inspired by issues which have arisen in their 354. Gender and Science Gerald McKenny, theology 375. Environmental History course work for the minor. Vaughn McKim, philosophy 383. Introduction to Philosophy of Science One entry-level “gateway” course will be required William Ramsey, philosophy 389. Philosophical Issues in Physics of each student desiring a minor concentration in Michael Rea, philosophy 395. Technology and Social Change Religion and Literature. Several courses will serve Maura Ryan, theology 444. Religion and Science this function, and students must take one of them in David Solomon, philosophy 451. Psychology and Medicine order to complete the minor. Ideally, the student will Leopold Stubenberg, philosophy 454. Cultural Aspects of Clinical Medicine complete the required class early in his or her course Robert Wolosin, anthropology (adjunct) 466. History of Modern Astronomy 472. History of Chinese Medicine of study. Assistant Professors: In addition to the gateway course and senior 474. Philosophy and Psychiatry Lenny Moss, philosophy 478. Do Faith and Reason Clash? thesis, students will be required to complete three 481. Philosophy of Human Biology three-credit courses approved by the Religion and Science and technology are pivotal forces in modern 484. American Material Culture: Topics in the His- Literature committee, at least two in a discipline society and play key roles in shaping cultural sensi- tory of American Technology other than the student's major. bilities in the modern world. Indeed, our technolo- 486. Medicine in History In order to promote intellectual cohesiveness gies are reflected in our institutions, our work, our 487. Technology in History within the minor, participating students will be expectations, even in our moral problems. Science, required to take part in a series of seminars and talks Technology, and Values (STV) is an interdisciplinary Cluster Two: Science, Technology, and Ethics 238. Ethics at the End of Life organized by the Religion and Literature committee. minor within which faculty and students from a These events will be structured to take advantage 245. Medical Ethics variety of disciplines and different colleges can reflec- 247. Environmental Ethics of offerings by Notre Dame faculty members or tively explore the nature of science and technology as 248. Modern Science and Human Values lectures by visiting scholars whose topics relate to human enterprises, interacting in complex ways with 250. Issues in Justice the program’s focus. The seminar or lecture presen- our values and social institutions. 258. Philosophy of Technology tations will serve to function as either a point of The program helps sponsor a wide range of 270. Religious Ethics and the Environment departure or a concluding event in a short, focused crosslisted courses taught by faculty representing the 282. Health Care Ethics for the 21st Century study which will include some preparatory reading of humanities, the social sciences and the natural sci- 416. Ethics of Scientific Research 417. Biomedical Ethics and Public Health material salient to the presentation. ences. Students electing an STV minor can generally Person to see: Prof. Kevin Hart. Decio 361. 443. Ethics and Science focus their work on areas of particular interest, such 462. Ethics of Development as Science, Technology and Public Policy; Ethics, 480. Ethics and Risk SCIENCE, TECHNOLOGY, AND VALUES Ecology and Environment; Medical Ethics; Ethical Issues in Science and Technology; Humanistic and Director: Cluster Three: Science, Technology, and Public Social Aspects of Medicine; Science and Technology Sheri Alpert Policy As Cultural Phenomena; History and Philosophy of Affiliated faculty: 204. Energy and Society Technology. Chairholders: 205. Nuclear Warfare The development of a strong environmental Michael J. Crowe, 206. Environmental Chemistry sciences program at Notre Dame has provided an Program of Liberal Studies and history 208. Chemistry and Public Policy opportunity for students to combine the STV minor 311. Introduction to the American Health Care (concurrent) with an environmental sciences major or minor. In System Rev. John J. Cavanaugh I past years, the STV program collaborated with the 382. Technology in War and Peace Chair (emeritus) Environmental Sciences Program in sponsoring a 419. Self, Society, and the Environment Philip Quinn, Notre Dame “semester abroad” program at the Bio- 428. Science Policy and Politics philosophy 430. American Spaces sphere 2 facility in Arizona. Rev. John A. O’Brien 456. Tradition/Modernization in China Students electing a minor in STV must take at Chair and Japan least five courses (15 hours) from among those of- Kristin Shrader-Frechette, 457. Computers, Ethics, and Public Policy fered under the sponsorship of the STV program. philosophy and biology 460. Appropriate Technology and the Third World These must include the core course (STV 256). O’Neill Family Students are urged to satisfy this requirement early in Chair the program. At least one course also must be taken Professors: from each of clusters one, two, and three below, Michael DePaul, philosophy and either one additional course from these clusters, Christopher Fox, English or from the elective list in Cluster Four. All STV Christopher Hamllin, history courses are crosslisted. Don Howard, philosophy 247

INTERDISCIPLINARY MINORS ~ AREA STUDIES MINORS

Cluster Four: Optional Electives AFRICAN STUDIES (Satisfy fifth course requirement) Area Studies Minors 228. Neurobiology and Narrative Director: 241. Environmental Studies Hugh R. Page Jr. 242. Architectural History Program of Studies. The College of Arts and Let- 246. History of Communications Technology ters offers its students the opportunity to pursue an Students wishing to develop their understanding of 251. Visual America interdisciplinary sequence of area studies minor that Africa may pursue the undergraduate African Stud- 263. Science and Religion may supplement the major. Currently, there are mi- ies minor. This involves taking four courses in three 306. History of Modern Economic Thought nors in African studies, Asian studies, Irish studies, departments. In addition, a research essay must be 312. Philosophical Importance of Darwin Latin American studies, Mediterranean/Middle East completed (AL 495A Area Studies Essay: Africa). 352. Ethics, Ecology, Economics, and Society studies, Russian and East European studies and West 357. Introduction to Philosophy of Biology While no additional language instruction beyond European studies. 435. Philosophy of Science the college requirement is expected, students wishing 446. Technology and Medicine The purpose of these minors is to assemble the to continue their interests in Africa at the gradu- 447. History/Design: Form, Values, Technology courses dealing with the language, literature, history, ate level are encouraged to study French. Students 467. Global Food Systetms politics, anthropology, philosophy, sociology and who anticipate working toward the African Studies 469. Darwinian Revolution economics of each area. In this way a meaningful minor should contact Dr. Hugh R. Page Jr., direc- 471. History of Photography course structure is available to students who wish to tor of African and African American Studies, 331 479. Environmental Risk Assessment concentrate their scholarly interest upon a cultural or O’Shaughnessy Hall. 481. Philosophy of Human Biology geographical area as well as upon an interdisciplinary 485. Philosophy of Social Science approach. Such programs can be especially useful to 490. Literature and Science ASIAN STUDIES 495. Topics in Philosophical Anthropology students who plan a career in international business, international organizations or government service Director: Susan Blum Because individuals attracted to the STV mi- or who intend to do graduate work in one of these areas. nor have diverse interests and differing academic Sixty percent of the world’s people live in Asia, backgrounds, the program advisor works closely The student who wishes to complete one of the area studies minors is required to take at least four in countries as different from each other as India, with each student to help select courses that will China, Japan, Korea, Vietnam, Indonesia, and the complement the student’s major program or be most area studies courses (12 hours) distributed over three different departments. These courses must be Philippines. The Center for Asian Studies coor- relevant to particular career aspirations. dinates activities connected with Asia, providing Contact Dr. Sheri Alpert, STV Program Of- taken in addition to those required for the major. The student must also take courses in a language of lectures, films, gatherings, and grants to all under- fice, 346 O’Shaughnessy Hall. Web address: graduates, graduate students, and faculty interested www.nd.edu/~stv. the area being studied (Russian or an East European language for the Russian studies program; Spanish or in Asia. Notre Dame’s Center for Asian Studies has Portuguese for the Latin American studies program; core faculty, many quite renowned, from a variety of French, German or Italian for the West European fields such as anthropology; East Asian languages and studies program; a Mediterranean language for the literatures; economics; film, television, and theatre; Mediterranean/Middle East studies program; Irish history; and political science. The center has hosted for the Irish studies program; and Japanese or Chi- many prominent speakers in recent years, including nese for the Asian studies program). In most cases Ian Buruma, Jonathan Spence, Orville Schell, Bruce the required number of courses will be equivalent Cumings, Yu Hua, Michael Peletz, Annping Chin, to those required to satisfy the arts and letters lan- and Michelle Yeoh. guage requirement, but students should check with Minor program directors for the specific requirements of Students who are contemplating graduate study in a given area. While not required to take additional a particular area of the world or a career in interna- language instruction for the African studies program, tional business or government—or those who are students who plan to continue their African interest merely curious—are well served by the Minor in at the graduate level are encouraged to develop a Asian Studies. It provides a well-rounded introduc- competency in Swahili, French, Portuguese, or Ara- tion to the world’s most populous continent. The bic. In the senior year, each student must submit a Minor in Asian Studies is a very appropriate ac- satisfactory essay based upon research that combines companiment to majors in anthropology, East Asian the major discipline with the area studies curricu- languages and literatures, history, political science, lum. economics, or other Arts and Letters departments. It Students interested in an area studies minor is also suitable for students in the College of should consult the director (listed below). Business. This interdisciplinary minor requires four courses in Asian Studies (12 units) from at least three different departments and at least one full year of a relevant Asian language. In the senior year, students write a capstone project under the direction of a faculty member affiliated with the center and overseen by the Director of the Center for Asian Studies. Students should meet with the Director of the Center for Asian Studies as early as possible in their academic career in order to plan their courses wisely. They should also meet with her each semester to select approved courses. 248

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Requirements: Requirements: Irish Internships • 12 units, Asian Studies courses, from at •12 units, European Studies courses, from at least The Keough Institute for Irish Studies annually least three different departments three different departments awards Keough Irish Internships, which place under- • One year relevant Asian language • One semester European language beyond Univer- graduates in internship positions in Dublin relating • Three units, capstone project sity requirements to Irish politics and commerce, culture, and society. • Directed European Studies essay in senior year In the past, students have been placed in the Irish For further information, students are invited to con- parliament, government departments, the Irish Film tact Prof. Susan Blum, director, at 631-3762, or to Centre, and various social service organizations. The consult the center’s Web site: www.nd.edu/~cas. IRISH STUDIES Internships last for a period of seven weeks. Two In- ternships are reserved for students taking the Minor Director: in Irish Studies. EUROPEAN STUDIES Christopher Fox For further information, students should consult Director: The Keough Institute for Irish Studies provides stu- Prof. Christopher Fox, director; telephone 631-3555. A. James McAdams dents with a unique opportunity to explore Ireland’s extraordinary tradition in literature (in both the LATIN AMERICAN STUDIES PROGRAM Stretching from the Atlantic Ocean to the Ural English and Irish languages) and distinctive historical Director: Mountains, Europe plays a critical role in global development, including its influence on the his- Edward Beatty affairs. The ongoing enlargement of the European tory of the United States. The Irish Studies faculty Union is helping to unite many countries and peo- includes leaders in several fields, including English, ples in an otherwise diverse region. As future leaders, History, Film, and Irish language and literature. The This program promotes opportunities for students Notre Dame students need to know about Europe to Irish Studies Program also organizes a calendar of to deepen their understanding of the region through a variety of courses, campus activities, internships, make sense of the contemporary world. intellectual and cultural activities in which undergraduates are encouraged to participate; recent visi- and firsthand overseas learning experiences. Through Goals tors to campus have included Seamus Heaney and the Kellogg Institute, the program offers a calendar The Nanovic Institute for European Studies is dedi- John Hume, both Nobel Prize winners, and other of cultural events, summer research and internship cated to broadening the students’ learning experience leading Irish writers and public figures. grants, current affairs panels and regular talks on by bringing Europe to Notre Dame, by supporting Latin America by Notre Dame faculty and visiting teaching and scholarship, and by cultivating global Minor lecturers. In addition, the institute brings several perspectives. Through grants and programs, films, The core of the Program is a minor in Irish Stud- Visiting Fellows each semester who are from Latin and cultural events the Institute provides an interdis- ies. The minor helps students develop their un- America or who specialize in the region; these Fel- ciplinary home for undergraduate students, graduate derstanding of Irish society, culture, and politics lows visit classes and meet with students. students, and faculty to explore the evolving ideas, through both course work and firsthand experience The core of the program is a minor in Latin identities, institutions, and beliefs that shape Europe of Ireland. To qualify for the minor, students must American Studies. The minor aims to give students today. (a) demonstrate proficiency in Irish language (by well-rounded training that complements their major area of study and to make this training easily recog- Minor taking IRST 101, 102 and 103); (b) complete four nized on a graduating student’s transcript. In order Administered by the Nanovic Institute, the European three-credit Irish Studies courses (mainly in the fields to qualify for the minor, students must demonstrate Studies minor takes an interdisciplinary approach of history; English; Irish language and literature; proficiency in Spanish or Portuguese (through the to the study of Europe. Students take courses in a film, television, and theater; or anthropology), and three-course sequence in the Romance Languages variety of fields, such as politics, history, econom- (c) write a capstone essay in their senior year that Department or advanced placement), complete five ics, literature, culture, theology, and philosophy. links the minor with their major. Qualifying courses courses on Latin America that are distributed across Language is also an essential element of the minor. are listed in the Schedule of Classes under IRST; the at least three departments, with the option of writing Faculty advisors help students design their program list is available each semester from 422 Flanner Hall. a senior essay. in European Studies. Special events and programs Dublin Program Qualifying courses are listed each semester in are organized to benefit students enrolled in the pro- The home of the Dublin program is the Keough- the Schedule of Classes under LAST. They include gram. Students completing the minor will receive a Notre Dame Centre in O'Connell House in the Contemporary Latin American History, Economic certificate at graduation. historic heart of Ireland’s capital. Each semester, Development of Latin America, Latin American Student Support some 35 Notre Dame students enroll for courses in Politics, Liberation Theology, Sociology of Devel- Each semester the Nanovic Institute offers research the Centre and at Trinity College Dublin, University opment, and Spanish-American and Brazilian Litera- and travel grants for undergraduates. The Institute College Dublin, and the National College of Art and ture. The program offers the John J. Kennedy Prize also offers support for students wishing to go to Eu- Design. The program includes several field trips and annually for an outstanding senior essay dealing with rope to pursue internships, language study, and other a variety of social and cultural activities. Students a Latin American topic. The summer research fellow- educational endeavors. Students hoping to pursue taking the Minor in Irish Studies have a distinct ships are offered through Kellogg to students after careers in international affairs, business, the Foreign advantage when applying for this highly competitive their junior year to encourage undergraduates to Service, or who simply are curious about Europe program. undertake original research on international subjects. should consider becoming a European Studies minor The summer internships aim to provide undergradu- and/or applying to the Nanovic Institute for support. ates real-world experience in dealing with Latin American issues. For more complete information For more information, interested students about courses that qualify each semester for the should consult the Institute’s Web site: minor degree, the calendar of events or the summer www.nd.edu/~nanovic. research and internship competitions, please consult the LASP Web page at www.nd.edu/~kellogg/LASP, or call Holly Rivers, academic coordinator, at 631- 6023. 249

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MEDITERRANEAN/MIDDLE EAST STUDIES fresh ideas about the region. Each year, the program HIST 417. Dostoevsky’s Russia invites nationally and internationally renowned HIST 418. Modern Russian Society and Culture I Director: scholars to campus to share their latest research in HIST 419. Modern Russian Society and Culture II Joseph Amar ﬁelds pertinent to the minor. By virtue of their com- HIST 422. Russia Since World War II HIST 429. Late Imperial Russia, 1861–1917 petence in Russian or an East European language, HIST 433M. Europe Between the Wars This is a broad-based program that includes all participants in the program also are eligible to study aspects of the ancient and modern cultures that HIST 491. Europe in the Two World Wars language abroad for a semester during the school HIST 495. Russian Thinkers surround the Mediterranean. Courses from three year and to work in the region as business interns HIST 495. The Russian Revolution regions apply. In Europe, this includes the study of and teachers during the summer. Classical Greece and Rome as well as modern Italy, France, Spain and Portugal. Courses on the Middle COURSES IN RUSSIAN AND EAST East are related to the study of Semitic peoples and EUROPEAN STUDIES their cultures, languages, religions, and politics. In North Africa, Arab, and Francophone history and Russian Language and Literature civilization are the focus. In English: RU 360. Holy Fools in Christian Traditions COURSES IN MEDITERRANEAN/MIDDLE EAST RU 371–372. The Literature of Imperial Russia I STUDIES and II RU 373–374. The Literature of Imperial Russia I MEAR 101-104. Arabic Language and II MELC 235. Arabic Literature in English RU 375. The Literature of the Russian Translation Revolution MELC 240. Middle East History RU 376. The Literature of the Russian MELC 255. Women’s Memories, Women’s Dissidence Narrative RU 379. The Brothers Karamozov MELC 260. The Golden Age of Islamic RU 381. Russian Women Memoirists Civilization RU 385. New Directions in Russian Cinema MELC 300Y. Zion in the American-Israeli RU 393. Dostoevsky Imagination RU 394. Tolstoy MELC 325. Christians and Muslims In Russian: MELC 350. Christianity in the Middle East RU 401–402. Advanced Russian I and II MELC 360. Canon and Literature of Islam RU 451. St. Petersburg as Russian Cultural Icon MELC 390. Islam: Religion and Culture RU 461. Nineteenth-Century Russian CLAS 305/HIST 305. Greek History Literature CLAS 308/HIST 319. Roman Law and RU 462. Twentieth-Century Russian Literature Governance RU 471. An Introduction to Russian Poetry CLAS 450. Greek and Roman Mythology RU 477. Post-Soviet Russian Literature and Culture POLS 331. IR of the Middle East RU 482. Russian Romanticism HIST 248. Martyrs, Monks, and Crusaders RU 492. Chekhov HIST 491N. Jerusalem RU 493. Pushkin and His Time MI 390/HIST 394A. Medieval Middle East RU 494. Tolstoy ROFR 235. French Civilization and Culture ROSP 234. Civilization and Culture: Spain ROIT 345. Introduction to Italian Literature Political Science Other courses may apply with the permission of the POLS 347. The Nuts and Bolts of Russian Politics director. POLS 358. Comparative Politics of East Europe

RUSSIAN AND EAST EUROPEAN STUDIES History HIST 180. Modern Russian Memoirs Director: HIST 224. The Holocaust Thomas Gaiton Marullo HIST 250. Modern Russia to the Present HIST 353. Polish and Lithuanian The program in Russian and East European Studies Commonwealth enables students to enrich their understanding of HIST 379. European Women in the Twentieth Century the region through a variety of courses in language, HIST 380. East-Central Europe I HIST 381. East-Central Europe II literature, history, politics, and economics while HIST 382. Eastern Europe Since 1945 also encouraging and supporting the acquisition of HIST 383. Nineteenth- and Twentieth-Century Polish ﬁrsthand experience in the culture of the area. Its History largest initiative provides grants for summer courses HIST 384. Modern European Diplomacy taken from accredited programs, either in the United HIST 36. Europe Since 1945 States or abroad. Traditionally, this has meant lan- HIST 414A. Early Imperial Russia, 1700–1861 guage study in Moscow, St. Petersburg, Warsaw, and HIST 415. Twentieth-Century Russian History Kraków, but language study elsewhere in Eastern Europe as well as cultural programs and internships may also qualify for support. The program’s lecture series allows students to expand their knowledge of Russia and Eastern Europe beyond the scope of their course work by supplying a continuous source of 250

OFFICERS OF ADMINISTRATION

Ofﬁcers of Administration

In the College of Arts and Letters ROBERT NORTON, Ph.D. Acting Chair of the Department of German MARK W. ROCHE, Ph.D. and Russian Languages and Literatures I.A. O’Shaughnessy Dean of the College of Arts JOHN T. McGREEVY and Letters Chair of the Department of History GREGORY E. STERLING, PH.D. PAUL JOHNSON, Ph.D. Associate Dean of the College of Arts and Letters Acting Chair of the Department of Music GREGORY E. DOWD, Ph.D. PAUL WEITHMAN, Ph.D. Associate Dean of the College of Arts and Letters Chair of the Department of Philosophy CINDY S. BERGEMAN, Ph.D. RODNEY E. HERO, Ph.D. Associate Dean of the College of Arts and Letters Chair of the Department of Political Science AVA PREACHER, M.A. CLARK POWER, Ph.D. Assistant Dean of the College of Arts and Letters Chair of the Program of Liberal Studies Pre-Law Advisor JEANNE DAY, Ph.D. JENNIFER ELY NEMECEK, M.A. Chair of the Department of Psychology Assistant Dean of the College of Arts and Letters Preprofessional Advisor DOROTHY PRATT, Ph.D. Assistant Dean of the College of Arts and Letters BENEDICT F. GIAMO, Ph.D. Chair of the Program in American Studies REV. HUGH R. PAGE Associate Dean of the College of Arts and Letters JAMES McKENNA, Ph.D. Chair of the Department of Anthropology AUSTIN COLLINS, C.S.C., M.F.A. Chair of the Department of Art, Art History, and Design MARTIN BLOOMER, Ph.D. Chair of the Department of Classics LIONEL JENSEN, Ph.D. Chair of the Department of East Asian Languages and Literatures RICHARD JENSEN, Ph.D. Chair of the Department of Economics CHRIS VANDEN BOSSCHE, Ph.D. Chair of the Department of English DONALD CRAFTON, Ph.D. Chair of the Department of Film, Television, and Theatre 251

ADVISORY COUNCIL

Advisory Council

DAYLE SEIDENSPINNER-NÚÑEZ SUSAN DARIN HAGAN ROBERT S. NANOVIC Chair of the Department of Romance Languages Pittsburgh, Pennsylvania North Yarmouth, Maine and Literatures C. ROBERT HANLEY THOMAS J. O’DONNELL MICHAEL WELCH, Ph.D. Naples, Florida Chicago, Illinois Chair of the Department of Sociology PAUL M. HENKELS JEREMIAH P. O’GRADY JOHN CAVADINI, Ph.D. Blue Bell, Pennsylvania New York, New York Chair of the Department of Theology THOMAS A. HERBSTRITT JR. MICHAEL D. O’HALLERAN EDWARD M. ABRAMS Franklin Park, Illinois Chicago, Illinois Atlanta, Georgia LAURA G. HOEY TIMOTHY J. O’SHAUGHNESSY FRANK J. ANNESE Cambridge, Massachusetts Alexandria, Virginia Cooperstown, New York WILLIAM P. JOHNSON LISA MARIE PORCHE-BURKE RUSSELL G. ASHBAUGH JR. Goshen, Indiana Alhambra, California Elkhart, Indiana J. COLLIS JONES DONALD V. POTTER JAMES T. BARRY JR. Washington, D.C. Moraga, California Milwaukee, Wisconsin PATRICK J. KEOUGH PAUL A. RAMSEY ROBERT L. BERNER JR. Warren, Michigan New York, New York Winnetka, Illinois B. ROBERT KILL ROBERT T. ROLFS DAVID L. BOEHNEN South Bend, Indiana West Bend, Wisconsin Minneapolis, Minnesota PAUL G. KIMBALL FRANKLIN D. SCHURZ JR. MATTHEW BOMBERGER New York, New York South Bend, Indiana New Castle, Washington EDWARD D. LEWIS DAVID F. SENG BRIAN R. BRADY Palm Beach, Florida Dawsonville, Georgia Elkhart, Indiana EARL L. LINEHAN BRIAN O. SHANNON CORDELIA CANDELARIA Towson, Maryland Chicago, Illinois Tempe, Arizona F. JOSEPH LOUGHREY CHARLES E. SHEEDY CHRISTOPHER WAI-CHE CHENG Columbus, Indiana Houston, Texas Kwung Tong, Kowloon, Hong Kong CAROL LYMAN MARK S. SHIELDS KATHRYN H. COLLETT Winnetka, Illinois Washington, D.C. Bettendorf, Iowa JOHN R. MADDEN JEFFREY J. SPEAKS MORRISON A. CONWAY JR. La Grange, Illinois Princeton, New Jersey Wilsonville, Oregon LUCIA RODARTE MADRID F. QUINN STEPAN WILLIAM J. DEVERS JR. Phoenix, Arizona Northﬁeld, Illinois Chicago, Illinois JOSEPH F. McCANN MATTHEW V. STORIN JAMES F. FLAHERTY III Purchase, New York Boston, Massachusetts Los Angeles, California F. GERARD McGRATH GEORGE W. STRAKE JR. DANIEL K. FLATLEY New York, New York Houston, Texas Basking Ridge, New Jersey ANDREW J. McKENNA JR. THOMAS A. SULLIVAN BADI G. FOSTER Morton Grove, Illinois New York, New York Beachwood, Ohio JOHN P. McMEEL KELLY J. TUTHILL MICHAEL D. GALLIVAN Kansas City, Missouri Boston, Massachusetts Salt Lake City, Utah M. ROSE MEISSNER MARK E. WATSON JR. JOHN W. GLYNN South Bend, Indiana San Antonio, Texas Atherton, California KENNETH R. MEYER NOEL DON WYCLIFF CHARLES L. GRACE Chicago, Illinois Chicago, Illinois Charlotte, North Carolina JOSEPH E. MORAHAN III ROBERT N. GRECO Denver, Colorado Spokane, Washington JAMES A. MORSE SR. MARK A. GREEN Muskegon, Michigan Vernon Hills, Illinois CHRISTOPHER J. MURPHY III JANE SWIHART HAGALE South Bend, Indiana Houston, Texas