Media and Society

MEDIA AND SOCIETY

MEDIA AND SOCIETY The Media and Society program includes, in addition to the study of mass Program Faculty media entertainment, advertising, and Linda Robertson, Media and Society, news and information, the critical and Director historical analysis of literature and the arts. Donna Albro, Peer Education The aim of the combined elements in Lester Friedman, Media and Society the critical study of both mass media and Catherine Gallouët, French and the arts is to include an analysis of the Francophone role of the artist in not only reflecting the Grant Holly, English dominant mythologies of the culture, but Marilyn Jiménez, Africana Studies in reshaping them, of holding them up to Liz Lyon, English scrutiny, of compelling a revision of the Nicola Minnott-Ahl, English human potential. For the same reason, students are expected to engage in self- HWS is among the first liberal arts expression by exploring their creative colleges in the country to offer a major in capacities in at least one of the visual and media studies. From its inception in 1996, plastic arts, writing, dance, or music. the Media and Society Program has had The requirement for “hands on” two main goals: experience is met through courses in 1. To engage students in the critical documentary filmmaking, scriptwriting, analysis of the influence of the mass digital editing, photography, digital design, media on society, from both the socio- and journalism, as well as through the political and cultural/artistic perspectives. requirement that each student complete an 2. To stimulate students to use their internship or practicum related to his or her creative imaginations through self- area of academic interest. expression in writing, videography and editing, the visual and plastic arts, dance REQUIREMENTS FOR THE MAJOR (B.A.) and dance composition, and music and interdisciplinary, 12 courses, plus language music composition. competency. “Media studies” refers to the examina- The Media and Society Program offers an tion of the modern ability to disseminate interdisciplinary major and minor. Media the same message (visual, aural, and/or and Society majors explore four core areas textual) to a mass audience, using before deciding on a concentration. All technologies of reproduction and/ or majors are required to take at least one transmission. course in the creative arts, and to Media studies is an interdisciplinary complete either an internship or a field, drawing upon cultural studies, practicum related to the study of the role psychology, art and literary theory, of the media in society. Majors are sociology, information and propaganda required to complete cognate courses in theory, and economics, especially, American history or social consciousness political economy. The central concern and social theory. The major culminates is the critical analysis of the influence of with a Senior Seminar. the media on society and the individual. To remain in good standing as a major, an While the entertainment and advertis- average of at least 2.0 must be maintained for ing industries are an important subject in all courses that count toward the major. The media studies, equally important is the Senior Seminar must be passed with a C to role of mass media news and information count toward completing the major. outlets as integral to the political process. The internship is graded pass/no pass;

226 MEDIA AND SOCIETY the practicum can be taken for a grade or listed below as approved for the major, as pass/no pass. either under the headings Core Compe- The complete list of requirements for tencies or Concentrations. Minors are not the major are: MDSC 100; one course in required to develop a concentration in a each of four core competencies; four specific area of Media and Society. Minors courses to comprise a concentration may not use any of the courses listed as approved by a program adviser, one of Cognates for the minor. which will be a course which also satisfies a core requirement; competency in research APPROVED COURSES methods (does not require additional The Media and Society Program draws course work; this goal is met through upon courses offered in a number of course work taken for the major as different departments. Some of the courses approved by the adviser); a credit-bearing listed below may be withdrawn by internship or practicum in the area of contributing departments for various communications, artistic production, or reasons and new courses offered in journalism; a Media and Society senior departments may be accepted for the seminar. Media and Society major. Students should In addition to these courses, majors are consult with their advisers for current listings required to take two cognate courses. A of approved courses. cognate course is one that supports the study in the major, but is not a course in the CORE COMPETENCIES mass media or the arts. One cognate course Majors are required to take one course in must be in American history covering a each of four core areas. Minors are period since the Civil War or an approved required to take three courses chosen from course on the subject of the formation of different core areas. The same course may social consciousness (listed below). The be listed under more than one compe- second cognate course must be an approved tency; but one course cannot be used to social theory course (listed below). satisfy more than one of the core compe- Media and Society majors are also tencies numbered 1-4 below. required to demonstrate competence in a foreign language to the 102 level. Core Competency 1. Techniques of Students who have studied a foreign Performance and Creativity language in secondary school may have (majors choose one): Art: Any studio art course met this requirement; students for whom English: Any creative writing course English is a second language may have ENG 308 Screenwriting met this requirement; students with a ENG 178 Acting I certified statement from a counselor or Music: Private Instruction and Ensembles (1/2 credit physician that a learning disability per semester; two semesters required) prevents them from learning a foreign MUS 210 American Musical Theater language may petition for a waiver. MUS 400 Orchestration Dance: Any combination of dance classes for a total Students should consult with their adviser of 2.5 credits or one of the following: about this requirement. DAN 200 Dance Composition I DAN 300 Dance Composition II REQUIREMENTS FOR THE MINOR interdisciplinary, 6 courses Core Competency 2. Use of Imaging MDSC 100; one course each from three Technologies (majors choose one): different core competencies numbered 1- MDSC 300 Making the News 4; any two additional approved courses MDSC 305 Film Editing

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Core Competency 3. Critical Analysis or Media ART 240 European Art and Architecture Theory ART 249 Islamic Art and Architecture (majors choose one): ART 252 Japanese Art and Culture ALST 200 Ghettoscapes ART 256 Art of the Russian Revolution ALST 226 Screen Latinos DAN 210 Dance History I ALST 309 Black Cinema DAN 212 Dance History II ALST 310 Black Images/White Myths DAN 214 Dance History III ART 212 Women Make Movies ENG 287 Film Histories I ASN 342 Chinese Cinema ENG 288 Film Histories I ENG 176 Film Analysis I ENG 289 Film Histories III ENG 201 Jane Austen in Film ENG 370 Hollywood on Hollywood ENG 229 Television Histories, Television ENG 229 Television History, Television Narratives Narratives ENG 264 Globalism and Literature ENG 230 Film Analysis II EUST 101 Foundations of European Studies I ENG 233 Art of the Screenplay EUST 102 Foundations of European Studies II ENG 368 Film and Ideology MDSC 205 America in the Seventies ENG 375 Science Fiction MDSC 307 Medicine and Society ENG 376 New Waves MDSC 224 Age of Propaganda I FRE 241 Que sais-je? MDSC 225 Age of Propaganda I FRNE 252 Beyond Colonialism: Maghreb MDSC 303 Social Documentary Cultures and Literatures MUS 135 Music in the Americas: 1750 - 2000 FRNE 395 Society and culture in the Ancien MUS 202 History of Western Art and Music: Régime: Representation of Race Medieval and Renaissance MDSC 204 Imagining the West MUS 203 History of Western Art and Music: MDSC 205 America in the Seventies Baroque and Classical MDSC 307 Medicine and Society MUS 204 History of Western Art and Music: MDSC 310 Covenant with Death Romantic and Modern MDSC 224 Age of Propaganda I MUS 207 Music in American Culture: Jazz MDSC 225 Age of Propaganda II and Popular MDSC 303 Social Documentary MUS 210 American Musical Theater PHIL 220 Semiotics MUS 216 Music of Asia PHIL 230 Aesthetics MUS 217 Folk and Traditional Music of Africa PHIL 260 Mind and Language and the Americas POL 320 Mass Media POL 363 Cyber Politics/Cyber Culture Core Competency 5: Three Research Goals WRRH 250 Talk and Text: Introduction to (integrated into other course work for the major. The Discourse Analysis courses which meet these goals are approved by the adviser) Core Competency 4: Cultural History of the Research goal 1: Use of library, Fine Arts or Mass Media archival, and Internet sources (majors choose one): Research goal 2: Media content ALST 310 Black Images/White Myths ALST 200 Ghettoscapes analysis (qualitative or quantitative) ART 101 Ancient to Medieval Research goal 3: Fieldwork (inter- ART 102 Renaissance to Modern views, reporting, documenting). ART 103 East Asian Art Survey ART 110 Visual Culture CONCENTRATIONS ART 201 African-American Art A concentration for the major consists of ART 208 Greek Art and Architecture 5 courses from any one of the clusters ART 210 Woman as Image and Image-Maker ART 211 Feminism in the Arts below. At least two must be in two ART 221 Early Italian Renaissance Art different disciplines. At least one must be ART 222 Women in Renaissance Art and Life an MDSC course unless otherwise ART 226 Northern Renaissance Art indicated. Most courses taken to satisfy ART 230 Age of Michaelangelo the core competencies can be applied

228 MEDIA AND SOCIETY toward at least one concentration; consult Concentration in Studies in Cultural the courses listed under each concentra- Production: Composition and Technology tion. A minor chooses any two courses ART 234 Photography ART 239 Digital Imaging from the following: ART 245 Photosilkscreen Printing ART 301 Photography Workshop Concentration in Studies in Mass Media and DAN 200 Dance Composition I Politics DAN 300 Dance Composition II ALST 300 Ghettoscapes EDUC 295 Theater and the Child ALST 309 Black Cinema English: Any creative writing course ALST 310 Black Images/White Myths ENG 307 Playwriting Workshop MDSC 205 America in the Seventies ENG 308 Screenwriting MDSC 307 Medicine and Society MDSC 300 Making the News MDSC 224 Age of Propaganda I MDSC 305 Film Editing MDSC 225 Age of Propaganda II MDSC 485 Practicum: College Journalism MDSC 303 Social Documentary MUS 400 Orchestration POL 320 Mass Media WRRH 300 Issues and Practice of American POL 363 Cyber Politics/Cyber Culture Journalism WRRH 302 Op-Ed: Writing Political and Cultural Concentration in Studies in Film, Television, Commentary and New Media ALST 300 Ghettoscapes COGNATE COURSES ALST 226 Screen Latinos Social Theory ALST 309 Black Cinema (majors choose one; none of these courses can be ALST 310 Black Images/White Myths counted for the minor) ART 212 Women Make Movies BIDS 200 Critical Social Theory ASN 342 Chinese Cinema POL 160 Introduction to Political Theory ENG 176 Film Analysis I POL 175 Introduction to Feminist Theory ENG 201 Jane Austen in Film SOC 221 Sociology of Minorities ENG 229 Television Histories, Television SOC 222 Social Change Narratives SOC 226 Sociology of Sex and Gender ENG 230 Film Analysis II SOC 228 Social Conflicts ENG 233 Art of the Screenplay SOC 249 Technology and Society ENG 368 Film and Ideology SOC 260 Sociology of Human Nature ENG 375 Science Fiction SOC 256 Power and Powerlessness ENG 376 New Waves SOC 257 Political Sociology FRE 241 Que sais-je? SOC 259 Theory of Social Movements MDSC 205 America in the Seventies SOC 275 Social Policy MDSC 307 Medicine and Society MDSC 224 Age of Propaganda I American History and Social Consciousness MDSC 225 Age of Propaganda II (majors choose one; none of these courses can be MDSC 300 Social Documentary counted for the minor) POL 363 Cyber Politics/Cyber Culture AMST 100 History and Forms of American Culture HIST 204 History of American Society Studies in Critical Method and Mass Media Theory HIST 208 Women of American History ART 110 Visual Culture HIST 215 American Urban History ENG 368 Film and Ideology HIST 227 African-American History I: The Early Era PHIL 220 Semiotics HIST 228 African-American History II: The PHIL 230 Aesthetics Modern Era PHIL 260 Mind and Language HIST 240 History of Immigration and Ethnicity POL 363 Cyber Politics/Cyber Culture in America WRRH 250 Talk and Text HIST 246 American Environmental History HIST 250 Medieval Popular Culture HIST 258 Transformation of Rural America

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HIST 306 Civil War and Reconstruction: critical intersections where the arts both 1845-1877 influence and mediate the major historical HIST 310 Rise of Industrial America events and intellectual currents of this decade. HIST 311 20th -Century America: 1917-1941 (Friedman, offered annually) HIST 312 The U.S. Since 1939 224 Age of Propaganda I: 1914-1945; HIST 314 Aquarian Age: The 1960s 225 Age of Propaganda II: 1945-2001 The HIST 337 History of American Thought advent of modern or mechanized warfare Since 1865 brought awareness that propaganda directed at HIST 340 Faulkner and Southern Historical the home front, the enemy, and neutrals was as Consciousness essential to victory as effective deployment of POL 215 Minority Group Politics resources, weapons, and soldiers. Propaganda POL 270 African-American Political Thought techniques developed during World War I have had significant influence over the later emergence of public relations and advertising. COURSE DESCRIPTIONS This course examines the history and influence 100 Introduction to Media and Society The of war propaganda especially but not exclusively course considers the cultural meanings conveyed in of the United States during the twentieth popular entertainment, children’s television, and century, the Age of Propaganda. (Robertson, advertising; the political economy of mass media Spring, each offered alternate years) ownership; and how the press mediates the public’s sense of political and social realities. Students 300 Making the News This course examines examine serious issues raised by the pervasive how the news is made. Students are introduced to influence of mass media, including the concentra- the concept of narrative or representational tion of ownership over public communications, the paradigms used to structure news stories, commodification of culture, and how the media epistemological and ethical questions in affects the process of political persuasion. This considering who makes the news and why, as well course is intended for students interested in gaining as to issues relevant to what constitutes news and a better understanding of how we are influenced by its social implications. The course project consists public communications. (Robertson, Deutchman, of the research and editing of a film documentary. and Staff, offered annually) Students learn how to edit raw videotape to shape news stories and analyze the implications of their 204 Imagining the West: The Myth and The choices. The course develops skills in collabora- Media The image of the West in American culture tive learning, research, critical thinking, writing, is both real and imagined, historical and mythic. and editing for visual impact. Prerequisites: The so-called “frontier experience” has defined MDSC 100 and permission of instructor. significant aspects of cultural life and continues to (Robertson, offered alternate years) exert a hold on the imagination of Americans— and those beyond our shores. This class examines 303 Social Documentary Photography and the West as an ideological construct formed in by moving images have been used to enlighten both facts and legends, but most importantly, those who do not suffer to the lives of those who communicated and sustained by the mass media. do, to forward social change, and to influence Indeed, television and film productions have made social policy, sometimes progressively and the West as a vital part of American history and a sometimes not. This course examines visual social continuing facet of our everyday lives, and that is documentary’s influence, largely confined to the focus of the class. (Friedman, Fall) consideration of American social documentar- ians, including influence of photographers of 205 America in the ’70s It is easy to make fun of immigrants’ conditions in major cities during the the ’70s with its big hair, bad music, and blighted early 20th century; government-sponsored fashions. Many historians see the first half of the documentation of rural Americans’ lives during the decade as a pounding hangover from the radical Great Depression; and documentary films which ’60s and the second half as a counterbalancing have shaped social conscience from consciousness. prelude to the conservative ’80s, denying the ’70s (Robertson, Spring, offered alternate years) any identity of its own. But beneath the glittering disco globes, a fundamental shift in the 305 The Fine Cut: The Basics of Film culture, society and ideology that defined Editing This course offers an introduction to the American life—one reflected and refracted in art of film editing, with an emphasis on the the era's mass media and popular arts—took practical aspects of editing. Students learn basic place from 1970 to 1979. This class explores the editing techniques for narrative and documen- ’70s from the perspective of its cultural tary film, using either Final Cut Pro or Avid. In productions, paying particular attention to the addition to actual editing exercises using

230 MEN’S STUDIES unedited rushes or dailies, students study film MEN’S STUDIES sequences to learn various editing styles and techniques. Finally, students study the relationship of a novel, its screen adaptation and the film Coordinating Committee in order to understand the relationship of editing Jack Harris, Sociology, Coordinator to narrative. (Jiménez, offered annually) Rocco Capraro, History 307 Medicine and Society The worlds of media Iva Deutchman, Political Science and medicine exist in a unique symbiosis. Not Susan Henking, Religious Studies only do medical issues fuel plot lines of popular Renee Monson, Sociology television programs and films, the creation of cable channels devoted to health care matters, T. Dunbar Moodie, Sociology an ever-increasing number of books, newspaper Lee Quinby, English stories, magazine articles, advertisements, and Craig Rimmerman, Political Science Internet sites, but these media outlets, in turn, William Waller, Economics alter the practice and delivery of health care in the U.S. The intricate web conjoining the culture of medicine and the production of media The men’s studies program offers an has become a pervasive, two-way process that intellectually rigorous and coherent reflects the public’s obsession with health care and the central role it occupies in our national explanation of men’s lives, focusing on consciousness. This class explores the intercon- theories of masculinity, the history and nections between medicine and the media, sociology of men’s experience, gender and investigating this collaborative enterprise that sexuality as organizing categories of men’s characterizes contemporary American society. (Friedman, offered annually) identity and experience, and ways of knowing and teaching about these matters. 400 Senior Seminar This course is required of all Media and Society majors. Normally, seniors will enroll in this course; however, juniors may also REQUIREMENTS FOR THE MINOR enroll with the recommendation of their interdisciplinary, 5 courses advisers. This seminar, which is a capstone An introductory course: either FSEM 196 course for the major, will focus on a topic Theories of Masculinity or another course determined by the instructor. This is a research- intense course. (Staff, Spring, offered annually) approved by the coordinator; BIDS 245 Men and Masculinity; one theory course; 485 Practicum: Journalism for College one course on sexual minorities; and one Newspapers A practicum offers students an course on gender. The five courses of the opportunity to develop their knowledge of some aspect of the production and dissemination of minor must include two courses from each information through the acquisition and use of of two divisions (humanities, social practical skills learned from an experienced sciences, natural sciences, and fine and practitioner. This course is offered by an experienced journalist and feature-story writer. performing arts). Course credit will be linked to reporting on local, community, national, and international CROSSLISTED COURSES issues for the HWS newspaper, The Herald. Theory Courses Cannot be used to satisfy the internship/ ART 211 Feminism in the Arts practicum requirement if used toward the concentration in Studies in Cultural Production. ECON 310 Economics and Gender (Offered annually) ENG 304 Feminist Literary Theory SOC 220 Sociology of Everyday Life 499 Media and Society Internship Permission only. SOC 340 Feminist Sociological Theory WMST 300 Feminist Theory

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

The music department seeks to develop the musical understanding of students who desire to broaden their cultural perspective through study of the arts, as well as to prepare students wishing to pursue a professional career in music. Music courses are open to all students who have fulfilled the necessary prerequisites or gained permission of the appropriate individual instructors. Admission to choral

232 MUSIC and instrumental ensembles is by audition performed in the concert hall to hearing the only. Private instruction in applied music is soulful strains of blues in a Chicago club, or the “exotic” timbres and tunings of a Balinese available to all students for a fee of $270 per gamelan. Each repertory is unique in its materials semester for a total of 14 half-hour sessions. and methods of organization, each elicits a The music department offers a disci- unique set of values and feelings in response. Each is described and assigned meaning through plinary major and both a disciplinary and the cultural filters of our own individual interdisciplinary minor. To be counted backgrounds. Music utilized in the American toward the major or minor, all course work tradition based on European models is surveyed, must be passed with a grade of C- or better. as are representative models from contrasting cultures. (Berta, offered annually)

REQUIREMENTS FOR THE MAJOR (B.A.) 110 Introduction to Music Theory Fundamentals disciplinary, 12 courses and basic principles of Western music theory and their application are presented in this course. MUS 120, 121, 202, 203, 204, 231, 232, Specific areas include the study of clefs, major 401, 460; one additional course from MUS minor scales, key signatures, intervals, and triads. 130 or above; and two course credits earned Music notation and terminology are discussed. The through participation in a major choral or final half of the course covers an introduction to four-part harmonic writing, use of chords in root instrumental ensemble for four semesters, or position, and inversions. Basic ear training by taking private instruction for four techniques are employed. (Cowles, offered annually) semesters, or by taking two semesters of 120 Tonal Theory and Aural Skills I This course ensemble and two of private instruction. strives to produce a listener/performer who can perceive sound in meaningful patterns— REQUIREMENTS FOR THE MINOR developing a hearing mind from the Western disciplinary, 6 courses classical tradition, including diatonic scales; intervals; keys and triads; introduction to MUS 120, 121; two courses from the group principles of voice leading; Roman numeral MUS 202, 203, or 204; one additional analysis; functional harmony; and non-chordal course from MUS 130 or above; and one melodic elements. The approach is an integrated one, providing both the theoretical knowledge course credit earned through participation necessary for analysis and composition and the in a major choral or instrumental ensemble aural skills necessary for perception and perfor- for two semesters, or by private applied mance. Prerequisite: MUS 110 or permission of instruction for two semesters. the instructor. (Cowles, offered annually) 121 Tonal Theory and Aural Skills II This REQUIREMENTS FOR THE MINOR course continues goals outlined for MUS 120. It interdisciplinary, 7 courses explores further techniques of part writing, including tonicization and modulation to closely MUS 120, 121; two from the group MUS related keys, and the use of seventh chords. 202, 203 and 204; one non-music elective (Cowles, offered annually) course from art, history, education, philosophy, religious studies, anthropol- 130 Beethoven: The Man and His Music This course deals specifically with the music of ogy, languages, dance, or another Beethoven. Among the compositions carefully department, chosen in consultation with examined and listened to are his nine symphonies; the adviser; two course credits earned his opera Fidelio; concertos such as The Emperor; through participation in a major choral or piano sonatas such as The Pathetique, Appassionata, and Moonlight; selected string quartets; and his instrumental ensemble, or by private Missa Solemnis. Beethoven’s place in history, his applied instruction, for four semesters. personality, his leading the way to individualism and subjective feeling in music, and his vision of human freedom and dignity are also explored. COURSE DESCRIPTIONS (Berta, offered alternate years) 100 Introduction to Music Literature This course is intended to deepen the meaning of 135 Music in America: 1750-2000 Investigating experiencing music as a living language from the panorama of American Music to reveal its listening to Beethoven’s Fifth Symphony infinite variety and vitality, origins of American

233 MUSIC music are traced from the Native Americans, to 204 History of Western Art Music: Romantic and the psalm singing colonials, to the African slaves. Modern (1800-1950) Most 19th century composers Eighteenth century works by Billings and Mason pushed the expressive power of chromatic harmony are examined. Emphasis is placed on 19th- and and thematic unity to the musical extreme. By 1910, 20th-century music. Compositions include works most of the musical avant garde no longer found it by Ives, Copland, Gershwin, Crumb, Antheil, and possible to work within the constraints of the three Bernstein. (Berta, offered alternate years) century old tonal system. New systems and searches for novel sonorities led to the use of natural and 150 In a Russian Voice: Music from Glinka to electronically generated sounds. Chance happenings Stravinsky Borodin, Balakirev, Cui, Mussorgsky, were advocated by composers who objected to older and Rimsky Korsakov—who inherited a passion music’s predictability. The course surveys tradition for creating “Russian” works from Glinka and and change in romantic and modern music and is Dargomizhsky and passed this passion on in based on selected readings, recordings, and scores. elements of melody, harmony, and rhythm to (Myers, offered every third semester) Stravinsky—consciously and successfully incorporated folk and traditional elements into 206 Opera as Drama “That opera is properly a the traditional genres of art music. This course musical form of drama, with its own individual considers these composers and their “Russianness” dignity and force,” informs the content and to discover what is “Russian” about their music structure of this course. The central issue of the and what impact Russian Orthodox Church music relationship of words to music and form to meaning and folk song and dance have had in the and their continuing reinterpretations is examined development of musical language and style in the with respect to solutions offered by Monteverdi, 20th century. (Myers, offered alternate years) Pergolesi, Gluck, Mozart, Verdi, Wagner, and Berg. Music moves the psyche on several levels 160 The Symphony The concert symphony is the simultaneously; it is more holistic than the linearity type of music most performed by orchestras today. of verbal syntax can ever be. The ability to follow a Students in this course study the evolution and score in a rudimentary manner is desirable. (Myers, ever changing nuances of symphony. They explore offered alternate years) the various periods and work their way through the classical period, the romantic period, and the 20th 207 Music in American Culture: Jazz and Popular century. (Berta, offered alternate years) This course studies the development of contemporary styles and techniques in jazz and American 202 History of Western Art Music: Medieval and popular music of the Western hemisphere since Renaissance (600-1600) From Gregorian chant 1900. (D’Angelo, offered alternate years) and the songs of the troubadours, the beginnings of polyphony, the “new secular style” of the 14th 210 American Musical Theater A survey of the century, and the “sweet” harmonies of the 15th development, as an art form, of American musical century Burgundian school, through the theater from the European forms in early America to humanistic currents of the late 15th and 16th the present Broadway musical, including minstrels, centuries, composers created new styles, tech- vaudeville, burlesque, revue, comic opera, operetta, niques, and forms, responding to the demand for and blacks in the theatre. The course culminates greater expressivity and more variety. The course with a class production of a musical in concert form. surveys tradition and change in music from 600 to (D’Angelo, offered alternate years) 1600 and is based on selected readings, recordings, and scores. (Myers, offered every third semester) 216 Musics of Asia Interest in the performing arts of Asian cultures—music, theatre, and 203 History of Western Art Music: Baroque dance—on the part of Europeans can be traced and Classical (1600-1800) From the early back to 18th century notions of enlightenment operas of Monteverdi to the oratorios of Handel and universality and to increased contacts with and the cantatas of Bach, the Baroque composer Asia through trade and colonization. The aimed to “affect” his listener through powerful Exhibition of 1889 introduced European musical contrasts and rhetorical passions; Haydn, audiences to Indonesian percussion orchestras, Mozart, and the young Beethoven, on the other melodic intricacies of Indian raga, and the hand, were more interested in projecting formal stylized movement of “Siamese” dance. Asian logic and proportional design in their sonatas, performing arts have unique, valid approaches to string quartets, symphonies, and other instru- the organization of sound and time. Among the mental works. The course surveys tradition and repertories studied are the classical music and change in Baroque and classical music and is dance of India, Indonesian gamelan, Chinese based on selected readings, recordings, and Opera, and the theatrical traditions of Japan. scores. (Berta, offered every third semester) (Myers, offered alternate years)

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217 Folk and Traditional Music of Africa and the 460 Seminar in Music History This seminar Americas The ethnic, folk, and traditional musics provides in depth study of selected areas within of the Western continents fall into two groups: the history of Western music. Subjects vary from music found in cultures and regions having an year to year. Topics may focus on the works of a urban, professional, cultivated “art” tradition; or single composer (i.e., Mozart’s operas, music of non literate, “primitive” peoples affected Stravinsky’s ballets, Bach’s cantatas) or specific marginally by literate cultures. The first helped themes (i.e., text/music relationships). Stylistic develop popular styles in the 20th century. The and formal analysis of music is integrated with second provides richness in understanding the role European social and cultural history. Requirements music and the other performing arts play in shaping include active participation in discussion and a culture’s view of itself and the surrounding world. research projects. Students are expected to write Among the repertories studied are Navajo two substantive papers. Prerequisite: permission of ceremonial music, ritual music from the Guinea instructor. (Myers, offered alternate years) Coastal area of Africa, Afro American blues and work songs, ballad traditions of Appalachia, 495 Honors Andean music, Caribbean Carnival, and Afro Brazilian dances. (Myers, offered alternate years) Private Instruction MUS 907 Jazz Saxophone (Mandel) 231 Tonal and Chromatic Theory This course MUS 908 Violin/Viola (Zaplatynsky) focuses on chromatic harmony of 19th century MUS 909 Flute (Oberbrunner) Western art music, including modulation to MUS 910 Piano (Christiansen, Ralston, chromatically related and non diatonic keys, and altered chords. There is a strong emphasis on all or Slocum) aspects of part writing, and on aural comprehension MUS 911 Voice (Murphy, W. Trowbridge, of theoretical concepts and the performance of or Wilson) more complex melodic, rhythmic, and harmonic MUS 912 Double Bass (D’Angelo) materials. Prerequisite: MUS 121 or permission of MUS 913 Brass (Stempien) the instructor. (D’Angelo, offered annually) MUS 914 Woodwinds (Berta) MUS 916 Organ (Hamilton) 232 Advanced Chromatic Theory and Counter- MUS 917 Guitar (Greene or Meyer) point This course focuses on chromatic harmony of MUS 918 Drums (Curry) 19th-century Western art music, including modulation to chromatically related and non MUS 919 Jazz Piano (Barbuto) diatonic keys, and altered chords. There is continued emphasis on aural comprehension of theoretical Ensembles concepts, part writing, and the performance of more MUS 920 Colleges Jazz Ensemble (Barbuto) complex melodic, rhythmic, and harmonic MUS 926 Colleges Woodwind Ensemble materials, including counterpoint of the 18th and (Oberbrunner) 19th centuries. Prerequisite: MUS 231, or permission MUS 930 *Colleges Chorale (Cowles) of the instructor. (D’Angelo, offered annually) MUS 935 Colleges Community Chorus (Bartel) MUS 940 Colleges Brass Ensemble 400 Orchestration In this study of the ranges and (J. Trowbridge) timbers of orchestral instruments with reference to symphonic scoring, students arrange for small MUS 945 Colleges String Ensemble ensembles and full orchestra. Prerequisite: permission (Zaplatynsky) of instructor. (D’Angelo, offered alternate years) *Members of the Colleges Chorale may be 401 Form and Analysis This course offers a considered for membership, additionally, in the survey of selected methods of musical analysis, Colleges Cantori, a chamber vocal ensemble. including the traditional approaches to studying Cantori is a not-for-credit ensemble. form developed by Leon Stein and Douglas Greene, La Rue’s style analysis, Schenker’s system Note: Students who take private lessons receive one-half for tracing the underlying tonal structure of pieces, course credit per semester. Students who participate in the and Perle’s handling of serial procedures and Colleges Chorale, Colleges Community Chorus, or atonality. Each of the analytical systems is applied String, Woodwind, Brass, and Jazz Ensembles, also to representative works drawn from the six major receive one-half course credit per semester. style periods of Western art music. Prerequisite: MUS 231 or permission of the instructor. (Myers, Courses Offered as Needed offered alternate years) BIDS 298 The Ballet Russes: Modernism and the Arts 450 Independent Study MUS 305 Fundamentals of Conducting

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PEACE STUDIES least one disciplinary tradition. Group B courses provide close observation and Program Faculty experiential learning relevant to the peace- Steven Lee, Philosophy, Director maker role and/or meaningfully incorpo- Betty Bayer, Women’s Studies rate a substantial community service Sheila Bennett, Sociology and Asian requirement. In the case of the latter, the Languages and Literature program faculty adviser must approve the Michael Dobkowski, Religious Studies content of the community service compo- Kevin Dunn, Political Science nent as appropriate to the minor. Jack Harris, Sociology Two electives from Group 1 or 2: Feisal Khan, Economics electives from Group 2 Courses in Group Dia Mohan, Sociology 1 provide a substantive foundation in the Alejandra Molina, Spanish and Hispanic study of peace and justice; courses in Studies Group 2 provide a substantive foundation Dunbar Moodie, Sociology in the study of peace and conflict. Eric Patterson, American Studies Two one-half unit supervised commu- Craig Rimmerman, Public Policy nity service practica or 1 supervised full Richard Salter, Religious Studies credit internship (PCST 399): ordinarily Charles Temple, Education a full credit practicum represents a Lesley Adams, Chaplain minimum of 150 hours (75 hours for one- half credit) of community service, internship placement, or other experien- Peace Studies at Hobart and William tial learning, approved by the student’s Smith Colleges is interdisciplinary inquiry program adviser and documented by a into the conditions that promote social weekly reflective journal and final report. justice and the non-violent resolution of Senior Independent Project (PCST conflict in relations among individuals, 450): Enacting Peace: A self-initiated groups, and societies. It combines project that enacts in some way a peace- philosophical inquiry, historical knowl- maker role under the supervision of a edge, critical analysis of contemporary Peace Studies Program faculty adviser. social conditions, experiential learning, Projects may include creative works and and a deep commitment to educating and performance, and include summer projects empowering students for citizenship in a judged of equivalent sustained commit- world of greater peace, equity, and social ment by the student’s Senior Practicum justice. Our objective for the Minor in adviser. Note: Additional information Peace Studies is to prepare students regarding program requirements is willing and able to speak and act in their available from program faculty. lives out of deep commitment to creating conditions of social equity and critical Core Group A: Theoretical Foundations for the regard for others. Study of Peace, Justice, and Conflict ECON 236 Radical Political Economy REQUIREMENTS FOR THE MINOR PHIL 150 Justice and Equality interdisciplinary, 7 courses PHIL 152 Philosophy and Feminism One foundation course: PCST 201 PHIL 155 Morality of War PHIL 157 Ethical Inquiry: A Multicultural Teaching Peace or WMST 372 Peace. Approach Two core courses: one from Group A PHIL 159 Global Justice and one from Group B. Group A courses PHIL 232 Liberty and Community provide a theoretical foundation for the PHIL 235 Morality and Self-Interest study of peace, justice, and conflict in at POL 180 Introduction to International Relations

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POL 249 Protest Politics in Comparative Elective Group 2: Peace and Conflict Perspective AMST 100 History and Form of American Culture POL 380 Theories of International Relations AMST 302 The Culture of Empire PPOL 101 Democracy and Public Policy ENG 101 The Experience of War in Literature REL 228 Religion and Resistance ENG 317 Hearts of Darkness SOC 300 Classical Sociological Theory ENG 399 Milton SOC 325 Moral Sociology and the Good Society HIST 103 Revolutionary Europe SOC 356 Power and Powerlessness HIST 237 Europe Since the War SOC 370 Theories of Religion: Religion, Power, HIST 238 The World Wars in Global Perspective and Social Transformation HIST 272 Nazi Germany WMST 372 Peace [if not elected to meet the HIST 284 Africa: From Colonialsim to foundation course requirement] Neocolonialism HIST 285 The Middle East: Roots of Conflict Core Group B: Theory in Action HIST 301 The Enlightenment ASN 225 Tibetan Buddhism HIST 461 Seminar: War and Peace in the PCST 201 Teaching Peace [if not elected to meet Middle East the foundation course requirement] MDSC 224 The Age of Propaganda I PEHR 212 Making Connections MDSC 225 The Age of Propaganda II PEHR 215 Teaching for Change PHIL 155 Morality of War POL 212 The Sixties in American Politics POL 180 Introduction to International Relations POL 215 Racial and Ethnic Politics POL 212 The Sixties and American Politics PPOL 364 Social Policy and Community Action POL 215 Racial and Ethnic Politics SOC 259 New Social Futures POL 249 Protest Politics in Comparative SOC 290 Sociology of Community Perspective POL 254 Globalization Elective Group 1: Peace and Justice POL 283 Terrorism ALST 201 South Africa: An Orientation POL 290 American Foreign Policy ALST 202 South African Women’s Narratives POL 380 Theories of International Relations ALST 240 Third World Women’s Texts PPOL 328 Environmental Policy ASN 225 Tibetan Buddhism REL 271 The History and Impact of the BIDS 211 Labor: Domestic and Global Holocaust ECON 236 Radical Political Economy REL 274 Zionism, the State of Israel, and the PHIL 150 Justice and Equality Middle East Conflict PHIL 157 Ethical Inquiry: A Multicultural Approach REL 401 Literary and Theological Responses PHIL 159 Global Justice to the Holocaust PHIL 250 Feminism: Ethics and Knowledge SOC 356 Power and Powerlessness PPOL 101 Democracy and Public Policy SPAN 317 Arte y Revolución PPOL 328 Environmental Policy SPNE 355 Gabriel Garcia Marquez (in English) PPOL 364 Social Policy and Community Action REL 108 Religion and Alienation in COURSE DESCRIPTIONS 20th Century Culture 201 Teaching Peace Students consider some REL 228 Religion and Resistence definitions of peace that include not just “the REL 238 Liberating Theology absence of war,” as the English word implies, but REL 318 Post-Colonial Theologies also “wholeness, welfare, and safety,” as the SOC 259 New Social Futures Hebrew shalom and the Arabic salaam do; and justice, too, as in H.L. Mencken’s famous SOC 325 Moral Sociology and the Good Society suggestion, “If you want peace, work for justice.” SOC 370 Theories of Religion: Religion, Then students consider the work of activists in Power, and Social Transformation peace work, through their writings, in inter- SOC 290 Sociology of Community views, and to the extent possible, by working WMST 372 Peace [if not elected to meet the along side of them. Peace workers practice foundation course requirement] negotiation, arbitration, and conflict transformation, but as Professor David Ost reminds us, they also recognize the legitimacy of anger. And as Charles McCormach, president of the Save the Children Foundation observes, they do some of

237 PEACE STUDIES their best work upstream from conflict, helping PEER EDUCATION IN HUMAN those who would otherwise contribute to violence to find productive ways to live in their RELATIONS communities. This is a service learning course: in addition to participating in class discussions, students undertake service jobs related to peace- Program Faculty building in the Geneva community. (Fall, offered Donna Albro, Director alternate years) Typical readings: Sheldon Berman, Children’s The issues of diversity and oppression in Social Consciousness and the Development of Social Responsibility; Miles Horton, The Long Haul; an array of institutions (schools, Davies and Kaufman (eds.) Second Track/Citizens’ corporations, hospitals, the media, etc.) Diplomacy Concepts and Techniques for Conflict are important political issues now and Transformation; Lederach, Building Peace: Sustainable Reconciliation in Divided Societies; will continue to be so well into the 21st McCarthy, I’d Rather Teach Peace century. The peer education in human relations program helps students function effectively in this environment by providing them with a deep, personally grounded understanding of such issues, as well as experience in linking that analysis to action. Students ordinarily begin the peer education in human relations minor with PEHR 212 in the spring of their first year. Students completing this course then apply for admission to the minor.

REQUIREMENTS FOR THE MINOR interdisciplinary, 6 courses PEHR 212; three additional PEHR courses approved by an adviser in the program; and two approved elective courses.

ELECTIVES ALST 200 Ghettoscapes ALST 309 Black Cinema ALST 216 African Literature II: National Literatures of Africa AMST 310 Sexual Minorities in America ANTH 205 Race, Class and Ethnicity ART 201 African American Art ART 210 Woman as Image and Image Maker ART 212 Women Make Movies ASN 220 Male and Female in East Asian Societies BIDS 245 Men and Masculinity ECON 122 Economics of Caring ECON 248 Poverty and Welfare EDUC 203 Children With Disabilities EDUC 332 Disability, Family and Society EDUC 337 Education and Racial Diversity in the U.S.

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EDUC 338 Inclusive Schooling and challenges the notion of hierarchical EDUC 345 Women, Nature and Science knowledge by putting students in the role of ENG 281 Literature of Sexual Minorities teachers and facilitators. Prerequisite: by ENG 291 Introduction to African American application. (Albro, offered each semester) Literature I 213 Teaching Colleagues Practicum This ENG 304 Feminist Literary Theory course provides students a forum to demonstrate ENG 318 Body, Memory, and Representation the skills and competencies learned from ENG 342 Readings in Multi Ethnic Women’s Teaching for Change. The practicums take the Literature form of co-teaching the course, Culture of ENG 381 Sexuality and American Literature Respect, or undertaking an equivalent experi- FRNE 213 Vietnamese Literature in Translation ence. Students are given opportunities to FRNE 218 French Caribbean practice skills commensurate with their learning. LTAM 308 Latin American/Latino Cinema At the minimum, students facilitate small groups LTAM 310 The Latino Experience and help create a supportive and welcoming learning environment. At the maximum, MDSC 100 Introduction to Media and Society students present complex teaching modules in PHIL 152 Issues: Philosophy and Feminism front of a large group. Prerequisite: PEHR 212 or POL 215 Minority Group Politics PEHR 215. (Albro, offered annually) POL 219 Sexual Minority Movements and Public Policy 215 Teaching for Change In this course, POL 238 Sex and Power students are introduced to the basics of the POL 334 Civil Liberties course pedagogy, skills, and competencies. POL 348 Racism and Hatreds Students explore and share their experiences of PSY 247 Psychology of Women those identities that confer or deny privilege and access to resources on several levels: personal, REL 100 Religions in the World interpersonal, group, and intergroup. A service REL 271 The Holocaust learning component gives students the chance to REL 272 The Sociology of the American Jew practice and enhance their skills and knowledge. REL 273 Foundations of Jewish Thought Students also receive intensive skills training REL 281 Unspoken Worlds and advanced-level course work on anti REL 283 Que(e)Rying Religious Studies oppression pedagogy in order to prepare them to SOC 221 Sociology of Minorities serve as student peer educators in PEHR 212 SOC 226 Sociology of Sex and Gender Making Connections. Prerequisite: PEHR 212. SOC 244 Religion in American Society (Albro, Fall, offered annually) SOC 258 Social Problems 312 Making Connections Practicum In this SOC 340 Feminist Sociological Theory course, students serve as facilitators for PEHR WMST 100 Introduction to Women’s Studies 212 Making Connections. (Albro, Spring, offered WMST 300 Feminist Theory each semester)

COURSE DESCRIPTIONS 315 Teaching for Change Practicum In this 212 Making Connections This course course, students serve as co-teachers for PEHR introduces participants to the following ‘isms,’ 215 Teaching for Change. (Albro, Fall, offered their dynamics, and their interconnections: annually) sexism, racism, heterosexism, classism, anti- Semitism, ageism, and ableism. It gives students, staff, and faculty an invaluable opportunity to connect and inspire one another; to deal with issues of oppression and education; to topple the wall of resentment and fear that separate men and women, white people and people of color, gay/lesbian/bisexuals and heterosexuals, poor and rich, students and teachers—and to redefine the meaning of community at Hobart and William Smith Colleges. The course addresses the notion of healing and the role of emotions and attitudes in the development of human intelligence, provides participants with a variety of traditional and innovative teaching and learning methods,

239 PHILOSOPHY

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

240 PHILOSOPHY

120 Critical Thinking and Argumentative by addressing it, students explore what enters Writing This course is designed to improve a into consideration of a question from a moral person’s ability to think critically. While any point of view—how different aspects of human course in philosophy does this, this course relationships come into play. By virtue of that explicitly examines the principles of good exploration, students see what kind of reflection reasoning. Emphasis is placed on the evaluation, is appropriate when we are confronted with a the understanding, and the formulation of moral dilemma. The work for the course will arguments. Instruction is given in the detection include (1) understanding different moral and correction of fallacies of reasoning and in the theories, (2) applying theories to the “facts” of writing of argumentative essays. (Offered annually) the case, (3) evaluating different moral theories, Typical readings: Wright, Critical Thinking; (4) understanding, constructing, and evaluating Lee, What is the Argument? arguments. Students acquire an understanding of moral concepts and how to make use of those 125 Oral Argumentation and Debate Effective concepts in everyday situations. Students oral communication is essential for success in develop the skills for making intelligent life. This course introduces students to the theory judgments about which of alternative courses of and practice of oral argumentation and debate. action is the morally right one. Students read classic and contemporary texts on Typical readings: Robert Waller, The Bridges of rhetoric to understand the basis of effective Madison County; A. I. Melden, Rights and Persons speaking in the face of an opposing viewpoint. Students come to understand the basic structures 140 Introduction to Value Theory Values are and tools of argument construction and embodied in our interpretations, in personal and deconstruction. There is some written work, but collective perspectival stances we take on issues of most graded work is in the form of oral debates, everyday life. They become manifest in actions including required competition in two intercolle- and words, when we state our opinion on, say, giate weekend (usually Friday to Saturday) U.S. foreign policy, the role of parenting, the role debate tournaments. Lab fee: ($100 or less, of women in religion, the value of higher depending on expenses); permission of instructor education etc. Values are generally acted out, is required (first-years accepted). Crosslisted as most of them unconsciously. But some of them WRRH 125. can be raised into our awareness and can be Typical readings: Aristotle, Rhetoric; Meany, talked and written about. Although this process of Art, Argument & Debate consciousness-raising is not without its problems, this is precisely what this course tries to 130 Moral Dilemmas: Limiting Liberty The undertake. This course is an occasion for students fundamental question addressed in this course is: to examine their personal beliefs surrounding the To what extent is it morally justifiable to limit a meaning or lack of meaning they encounter in person’s liberty? The two topics in connection with major issues around the globe, both past and which this question is considered are pornography contemporary. Students begin by studying and and hate speech. Both of these topics concern writing about values in the form of aphorisms, contents of expression that some people think are anecdotes, short paragraphs. Then they aim at justifiably restrained. Others think that however larger texts such as parables, fables, myths, abhorrent the contents of expression in those areas manifestos, poems, and entire books. Students may be, freedom of expression should be abridged have as their main project to arrive at an overall in very limited kinds of cases, and that the topics in narrative embodying some of their values. All question do not fall within that limited class. This writing in the course is oriented toward that final course attempts to reach an understanding of the project.(Baer, offered occasionally) concerns that underlie both positions, the Typical readings: Nietzsche, Beyond Good and arguments that may be presented for and against Evil; Euripides, Bacchae; Nietzsche, Birth of both positions, and how to evaluate those Tragedy; Freud, Civilization and Its Discontents; arguments in order to reach a judgment that can be Marx/Engels, Communist Manifesto; Price, Three shown to be satisfactory. (Daise, offered alternate Gospels; Price, A Serious Way of Wondering; yesrs) Kierkegaard, Works of Love Typical reading: Bonevac, Today’s Moral Issues 150 Philosophy and Contemporary Issues: 130 Moral Dilemmas: Doing the Right Thing A Justice and Equality This course treats two topics moral dilemma is a situation in which there are that are of current social concern: the moral good reasons to do something and apparently permissibility of abortion and the justification of equally good reasons for not doing it. In this affirmative action. Students learn how to apply course students address one question from the the tools of philosophical analysis in attempting moral point of view: Did a certain character in a to resolve these issues. (Daise, offered annually) novel do the morally right thing? While that Typical readings: Joel Feinberg, The Problem of particular question is of no special significance, Abortion; Ezorsky, Racism and Justice

241 PHILOSOPHY

151 Philosophy and Contemporary Issues: 154 Philosophy and Contemporary Issues: Crime and Punishment This course explores the Environmental Ethics This course explores the relationship between moral responsibility and ethical and philosophical issues that arise when criminal responsibility. It looks at some perennial we consider the relation between humans and problems in ethical theory, such as: What makes the natural environment—issues made urgent by an act wrong? When is a person morally our current environmental crisis. Among responsible for their actions? When is punishment questions examined are: Is the value of nature an appropriate response to behavior that violates intrinsic or only instrumental? Do humans have social norms? It also looks at some problems in obligations toward nonhuman animals? Why are legal theory and in public policy, such as: What animal species worth preserving? Is it individual sorts of acts ought to be criminal? When is a animals or ecosystems that should be of moral person legally responsible for her actions? Why concern? What can feminism tell us about our should insanity be a defense to criminal charges? treatment of nature? Are economic efficiency The following general question links all these and cost/benefit analysis adequate criteria for problems: Which forms of behavior control are assessing our relation to the environment? (Lee, morally justifiable responses to which forms of offered alternate years) social deviance? (Brophy, offered annually) Typical readings: VanDeVeer and Pierce, (eds.), Typical readings: Macklin, Man, Mind, and People, Penguins, and Plastic Trees; McKibben, The Morality: The Ethics of Behavior Control; Morris, The End of Nature; Regan, Earthbound Brothel Boy and Other Parables of the Law; Murphy (ed.), Punishment and Rehabilitation, 3rd ed.; Katz, 155 Philosophy and Contemporary Issues: The Bad Acts and Guilty Minds; Butler, Erewhon Morality of War and Nuclear Weapons This course explores the phenomenon of war from a 152 Philosophy and Contemporary Issues: moral point of view. Among the questions Philosophy and Feminism This course considered are: When, if ever, is it morally justified examines both the ways in which philosophical to fight a war? What, if any, are the moral limits on concepts and methodologies have influenced how one may fight a war? What difference have contemporary thinking about gender and the nuclear weapons made in our moral understanding of war? Among the topics considered are: just war ways in which feminist viewpoints have theory, pacifism, realism, Hiroshima, and nuclear challenged many traditional philosophical deterrence. (Lee, offered every three years) ideas. Among the topics discussed are: marriage Typical readings: Walzer, Just and Unjust Wars; and motherhood, justice within families, Beckman, et al., The Nuclear Predicament prostitution, rape, sexual harassment, abortion, and reproductive technologies. (Staff, offered 156 Philosophy and Contemporary Issues: alternate years) Biomedical Ethics This course examines ethical Typical readings: Okin, Justice, Gender, and the issues that arise in the practice of medicine, in Family; Minas (ed.), Gender Basics; Kourany et the delivery of health care, and in biomedical al., (ed.), Feminist Philosophies research. Ethical issues arise in all areas of human activity, but they arise in medicine with special 153 Philosophy and Contemporary Issues: urgency. Some reasons for this are the special Economic Justice This course explores the nature of the physician/patient relationship, the question of distributive justice: How should importance of the matters of life and death social wealth be divided among the members of involved, the difficulty in distributing health society? Since our world is one of scarcity, people care in a just manner, and the many recent often will not get everything they want, and technological advances in medical treatment some may not get everything they need. What that exacerbate all of these problems. Among the should determine who gets what? What role issues considered are informed consent, patient should the market play in the achievement of autonomy, confidentiality and privacy, genetic distributive justice? Should the North feast while intervention, medical experimentation, the South survives on crumbs? This course reproductive control, allocation of scarce explores the question of economic or distributive medical resources, and justice in health care justice as it arises both among the members of delivery. (Lee, offered alternate years) our own society and between the First and Third Typical readings: Munson (ed.), Intervention Worlds. (Lee, offered every third year) and Reflection: Basic Issues in Medical Ethics ed. 5; Typical readings: Arthur and Shaw, Justice and Pence, Classic Cases in Medical Ethics Economic Distribution; Luper-Foy, Problems of International Justice; Okin, Justice, Gender, and the 156 Philosophy and Contemporary Issues: Family Biomedical Ethics National health care policy is determined by economic, social, moral and political considerations. Students focus on three

242 PHILOSOPHY contemporary issues in health care policy. First, 159 Philosophy and Contemporary Issues: which patients should be allowed to die, who Global Justice This course examines a set of should decide, and should physicians assist ethical issues arising from the relations among patients in dying? Second, should human cloning nations and their peoples in the light of increasing or genetic engineering be legal? Third, how should global interdependence. What does global justice society distribute our limited medical resources require of us? What is the moral significance of and should insurance be nationalized? A national borders? Are we justified in treating our satisfactory public policy must confront all these compatriots as more important morally than those hard questions in a way that has not yet been in other lands? What are the obligations of those of done. Students grapple with these issues us in wealthy nations to the hundreds of millions individually and in small groups, working to on our planet in extreme poverty, especially when develop and defend a coherent stance. Mostly some of this poverty is the result of our own work is very short essays that are revised. Expect a activities? Are our obligations to those in other strong emphasis on precise writing and critical lands negative only (not to harm), or are they also argumentation. The course includes three required positive (to provide needed help)? In seeking to film screenings outside of regularly scheduled class answer these questions, the course examines realist, time. (Barnes, offered alternate years) statist, and cosmopolitan normative theories of Typical readings: Kuhse & Singer, Bioethics: An international relations. (Offered alternate years) Anthology; Selected articles from The Journal of Typical readings: Charles Beitz, Political Theory Medical Ethics and International Relations; Henry Shue, Basic Rights; Thomas Pogge, World Poverty and Human 157 Ethical Inquiry: A Multicultural Approach Rights; John Rawls, The Law of Peoples This course considers some specific ethical issues from global and multicultural perspectives. Topics 159 Global Justice This course examines a set of include issues such as human rights, gender roles ethical issues arising from the relations among and morality, world hunger and poverty, nations and their peoples in the light of euthanasia, and racial and ethnic discrimination. increasing global interdependence and widespread In addition to examining these issues using a global poverty. What does global justice require of variety of Western philosophical traditions, us? What is the moral significance of national students consider approaches that come from borders? Are we justified in treating our Chinese, African, Indian, Native American, compatriots as morally more important than feminist, Buddhist, and Islamic cultures and foreigners? What are the obligations of the perspectives. (Oberbrunner, offered occasionally) wealthy individuals and nations to the hundreds of millions in extreme poverty? Are our 158 Philosophy and Contemporary Issues: obligations to those in other lands only not to Debating Public Policy Effectively advocating harm them, or also to provide them needed help? for one’s plan of action, when it’s opposed, is In seeking to answer such questions, students what makes the difference between just a cool examine realist, statist, and cosmopolitan idea and an implemented policy. However, normative theories of international relations. respectfully and persuasively selling one’s ideas (Lee, Fall) requires knowledge and skills that most people lack. This course develops students’ theoretical 170 Philosophy of Human Nature All our social, knowledge of policy analysis tools and their legal, and political institutions depend on practical skills (especially oral communication assumptions about human nature, as does each of skills) to improve their advocacy. Students work us in everyday life. This course examines these in teams to develop public policy positions on assumptions. Are we purely material entities current political, moral, and legal issues— conditioned by our environment? Can we change domestic and international. Teams then formally human nature? Might we be the sole authors of debate these positions while other students vote our own identity? Are we basically good? Should on them. Strong emphasis is placed on anticipat- society take precedence over the individual? Did ing problems with one’s own public policy Freud understand humans correctly? Did Marx? positions. Students learn about the general Do feminists? Students begin with readings from structure and tools of advocacy and opposition, as the world’s great wisdom traditions from India well as particular issues of current concern. and China, then our culture’s Judeo-Christian (Barnes, offered annually) foundations, followed by influential thinkers from Typical readings: classic and contemporary Western philosophy and science. (Oberbrunner, texts in philosophy, regular reading of The New offered every three years) York Times and extensive group research on Typical readings: Leslie Stevenson (ed.) The several debated issues Study of Human Nature: A Reader (2nd ed.; Leslie Stevenson and David L. Haberman, Ten Theories of Human Nature (3rd ed.)

243 PHILOSOPHY

190 Facts and Values This course examines a individuality or instead is valuable because of the variety of issues relevant to an understanding of community it represents. A related question is facts and values. What is the difference between whether social relations are best understood as a factual claim and a value claim? Does it make created by contract among persons or as sense to think of facts as objective, and therefore constitutive of personhood. What is at issue is the the same for everyone, and values as subjective, adequacy of liberalism. (Lee, offered alternate years) and therefore relative to individuals, families, Typical readings: Morgan, Classics of Moral and races, genders, classes, and cultures? What is the Political Theory; Avineri, Communitarianism and relationship between values and religion? How Individualism are values related to emotions? Is it possible, or even desirable, to put aside value preferences 235 Morality and Self Interest How should we when we seek knowledge? In what ways can act? Morality and individual self interest are knowledge seeking inquiries be biased? (Offered often thought to give conflicting answers to this alternate years) question. This course examines basic issues in Typical readings: Rachels, Elements of Moral moral theory by focusing on the question of Philosophy; Quine and Ullan, The Web of Belief; whether acting in one’s own interests is Feinberg (ed.), Reason and Responsibility incompatible with acting as morality requires. The course has a community service component. 220 Semiotics This is an introductory course to (Lee, offered alternate years) semiotics, the doctrine of sign in all forms and Typical readings: Morgan, Classics in Moral and shapes. Signs are processes of interpretation. Political Theory; Nelson, Morality—What’s in it for Anything (object, idea, feeling, action) can Me? become a sign by being interpreted. But interpretation is itself a sign in need of being 236 Philosophy of Law Study of the law raises interpreted, and so semiotics quickly becomes a many problems for which philosophy can help labyrinth in which the concept of the sign provide solutions. At the same time, the law becomes more, rather than less, problematic, as provides valuable source material bearing on the inquiry into its nature proceeds. A wide many traditional issues in philosophy. This variety of approaches to semiotics are presented, course studies these problems and issues by and applications to literature, art, architecture, examining both philosophical writings on the dance, history, anthropology, film studies, women law and legal opinions. Tort and contract law are studies, photography, sociology, psychology, and examined, as well as criminal and constitutional biology are encouraged. (Baer, offered annually) law. Some of the questions to be considered are: Typical readings: Plato, Cratylus; Berger, What is law? What is the relation between law Introduction to Semiotics; Lakoff and Johnson, and morality? To what extent is the state Metaphors We Live By; Frank, The Wounded justified in interfering with a person’s liberty? Storyteller; Bal, Meaning Making When are persons responsible for their actions? What is justice? When is a person liable for harm 230 Aesthetics This course addresses a variety of caused to others? When is it morally justified to philosophical issues relating to the arts. Some of punish a person? (Lee, offered alternate years) the questions that the course considers are: What Typical readings: Arthur and Shaw, Readings in does the term “beautiful” mean? Are there other Philosophy of Law; Scalia, A Matter of Interpretation measures of aesthetic value besides “beauty?” What is the nature of artistic creativity? What is 237 Philosophy of Religion After reviewing originality in art? Is there a role for art critics? some world religions, this course examines What is the purpose of art museums? How are philosophically a variety fundamental questions interpretations and evaluations of art influenced about religion. Can we honor both the global by race, gender, class, etc.? What value do the diversity of religions and our common humanity? arts have for society? (Oberbrunner, offered Can rational thought help us? The Western annually) tradition, both classical and contemporary, Typical readings: Korsmeyer (ed.), Aesthetics: includes a fascinating set of arguments to prove The Big Questions, Neill and Ridley, Arguing God’s existence. Are they successful? Students About Art; Neill and Ridley, The Philosophy of address the Problem of Evil, a perennial question Art; Battin et al., Puzzles About Art about why there is so much human suffering. Is religion patriarchal? What are some different 232 Liberty and Community This is a basic ways of understanding the nature of divinity? course in political philosophy. The focus is on Can we understand personal immortality? What striking a balance in a political order between the is the relationship between religion and science? freedom of the individual and the demands of Students look at several perspectives on religious community. The central question is whether the truth and ways of knowing it. (Oberbrunner, state is merely instrumental to the fostering of offered alternate years)

244 PHILOSOPHY

Typical readings: Huston Smith, The World’s discusses issues in science and epistemology (i.e., Religions; Louis P. Pojman, Philosophy of Religion; theory of knowledge). Historically, how has Yeager Hudson, The Philosophy of Religion science contributed to the subordination of women? Are social and political considerations 238 Philosophy of Natural Science: A Contempo- relevant to science? Is it possible for science to rary Introduction This course focuses on several be “objective?” What can be done to make questions: What is “scientific method?” What is science less biased? (Offered alternate years) “inductive reasoning?” When is data evidence for a Typical readings: Kant, Grounding for the theory? How well can different sciences explain and Metaphysics of Morals; Mill, Utilitarianism; Held predict the natural world? What is the relationship (ed.), Justice and Care; Sherwin, No Longer between explanation and prediction? What is the Patient; Kourany (ed.), The Gender of Science process by which a scientific community rejects one theory and replaces it with another? (Brophy, offered 260 Mind and Language This course explores every three years) one of the newest theories of mind and language Typical readings: Hacking, Representing and and applies it to one of the oldest philosophic Intervening; Casti, Searching for Certainty: What texts. The circle linking Lakoff and Johnson Scientists Can Know About the Future; Boyd, (1999) to the work of Chuang Tzu (4th century Gasper, and Trout, (eds.), The Philosophy of B.C.) does not only enclose some 2,500 years of Science philosophy but also attempts to build a bridge between a U.S. version of a philosophy of 240 Symbolic Logic This course is an introduction cognitive science with a version of Chinese to the techniques and theories of formal logic. It Taoism. Specifically, students study a method of involves logic games and very user friendly cognitive linguistics which states that the mind instructional software in the Macintosh computer is inherently embodied and articulates itself laboratory. Topics include translation to artificial mostly in metaphors in ways that remain largely languages; formal techniques and procedures unconscious. (Baer, offered annually) (natural deduction and trees); the concepts of Typical readings: Lakoff and Johnson, validity, soundness, completeness, and consis- Philosophy in the Flesh; Mair, Wandering on the tency; and the theory of deductive reasoning. Way; Mote, Intellectual Foundations of China (Brophy, offered every three years) Typical readings: Barwise and Etchemendy, The 370 Ancient Philosophy This course gives Language of First Order Logic, including the careful attention to Plato’s arguments on program, “Tarski’s World” questions of morality. It explores Plato’s view of the proper relationship between the individual 242 Experiencing and Knowing How trustworthy and society and the relationship between that are our sense organs for giving us information view and Plato’s theory of knowledge. The views about the world? Is there any other good source of the Sophists are examined, and Aristotle’s of knowledge besides sensory experience? How views in Metaphysics are also considered. (Daise, reliable are the inductive methods of science? offered annually) How can we tell when we have achieved Typical readings: Plato, Meno; Protagoras, knowledge? What is the scope of human Republic; Aristotle, Metaphysics knowledge? What are its limits? This course examines some 20th century discussions of these 372 Early Modern Philosophy This course is an and similar questions that have long intrigued introduction to the principal works and central thinkers wishing to understand the capacities of theories of the early modern period (1600-1750). the human mind. (Offered alternate years) The philosophical thought of this period was Typical readings: Alcoff (ed.), Epistemology: closely tied to the newly developing sciences and The Big Questions, Pojman (ed.,) The Theory of also to profound changes in religion, politics, and Knowledge morality. Accompanying the transformation of thinking in all of these areas was a renewed interest 250 Feminism: Ethics and Knowledge This in skeptical theories from ancient sources, and course examines various feminist critiques of what emerged was the beginning of uniquely traditional approaches to ethics and to knowl- modern approaches to philosophy. Each year this edge. The first half of the course addresses moral course focuses on a handful of texts from this issues. Are traditional moral theories adequate for period, to be selected from the works of addressing the problems that women face? Do Montaigne, Bacon, Galileo, Descartes, Hobbes, women tend to think about morality differently Bayle, Arnauld, Gassendi, Mersenne, Leibniz, than men do? What is “feminist ethics?” What Spinoza, Boyle, Butler, Malbranche, Pascal, moral obligations does it assign to individuals? Newton, Locke, Berkeley, and Hume. (Brophy, What are its implications for governments and offered annually) social policy? The second half of the course

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373 Kant Kant’s critical and transcendental PHYSICS investigations of the limits of the ability of the human mind to resolve issues of what we can know and how we should act have been enormously Donald Spector, Ph.D.; Professor, Philip J. influential for all subsequent philosophical inquiry. Moorad ’28 and Margaret N. Moorad This course is devoted to understanding the problems Kant faced, the answers he advanced, and Professor of Science, Department Chair the difficult and intriguing arguments he provided Theodore Allen, Ph.D.; Associate to support his views. Because understanding Kant’s Professor empirical realism and transcendental idealism is Larry Campbell, Ph.D.; Research Profes- incomplete without critical scrutiny of his argument, objections are introduced and discussed. sor (Baer, offered annually) Pasad Kulatunga, Ph.D.; Assistant Typical readings: Kant, Critique of Pure Reason, Professor Foundations of the Metaphysics of Morals, Religion within the Limits of Reason Alone Steven Penn, Ph.D.; Assistant Professor

390 Contemporary Philosophy This course traces Historically, the discipline of physics is the development of contemporary philosophy in identified as that branch of science which the analytic Anglo-American tradition from Charles Peirce and Bertrand Russell through seeks to discover, unify, and apply the Ludwig Wittgenstein and Willard Quine, and most basic laws of nature. Our curriculum beyond. Among the philosophical movements introduces students to its principal considered are pragmatism, naturalism, realism, intuitionism, positivism, emotivism, linguistic subfields—electromagnetism, mechanics, philosophy, conventionalism, and the return to thermal physics, optics, and quantum normative theory. Special attention is paid to the mechanics—and provides the most development of analytic philosophy within ethics. extensive training in mathematical and At the end, an important recent book in analytic philosophy is studied. (Lee, offered annually) analytical methods of any of the sciences. Typical readings: Lindberg, Analytic Philosophy; Since this is the foundation upon which Cahn and Haber, Twentieth Century Ethical Thought all other sciences and engineering are based, the study of physics provides a 450 Independent Study strong background for students who plan 460 Senior Seminar This course has variable careers in areas such as physics, astrophys- content. Each year a central philosophical issue ics, astronomy, geophysics, oceanography, or the work of an important philosophical figure is examined. (Offered annually) meteorology, engineering, operations research, teaching, medicine, and law. 495 Honors Because physics is interested in first causes, it has a strong connection to Courses Offered Occasionally:* 140 Introduction to Value Theory philosophy as well. 153 Philosophy and Contemporary Increasingly in the modern era, Issues: Economic Justice physicists have turned their attention to 160 Philosophy of Medicine physics applications in areas where their 205 Ideas of Self analytical and experimental skills are 225 Versions of Verity particularly demanded, exploring such 237 Philosophy of Religion things as nanotechnology, controlled 271 Medieval Philosophy 274 German Idealism nuclear fusion, the evolution of stars and 380 Experience and Consciousness: galaxies, the origins of the universe, the Introduction to Phenomenology properties of matter at ultra-low tempera- 381 Existentialism tures, the creation and characterization of new materials for laser and electronics *Frequency as determined by student demand and faculty availability technologies, and biophysics and biomedical engineering. PHYS 150 and 160 have a calculus

246 PHYSICS corequisite and are intended for students count toward the major in the departments majoring in the natural sciences or other that offer them satisfy this requirement. students with a strong interest in science. Courses with numbers lower than 150 REQUIREMENTS FOR THE MINOR are particularly suitable for students not disciplinary, 6 courses majoring in a physical science. Prerequi- PHYS 150, PHYS 160, PHYS 270, and sites for any course may be waived at the three additional physics courses. discretion of the instructor. Grades in courses comprising the major or the minor COURSE DESCRIPTIONS must average C- or better. 110 “Beam Me Up, Einstein”: Physics Through Star Trek Can you really learn physics watching Star Trek? This course says “yes.” BINARY ENGINEERING PLAN Students consider such Star Trek staples as warp A joint-degree engineering program is drive, cloaking devices, holodecks, and time offered with Columbia University, The travel, and learn what the principles of physics tell us about these possibilities—and what these Thayer School of Engineering at possibilities would mean for the principles of Dartmouth, Rensselaer Polytechnic physics. Anyone who has ever enjoyed a science Institute, and Washington University. fiction book or movie will find that using Star Upon completion of three years at Hobart Trek offers an excellent context for learning about a variety of topics in physics, including and William Smith Colleges and two black holes, antimatter, lasers, and other exotic years at an engineering school, a student phenomena. (Offered annually) will receive a B.S. in engineering from the Typical readings: L. Krauss, The Physics of Star engineering school and either a B.A. or a Trek; R. March, Physics for Poets B.S. from Hobart or William Smith. 112 Introduction to Astronomy This course Majoring in physics here provides the best offers a survey of the celestial universe, including preparation for further work in most planets, stars, galaxies, and assorted other celestial objects which are not yet well engineering fields. A similar program may understood. The Big Bang cosmological model is be constructed at many other engineering thoroughly explored, as are the various schools via the transfer process. See “Joint observational techniques employed to collect Degree Programs” elsewhere in the astronomical data. (Offered annually) Catalogue for details. 140 Principles of Physics This is a one-semester survey course in physics with laboratory, which REQUIREMENTS FOR THE MAJOR (B.A.) makes use of algebra and trigonometry, but not calculus. It is designed particularly for architec- disciplinary, 12 courses tural studies students, for whom it is a required PHYS 150, PHYS 160, PHYS 270, PHYS course. It also provides a serious, problem-solving 285, PHYS 383, MATH 130 Calculus I, introduction to physics for students not wishing MATH 131 Calculus II, and five addi- to learn calculus. The following topics are included: mechanics (particularly statics, stress, tional courses in physics at the 200 or 300 and strain), sound, and heat. This course satisfies level. A course at the 200 or 300 level from the physics prerequisite for PHYS 160. (Offered another science division department may annually) be substituted for a physics course with the Typical reading: Hecht, Physics approval of the department chair. 150 Introductory Physics I This is a calculus- based first course in mechanics and waves with REQUIREMENTS FOR THE MAJOR (B.S.) laboratory. Prerequisite: MATH 130 Calculus I (may be taken concurrently). (Offered annually) disciplinary, 16 courses Typical reading: Young and Freedman, All of the requirements for the B.A. University Physics physics major, plus four additional courses 160 Introductory Physics II This course offers a in the sciences. Only those courses which calculus-based first course in electromagnetism and optics with laboratory. Prerequisites: PHYS

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150 and MATH 131 Calculus II (may be taken statistics of data analysis, techniques of linear concurrently). (Offered annually) and nonlinear fitting, discrete Fourier analysis, Typical reading: Young and Freedman, eigenvalues and linear systems, signal processing, University Physics numerical solutions of differential equations, numerical integration, and symbolic computing. 240 Electronics This course offers a brief Additional topics may include complex analysis, introduction to AC circuit theory, followed by finite element modeling, and control theory. consideration of diode and transistor characteris- Students learn to solve problems with software tics, simple amplifier and oscillator circuits, such as MatLab and Maple. Prerequisite: PHYS operational amplifiers, and IC digital electronics. 285. (Offered annually) With laboratory. Prerequisite: PHYS 160. Typical reading: Bevington, Data Reduction and (Offered alternate years) Error Analysis for the Physical Sciences

262 Applied Photonics This course surveys new 351 Mechanics Particle dynamics and energy, optical technologies widely used to control light, potential functions, oscillations, central forces, with an emphasis on generation, detection, and dynamics of systems and conservation laws, rigid imaging. These include new techniques in bodies, rotating coordinate systems, Lagrangian microscopy relevant to biological applications and Hamiltonian methods are explored in this and nanotechnology, applications of lasers in course. Prerequisites: PHYS 160 and MATH 131 micromanipulation, optical trapping, quantum- Calculus II. (Offered alternate years) dots, and fluorescence imaging of cells and single Typical reading: Barger and Olsson, Classical molecules. Prerequisites: PHYS 160 and MATH Mechanics 131 Calculus II or permission of the instructor. (Offered alternate years) 352 Quantum Mechanics This course develops Typical reading: Saleh and Teich, Fundamen- quantum mechanics, primarily in the tals of Photonics; Greulich, Micromanipulation by Schrödinger picture. Topics include the solutions light in Biology and Medicine of the Schrödinger equation for simple potentials, measurement theory and operator 270 Modern Physics This course provides a methods, angular momentum, quantum statistics, comprehensive introduction to 20th-century perturbation theory and other approximate physics. Topics are drawn from the following: methods. Applications to such systems as atoms, special relativity; early quantum views of matter molecules, nuclei, and solids are considered. and light; the Schrödinger wave equation and its Prerequisite: PHYS 270. (Offered alternate years) applications; atomic physics; masers and lasers; Typical reading: Griffiths, Introduction to radioactivity and nuclear physics; the band Quantum Mechanics theory of solids; and elementary particles. Prerequisites: PHYS 160 and MATH 131 361 Electricity and Magnetism In this course Calculus II. (Offered annually) students examine the vector calculus treatment Typical reading: Serway, Moses, and Moyer, of electric and magnetic fields in both free space Modern Physics and in dielectric and magnetic materials. Scalar and vector potentials, Laplace’s equation, and 285 Math Methods This course covers a number Maxwell’s equations are treated. Prerequisites: of mathematical topics that are widely used by PHYS 160 and MATH 131 Calculus II. (Offered students of science and engineering. It is intended alternate years) particularly to prepare physics majors for the Typical reading: Griffiths, Introduction to mathematical demands of 300-level physics Electrodynamics courses. Math and chemistry majors also find this course quite helpful. Techniques that are useful in 362 Optics A survey of optics that includes physical science problems are stressed. Topics are geometrical optics, the usual topics of physical generally drawn from: power series, complex optics such as interference and diffraction, and variables, matrices and eigenvalues, multiple lasers. Prerequisites: PHYS 160 and MATH 131 integrals, Fourier series, Laplace transforms, Calculus II. (Offered alternate years) differential equations and boundary value Typical reading: Hecht, Optics problems, and vector calculus. Prerequisite: MATH 131 Calculus II. (Offered annually) 375 Thermal Physics This course reviews the Typical reading: Boas, Mathematical Methods in laws of thermodynamics, their basis in statistical the Physical Sciences mechanics, and their application to systems of physical interest. Typical applications include 287 Computational Methods in Physics This magnetism, ideal gases, blackbody radiation, course covers the theory and methodology of the Bose-Einstein condensation, chemical and most common computational methods used in nuclear reactions, neutron stars, blackholes, and modern physics. Topics typically include the

248 POLITICAL SCIENCE phase transitions. Prerequisites: PHYS 160 and POLITICAL SCIENCE MATH 131 Calculus II. (Offered alternate years) Typical reading: Kittel and Kroemer, Thermal Physics Iva E. Deutchman, Ph.D., Professor, Department Chair 380 Contemporary Inquiries in Physics This course examines current major lines of develop- Jodi Dean, Ph.D., Associate Professor ment in the understanding of physics. Typical Kevin Dunn, Ph.D., Assistant Professor examples include neutrino astronomy, supercon- Cedric Johnson, Ph.D., Assistant ductivity, superstrings and other attempts at Professor unification, phase transitions, the early universe, and chaotic dynamics. Prerequisites: PHYS 270 DeWayne Lucas, Ph.D., Assistant and two 300 level physics courses or permission Professor of the instructor. (Offered occasionally) David Ost, Ph.D., Professor 381 Topics in Laboratory Physics I This Paul A. Passavant, Ph.D., Associate laboratory course offers a series of experiments Professor for students in 200 or 300 level physics courses. Whenever possible the experiments assigned are Political Science offers courses in four related to the field of physics being studied in the corresponding 200 or 300 level courses. PHYS subfields: American politics (AMER), 381 and PHYS 382 together may be substituted comparative politics (COMP), political for PHYS 383. (0.5 credit; offered occasionally) philosophy and theory (TH), and 382 Topics in Laboratory Physics II This international relations (IR). Each subfield laboratory course offers a series of experiments has a 100-level introductory course. The for students in 200 or 300 level physics courses 100-level courses can be taken in any similar to PHYS 381 but at a higher level. PHYS order. The 200- and 300-level courses are 381 and PHYS 382 together may be substituted for PHYS 383. (0.5 credit; offered occasionally) of equivalent difficulty, although the 300- level courses tend to focus on more 383 Advanced Physics Laboratory This specialized topics. The 400-level courses laboratory course meets once a week and offers a are seminars and are limited to junior and series of experiments for students in 200 or 300 level physics courses. Whenever possible the senior political science majors. experiments assigned are related to the field of Political Science offers a disciplinary physics being studied in the corresponding 200 major and minor. All courses must be or 300 level courses. PHYS 383 is required of all physics majors. (Offered annually) completed with a grade of C- or better in order to be credited toward the major. 450 Independent Study REQUIREMENTS FOR THE MAJOR (B.A.) 495 Honors disciplinary, 10 courses Two introductory courses from among POL 110, POL 140, POL 160, and POL 180; one course in each of the four subfields (the introductory courses count); a seminar in the junior and senior years; and a group of four courses, one of which may be outside the department, that define a theme or focus and are approved by the adviser. Except for seminars, no more than four courses in any one subfield count toward the major.

249 POLITICAL SCIENCE

REQUIREMENTS FOR THE MINOR Political Theory Subfield disciplinary, 5 courses POL 160 Introduction to Political Theory Five political science courses in at least POL 175 Introduction to Feminist Theory POL 261 Quantitative Research Methods in three separate subfields (American Political Science politics, comparative politics, interna- POL 264 Legal Theory tional relations, political theory), three of POL 265 Modern Political Theory which must be at the 200 level or higher. POL 266 Contemporary Political Theory POL 270 African-American Political Thought COURSE CONCENTRATIONS POL 279 Radical Thought from Karl Marx to George Bush Note: Some courses serve more than one subfield. POL 310 Feminist Legal Theory Seminars do not count toward subfields. POL 363 Cyber Politics/Cyber Culture American Politics Subfield POL 375 Feminist Legal Theory POL 110 Introduction to American Politics POL 379 Radical Thought, Left and Right POL 212 The Sixties POL 215 Racial and Ethnic Politics POL 221 Voting and Elections CROSSLISTED COURSES POL 222 Political Parties PPOL 219 Sexual Minority Movements and POL 224 American Congress Public Policy POL 225 American Presidency PPOL 328 Environmental Policy POL 229 State and Local Government PPOL 364 Social Policy and Community POL 236 Urban Politics and Public Policy Activism POL 238 Sex and Power POL 249 Protests, Movements, Revolutions COURSE DESCRIPTIONS POL 270 African-American Political Thought 110 Introduction to American Politics This POL 320 Mass Media course examines the capability of the American POL 328 Environmental Policy political system to respond to the needs of all its POL 332 American Constitutional Law citizens. It looks at historical origins, basic institutions, distribution of power, popular POL 333 Civil Rights influence, parties and social movements, the POL 334 Civil Liberties relationship of capitalism to democracy, and POL 335 Law and Society inequalities based on class, race, and gender. (Deutchman, Lucas, Johnson, Passavant, offered Comparative Politics Subfield each semester; subfield: AMER) POL 140 Introduction to Comparative Politics Typical readings: readings change each POL 243 Europe after Communism semester, but include several books and often the POL 245 Politics of the New Europe daily New York Times POL 248 Politics of Development 140 Introduction to Comparative World POL 249 Protests, Movements, Revolutions Politics An ambitious introductory course, aimed POL 254 Globalization at teaching students both basic political POL 255 Politics of Latin American Development concepts—such as individualism and POL 257 Russia/China Unraveled communitarianism, tradition and modernity, POL 258 Middle East Politics right and left, fascism and communism, POL 259 African Politics democracy and capitalism—as well as the POL 348 Racism and Hatreds fundamentals of various political systems throughout the world. Students look at the International Relations Subfield impact of westernization, modernization, nationalism, racism, class conflicts, foreign POL 180 Introduction to International Relations intervention, and globalization and anti- POL 248 Politics of Development globalization as they try to figure out just why it POL 254 Globalization is that the world’s political systems are organized POL 280 Contemporary International Relations the way they are. (Ost, Staff, offered each semester; POL 283 Terrorism subfield: COMP) POL 290 American Foreign Policy POL 296 International Law 160 Introduction to Political Theory This course POL 380 Theories of International Relations reads classical political theory from the Ancient POL 394 Identity and International Relations Greeks through the early modern period in England. The class introduces students to some of

250 POLITICAL SCIENCE the major themes through which politics and Typical readings: Diamond, Not by Politics political life have been understood. Beginning Alone: The Enduring Influence of the Christian with Thucydides, it examines the virtues and Right; Christie Whitman, It’s My Party, Too; values of the ancient world with attention to the David Dombe, God Willing? dilemma between justice and expediency. Continuing with Plato and Aristotle, it considers 212 The Sixties “The Sixties” is commonly justice, reason, and the good in the context of life memorialized as a period of radical social, political in the polis. The course ends with the challenges and cultural change in the United States. This Machiavelli’s and Hobbes’ notions of power course examines the origins of the various social present for the presumption of an original human movements—civil rights, black power, anti-war, sociality, for the emergence of liberal ideals of women’s liberation—which characterized the individual autonomy and national sovereignty. decade and assesses their impact on the late 20th (Dean, offered annually; subfield: TH) century American political landscape. By engaging primary materials, sociological studies 175 Introduction to Feminist Theory This and autobiography, students are asked to offer course introduces students to key ideas in critical analysis of the era’s many leaders, American feminist thought. Juxtaposing the organizations and ideas. Additionally, this course concerns motivating first, second, and third wave addresses the character of conservative responses feminists, the course highlights changes in the to the egalitarian overtures of Sixties oppositional politics of bodies, gender, and identities. How is movements and public policy changes. (Johnson, it, for example, that some second wave feminists offered alternate years) sought to politicize housework while contemporary feminists are more likely to concern 215 Racial and Ethnic Politics This course themselves with complex articulations of examines the historical and contemporary sexuality, pleasure, and autonomy? The course relationship between ethnic minority and situates these changes within their social, majority groups in the American political system. economic, and historical contexts. Course The course looks at the use and effectiveness of materials include films, popular culture, memoirs, political and social power in shaping American and novels as well as important texts in feminist race relations and the ability of alternative theory. (Dean, offered occasionally; subfield: TH) methods to change those relations. The focus of the course is largely on the relationship between 180 Introduction to International Relations As U.S. society and African-Americans, but Asian- a broad introduction to the study of international Americans, Hispanic-Americans, and Native relations (IR), this course is designed to give Americans are also covered. (Johnson, offered students an understanding of the basic concepts annually; subfield: AMER) of world politics, an appreciation of the Typical readings: Pohlmann, Black Politics in evolution of the current state system, and a Conservative America; Fong, The Contemporary sampling of various approaches and theories of Asian American Experience; Duigan and Gann, IR. Readings come from primary documents, as The Spanish Speakers in the United States well as a standard text. The course is grounded in an awareness of current events. Students 221 Voting and Elections This course studies examine how the lens used to view the world both the operation of elections and the role of shapes understanding of the world, its problems, public opinion in shaping the government of the and possible solutions. (Dunn, offered every United States. It examines historical and semester; subfield: IR) contemporary patterns of voting and explores Typical readings: John Baylis and Steve Smith, the expansion and limitation of suffrage in the The Globalization of World Politics; Sven political process. (Lucas, offered alternate years, Lindqvist, Exterminate all the Brutes subfield AMER) Typical readings: Dionne and Pomper, The 204 Modern American Conservatism One of the Election of 2000; Lublin Paradox of Representation; most significant factors in American politics over Norrander and Wilcox, Understanding Public Opinion the last 25 years has been the rise of the Right in the United States. Although there has long been a 222 Political Parties Despite early skepticism tradition of an active Right in the U.S., it was for and modern contempt, political parties have the most part politically marginalized. Over the last become integral components of the American 25 years it has been increasingly successful and political process. This course examines the influential. This is especially true for the Religious historical and contemporary functions of Right or Christian Right. In this class students focus American political parties in comparison to specifically on the role of the media, both in terms other democratic nations. It outlines the of how it spreads the message of the Christian Right operational, functional, and electoral factors and how it is used by the Right.(Deutchman, that shape the American party system. The offered annually, subfield: AMER)

251 POLITICAL SCIENCE course further examines the role and challenges between city, state, and national governments. of third parties in the U.S. (Lucas, offered (Johnson, offered annually; subfield: AMER) annually, subfield AMER) Typical readings: Banfield, The Unheavenly Typical readings: Eldersveld and Walton, City Revisited; Buss and Redburn, Shutdown at Political Parties in American Society; Herrnson and Youngstown; Wilson, The Truly Disadvantaged; Green, Multiparty Politics in America; Wayne, The Kozol, Savage Inequalities Road to the White House 238 Sex and Power The overwhelmingly male 224 The American Congress This course bias in the American political system raises examines Congress as a major institution within fundamental questions about equity, justice, and the American political system. It studies the the representation of all interests. The feminist constitutional, theoretical, and practical movement, in an attempt to answer some of behavior of members of the legislative branch in these questions, has in effect redefined politics relation to American public policy, other itself, fundamentally altering the terms of the political institutions, and the American public at debate. This course uses the framework that “the large. Particular attention is devoted to personal is political” to critique the American influences on congressional behavior. (Lucas, political system from a variety of feminist offered annually, subfield AMER) perspectives. Specifically, the course focuses on Typical readings: Dodd and Oppenheimer, the issues of the sexual revolution, rape and Congress Reconsidered; Jacobson, The Politics of pornography, and the sexuality debates within Congressional Elections; Smith, The American the feminist community. (Deutchman, offered Congress; Waldman, The Bill: How Legislation annually; subfield: AMER) Really Becomes Law Typical readings: Juska, A Roundheeled Woman; Lefkowitz, Our Guys 225 The American Presidency This course examines presidential powers from both 243 Europe After Communism An old Chinese historical and contemporary perspectives. It curse says “May you live in interesting times!” places the presidency within the broader East Europeans have, living through all the great analytical context of James MacGregor Burns’ (and awful) “isms” of the last century and ending notion of “the deadlock of democracy,” and up with postcommunist global capitalism today. assesses whether the office of the presidency has The course focuses on communism: what was it, the power needed to translate presidential why did people embrace it, why did it fail? Then objectives into public policy during a time of it studies what has happened since: it looks at resource scarcity. Finally, it assesses proposed the revolutions of 1989, the dilemmas of policy recommendations for constitutional and democratization, the rise of nationalism, the procedural reform. (Subfield: AMER) problem of privatization, the rise and decline of Typical readings: Lowi, The Personal President; civil society, and the social costs of transforma- Grover, The President as Prisoner; Smith, George tion. The course looks at the region in general, Bush’s War; several other paperbacks with particular focuses on Poland and the former Yugoslavia. (Ost, offered alternate years; subfield: 229 State and Local Government This course is COMP) concerned with the structures, functions, and Typical readings: Ost, Solidarity and the Politics politics of state governments. It highlights the of Antipolitics; Greskovits, Political Economy of similarities and differences that characterize the Protest and Patience; Glenny, The Fall of 50 states. It examines the historical and Yugoslavia; Powers, In the Memory of Forest constitutional roles of the states; the role of the states in the federal system; and variations among 245 Politics of the New Europe This course the states in regard to economic characteristics, studies the evolution of postwar Europe—from citizen attitudes, voter participation, political radicalism to globalism, the welfare state to parties, and public policy. (Subfield: AMER) Blairist Thatcherism, Stalinism to the fall of the Typical readings: Saffell, State and Local Berlin wall, American domination to the rise of Government: Politics and Public Policy; Beyle, State the European Union. The focus of the course is and Local Government: CO’s Guide to Current the rise and fall of class politics. It explores what Issues; articles from scholarly journals, and capitalism and socialism have meant to Europe, computer simulations and contrasts European with U.S. politics. Topics include the crisis of prewar Europe, 236 Urban Politics and Public Policy This is Keynesianism and communism, the meaning of one of the core courses in the urban studies 1968, radicalism, populism, the new right, and program. Among the topics examined are: the the New Europe. (Ost, offered alternate years; structure of urban governments; urban service subfield: COMP) delivery, the concentration of power in urban Typical readings: Spiegelman, Maus; settings, the urban fiscal crisis, and relations Kesselman and Krieger, European Politics in

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Transition; Betz, Radical Right-Wing Populism; Typical readings: Stiglitz, Globalization and its Pells, The Americanization of Europe Discontents; Friedman, The World is Flat; Ehrenreich, Global Woman; Stalker, The No- 248 Politics of Development Why are some Nonsense Guide to International Migration; countries wealthier than others? Is it because they Tarrow, Transnational Activism have different resources, or are some better at organizing themselves? Are the World Bank and 255 The Politics of Latin American Develop- the WTO actually forces for good—or evil—or ment This course examines how politics in Latin both? This course identifies some key factors American countries have been shaped by their affecting economic development in countries and differing historical role in supplying raw regions around the world. Students question materials for First World consumption, tracing whether culture matters, compares the successes how the production of various crops (coffee, and failures of government intervention, and bananas, wheat) or goods (tin, beef) have led explores whether “globalization” is generating countries to develop different social structures new possibilities for countries—or just new traps. and corresponding political systems. It also (Staff, offered annually; subfields: IR, COMP) considers how recent efforts by social groups Typical readings: Caufield, Masters of Illusion; (women, indigenous people) to gain a greater Klitgard, Tropical Gangsters; Fallows, Looking at voice in government have been both inspired the Sun; Escobar, Encountering Development and impeded by neoliberal reforms. (Staff, offered alternate years; subfield: COMP) 249 Protest Politics in Comparative Perspective Typical readings: Thornton, Imagining This is a course in “unconventional” politics Argentina; de Jesus, Child of the Dark; Warren, around the globe. In recent years, movements Indigenous Movements and Their Critics; Gleijeses, have become an inexorable part of the current Shattered Hope; Collier, Basta! political system. What are movements? How and why do they come about? What are their aims 257 Russia/China Unraveled This course and purposes? How have movements changed explores the evolution and transformation of over the past century? Why and when do these two great powers over the last century. movements become revolutions? Topics include Students begin with trying to understand the Russian Revolution, the lure of communism, communism, through a close look at Soviet the civil rights movement in the U.S., the practices for building the “new society.” Students struggle against communism in Eastern Europe, follow Russia’s trajectory from superpower to transnational social movements, and the beleaguered nation, then turn to parallel “alternative globalization” movement. The developments in China and the reverse course also includes theoretical social science evolution from struggling nation to potential readings on the causes, nature, and consequences world power today. Why has China evolved so of protests and movements. (Ost, offered alternate differently than Russia? What do the differences years; subfields: AMER, COMP) mean for the people who live there? What do Typical readings: Meyer and Tarrow, The Social these experiences tell about the nature of Movement Society; Gornick, Romance of American communism? What do they tell about America Communism; Morris, Origins of the Civil Rights with its historic fears of communism? (Ost, Movement; Tarrow, Power in Movement; Rose, offered alternative years) Coalitions Across the Class Divide; Klein, No Logo 258 Middle East Politics The Middle East is a 254 Globalization This course looks at five geographic zone of crucial strategic and themes: global economics, global migration, economic importance to the West, but is also a global civil society, global human rights, and political zone facing its own internal difficulties global institutions. Students examine how in establishing democratic rule. This course international mobility of both capital and labor examines the region’s colonial legacy, the transforms both lives and politics, and in politics of oil, struggles against dictatorship, the different ways in different places. Questions role of Islam, and competing concepts of include: Who do jobs and people go abroad? identity: pan-Arab, Muslim, Shia, Kurdish, Who does it help and who does it hurt? What are nationalist. It seeks also to identify Western the politics of the Caribbean nanny in the stereotypes of “the oriental,” and so to gain middle-class New York home? How does understanding of how Middle Eastern political globalization weaken the state, and why is that so thought developed partly in dialogue with dangerous for democracy? Can transnational civil western pressures and prejudices. (Staff, offered activism make things better? Can the UN or alternate years; subfield: COMP) World Bank do a better job? Do “global human Typical readings: Stone, The Agony of Algeria; rights” exist? Should they? (Ost, offered alternate Said, Orientalism; Kapuscinski, The Shah of years; subfields: COMP, IR) Shahs; Eposito, The Islamic Threat; Hosking, The

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First Socialist Society; Scott, Beyond the Urals; slavery in modern European and American Remnick, Resurrection; Meisner, Mao's China; political theory. It interrogates the notion of the Hessler, River Town autonomous subject and the idea of instrumental reason that animates it. Additionally, it reads the 259 African Politics The course traces the self-criticism that is always part of the Enlighten- evolution of the African state from its colonial ment tradition for alternative conceptions of creation to its modern day “crisis” through an equality, interconnection, and human flourish- examination of how political, economic and ing. (Dean, offered annually; subfield TH) social considerations have shaped and trans- Typical readings are key works of Locke, formed African politics. The first section of the Rousseau, Douglass, Kant, Hegel, Marx, and course examines the historical creation of Nietzsche contemporary African polities from the era of European colonization. In the second section, 266 Contemporary Political Theory Concen- attention is paid to the creative solutions that trating on late 20th century and early 21st African societies have employed as a response to century texts, this course grapples with the ways both unique and universal problems of politics and the political have been configured governance. (Dunn, offered alternate years; and reconfigured under contemporary conditions subfield: COMP) of globally networked technoculture and Typical readings: Peter Schraeder, African Politics communicative capitalism. How does a given and Society; Adam Hochschild, King Leopold’s conceptualization of the sites of politics link up Ghost; Basil Davidson, Modern Africa; Ayi Kwei with the designation of a matter as political? Armah, The Beautyful Ones Are Not Yet Born Although the texts vary from year to year, an emphasis on critical and poststructuralist theory 261 Quantitative Research Methods in Political as well as an attunement to cultural studies can Science This course focuses on the application of be expected. (Dean, offered alternate years; empirical, quantitative methodology to political subfield: TH) analysis. The goal is to acquaint students with the analytical and statistical tools used to 270 African-American Political Thought This understand the political process, to evaluate course examines the political, economic, and various theories of politics, and to assess the social statuses of African Americans in American cause-effect relationships within the political society, as depicted in the speeches and writings system. This course is designed to introduce of distinguished African-American thinkers, undergraduate students to the basic principles of scholars and artists, from slavery to the present. research design and analysis, and to provide them It explores some fundamental tensions in with the tools to do their own empirical research. African-American thought that are manifest in (Lucas, offered occasionally; subfield: TH) diverse and seemingly contradictory solutions, such as accommodation vs. protest, emigration 264 Legal Theory This course addresses the vs. assimilation, and separatism vs. integration. relationship between liberalism and democracy, (Johnson, offered alternate years; subfields: TH, as well as the question of law's relation to justice. AMER) The course engages in a critical inquiry into the Typical readings: Selections from Meir, Negro values and weaknesses of law as a mechanism for Protest Thought; Washington, Up from Slavery; seeking justice. Among the questions asked: is it DuBois, Dusk of Dawn; Malcolm X, The Auto- possible or desirable for independent law to serve biography of Malcolm X; King, Why We Can’t Wait as a neutral ground for resolving conflict? What is the value of rights? Is liberal law inclusive and 279 Radical Thought from Karl Marx to tolerant of diversity? Is democracy? Should we George Bush This course examines left and right aspire to tolerance and diversity? What is radical thought of the past 150 years. Students democracy and does liberalism assist or hinder it? read the left radicals Marx and Lenin and anti- Should we assist or hinder democracy? Should we Soviet leftists such as the Frankfurt School and seek to escape the limits of law in order to do Sartre, as well as the anomalous approach of the justice? (Passavant, offered alternate years; anarchists and Freud, who influenced both left subfield: TH). and right thinkers. Students then examine right- Typical readings: Stanley Fish, The Trouble with wing radicalism, reading the work of influential Principle; Carl Schmitt, The Concept of the fascists, followed by postwar American radical Political; Anthony Scalia, A Matter of Interpreta- thought. On the left, that means Herbert tion; Jacques Derrida, Given Time Marcuse’s New Left classic One Dimensional Man, Fanon and “Third Worldism,” and the re- 265 Modern Political Theory Reading texts embrace of liberalism with the discovery of “civil from Locke through Nietzsche, this course society.” On the right, that means the rise of the considers the relation between freedom and neoconservatives, from Allen Bloom to William

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Kristol, both important influences on George international law and domestic law, interna- Bush and his entourage. Finally, students look at tional dispute resolution, and questions of left responses to neo-conservatism, from Russell sovereignty and self determination. (Passavant, Jacoby to Zizek. (Ost, offered alternate years; offered occasionally; subfield: IR) subfield: TH) Typical readings: cases, documents, and Typical readings: Gottlieb, Marxism; Engles, additional articles Socialism; Freud, Civilization and its Discontents; Marcuse, One-Dimensional Man; Griffin, Fascism; 320 Mass Media We live in a world of mediated Bloom, The Closing of the American Mind; Jacboy, political realities. Like Plato’s prisoners in the The End of Utopia; Zizek, Revolution at the Gates cave, we see only shadows, not realities. Yet these shadows have become our reality, through 280 Contemporary International Relations This the power of the mass media. This, of course, course examines contemporary issues within raises a fundamental question about our ability world politics, usually by developing a case to be self-governing when our understanding of specific focus. Such topics may include the politics is determined not by the events Middle East conflict, political transitions in themselves, but by those who create and report central Asia, or other current issues of the day. them. (Deutchman, offered annually; subfield: (Staff, offered occasionally; subfield IR) AMER) Typical readings: Cook, Governing with the 283 Terrorism Conflict has been a central issue News; Schudson, The Sociology of News. In in the relations among states since the advent of addition, students are required to watch and the modern nation-state system. Well before analyze television news broadcasts Sept. 11, 2001, terrorism had become a central feature of how conflict has been expressed in the 332 American Constitutional Law This course modern international system. This course is concerned with the nature and development examines the causes of terrorism, the ways in of the U.S. constitutional structure. Emphasis is which individuals and social groups have chosen placed on judicial review, the powers of national to wage terrorism, the goals they have estab- and state governments, limits on those powers, lished, and the ways in which political and and the separation of powers. It addresses such military leaders have chose to engage in counter- issues as the regulation of private property, the terrorist strategies. Using specific case studies, the constitutionality of an Independent Counsel, course compares the motivations and implica- and the law and politics of impeachment. tions of ethno-nationalist terrorism, political (Passavant, offered annually; subfield: AMER) terrorism, and religious terrorism, and the future Typical readings: constitutional cases; Robert of terrorism in a post-Sept. 11 world. (Dunn, McCloskey, The American Supreme Court; offered alternate years; subfield IR) Alexander Hamilton, James Madison, and John Jay, The Federalist Papers 290 American Foreign Policy This course is an introduction to the study of American foreign 333 Civil Rights This course addresses the policy. The first section provides an historical constitutional and statutory protection of civil overview of American foreign policy since World rights in America. It studies the gradual War II, highlighting the important events, themes, recognition and enforcement of civil rights, and trends that have shaped—and continue to recent retreats, and contemporary difficulties in shape—the making and practice of American the implementation of egalitarian principles foreign policy. The second section explores the which inform citizenship in a democracy. process of foreign policy making within the Substantive areas of focus include desegregation, American political context. This section examines voting rights, gender discrimination, affirmative the “nuts-and-bolts” of how decisions are made and action, and the problems involved with proving implemented. The third and final section presents discrimination that violates the Constitution. key foreign policy issues facing the United States (Passavant, offered annually; subfield: AMER) today. (Dunn; offered annually; subfield: IR) Typical readings: constitutional cases; Gary Typical readings: Stephen Ambrose and Orfield and Susan Eaton, Dismantling Desegrega- Douglas Brinkley, Rise to Globalism; Kenneth tion; Mark Tushnet, Making Civil Rights Law Jensen, Origins of the Cold War; Warren Strobel, Late-Breaking Foreign Policy: The News Media’s 334 Civil Liberties This course analyzes key Influence on Peace Operations constitutional liberties like freedom of religion, the “wall of separation” between church and state, 296 International Law This course focuses on and freedoms of speech and press. It also addresses public international law. Subject matter includes problems regarding sex and the Constitution human rights, issues relating to the environment, (abortion and homosexuality), and whether there the use of force, the relationship between is a right to die. It studies how governments are

255 POLITICAL SCIENCE obliged to act and the constitutional limits placed and books such as Barabasi, Linked; Dyer- on the way governments may act. (Passavant, Witheford, Cyber-Marx; Rheingold, Smart Mobs offered annually; subfield: AMER) Typical readings: constitutional cases; Ronald 375 Feminist Legal Theory This course Dworkin, Freedom’s Law; Anthony Lewis, examines the gender(s) of law. Students prepare Gideon’s Trumpet; Isaac Kramnick and R. court cases and feminist legal analyses to Laurence Moore, The Godless Constitution investigate the relationship between power and law as it establishes the boundaries separating 335 Law and Society This course addresses the public from private, straight from gay, qualified relationship of “law” and “society” -- does law from unqualified, madonna from whore. Topics stand above society and adjudicate disputes in a include workplace discrimination, sexual neutral manner, or do law and society bleed into harassment, prostitution, pornography, abortion, each other such that law is corrupted by social rape, and child custody. (Dean, offered alternate interests and therefore invariably “political” in years; subfield: TH) the way that it is used to address disputes? Typical readings: Frug, Women and Law; Frug, Additionally, how does law frame our perception Postmodern Legal Feminism; Williams, The of such issues as ownership and value? How does Alchemy of Race and Rights; MacKinnon, Toward law affect “who gets what”? What are the a Feminist Theory of the State implications of these findings for America’s belief in liberalism and the value of liberalism’s 379 Radical Thought Left and Right This individual rights? Substantive areas of focus course explores the sources of, and the transfor- include the problems of objectivity in interpreta- mation in, European and American radical tion, whether legal rights matter, conflicts political thought since the time of Marx. between rights to free speech and private Students begin with Marx, and then look closely property in the area of Intellectual Property law, at the Frankfurt School, Freud, Sartre, Herbert and the consequences for law and freedom posed Marcuse, and the New Left in America and by “gated communities.” (Passavant, offered Eastern Europe. The course concludes with a alternate years; subfield: AMER) discussion of the New Right and of American Typical readings: John Locke, The Second and European radicalism in the new globalized Treatise on Civil Government; Evan McKenzie, world. (Ost, offered alternate years; subfield: TH) Privatopia; Christian Parenti, Lockdown America Typical readings: Marx, Selected Works; Freud, Civilization and Its Discontents; Griffin, Fascism; 348 Racism and Other Hatreds What is the role Marcuse, One-Dimensional Man; Gitlin, The Sixties of conflicts and hatreds in politics? This course looks at various politicized hatreds around the 380 Theories of International Relations world, based on race, nation, and religion. Theories of international relations are plentiful, Students explore hatreds in a variety of contexts: and debatable. This course examines a number of anti-Chinese and anti-Black racism in the U.S.A; theory traditions in the study of international anti-Semitism in Europe; ethnic hatreds in Africa; relations and involves the student in efforts to and look at topics such as the role of science; the further develop the theory and/or to test some of relationship between race and class; and the its claims empirically. The theories selected vary nature of nationalism. The aim of the course is to from semester to semester, but come from such understand how social conflicts can best be areas as structural realism, liberal international- organized to create a more democratic society. ism, globalism, constructivism, and world (Ost, offered alternate years; subfield: COMP) systems. (Dunn, offered every year; subfield IR) Typical readings: Takaki, Iron Cages; Roediger, Typical readings: Waltz, Theory of International The Wages of Whiteness; Lindemann, The Jew Relations; Keohane and Nye, Power and Accused; Mosse, History of European Racism Interdependence; Bloom, Personal Identity, National Identity, and International Relations; 363 Politics and the Internet That globally Rosenau, Turbulence in World Politics networked communications media are radically changing the world is widely accepted. What 394 Identity Politics in International Relations these changes mean, however, is widely debated. This course examines how concepts of identity form This course focuses on these debates, asking and matter in the international system. Students whether networked media enhance democratic consider how national, ethnic, and other identities practices or facilitate new forms of political are shaped by international incentives and control and economic exclusion. It takes up constraints such as trade interests, security, cultural issues of privacy, surveillance, virtual communi- flows, media, communication networks, and ties, speed, and the differing logics of networks. international norms like human rights or environ- (Dean, offered alternate years; subfield: TH) mental protection. Examining a range of topics Texts may include Web-based sources, films, varying with the latest world events, students also

256 POLITICAL SCIENCE develop a theoretical basis for understanding the 432 Politics in the Movies This seminar significance of identity politics in world affairs. examines the changing ways in which Holly- (Staff, Dunn, offered alternate years; subfield IR) wood has depicted Washington. Films begin with the “days of innocence” when politicians Seminars were seen as good men (and they were all men), Seminars for juniors and seniors change as in “Mr. Smith Goes to Washington.” A critical edge emerges in the 1960s, with “The yearly. Seven or more seminars are offered Manchurian Candidate” and “Dr. Strangelove.” each year. Maximum enrollment in the Watergate gave us “All the President’s Men,” seminars is set at 12. The seminars are and then Robert Redford gave us “The limited to political science majors unless Candidate,” which is compared with the ’90s film “Wag the Dog” to see the very different there is space and the professor chooses to ways in which the interplay of media and politics sign in a non-major. The following are is presented. (Deutchman) descriptions of some recent and planned 437 Europe and America Is this historic alliance seminars. coming to an end? In light of the recent decline in transatlantic relations due to U.S. policy in Iraq, 416 Native People’s Politics This course examines this course takes a close look at the evolution of the politics of indigenous and tribal peoples around U.S.-Europe relations, and at similarities and the world: Native Americans; Latin American differences in policies and sensibilities. Students Indians; Australian Aborigines; and the Maoris of look at classic American attitudes to Europe and New Zealand. Students consider how current European attitudes to America, with a particular political movements reflect the historical focus on the French experience with Americaniza- experience of forcible incorporation into modern tion. Students then look at attitudes since World states, and why such people seek to preserve their War II, and explore the legacy of the “cultural cold internal ethnic cohesion by invoking rights to self- war,” as they try to figure out why there are such determination. This course also employs theory divisions today over styles of domestic and foreign from international relations and comparative politics, and on issues such as globalization, the role politics to examine larger issues: how discourses of of military power, and the value of international nation-building, the modern state, European ideas treaties. Students take particular time to look at the of “savagery” and “civilization,” and economic conflict over Iraq. (Ost) development have contributed to creating this category of ethnic conflict. (Staff) 459 Law and Globalization What are the consequences for law and democracy in an age 426 Partisanship in the 21st Century This seminar when national sovereignty is in a state of crisis? explores the nature of American loyalty to their This is the primary research question for the party system. It addresses how party attachments course. This course considers such substantive among the public have evolved in the late 21st questions as the anti-globalization movement as century and reasons behind shifting voting a legal movement, intellectual property issues in alignments and behaviors in the U.S. It examines globalized space, the relationship between the role of political, social, and economic factors in human rights and national sovereignty, and new shaping contemporary political patterns. (Lucas) transnational legal practices. (Passavant)

428 Pan-Africanism Pan-Africanism refers to 462 Public Spheres Democracy, many think, is the political and cultural opposition to the rule by the public. But who or what is the legacies of racial capitalism, colonization, and public? Does it refer to a numerical group? To imperialism. With discussion shifting from occupants of a specific territorial space? To an intellectual writing to activities taking place in ideal collectivity who may not yet exist but can the streets, dance-halls and athletic arenas, the be called into being? Is it an adjective denoting course probes the extent to which emancipatory something funded by the government, as in ideas have been “tainted” by the powers-that-be. “public housing”? This seminar considers the For example, students look at how dominant impact of any of these understandings of the notions of gender, sexuality, class, color, public in terms of their opposites: the domestic leadership and religion have sometimes private sphere, the economic private sphere, and compromised Pan-Africanism’s liberatory the sphere of secrets. Grappling with the impact potential. Finally, they look at the challenges for of notions of the public on conceptions of a new Pan-Africanism posed by globalization democracy, students ask whether democracy and the technological revolution. (Johnson) requires something like a public sphere, and what this means in a mediatized, technocultural age. (Dean)

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481 International Travel This course is designed PSYCHOLOGY to explore the multiple and varied ways that travel and tourism are related to international relations. As such, the topics explored during the Michelle Rizzella, Ph.D.; Associate semester cover, but are not limited to, imperialism Professor, Department Chair and (neo)colonialism, international political Debra DeMeis, Ph.D.; Professor economy and development, refugees and migration, ideology and nationalism, and Karen Feasel, Ph.D.; Assistant Professor diplomacy and security. In so doing, this course Ron Gerrard, Ph.D.; Adjunct Professor attempts to illustrate the centrality of travel and Jeffrey M. Greenspon, Ph.D.; Professor tourism to the study of international relations in the 21st century. (Dunn) Jon Iuzzini, Ph.D.; Assistant Professor Beth Wilson, Ph.D.; Assistant Professor 450 Independent Study Uta Wolfe, Ph.D.; Assistant Professor

495 Honors Psychology provides students with a broad introduction to the study of behavior and its underlying processes with emphasis on psychology as an experimental science. The department offers a disciplinary major and minor. To count toward the major or minor, courses must be passed with a grade of C- or better. In order for courses to count toward the psychology major or minor, the following prerequisites must be met: 200-level courses require PSY 100 or PSY 101 as a prerequisite; 300-level non-lab courses require PSY 100 and at least one 200-level course, which might be specified; 300-level lab courses require PSY 100, PSY 210, and at least one other 200- level course, which might be specified. Refer to individual course descriptions for specific 200-level prerequisites.

REQUIREMENTS FOR THE MAJOR (B.A.) disciplinary, 11 courses PSY 100 or PSY 101 and PSY 210; one course from laboratory group A; one course from laboratory group B; two 300-level non-lab courses; four additional psychology courses, only one of which may be at the 400-level, one of which must be the prerequisite for a 300-level group A lab course, and one of which must be the prerequisite for the 300-level group B lab course; and one course from outside the department that provides another perspective on behavior.

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REQUIREMENTS FOR THE MAJOR (B.S.) PSY 322 Research in Personality Psychology disciplinary, 16 courses PSY 327 Research in Experimental Social All of the requirements for the B.A. in Psychology PSY 347 Research in Cross-Cultural psychology, plus five additional courses in Psychology the natural sciences, approved by the PSY 350 Research in Clinical Psychology adviser, assuming the course that provides WMST 323 Research in Social Psychology a perspective on behavior from a discipline other than psychology is in the *PSY 305 cannot be counted as an A lab natural sciences. Otherwise, six additional if PSY 322 is taken to satisfy the B lab natural science courses are needed. requirement.

REQUIREMENTS FOR THE MINOR 300-LEVEL NON-LABORATORY COURSES disciplinary, 6 courses PSY 307 History and Systems of Psychology PSY 100 or PSY 101 and PSY 210; one PSY 309 Topics in Sensory Perception PSY 344 Topics in Personality Psychology psychology laboratory course (either PSY 346 Topics in Cross-Cultural Psychology group); and three additional elective PSY 352 Topics in Clinical Psychology psychology courses, only one of which PSY 359 Topics in Behavioral Neuroscience may be at the 400 level. One of the PSY 370 Topics in Developmental Psychology electives must be a prerequisite for either a PSY 373 Topics in Social Psychology group A or B laboratory course. PSY 375 Topics in Cognitive Psychology WMST 357 Self in American Culture WMST 372 Topics in Social Psychology 200-LEVEL ELECTIVE COURSES PSY 203 Introduction to Child Psychology and COURSE DESCRIPTIONS Human Development 100 Introduction to Psychology This course PSY 205 Adolescent Psychology offers a comprehensive survey of the methodol- PSY 220 Introduction to Personality ogy and content of present day psychology. Psychology Emphasis is placed on the development of a PSY 221 Introduction to Psychopathology critical evaluative approach to theories and PSY 227 Introduction to Social Psychology empirical data. (Fall and Spring, offered annually) PSY 230 Biopsychology PSY 231 Cognitive Psychology 101 Advanced Introductory Psychology This PSY 245 Introduction to Cross-Cultural course is an advanced introductory course Psychology designed for likely majors or for students with exceptional interest and commitment to the PSY 275 Human Sexuality study of psychology. The course offers and in- PSY 299 Sensation and Perception depth survey of psychological topics and WMST 223 Social Psychology emphasizes active student involvement. Students WMST 247 Psychology of Women read primary sources in addition ot a standard text book, and an active learning project (such 300-LEVEL LABORATORY COURSE GROUPS as designing and conducting a research study or behavioral intervention or participating in Group A community-based service-learning activites) is PSY 305 Psychological Test Development and required. Oral and written communication of Validation* students’ work and ideas are also emphasized. PSY 310 Research in Perception and Sensory (Offered annually) Processes PSY 311 Research in Behavioral Neuroscience 203 Introduction to Child Psychology and PSY 331 Research in Cognition Human Development This course provides an overview of theories and empirically based research in child development. The focus is on Group B normative development as it occurs from PSY 305 Psychological Test Development and conception through late childhood. Areas of Validation* development that receive considerable emphasis PSY 321 Research in Developmental are theoretical approaches to development, Psychology behavioral genetics, the impact of parents and

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family environments toward healthy adjustment, change, prejudice and discrimination, interper- the development and maintenance of gender sonal attraction, conformity, aggression, and roles throughout childhood, the impact of intergroup relations. Prerequisite: PSY 100. friendships on development, and the develop- (Staff, offered occasionally) ment of morality. Prerequisite: PSY 100. (Offered alternating years) 230 Biopsychology This course examines relationships between biology and behavior. Lectures 205 Adolescent Psychology This course explores are designed to concentrate on those aspects of the developmental research associated with biopsychology that are interesting and important to a adolescence. Emphases include theoretical broad audience. A topical format is employed positions on growth and development, the focusing on contemporary areas. Prerequisite: PSY construction of identity as a developmental task 100. (Greenspon, offered annually) for adolescents, social development, and Typical readings: Kalat, Biological Psychology, sexuality. Considerable attention is given to how and related articles social structural systems (such as schools, families, and peers) impact development both 231 Cognitive Psychology This course is directly and indirectly. Contemporary as well as designed to provide a general understanding of classic research is examined. Prerequisite: PSY the principles of cognitive psychology. Cognitive 100. (Offered alternating years) psychology is the scientific approach to understanding the human mind and its 210 Statistics and Research Methods A survey relationship to behavior. The course introduces of basic procedures for the analysis of psychologi- students to classic and contemporary empirical cal data, topics in this course include basic research in both theoretical and practical aspects univariate and bivariate descriptive statistics; of a variety of cognitive issues. Topics included hypothesis testing; and a variety of analyses to are pattern recognition, attention, mental use with single group, between group, within representation, memory, language, problem group, and factorial designs. A study of solving and decision making. Prerequisite: PSY experimental methods is also conducted with 100. (Rizzella, offered annually) laboratory. Prerequisite: PSY 100. (Rizzella, Greenspon, offered each semester) 243 Organizational Psychology This course provides an introduction to organizational theory 220 Introduction to Personality Major and behavior. Issues relating to effectiveness, theoretical approaches and contemporary research communication, and motivation within are evaluated to assess the current state of organizations are considered from the point of knowledge about intrapsychic, dispositional, view of the individual. Some selected topics biological, cognitive, and sociocultural domains of include leadership, management-employee personality functioning. The personal, historical, relations, the impact of technology and the and cultural contexts of theory development are environment on organizations, and organiza- emphasized. Application of personality concepts tional survival and change. Prerequisite: PSY to individual lives is encouraged to enhance 100. (Offered occasionally) understanding of self and others. Prerequisite: PSY Typical readings: Baron, Behavior in 100. (Feasel, offered annually) Organizations, and current articles

221 Introduction to Psychopathology This course 245 Introduction to Cross-Cultural Psychology primarily focuses on the theoretical models, Cross-cultural psychology is the systematic, diagnosis and assessment of adult psychological comparative study of human behavior in disorders. Childhood disorders, relevant different sociocultural contexts. This course controversies and prevention are also covered, examines theory and research that pertain to time permitting. Typical readings assigned beyond cross-cultural similarities and differences in the primary text include case studies and human experience and functioning. The cultural autobiographical accounts of mental illness. antecedents of behavior are emphasized. Course Prerequisite: PSY 100. (Wilson, offered annually) readings focus on the diversity of human experience in domains such as cognition and 227 Introduction to Social Psychology This intelligence, emotion and motivation, socializa- course introduces students to theory and research tion and development, social perception and in social psychology, the study of the nature and interaction, and mental health and disorder. causes of individual and group behavior in social Prerequisite: PSY 100. (Offered occasionally) contexts. Emphases are placed on understanding social psychological theories through studying 275 Human Sexuality The primary aim of this classic and current research and on applying course is to explore contemporary issues of the social psychological theories to better understand human sexualities. Emphasis is given to phenomena such as person perception, attitude psychosocial and cross-cultural research of the

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20th century and the sequelae of institutional particular sensory system (e.g., hearing or forces designed to pathologize sexual expression. touch), study of a particular sensory ability (e.g., Topics include variations of sexual behavior, color vision), or study of a particular issue in sexual response, sexual deviance, and sexual perception (e.g., perceptual development or dysfunction and treatment. Prerequisite: PSY brain mechanisms of perception). Prerequisites: 100. (Offered annually) PSY 100 and PSY 299 or permission of the Typical readings: Strong and DeVault, instructor. (Wolfe, offered occasionally) Human Sexuality 310 Research in Perception and Sensory 299 Sensation and Perception Perception of the Processes An introduction to conducting world through the senses is one of the most research on the senses (with laboratory). sophisticated yet least appreciated accomplish- Students explore contemporary issues in ments of the human mind. This course explores sensation and perception through classroom how people experience and understand the world discussion and “hands on” research experience. through the senses, using frequent classroom Working closely with the instructor, students demonstrations of the perceptual phenomena develop, conduct, analyze, and present research under discussion. The course introduces the projects on specific topics in the field. Prerequi- major facts and theories of sensory functioning sites: PSY 100, PSY 210 and PSY 299. (Wolfe, and examines the psychological processes offered annually) involved in interpreting sensory input. The primary emphasis is on vision, though other 311 Research in Behavioral Neuroscience This senses are considered as well. Prerequisite: PSY course exposes students to basic concepts of 100. (Wolfe, offered annually) psychological research in the area of neuroscience. Emphasis is placed on theoretical and 305 Psychological Test Development and methodological issues surrounding the study of Validation Psychological tests are used in a variety brain-behavior relationships. Specifically, the of settings for purposes such as educational history of questions to which theory and method placement, public polling, market research, have been applied, the logic implicit to answer diagnosis, scientific inquiry, and self-understand- certain kinds of questions, and the strengths and ing. How do we determine if a test measures what limitations of specific answers for providing it’s supposed to, and how do we construct such a insights into the nature of the brain-behavior test? This course emphasizes practical, theoretical, relationship are examined. The development of and statistical considerations and approaches to conceptual and theoretical skills is emphasized. test development and validation. Students Prerequisites: PSY 100, PSY 210 and PSY 230, develop measures of psychological concepts (e.g., or permission of instructor. (Greenspon, offered attitudes, personality characteristics, cognitive annually) abilities, perceptual and motor skills, etc.) and Typical readings: selected journal articles design and carry out research to evaluate test and book chapters properties and refine the measures. Prerequisites: PSY 100, PSY 210, and two additional 200-level 321 Research in Developmental Psychology PSY courses; or permission of instructor. (Feasel, This is an advanced class in research methodol- offered alternate years) ogy. Research methodologies are discussed in the context of human development. Emphases are 307 History and Systems of Psychology This placed on methodological decisions investigators course examines the history of psychology and its make when designing research projects and the antecedents, both classical and modern. Surveyed interpretations that can be drawn from research in detail are the processes by which the diverse given methodological limitations. Considerable roots of modern psychology fostered the develop- attention is given to the ethical parameters of ment of principal areas of psychological inquiry, involving humans in clinical/single subject, including those that guide much of the research and experimental, naturalistic, and field studies. practice of psychology today. This course places Students are asked to complete a research into historical perspective major concepts, project and make a formal presentation of their philosophical assumptions and theories of project to other students and invited faculty. psychology. Prerequisites: PSY 100 and two PSY Prerequisites: PSY 100, PSY 210, and PSY 203 courses other than PSY 210. (Offered occasionally) or PSY 205. (Offered annually)

309 Topics in Sensory Perception An in-depth 322 Research in Personality Psychology This exploration of a specific topic in sensory course provides an introduction to a variety of perception, using advanced readings from the methods employed in the service of three primary literature. The topics covered vary from complementary objectives of personality semester to semester but might include study of a research: 1) holistic understanding of the unique

261 PSYCHOLOGY organization of processes within individuals; 2) 347 Research in Cross-Cultural Psychology This explanation of individual differences and course concentrated on the study of human similarities; and 3) discovery of universal behavior and experience as they occur in different principles that characterize human personality cultural contexts and/or are influenced by cultural functioning. Practical, ethical, and theoretical factors. Special attention is devoted to cross- considerations for assessing and studying cultural research methodology. Claims about the personality characteristics and processes are generality or universality of psychological laws emphasized, as are interpretation and critical and theories are evaluated. Students use analysis of published research. Students design, knowledge gained in this course to design and carry out, and report original research. Prerequi- carry out a research project. Prerequisites: PSY sites: PSY 100, PSY 210 and PSY 220. (Feasel, 100, PSY 210, and PSY 227 or PSY 245. (Offered offered annually) occasionally)

327 Research in Experimental Social Psychology 350 Research in Clinical Psychology This course This course is designed to acquaint students with provides an introduction to the scientist- experimental research approaches in social practitioner model of clinical psychology. psychology. Through examination of classic and Students examine a variety of theoretical models contemporary studies and innovative as well as of psychotherapy and research regarding the traditional methods in the discipline, the practical effectiveness of therapeutic interventions. and ethical challenges of designing, conducting, Contemporary treatment issues and ethics are also and interpreting social psychological research are considered. Students are introduced to clinical explored. Students design and carry out original research methods and design a single-case research. Prerequisites: PSY 100, PSY 210 and PSY behavior-change experiment. The laboratory 227 or WMST 223. (Offered occasionally) component provides an opportunity for students to learn and practice basic counseling skills with 331 Research in Cognition An in-depth their peers. Prerequisites: PSY 100, PSY 210 and examination of experimental methodology in the PSY 221. (Wilson, offered annually) field of cognitive psychology is covered in this course. The use of reaction time and accuracy 352 Topics in Clinical Psychology The scope of measures is emphasized. Students conduct a study this course varies from covering general clinical in a cognitive area of their choice and present it issues to a more in-depth analysis of one topic during a classroom poster session. Prerequisites: area. The topic is announced in advance and PSY 100, PSY 210 and PSY 231. (Rizzella, offered may include aggression and violence, positive annually) psychology, forensic psychology, community psychology, child psychopathology or child 344 Topics in Personality This course explores psychotherapy. Prerequisites: PSY 100 and PSY classic and current theory and research pertaining 221. (Wilson, offered occasionally) to fundamental and often controversial issues in personality psychology. The course follows a 359 Topics in Behavioral Neuroscience This seminar format that emphasizes critical analysis course surveys literature and theory representa- and articulation of ideas, both in discussion and in tive of an important contemporary conceptual writing. Topics are announced in advance. issue in behavioral neuroscience. Each year Possible topics include personality and culture; topics for the course are announced in advance. personality development; self and identity; The course is designed to include a nonspecial- personality and interpersonal relationships, ethnic ized group of students having a varied distribu- identity, personality and emotion. Prerequisites: tion of psychology courses and interested in PSY 100 and PSY 220, or permission of instructor. developing conceptual relationships among (Feasel, offered annually) different subdivisions within psychology. Prerequisites: PSY 100 and at least one other 346 Topics in Cross-Cultural Psychology This psychology course. (Greenspon, offered course provides an in-depth examination of a occasionally) contemporary topic in cross-cultural psychology. Topics may include: culture and cognition; 370 Topics in Developmental Psychology This cultural contexts of emotional experience; culture course surveys theory and research reflecting and communication; culture, mental health, and contemporary issues in life span development. psychopathology; social perception across cultures; Theoretical and empirical readings are drawn cultural influences on social behavior; diversity from several current psychological discourses and intercultural training; prejudice and within developmental science. This course is discrimination; or ethnic identity. Course open to students with a varied distribution of activities draw upon extensive readings in the psychology courses. Topics to be covered are primary literature of the selected topic. (Offered announced in advance. Prerequisites: PSY 100 occasionally) and PSY 203 or PSY 205. (Offered occasionally)

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373 Topics in Social Psychology This course PUBLIC POLICY STUDIES surveys the empirical and theoretical literature associated with a significant contemporary issue in social psychology. Topics are announced in Program Faculty advance. Possible topics include persuasion and Renee Monson, Sociology, Coordinator social influence, processes in social cognition, prejudice and intergroup relations, altruism and Eric Barnes, Philosophy prosocial behavior. Prerequisites: PSY 100 and Scott Brophy, Philosophy PSY 227 or WMST 223. (Offered occasionally) David Craig, Chemistry Richard Dillon, Anthropology 375 Topics in Cognitive Psychology In this seminar, students read primary research articles Kristy Kenyon, Biology and study current theories and empirical findings Steven Lee, Philosophy in an area of cognition. Students are required to Patrick McGuire, Economics make substantial contributions to the course through classroom discussion. Topics vary from Jo Beth Mertens, Economics year to year; topics covered in the past include H. Wesley Perkins, Sociology mental representation, accuracy of memories, Craig A. Rimmerman, Public Policy creation of false memories, and flashbulb Lillian Sherman, Education memories. Two substantial term papers are required. Prerequisites: PSY 100 and PSY 231. (Rizzella, offered occasionally) The public policy program connects classroom learning to efforts through 450 Independent Study (Staff) public policy to solve problems in the 495 Honors (Staff) larger society, teaching analytic skills within an interdisciplinary, liberal arts context. Its goal is that graduates think and act critically in public affairs. Students explore the methodological, analytical, empirical, and ethical issues of policy formulation and implementation. Public Policy is designed to prepare students for careers in government, human services, social work, urban affairs, city planning, law, community organizing, business, communications, or academia. The public policy program offers an interdisciplinary major and minor. Students majoring or minoring in public policy must develop a concentration. Some examples of concentrations are: –Children and Families –Education –Environmental Policy –Development Policy –Foreign Policy –Health Care –Law –National Policy Process –Sexuality –Technology –Welfare All courses applied toward a public

263 PUBLIC POLICY STUDIES policy major or minor must be completed EXAMPLES OF POLICY BRIEF COURSES with a grade of C- or higher. The ECON 316 Labor Market Analysis following requirements apply to students ECON 317 Economics of Sports declaring their majors and minors as of ECON 326 Public Microeconomics EDUC 460 Baccalaureate Seminar: Moral and February 15, 2006, and beyond. Ethical Issues in Education PHIL 236 Philosophy of Law REQUIREMENTS FOR THE MAJOR PPOL 219 Sexual Minority Movements and interdisciplinary, 10 courses Public Policy One course in each of the three public policy PPOL 328 Environmental Policy core groups (humanities, social sciences, PPOL 364 Social Policy and Community natural sciences); two courses in public policy Activism research methods, one of which must be SOC 375 Social Policy quantitative; at least three 200-level or above CORE COURSES courses forming a concentration in an area Humanities chosen by the student (see examples below); HIST 311 20th-Century America: 1917-1941 a capstone course that requires writing a HIST 312 The United States Since 1939 policy brief; and a one-course practicum (an PHIL 150 Issues: Justice and Equality independent study or off-campus program PHIL 151 Issues: Crime and Punishment experience; students should register for PPOL PHIL 152 Issues: Philosophy and Feminism 499). No more than four courses (excluding PHIL 154 Issues: Environmental Ethics PHIL 155 Issues: Morality of War the practicum) may be taken in any one PHIL 158 Issues: Debating Public Policy discipline. The capstone course should be PHIL 159 Issues: Global Justice completed in the senior year, but it may be completed in the junior year if circumstances Social Sciences require this. Each semester there are a variety ANTH 110 Introduction to Cultural Anthropology of courses offered in which students may ECON 122 Economics of Caring elect to write a policy brief (often in addition ECON 160 Principles of Economics POL 110 Introduction to American Politics to the regular course work) and which thus PPOL 101 Democracy and Public Policy can count as the student’s capstone course. SOC 100 Introduction to Sociology To complete the practicum, students should make arrangements with a faculty sponsor Natural Sciences before beginning the work. A practicum BIOL 162 Dangerous Diseases requires, in addition to registering for PPOL BIOL 164 A Biotech World 499, an internship of at least 150 hours taken CHEM 110 Molecules That Matter ENV 170 The Fluid Earth under the direction of a faculty sponsor, the ENV 191 Environmental Science keeping of an internship journal, and the FSEM 041 Science and Public Policy writing of an extensive research paper on a GEO 170 The Solid Earth public policy issue related to the internship. PHYS 140 Principles of Physics PHYS 150 Introductory Physics I REQUIREMENTS FOR THE MINOR interdisciplinary, 6 courses RESEARCH METHODS COURSES Qualitative Two public policy core courses from two ANTH 227 Intercultural Communication different divisions; one research methods ANTH 273 Ethnographic Research and Methods course; two courses forming a concentration PHIL 120 Critical Thinking and Argumentative in an area chosen by the student (see Writing examples below); and a capstone course that SOC 211 Research Methods requires writing a policy brief. No more than three courses may be taken in any one discipline.

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Quantitative ARCH 301 Design II: The Immediate BIO 212 Biostatistics Environment ECON 212 Statistics ARCH 302 Design III: The Wider Environment ECON 304 Econometrics ECON 212 Environmental Economics POL 261 Introduction to Quantitative Research ECON 213 Urban Economics Methods in Political Science ECON 348 Natural Resources and Energy PSY 210 Statistics and Research Methods Economics PSY 305 Psychological Test Development and ENV 280 Approaches to Environmental Validation Problem Solving SOC 212 Data Analysis HIST 246 American Environmental History HIST 397 Environmental History Seminar CONCENTRATIONS PPOL 328 Environmental Policy Children and Families SOC 249 Technology and Society ALST 200 Ghettoscapes SOC 271 Sociology of Environmental Issues ANTH 230 Beyond Monogamy BIDS 307 Children in Contexts Development ECON 248 Poverty and Welfare ANTH 280 Environment and Culture: Cultural ECON 310 Economics and Gender Ecology EDUC 203 Children with Disabilities ANTH 296 African Cultures EDUC 332 Disability, Family, and Society ANTH 297 Peoples and Cultures of Latin HIST 367 Women and the State: Russia America POL 333 Civil Rights BIDS 235 Third World Experience POL 375 Feminist Legal Theory ECON 206 Community Development Economics PPOL 364 Social Policy and Community and Finance Activism ECON 212 Environmental Economics PSY 203 Child Psychology and Human ECON 213 Urban Economics Development or ECON 316 Labor Market Issues PSY 205 Adolescent Psychology ECON 344 Economic Development SOC 225 Sociology of the Family HIST 231 Modern Latin America SOC 226 Sociology of Sex and Gender HIST 283 South Africa in Transition SOC 258 Social Problems HIST 284 Africa: From Colonialism to SOC 310 Generations Neocolonialism SOC 375 Social Policy HIST 285 The Middle East: Roots of Conflict WMST 247 Psychology of Women HIST 352 Who Wants to be a Millionaire POL 248 Politics of Development Education SOC 201 The Sociology of International BIDS 307 Children in Contexts Development ECON 248 Poverty and Welfare SOC 233 Women in the Third World EDUC 203 Children with Disabilities SOC 240 Gender and Development EDUC 333 Literacy SOC 259 People Creating Social Change EDUC 338 Inclusive Schooling SOC 291 Sociology of India EDUC 370 Multiculturalism SOC 299 Sociology of Vietnam EDUC 460 Baccalaureate Seminar: Moral and Ethical Issues in Education Foreign Policy POL 333 Civil Rights ECON 233 Comparative Economics PPOL 364 Social Policy and Community ECON 240 International Trade Activism ECON 344 Economic Development PSY 203 Child Psychology and Human ECON 435 Political Economy of Latin America Development or ECON 466 Population Issues PSY 205 Adolescent Psychology HIST 237 Europe since the War SOC 261 Sociology of Education HIST 238 The World Wars in Global Perspective HIST 261 20th Century Russia Environmental Policy HIST 284 Africa: From Colonialism to ANTH 280 Environment and Culture: Cultural Neocolonialism Ecology HIST 285 The Middle East: Roots of Conflict

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HIST 312 U.S. Since 1939 HIST 312 The United States Since 1939 HIST 390 Modern Transformation of China and POL 204 Modern American Conservatism Japan POL 224 American Congress HIST 394 Russia and Asia POL 225 American Presidency HIST 461 War and Peace in the Middle East POL 290 American Foreign Policy POL 248 Politics of Development PPOL 219 Sexual Minority Movements and POL 283 War in the International System Public Policy POL 290 American Foreign Policy PPOL 236 Urban Politics and Public Policy POL 296 International Law PPOL 328 Environmental Policy POL 380 Theories of International Relations PPOL 346 The President, Congress, and Public Policy Health Care PPOL 425 Seminar in National Decision Making BIDS 295 Alcohol Use and Abuse ECON 248 Poverty and Welfare Sexuality Concentration ECON 338 Third Sector Economics AMST 310 Sexual Minorities in America EDUC 203 Children with Disabilities BIDS 245 Men and Masculinity EDUC 332 Disability, Family, and Society POL 238 Sex and Power HIST 325 Medicine and Public Health in POL 333 Civil Rights Modern Europe POL 334 Civil Liberties PHIL 156 Issues: Biomedical Ethics POL 375 Feminist Legal Theory PPOL 219 Sexual Minority Movements and PSY 275 Human Sexuality Public Policy PPOL 219 Sexual Minority Movements and PPOL 346 The President, Congress, and Public Public Policy Policy REL 283 Que(e)rying Religious Studies PPOL 364 Social Policy and Community SOC 225 Sociology of Family Activism SOC 226 Sociology of Sex and Gender WMST 204 The Politics of Health SOC 340 Sex and the State: Feminist Social Theory Law WRRH 301 Discourses of Rape in Contemporary CHEM 302 Forensic Science Culture ECON 203 Collective Bargaining ECON 204 Business Law Technology HIST 215 American Urban History AMST 201 American Attitudes toward Nature PHIL 232 Liberty and Community ECON 230 History of Economic Thought PHIL 235 Morality and Self Interest ECON 305 Political Economy PHIL236 Philosophy of Law ECON 344 Economic Development POL333 Civil Rights HIST 215 American Urban History POL334 Civil Liberties HIST 256 Technology and Society in Europe POL335 Law and Society HIST 310 Rise of Industrial America POL207 Governing Through Crime HIST 325 Medicine and Public Health in POL375 Feminist Legal Theory Modern Europe PPOL 219 Sexual Minority Movements and PHYS 270 Modern Physics Public Policy PPOL 328 Environmental Policy PPOL 328 Environmental Policy PPOL 363 Politics and the Internet SOC 224 Social Deviance SOC 249 Technology and Society SOC 375 Social Policy SOC 251 Sociology of the City

National Policy Process Welfare concentration ECON 327 The Economic Policy for the “New” BIDS 307 Children in Contexts Economy ECON 248 Poverty and Welfare ECON 372 Keynes, Keynesians, and Post- POL 204 Modern American Conservatism Keynesians POL 229 State and Local Government ECON 480 Seminar: Current Issues in POL 236 Urban Politics and Public Policy Macroeconomics PPOL 364 Social Policy and Community HIST 311 20th Century America: 1917-1941 Activism

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SOC 256 Power and Powerlessness nature of the problem in light of recent research SOC 375 Social Policy on global warming, pollution and acid rain, solid waste management, and deforestation. Students interrogate the values of a liberal capitalist COURSE DESCRIPTIONS society as they pertain to our environmental 101 Democracy and Public Policy This course problematic from a number of perspectives: examines the American policy process by modern conservative, modern liberal, demo- interrogating a number of domestic policy cratic socialist/radical, ecofeminist, and issues—affirmative action, poverty and welfare, doomsday perspectives. Students evaluate which HIV/AIDS, health care, labor/workplace, perspective or combination of perspectives offers education, community development, and the most coherent and rigorous response to the environmental concerns. Students examine all of policy and moral and ethical issues growing out these issues from various perspectives, including of this course. Students assess the development the modern conservative, modern liberal, and and accomplishments of the environmental radical/democratic socialist, with particular movement over time. The goal is to evaluate attention to the role of the federal government in how the American policy process works in light the policy process. Students have the opportunity of one of the most significant public policy issues to confront their own roles within the American of our time. (Rimmerman, offered alternate years) policy process from a critical perspective. Typical readings: Speth, Red Sky at Morning; Students discuss, too, the role of the policy Bradsher, High and Mighty: The Dangerous Rise of analyst in a democratic society and consider the the SUV; Rifkin, Beyond Beef; Anderson and Leal, interdisciplinary nature of public policy analysis. Free Market Environmentalism, Shutkin, The Land (Rimmerman, offered annually) that Could Be: Environmentalism and Democracy in Typical readings: Katznelson, When the Twenty-First Century; Seager, Earth Follies; Vig Afffirmative Action was White; Olasky, Compas- and Kraft, eds., Environmental Policy: New sionate Conservatism; Rimmerman, The New Directions for the Twenty-First Century Citizenship: Unconventional Politics, Activism, and Service; Levenson, The Story of AIDS and Black 364 Social Policy and Community Activism America; Ehrenreich, Nickel and Dimed; Kozol, This is a course about social policy and Savage Inequalities; Schlosser, Fast Food Nation; community participation and activism; it is also Speth, Red Sky at Morning a course about democracy, community, education, and difference. All students are 219 Sexual Minority Movements and Public required to be fully engaged in a semester-long Policy This course explores the rise of the community activism/service project. Students lesbian, gay, bisexual, and transgendered have an opportunity to reflect upon how their movements from both contemporary and participation in the community influences their historical perspectives. The course addresses the own lives, their perspectives on democracy, and sources of these movements, the barriers that their understanding of democratic citizenship. In they have faced, and how they have mobilized to addition, students examine contemporary social overcome these barriers. Students devote policy issues—HIV/AIDS, health care, considerable attention to the response of the affirmative action, welfare, and education Christian Right to the policy issues that are a policies from a number of ideological perspec- focus of this course—HIV/AIDS, same-sex tives and from the perspective of how these marriage, integration of the military, education issues are played out on our campus and in the in the schools, and workplace discrimination. Geneva, N.Y., communities. (Rimmerman, Finally, students address how the media and offered alternate years) popular culture represent the many issues Typical readings: Katz, The Price of growing out of this course (Rimmerman, offered Citizenship: Redefining the American Welfare State; alternate years) Murray, Losing Ground; Rimmerman, The New Typical readings: Boylan, She’s Not There; Citizenship: Unconventional Politics, Activism, and Blasius and Phelan, eds., We Are Everywhere; Service; Cohen, The Boundaries of Blackness: Walters, All the Rage; Rimmerman, From Identity to AIDS and the Breakdown of Black Politics; Politics: The Lesbian and Gay Movements in the United Quadagno, One Nation Uninsured; Kozol, The States; Bull, ed., AIDS: While the World Sleeps; Shame of the Nation; Sunderman, Kim, and Chauncey, Why Marriage?; Bawer, Place at the Table: Orfield, NCLB Meets School Realities: Lessons The Gay Individual in American Society; Lorde, Sister from the Field Outsider; Boykin, Beyond the Down Low 385 The Workshop in Public Policy This 328 Environmental Policy This course assesses course has a public policy research emphasis. the capability of the American policy process to The specific issue is chosen at the start of each respond to energy and environmental concerns semester and students spend the semester in both the short and long term. It examines the

267 PUBLIC SERVICE studying the topic, analyzing the policy PUBLIC SERVICE implications and designing alternative solutions or recommendations for public policy action. The course is designed for public policy majors/ Program Faculty minors and it serves to satisfy the program Jack Harris, Sociology, Coordinator requirements for a capstone course and Steven Lee, Philosophy practicum. See instructor for a list of potential topics. Prerequisites: Public Policy major or Craig Rimmerman, Political Science minor or permission of instructor. (McGuire, Charles Temple, Education offered occasionally)

499 Internship in Public Policy Studies The The liberal arts and education through public policy internship is designed to provide public service share the goal of developing students with an opportunity to provide students the basis for effective democratic citizen- with an opportunity to connect their classroom ship. In the public service program, study of public policy to the real world of policy making. In doing so, students draw upon the service learning—the integration of analytical, methodological, and substantive community service into an academic training that they have received in the public course—may be used in the teaching of policy process. (Staff, offered annually) many different subject areas. The service experience can allow the student to achieve an understanding of human community as well as of our particular society in a way which is more complex and effective than readings and class discussions alone. In addition, the community involvement fostered by the service experience can lead the student to a better understanding of the self. The public service program offers an interdisciplinary minor built upon courses that include a service learning component. These courses change yearly. American Commitments, a group involved in community service, coordi- nates service learning courses and can provide updated information. All courses toward a public servide minor must be completed with a grade of C- or higher.

REQUIREMENTS FOR THE MINOR interdisciplinary, 6 courses One introductory course, one course from the list of public service humanities electives, one course from the list of public service social sciences electives, two additional public service electives, and a seminar. The minor must include at least two courses in each of two divisions (humanities, social sciences, natural sciences, and fine and performing arts). For the seminar, a senior group independent study is recommended.

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

REQUIREMENTS FOR THE MAJOR (B.A.) disciplinary, 11 courses One introductory religious studies course; two courses each from two concentrations—one in each concentration should be at the 200 level and the other at the

269 RELIGIOUS STUDIES

300 level or higher (one of these concen- REL 305 Tongues of Fire: Pentecostalism trations must be in a specific religious Worldwide tradition); REL 461 Senior Seminar; three REL 345 Tradition Transformers: Systematic Theology additional religious studies courses, at least two of which are outside the Islamic Studies Courses student’s areas of concentration; and two REL 219 Introduction to Islamic Tradition approved cognate courses from other REL 228 Religion and Resistance departments or two other courses in the REL 236 Gender and Islam department. Cognate courses may be REL 242 Islamic Mysticism: The Inward Dance chosen from an accepted list or by REL 321 Muslim Women in Literature petition to the adviser. History of Religions Courses REL 210 Hinduism REQUIREMENTS FOR THE MINOR REL 211 Buddhism disciplinary, 5 courses REL 217 Gurus, Saints, Priests and Prophets One introductory religious studies course, REL 312 New Heavens, New Earths a 200-level course and a 300-level or REL 315 Japanese Religions REL 410 Sacred Space higher course in one of the religious studies concentrations, REL 461 Senior Philosophy of Religions Courses Seminar, and one additional religious REL 226 Religion and Nature studies course. REL 243 Theology of World Religions REL 251 Revelation in Religion and Science COURSE CONCENTRATIONS REL 254 The Question of God/Goddess Introductory Courses REL 260 Religion as a Philosophical Act REL 100 Religions in the World REL 313 Religious Language REL 103 Journeys and Stories REL 318 Postcolonial Theologies REL 105 Religious Imagination REL 402 Conflict of Interpretations REL 108 Religion and Alienation REL 109 Imagining American Religion(s) Religion and Literature Courses REL 256 Tales of Love and Horror Judaic Studies Courses REL 257 What’s Love Got to Do With It? REL 270 Modern Jewish History REL 258 The Qu’ran and the Bible REL 271 The Holocaust REL 402 Conflict of Interpretations REL 272 The Sociology of the American Jew REL 273 Foundations of Jewish Thought Religion, Gender and Sexuality Courses REL 274 Zionism, Israel and the Middle East REL 236 Gender and Islam Conflict REL 281 Unspoken Worlds REL 276 History of East European Jewry REL 283 Que(e)rying Religious Studies REL 278 Jewish Life and Thought in Modern REL 321 Muslim Women in Literature Times REL 382 Toward Inclusive Theology REL 279 Torah and Testament REL 464 God, Gender and the Unconscious REL 370 Jewish Mysticism and Hasidism REL 401 Literary and Theological Responses Psychological and Social Scientific Approaches to the Holocaust Courses REL 263 Religion and Social Theory Christian Traditions Courses REL 267 Psychologies of Religion REL 228 Religion and Resistance REL 269 Therapy, Myth and Ritual REL 232 Rethinking Jesus REL 365 Loss of Certainty REL 237 Christianity and Culture REL 464 God, Gender and the Unconscious REL 238 Liberating Theology REL 240 What Is Christianity? CROSSLISTED COURSE REL 241 Rastaman and Christ ASN 101 Intellectual and Religious REL 279 Torah and Testament Foundations of Asian Civilization

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

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211 Buddhism Buddhism’s rise and develop- global modes of production and consumption. ment in India, and its spread into Southeast Some have faulted the tradition of Western Asia, Tibet, China, Korea, Vietnam, and Japan enlightenment and the scientific-technological are traced. In each of these regions the mindset it has created, while others have focused indigenous traditions, such as Bon in Tibet, or on monotheistic traditions (Judaism, Christian- Confucianism and Taoism in China, or Shinto in ity, and Islam) and their alleged anthropocentric Japan, are considered, and the question is asked desacralization of nature as the roots of our as to how Buddhism adopted and/or influenced present ills. In order to gain a critical insight into elements of its new surroundings. This interac- these debates, students read some of the religious tion of the core of Buddhist ideas and practices works on ecology and environmental ethics along and other cultures creates such movements as with ecofeminist literature that situates the Zen (Ch’an) and Vajrayana (Tibetan Tantrism). debates within the context of global capitalism Audiovisual materials include the films Requiem and patriarchal oppression of women. (Lee, for a Faith and The Smile. (Bloss, offered annually) offered annually) Typical readings: Rahula, What the Buddha Typical readings: Foltz, Worldviews, Religion, Taught; Lhalungpa, The Life of Milarepa; Suzuki, and the Environment: A Global Anthology; Zen Mind, Beginner’s Mind; Trungpa, Meditation Merchant, The Death of Nature; Ruether, in Action; Kaltenmark, Lao Tzu and Taoism; Integrating Ecofeminism, Globalization, and World Confucius, Analects; Hesse, Siddhartha; Kasulis, Religions; Berry, The Great Work Zen Action, Zen Person 228 Religion and Resistance In this course 217 Gurus, Saints, Priests, and Prophets: students explore the ways in which religion and Types of Religious Authority Using informa- resistance are related. Among other questions, tion from many Asian cultures, this course students ask how the religious imagination helps us compares types of religious leadership. Focusing to see alternate realities and permits us to call into on founders, prophets, shamans, gurus, mystics, question our current realities. Students also explore and priests, the course explores how these Asian the role of religion in legitimizing the status quo specialists in the sacred relate to the ultimate and and oppression. They ask how religious communi- how their authority is viewed by the members of ties identify and combat oppression. In combating their traditions. Do these leaders mediate or oppression, the class also turns to questions of intercede with the sacred, pronounce or practice. Is it enough to talk about liberation? Is interpret, advise or perform rites? What types of religion a “call to action?” If so, what is meant by religious experiences do they have and what “action?” (Salter, Staff, offered occasionally) techniques do they use to exhibit their authority? Typical readings: Al-e Ahmad, Gharbzadegi (Bloss, offered alternate years) [Weststruckness]; Esack, Qur’an, Liberation, and Typical readings: Spence, God’s Chinese Son; Pluralism: an Islamic Perspective of Interreligious Herrigel, Zen in the Art of Archery; Fingarette, Solidarity Against Oppression; Johnson, She Who Is: Confucius, The Secular as Sacred; Hawley, Saints the Mystery of God in Feminist Theological and Virtues; Kendall, Shamans, Housewives Discourse; Romero, The Violence of Love; Shariati, Religion vs. Religion; Tutu, No Future Without 219 Introduction to Islamic Religious Traditions Forgiveness; Ellison, Invisible Man This course is an historical study of the rise of Islam from seventh-century Arabia to the current 232 Rethinking Jesus Who is Jesus? The global context. It examines basic beliefs, major question is not as simple to answer as it might figures, sacred scriptures, and rituals of this seem. This course explores central ways the religious tradition. The course emphasis is on founding figure of Christianity has been modern developments in Islam, including the conceived and rethought, especially in the last Muslim presence in Southeast Asia. (Anwar, 100 years. Though students start with an inquiry offered annually) into “the historical Jesus,” they move on to rethink Typical readings: Denny, An Introduction to Jesus from theological, cultural, and literary Islam; Arberry, The Koran Interpreted; Watt, A perspectives. (Salter, offered alternate years) Short History of Islam; Esposito, Islam: The Straight Typical readings: The New Testament; Path; Barboza, American Jihad: Islam after Malcolm Crossan, Jesus: A Revolutionary Biography; X; Mernissi, Fatima, Dreams of Trespass Sanders, The Historical Figure of Jesus; Pelikan, Jesus Through the Centuries; Spencer, Dread Jesus; 226 Religion and Nature This course examines Ogden, The Point of Christology; various films, various religious traditions to see what they can including The Matrix, The Life of Brian, The contribute to a contemporary understanding of Greatest Story Ever Told, Jesus of Montreal, The humanity’s healthy, sustainable relationship with Last Temptation of Christ, and The Gospel the natural world. The ecological crises of our According to St. Matthew time have forced us to question the prevailing

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236 Gender and Islam Westernization has Christian traditions, and theological readings brought sweeping changes and challenges to about the various interpretations of key Christian Islamic cultures and religious practices. As a symbols in different Christian traditions. (Salter, result, political developments, social patterns, offered alternate years) and codes of dress have undergone metamorpho- Typical readings: Reuther, Women and sis as secular ideologies conflict with traditional Redemption: a Theological History; Hans Kung, On religious beliefs. The role of women continues to Being a Christian; Eusebius, The History of the undergo transformation. How will these changes Church from Christ to Constantine; Owen effect Muslim identity in the 21st century? Chadwick, A History of Christianity; the Christian (Anwar, offered annually) Testament Typical readings: Haddad, Esposito, Islam, Gender and Social Change; Mernissi, The Veil and 241 Rastaman and Christ: Encounters in Diaspora the Male Elite: A Feminist Interpretation of What happens when religions collide? This course Women’s Rights in Islam; Ahmed, Women and explores this question in the specific context of the Gender in Islam; Rachlin, Foreigner “New World,” where religions from various traditions collided under the rubrics of colonial 237 Christianity and Culture What is the conquest, slavery and, more recently, rapid social relationship between what Christian groups do changes like migration, communications advances, and how they understand themselves? This and tourism. This course primarily explores the course uses case-studies of a wide variety of collision of West African religions with Christian- Christian communities, from a Native American ity. Thus students focus on understanding the community in the contemporary U.S. to the emergence of religions like Rastafari, Vodou, Christian communities of the Apostle Paul, to Santeria, Shango, and other New World religions. examine the relationship between theory and (Salter, offered alternate years) practice in Christianity. Special emphasis is Typical readings: Chevannes, Rastafari: Roots placed on the questions of whether or how and Ideology; Burdick, Looking for God in Brazil; Christian communities can produce significant Mais, Brother Man; McCarthy Brown, Mama social change. (Salter, offered alternate years) Lola: a Vodou Priestess in Brooklyn; Desmangles, Typical readings: Hall (ed.), Lived Religion in The Faces of the Gods: Vodou and Roman America: A Fundamental Practical Theology; Catholicism in Haiti; Olmos and Paravisini-Gebert Bourdieu, Outline of a Theory of Practice; (ed.), Sacred Possessions: Vodou, Santeria, Obeah, Prejean, Dead Man Walking; Orsi, The Madonna and the Caribbean of 115th Street 242 Islamic Mysticism: The Inward Dance One 238 Liberating Theology In the popular of the most enigmatic and enamoring aspects of imagination we often associate Christianity with Islam is Islamic mysticism or Sufism. What is the elites, colonizers, or oppressors in history. Sufism and how has it come to be such a pervasive But what happens when we rethink Christianity presence in Islamic civilization? The Sufi’s goal is from the perspective of those marginalized from often defined as the unveiling of the Divine light mainstream society? This course does that with leading to union or annihilation. Sufi theoreti- the help of major 20th-century theologians who cians have often used simple imagery, symbolism, might in some way be considered part of the and storytelling for expression. This course Liberation Theology movement. Key perspec- addresses the classical Sufi thought through tives covered include Latin American liberation theoretical expressions and texts, current orders, theology, feminist theology, black theology, and and its presence in the West. Comparative others. (Salter, offered alternate years) references to other mystical traditions such as Typical readings: Boff and Boff, Introducing Christian mystical thought, Hasidism, and Yoga Liberation Theology; Cone, A Black Theology of are also made. (Anwar, offered annually) Liberation; Gutierrez, On Job: God-talk and the Typical readings: Schimmel, The Triumphal Suffering of the Innocent; Ruether, Sexism and Sun, I am the Fire You are the Wind; Ernst, trans., God-talk; Deloria, Jr., God is Red Ruzbihan Baqli: The Unveiling of Secrets, Diary of a Sufi Master; al-Din Rumi, Mathnavi; Barks, Feeling 240 What is Christianity? This course is an the Shoulder of the Lion; Attar, The Conference of introduction to Christianity designed both for the Birds students with no familiarity at all with Christian- ity and for students who have been raised in 243 Theology of World Religions What is Christian traditions, but who are not familiar with “salvation” from a religious standpoint? What does the critical study of religion or the breadth of it mean to be “saved? Is Christianity the only Christian traditions. Students explore Christianity religion to save, as many Christians today claim? using primary readings from Christian scriptures, How is salvation understood in other religions? historical readings on the development of various What is the status of their distinctive truth claims

273 RELIGIOUS STUDIES about salvation? By engaging these questions, this Typical readings: Eliade, Bengali Nights; Deri, course explores theologically and philosophically It Does Not Die; Morrison, Sula; O’Connor, responsible ways of comparing religions, using Everything That Rises Must Converge; tales from soteriology (the teaching or study of salvation) as classic religious traditions an example of comparative category. In so doing, the course addresses the problem of formulating a 257 What’s Love Got to Do with It? Suppose “theology of religions,” that is, a self-critical and the understanding of a concept such as love is articulate way of being faithful to one’s own proportional to the number of genres through religious tradition while also being open to the which it is perceived. Then one can expect that power of the truth claims of other religion the most complete understanding of love will be traditions. (Lee, offered annually) found through an entire galaxy of genres, such as Typical readings: Coward, Sin and Salvation in dialogues, satires, videos, canticles, modern lyrics, the World Religions; Neville, The Human newspaper columns, and novels. Besides “literary” Condition; Heim, Salvations; Santideva, The texts, students read and discuss “sacred” texts on Bodhicaryavatara; Kohn, The Taoist Experience; love from both Eastern and Western religious Bonaventure, The Soul’s Journey into God traditions. (Lee, offered alternate years) Typical readings: Plato, Symposium; Sappho’s 251 Revelation in Religion and Science One of the lyrics; the Hebrew Song of Songs; Sufi love poetry; influential books of the 20th century was Alfred John’s First Letter and Paul’s Letter to the North Whitehead’s Science and the Modern World Corinthians; Amerindian tales; Joyce, The Dead; (1925). In it he expressed his concern for the future Thompson, Who Do You Love; Soble, Eros and when he wrote, “When we consider what religion is Agape for humanity, and what science is, it is no exaggeration to say that the future course of history 258 The Bible and the Qur’an: Do They Mean depends upon the decision of this generation as to What They Say? The three major religious texts the relation between them.” This course carries his of many cultures—the Hebrew Bible, the New concern into our postmodern world with its new Testament, and the Qur’an—originated at understandings of science and religion. (Staff, offered different times and can be understood differently alternate years) by different people. How have the texts been Typical texts: Gerhart and Russell, New Maps understood at their best? What controversies for Old; Lindberg, The Beginnings of Western Science have affected particular expressions of belief in each tradition? How do different translations 254 The Question of God/Goddess: Metaphoric affect the meanings of the texts? The course has and Philosophical Origins In an age when two foci: first, to compare accounts in the sacred formal language has become more technical, the texts in the same narratives (e.g. of Abraham, question of God is often given over to those who Moses, Jesus, Mary, Hagar, Joseph, Potiphar), and do not want to be bothered with the complexity second, to locate principles that major thinkers of the question. In an attempt to “overhear” in each tradition have used to interpret their some of the issues that are left out of specialized respective texts. Students make presentations of knowledge, this course examines Greek plays how the sacred texts of each religion are used in with special attention to the ways in which these ritual, art, architecture and music. In what texts raise the question of God. It also familiar- different senses are the three religions—Judaism, izes students with representative ways of Christianity and Islam—“religions of the book”? formulating the question of God in classical and How might some of the polemical criticisms that contemporary thought. Students dramatize one have been brought against the texts be answered? contemporary play to show the transformation of Prerequisite: One 100-level course in religious images and issues. (Lee, offered alternate years) studies, or permission of instructor. (Staff, offered Typical readings: Euripides, Ion, Alcestis, alternate years) Medea; Heracles, Electra, Helen, Hecuba, The Typical readings: The Qur’an; The Oxford Trojan Women, Iphigenia at Aulis; McFague, English Bible; Textual Sources for the Study of Islam; Models of God; O’Neill, Mourning Becomes Electra Textual Sources for the Study of Judaism; Textual Sources for the Study of Christianity, Tracy, Writing 256 Tales of Love, Tales of Horror What is a tale? Why might tales of love and terror be 260 Religion as a Philosophical Act This course significant from a religious perspective? These texts explores what it means to be religious in a relate to the experience of the holy as a mystery philosophical manner. Central to our exploration that is both fascinating and fearful. This course are the following questions: Can one be religious explores texts from different centuries on the and at the same time also be rational and critical? subjects of “love” and “terror,” and how they treat Is being religious equivalent to accepting certain the experiences of marginality, alienation, and ideas and practices merely on authority, i.e., transcendence. (Lee, offered alternate years) having a “blind faith”? If religions do involve

274 RELIGIOUS STUDIES modes of rational, (self-)critical thinking, how Szasz, The Myth of Psychotherapy; Fromm, do they operate and manifest themselves? Do Psychoanalysis and Religion; Suler, Contemporary religious people make coherent, convincing and Psychoanalysis and Eastern Thought compelling cases for their religious ideals, beliefs and practices? Toward answering these 270 Modern Jewish History This course questions, students read some of the major examines Jewish intellectual, political, and philosophical thinkers from the 18th century to socio-economic history from the period of the the present who have attempted to present French Revolution until the mid-20th century. coherent and compelling philosophical The specific focus of the course is on the manner arguments for or against religious beliefs and in which Jews accommodated themselves and practices. (Lee, offered occasionally) related to changes in their status which were Typical readings: Hume, Dialogues Concern- caused by external and internal events. A major ing Natural Religion; Kant, Critique of Practical area of concern are the movements—intellec- Reason; Marx, Marx on Religion; Nietzsche, On tual, political, and religious, such as, Reform the Genealogy of Morals; Buber, I and Thou; Judaism, the Haskalah, Zionism, Jewish Nishitani, Religion and Nothingness; Tu, radicalism, Hasidism—which arose within the Confucian Thought Jewish communities in question as reactions to Emancipation and Enlightenment. (Dobkowski, 263 Religion and Social Theory Is society God? offered alternate years) Is religion the opiate of the people? What does Typical readings: Hertzberg, The Zionist Idea; religion do? This course examines a variety of Sartre, Anti-Semite and Jew; Wiesel, Souls on Fire; classic (Freud, Marx, Weber, Durkheim, Dawidowicz, The War Against the Jews; Arendt, Malinowski) and contemporary (Berger, Anti-Semitism; Glazer, American Judaism Luckmann, Douglas, Geertz) theories of religion that emphasize social and cultural aspects of 271 The History and Impact of the Holocaust religion, including the origins and functions of This course analyzes the background and history symbol, myth and ritual. (Henking, offered of the Holocaust; its impact on the Jewish alternate years) community in Europe and worldwide; theological Typical readings: Freud, Totem and Taboo; reactions as reflected in the works of Buber, Geertz, The Interpretation of Culture; Weber, The Fackenheim, and Rubenstein; the question of Sociology of Religion; Turner, Religion and Social resistance; the problem of survival; the Elie Wiesel Theory; Erikson, Where Silence Speaks: Feminism, syndrome; and collective guilt leading to the Social Theory, and Religion; Durkheim, The creation of the State of Israel. It also examines the Elemental Forms of the Religious Life nature of the human, society, religion, and politics post-Auschwitz. (Dobkowski, offered annually) 267 Psychologies of Religion This course examines Typical readings: Hilberg, The Destruction of the variety of modern psychological perspectives European Jews; Wiesel, Night, Dawn, The Oath; that have been used to understand religion, Rubenstein, After Auschwitz; Fackenheim, God’s including depth psychologies, social psychology, and Presence in History; Arendt, Eichmann in empirical and behavioral approaches. In doing so, it Jerusalem; Des Pres, The Survivor; Clendinnen, explores psychological theories that attempt to Reading the Holocaust answer such questions as: Why are people religious? Where do religious experiences and images come 272 The Sociology of the American Jew This from? What does it mean to be religious? (Henking, course examines the sociological, religious, and offered alternate years) historical complexion of the American Jewish Typical readings: James, The Varieties of community. It attempts to deal with such issues Religious Experience; Jung, Psychology and Religion; as immigration, religious trends, anti-Semitism, Freud, The Future of an Illusion; Batson, assimilation, adjustment, identity, and survival, Schoenrode, and Ventis, The Religious Individual and it attempts to understand the nature of the American Jewish community. It analyzes this 269 Therapy, Myth, and Ritual How are experience by utilizing sociological and historical religion and psychology connected? Does insights, as well as by looking at immigrant psychology operate as a religion today? Are literature in its cultural and historical context. psychotherapists the new clergy? Has modern (Dobkowski, offered alternate years) Western religion become psychologized? This Typical readings: Sklare, America’s Jews, The course explores such issues by examining the Jew in American Society; Liebman, The Ambivalent historical connections of religion and psychology Jew; Fein, Where are We?; Goldstein, Jewish in the West and the interaction of religion and Americans; Howe, World of Our Fathers; psychology in modern Western culture. Wertheimer, A People Divided (Henking, offered alternate years) Typical readings: Tillich, The Courage to Be;

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273 The Foundations of Jewish Thought This 278 Jewish Life and Thought in Modern Times course traces the foundations of Jewish religious and This course examines Jewish life, thought, and philosophical thought from the Bible, Rabbinic cultural development from 1760 to the present. literature, Talmudic Judaism, the Kabbalah, Among the topics discussed are: the rise of medieval philosophy, and mysticism, to contempo- Hasidism and reaction to it; the Enlightenment rary Jewish thought. It is an attempt to understand and modern varieties of Judaism; Zionist thought; the “essence” of Judaism and to trace how it has and revolution and Jewish emancipation. The developed over time and been influenced by other course also focuses on major Jewish thinkers and traditions. It also examines the impact of Judaism on actors who have had a profound impact on Islamic and Western European thought. shaping, defining, and transforming Jewish (Dobkowski, offered alternate years) thought and praxis. This includes thinkers like Typical readings: Neusner, Understanding the Baal Shem Tov, Martin Buber, Abraham Rabbinic Judaism, Invitation to the Talmud; Joshua Heschel, Mordecai Kaplan, and Blu Sholem, The Messianic Idea; Lamm, Faith and Greenberg. (Dobkowski, offered alternate years) Doubt; Baeck, The Essence of Judaism; Heschel, Typical readings: Gillman, Sacred Fragments; Man’s Quest for God; Steinsaltz, The Essential Buber, I and Thou; Heschel, G-d in Search of Talmud; Gillman, Sacred Fragments Man; Katz, Tradition and Crisis; Avineri, The Making of Modern Zionism 274 Zionism, the State of Israel, and the Middle East Conflict An examination of the 279 Torah and Testament How do we read roots of Zionism—a complicated religious, sacred texts? How can they say anything to us ideological, and political movement. Such today? This course introduces students to central external factors as the Holocaust and the acute texts of the Jewish and Christian traditions and problems of the surviving refugees; the conflict key methods of reading/interpreting those texts. between Jews and Arabs in Palestine; the Through close readings of selected representative breakdown of the British Mandate and the texts, we cover themes that may range from mutual rivalries of the Western powers in the origins and cosmologies to liberation, freedom, Middle East; and the East-West conflict in the law and morality. (Dobkowski, Salter, offered global scene are some of the historical forces alternate years) which accelerated the creation of the Jewish Typical readings: Genesis; Exodus; the Gospel state that are examined. But attention is also of John; the Gospel of Matthew; Holtz, Back to the given to the internal intellectual and spiritual Sources; Sanders and Davis, Studying the Synoptic forces in Jewish life, which were at least as Gospels important and which constitute the ultimately decisive factor. (Dobkowski, offered occasionally) 281 Unspoken Worlds: Women, Religion, and Typical readings: Laqueur, A History of Culture When theorists describe the lives of Zionism; Hertzberg, The Zionist Idea; Chomsky, religious people and the meaning of religion, they Peace in the Middle East?; Curtis, The Palestinians; often speak of homo religious, religious man. What Gal, Socialist-Zionism; Spiro, Kibbutz; Shipler, happens when we move beyond a focus upon Arabs and Jews men to examine the religious lives of women? This course focuses exclusively upon women, 276 History of East European Jewry, 1648-1945 located within and enacting a variety of cultures This course examines the social, political, and religions. In doing so, it considers women’s cultural, and religious history of the Jews in agency and oppression, the significance of female Eastern Europe. Since Eastern Europe was home to (or feminine) religious imagery, and the a majority of world Jewry until the Holocaust, it is interweaving of women’s religious lives with such important to analyze what was distinctive about imagery. (Henking, offered alternate years) the East European Jewish experience and what Typical readings; Sered, Priestess, Mother, impact it had on contemporary Jewish life. Topics Sacred Sister; Falk (ed.), Unspoken Worlds; Gross, covered include: Hasidism; the Haskalah; Yiddish Feminism and Religion literature and language; Polish-Jewish politics; anti-Semitism; the world of the Yeshiva; Zionism 283 Que(e)rying Religious Studies What do and Socialism; and the Russian Revolution and religion and sexuality have to do with each the creation of Soviet Jewry. (Dobkowski, offered other? This course considers a variety of religious every three years) traditions with a focus on same-sex eroticism. In Typical readings: Dawidowicz, The Golden the process, students are introduced to the Tradition; Buber, Tales of the Hasidim; Singer, The fundamental concerns of the academic study of Spinozo of Market Street; Stanislawski, Tsar religion and lesbian/gay/queer studies. Among Nicholas I and the Jews; Hoffman, Shetle the topics considered are the place of ritual and performance in religion and sexuality, the construction of religious and sexual ideals, and

276 RELIGIOUS STUDIES the role of religious formulations in enforcing literature on philosophy of language, hermeneu- compulsory heterosexuality. Prerequisites: Any tics, and various philosophical and theological 100-level religious studies course or permission theories of religious symbols, texts, and of instructor. (Henking, offered alternate years) discourses. Central to this examination is the Typical readings: Herdt, Same Sex, Different question whether and in what sense religious Culture; Shokeid, A Gay Synagogue in New York; language can be interpreted as embodying and Brown, Immodest Acts; Comstock and Henking, conveying a surplus of meaning, given the Que(e)rying Religion presence of other conflicting interpretations (poststructuralist, psychoanalytic, feminist, 305 Tongues of Fire: Pentecostalism World- postcolonial, etc.). (Lee, offered annually) wide The Pentecostal movement is character- Typical readings: Stiver, The Philosophy of ized by the “descent of the Spirit” and Religious Language; McFague, Metaphorical manifested through such practices as speaking in Theology; Tracy, Plurality and Ambiguity; Taylor, tongues, spontaneous healing, and spontaneous Erring; Kwok, Postcolonial Imagination and Feminist prayer. This movement has been one of the Theology; Neville, The Truth of Broken Symbols fastest growing forms of Christianity worldwide over the past three decades; two Pentecostal 315 Japanese Religions Japan provides a denominations were recently ranked as the first wonderful opportunity to apply the discipline of and second fastest growing religious denomina- the history of religions. This field of study traces tions in the U.S. What is this movement and how the rise, development, and changes of religious do we make sense of it? Why has it spread so traditions over time, as well as comparing types rapidly? To whom does it appeal? And what has of religions. Japanese history begins with the been its effect where it spreads? (Salter, offered indigenous shamanistic Shinto tradition, which every three years) interacts with a number of Buddhist traditions, Typical readings: Harvey Cox, Fire From filtered before their arrival through India, Tibet, Heaven; Martin Riesbrodt, Pious Passion; David and China. This mix is then challenged by Martin, Tongues of Fire: the Explosion of Christianity and most recently has been transformed Protestantism in Latin America; R. Andrew by the growth of “new” religions in sublime and Chesnut, Born Again In Brazil; Walter terrifying forms. This course uses a range of sources in Hollenweger, The Pentecostals; Diane the study of Japanese religions and culture. Austin-Broos, Jamaica Genesis Selections of poetry, drama, novels, and biographies, as well as rituals and art provide glimpses of the 312 New Heavens, New Earths This course richness of Japan. Prerequisites: An introductory compares religious movements that arise during course in religious studies or permission of instructor. times of rapid social change, cultural crisis, or (Bloss, offered alternate years) oppression and often, under the guidance of a Typical readings: Endo, The Samurai; prophet, foresee the dramatic end of an age and McFarland, Daruma; Ono, Shinto the Kami Way; a beginning of a period of redemption. It begins Statler, Japanese Pilgrimage; and readings from such with religious movements among primitive texts as the Man’Yoshu, the Kojiki, and Noh plays cultures which have been overwhelmed or severely shaken by contacts with the West, then 318 Postcolonial Theologies This course turns to the pursuit of the Millennium in the explores postcolonial theory and its implications Middle Ages, Mother Anne and the Shakers, the for theological and philosophical studies of Rastafarians of Jamaica; and ends with a study of religions. It examines how the imperial a flying saucer cult in Chicago. Audiovisual aids ideologies of the North Atlantic empires, often are used extensively. (Bloss, offered alternate years) with the help of imperialist theological readings Typical readings: Burridge, New Heaven, of the Christian tradition, distorted and New Earth; Cohn, The Pursuit of the Millennium; misrepresented the religious traditions of the Andrews, A People Called Shakers; Lurie, subject peoples in the name of the Christianizing Mountain Wolf Woman; Barrett, Rastafarians; and civilizing mission of the West on the one Halm, Shi’a Islam; Kehoe, The Ghost Dance hand and the objectivity of “the study of religion” on the other. Central to this examina- 313 Religious Language This course explores tion is the question whether postcolonial theory, the nature and function of religious language. which deconstructs all imperial constructions of The key questions asked are: What is a “sacred” “the other,” could be a catalyst for producing symbol, text, or discourse? How is religious “postcolonial theologies” that repudiate any language different from everyday language or religiously grounded establishment of one scientific language, if at all? Does religious dominant center of value, meaning and order. language enable us to be in touch with ultimate (Lee, offered annually) or divine reality, as it claims? In order to answer Typical readings: Young, Postcolonialism: A these questions, this course examines some of the Very Short Introduction; King, Orientalism and

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

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

450 Independent Study

279 RUSSIAN AREA STUDIES

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

280 RUSSIAN AREA STUDIES

REQUIREMENTS FOR THE MINOR, AREA ECON 240 International Trade STUDIES ECON 344 Economic Development and Planning HIST 238 World Wars in Global Perspective interdisciplinary, 5 courses HIST 276 The Age of Dictators Five courses from the Russian Area POL 140 Introduction to Comparative Politics Studies electives selected in consultation POL 245 Europe East and West with an adviser. At least two courses must POL 379 Radical Thought Left and Right be in humanities and two in social SOC 300 Classical Sociological Theory sciences. No courses from the list of “Contextual Courses” may count toward COURSE DESCRIPTIONS (RUS) the minor. 101, 102 Introductory Russian I and II An introduction to the Russian language designed particularly to develop listening, speaking, CROSS-LISTED COURSES reading and writing. Students work with Humanities Electives dialogues and grammatical patterns, using audio/ ART 256 Art of the Russian Revolution (offered video tapes and computers. occasionally) 105 Beginning Russian in Review This course BIDS 298 The Ballets Russes (offered offers qualified students the opportunity to occasionally) complete the elementary sequence of language ENG 360 20th-Century Central European Fiction acquisition in one semester rather than two. HIST 367 Women and the Russian State Students learn the fundamentals of the Russian (offered occasionally) language (speaking, listening, writing, and reading). RUSE 112 Introduction to Russian Literature— Instruction and practice rely heavily on technologi- the 20th Century cal tools such as CD-ROMs, computerized drilling RUSE 203 Russian Prison Literature exercises, and interactive Web activities. Weekly RUSE 204 Russian Film laboratory is mandatory. RUSE 230 Russian Culture 201, 202 Intermediate Russian I and II The aim RUSE 237 Russian Folklore of these courses is to develop further the basic RUSE 238 Spies, Reds, & Poets language skills acquired in the introductory RUSE 350 Survey of 19th-Century Russian courses. An intensive study of grammatical Literature structures with a continued emphasis on oral and RUSE 351 Survey of 20th-Century Russian written skills, they include supplementary reading Literature with vocabulary useful for everyday situations and MUS 150 In a Russian Voice (offered creative writing based on course material. Audio/ occasionally) video tapes and computers are used. 301, 302 Russian Language, Literature and Social Sciences Electives Culture I and II These courses are intended to BIDS 120 Russia and the Environment expand usage of Russian in oral and written forms. ECON 146 The Russian Economy The main emphasis is on contemporary conversa- HIST 260 19th-Century Russian Modernity tional Russian. Intensive and reading is accompa- through Literature nied by a review of grammar in context, and HIST 261 20th-Century Eurasia compositions on a variety of themes, based on HIST 394 Russia and Central Asia reading original texts of Russian literature, poetry, HIST 396 History and the Fate of Socialism and newspapers. Films and computers are used. POL 257 Russia and China Unraveled 330, 331 Russian Language, Literature and Culture I and II These courses in Russian Contextual Courses emphasize using the language largely as a means Cannot count for either of the minors or of looking at Russian literature, culture, and for the Language and Culture major; contemporary life. The focus of attention is texts, such as poetry, short stories, and newspaper maximum of one can count for the articles, as well as Russian painting, music, films, History and Society major. and videotapes. Readings, discussion, and written ECON 233 Comparative Economic Systems and assignments in Russian are suited to students at Institutions the third or fourth year level of language study. ECON 236 Introduction to Radical Political Computers are used. Economy

281 RUSSIAN AREA STUDIES

401, 402 Selected Topics: Russian Literature 230 Russian Culture Russia has stood at a and Culture Highly advanced Russian language crossroads in Eastern Europe between the and culture courses for students who have already influence of the Orient and Western Europe. As achieved the fourth level of language study. a consequence, the Russian identity is a curious These courses offer topics from a broad range of mix of Eastern and Western influences. This choices, including literary texts, poetry, film and course presents samplings from many aspects of avant-garde writers. Written and oral reports and Russian culture, including art, music, language, weekly journals. religious practice, film, cuisine, history, and the image of Russia in American culture. The goal is 450 Independent Study to comprehend how Russian culture has established itself between the two extremes of 495 Honors East and West. Open to all students. (Galloway, Spring) COURSES TAUGHT IN ENGLISH (RUSE) 137 Vampires: From Vlad to Buffy This course 237 Russian Folklore In this course, students examines the vampire from its historical roots in survey the wealth of Russian and Slavic folk the legend of Vlad Tepes to the American tales, epic songs, legends, riddles and other commercialization and popularization of the elements of the oral tradition, as well as the later vampire in media such as “Buffy the Vampire literatures these genres inspired. Students Slayer.” Students discuss the qualities of the examine characters such as the Firebird, Baba- folkloric vampire and its role in traditional Yaga the witch, Koshchei the Deathless, and Ilya culture, how the folkloric vampire has evolved Muromets. Materials are not restricted to the over time and across cultural borders, and why printed word, and include art and music arising the vampire is such a pervasive cultural icon. from the Russian folk tradition. There are no The approach is interdisciplinary, using folktales, prerequisites and no knowledge of Russian short stories, legends, novels, films, television language or culture is presumed. (Galloway, shows, and analytical studies. All materials are Spring, alternate years) read in English. (Galloway, offered annually) 238 Spies, Reds, and Poets Throughout their 203 Russian Prison Literature The Soviet history, Russians have left their homeland system of prisons and labor camps operated for because of war, political and religious persecu- much of the 20th century. Under dictator Josef tion, and unbearable censorship. In the 20th Stalin, millions of the country’s own citizens century, this problem intensified to create three were imprisoned on false charges for years, distinct “waves” of Russian émigrés, many of worked to death in Siberian mines, or executed whom settled in the United States. Students will outright. The perpetrators of these crimes have analyze stereotypes such as the gangster, the never been brought to justice. In this course capitalist, the spy, and the femme fatale while students read from the literature that arose in considering the more subtle representations response to this tragedy: works by Aleksandr created by writers who have experienced the Solzhenitsyn, Varlam Shalamov, Lidia Ginzburg, other culture first-hand. The course is open to all and Georgii Vladimov. The course is open to all students regardless of level. (Welsh, Fall) students regardless of level, and all readings will be in English translation. (Galloway, Spring) 350 Survey of 19th-Century Russian Literature (In translation) Nineteenth-century Russian 204 Russian Film This course is an introduction writers recorded “the ‘body and pressure of time’” to the most important trends, directors, and films and mapped the human heart, exploring in Russian cinema from the beginning of the relationships between men and women, sexuality, 20th century to the present. Students are issues of good and evil, and the alienated exposed to a wide range of movies, including individual’s search for meaning in the modern early silent films, experimental films of the 1920s world. In brilliant, yet deliberately accessible work, and early 1930s, socialist realist films, films on prose writers recorded the conflict and struggle of World War II and Soviet life, and films from their distinctively Russian cultural tradition, with contemporary Russia. All readings are in English its own understanding of ideas about religion, and all films shown with English subtitles. Due to freedom, and the self, and its own attitudes toward the rich heritage of Russian cinema this course culture, historical, and social order. Open to does not claim to be an exhaustive treatment of students of all levels. (Offered occasionally) all the great Russian films, but rather aims to Typical readings: Pushkin, Little Tragedies; acquaint students with the overall contours of Lermontov, A Hero of Our Time; Gogol, The Russian filmmaking. (Welsh, Spring) Overcoat and other stories; Turgenev, Fathers and Sons; Dostoevsky, Notes from Underground

282 SACRED IN CROSS-CULTURAL PERSPECTIVE

351 Survey of 20th-Century Russian Literature THE SACRED IN CROSS-CULTURAL (In translation) In the 20th century, Russia’s “other voices” continued to express the souls and PERSPECTIVE spirit of individual men and women, but now under the profound impact of historical events Program Faculty from revolution and world wars through glasnost and perestroika. Witnessing and experiencing H. Wesley Perkins, Sociology, great suffering, these heroic writers could neither Coordinator remain silent under censorship nor write the Lowell Bloss, Religious Studies socialist-realist propaganda dictated by the Soviet government. Open to students of all Richard Dillon, Anthropology levels. (Offered alternate years) Michael Dobkowski, Religious Studies Typical readings: Akhmatova, Requiem and Susan Henking, Religious Studies other poetry; Bulgakov; Solzhenitsyn Hyo-Dong Lee, Religious Studies T. Dunbar Moodie, Sociology Ilene Nicholas, Anthropology Richard Salter, Religious Studies

This program provides an opportunity to study expressions and representations of the sacred across several eras from the prehistoric to the modern, and in several cultures. Topics include the following: religious artifacts and sites; behaviors, relationships, roles and institutions associated with the sacred; sacred thought worlds of peoples in their own terms; religious expressions; and religious and ritual systems in socio cultural context and as they change through innovation, revitalization, resistance, and myriad other processes. The focus is on the sacred in different cultures from religious studies, anthropological, and sociological perspectives. One objective is to show that the sacred is necessarily constituted socially and culturally, on the one hand, and that the meanings of any particular expressions of the sacred are not necessarily exhausted by social cultural analysis, on the other. The sacred in cross cultural perspective program offers an interdisciplinary minor; the program does not offer a major.

REQUIREMENTS FOR THE MINOR interdisciplinary, 6 courses One course in religious studies and one course in anthropology or sociology at each of three levels: 100, 200, and 300 to 400 level from the following lists.

283 SELF-INSTRUCTIONAL LANGUAGE PROGRAM

CROSSLISTED COURSES SELF-INSTRUCTIONAL LANGUAGE Religious Studies Courses PROGRAM (SILP) REL Any 100-level course REL 210 Hinduism Program Faculty REL 211 Buddhism REL 217 Gurus, Saints, Priests and Prophets Thelma Pinto, Director REL 219 Introduction to Islamic Tradition REL 226 Religion and Nature The SILP program offers supervised courses REL 228 Religion and Resistance in less commonly taught, but critical REL 232 Rethinking Jesus languages. Students apply to the program REL 236 Gender and Islam and are interviewed by the director to REL 237 Lived Christianity determine whether they have the aptitude REL 238 Liberating Theologies REL 241 Rastaman and Christ for supervised, but to a certain extent self- REL 243 Theology of World Religions directed, study. Students must have at least REL 254 The Question of God/Goddess one semester of college-level language study REL 258 The Qu’ran and the Bible in any language to be considered for the REL 263 Religion and Social Theory program. Students admitted to the program REL 272 The Sociology of the American Jew are provided with a syllabus and other REL 273 Foundations of Jewish Thought materials as needed. They meet, face-to-face REL 281 Unspoken Worlds REL 283 Que(e)rying Religious Studies or online, with a native or near-native REL 305 Tongues of Fire: Pentecostalism speaker regularly for conversation and oral Worldwide practice. A midterm and final, ordinarily REL 312 New Heavens, New Earths composed of an oral and written section, are REL 313 Religious Language sent to an outside faculty examiner, who is REL 315 Japanese Religions an instructor of that specific language at an REL 318 Postcolonial Theologies REL 336 Islam and the West accredited college or university. The outside REL 365 Loss of Certainty examiner’s evaluation along with other REL 402 Conflict of Interpretations requirements for the course are then REL 410 Sacred Space evaluated by the director, who assigns the final grade for the course. Throughout the Anthropology Courses semester, the director maintains contact ANTH 102 World Prehistory with the students and follows their progress. ANTH 110 Introduction to Cultural Anthropology ANTH 206 Early Cities The Self Instructional Language ANTH 208 Archaeology of Japan and China Program (SILP) at HWS is affiliated with ANTH 220 Sex Roles: A Cross Cultural Perspective the National Self Instructional Program ANTH 227 Intercultural Communication (NASILP). Languages available include ANTH 290 Pharaohs, Fellahin, Fantasy Arabic, Hindi, Vietnamese, Hebrew, ANTH 296 African Cultures Advanced Italian, Brazilian Portuguese. ANTH 297 Peoples and Cultures of Latin America Other languages may be offered on ANTH 306 History of Anthropological Theory ANTH 326 Patterns and Processes in Ancient request, but the request must be submitted Mesoamerican Urbanism with at least one semester’s notice. ANTH 352 Builders and Seekers Because there are costs and other administrative issues involved with Sociology Courses offering a new language, we cannot SOC 243 Religion, State, and Society in guarantee that a request will be honored. Modern Britain SOC 244 Religion in American Society All courses may be taken for credit or SOC 370 Theories of Religion: Religion, pass/fail. Power, and Social Transformation

284 SPANISH AND HISPANIC STUDIES

COURSE DESCRIPTIONS SPANISH AND HISPANIC STUDIES 111 Beginning Arabic I Permission needed from instructor. (Pinto, Fall) 112 Beginning Arabic II Permission needed Juan Liébana, Ph.D., Associate Professor, from instructor. (Pinto, Spring) Department Chair 113 Beginning Arabic III Permission needed Marisa DeSantis, M.A., Instructor from instructor. (Pinto, Spring) Alejandra Molina, Ph.D., Assistant 131 Beginning Hindi I Permission needed from instructor. (Pinto, Fall) Professor 132 Beginning Hindi II Permission needed from Cristina Müller, Ph.D.; Assistant Professor instructor. (Pinto, Spring) Edgar Paiewonsky-Conde, Ph.D., 133 Beginning Hindi III Permission needed from instructor. (Pinto, Spring) Associate Professor 205 Intermediate Hindi Permission needed from instructor. (Pinto, Spring) The Spanish and Hispanic Studies 145 Brazilian Portuguese Permission needed department meets the demands and from instructor. (Pinto, Fall) 146 Intermediate Brazilian Portuguese Permission expectations of students as they confront needed from instructor. (Pinto, Fall) the global situation of the third millen- 161 Beginning Vietnamese I Permission needed nium in which the language and cultures from instructor. (Pinto, Spring) of the Hispanic world play a crucial role. 162 Beginning Vietnamese II Permission needed from instructor. (Pinto, Fall) The program is built on the premise that 121 Beginning Hebrew Permission needed from language and culture are inseparable: instructor. (Pinto, Fall) every step in the process of becoming 226 Intermediate Hebrew Permission needed from instructor. (Pinto, Spring) proficient in language must be rooted in 301 Advanced Italian Permission needed from culture and, conversely, language instructor. (Pinto, Spring) proficiency is the necessary foundation for all true understanding of culture. We promote the intellectual and moral SOCIOLOGY expansion that must typify a liberal arts The program and course descriptions for education, making students more Sociology can be found in the section for conscious of the linguistic dimension that the Department of Anthropology and is the essence of human society and Sociology (p. 88) deepening their understanding of how identity is both product and producer of the fabric of culture. Delving into the ethnically diverse and conflictive genesis of both imperial Spain and colonial Latin America, our program traces some of the main features and events of the Hispanic world, as it has evolved and continues to evolve, on both sides of the Atlantic. Covering the multifaceted cultural topography of Spain and Latin America, as well as the relatively new manifestations of Hispanic culture in the U.S., the Spanish and Hispanic Studies department offers, by definition, a profoundly multicultural academic experience, one firmly grounded in bilingualism and intended for students of diverse backgrounds. Recent innova-

285 SPANISH AND HISPANIC STUDIES tions include the integration of the latest group or courses taught in English with multimedia technology in order to create Hispanic content (SPNE). a fully interactive learning experience that encompasses the cultural richness of REQUIREMENTS FOR THE MINOR the Hispanic world. disciplinary, 6 courses All Spanish and Hispanic Studies Six Spanish and Hispanic studies courses students are strongly advised to study one at the 203 level or above, at least three of semester abroad. The department sponsors which must be from level III (Introduc- two off-campus programs: one in Madrid, tion to Culture and Literature) or level IV Spain, and one in Santiago, Dominican (Advanced Culture and Literature). Only Republic. In these programs students live one of the level IV courses can be from with families, take all courses in the target courses taught in English with Hispanic language, and speak only in Spanish. The content (SPNE). Colleges also have a program in Ecuador and some course credits from this program COURSE LEVELS may, with approval of the department, be Level I: Fundamental Language Skills counted toward a major or minor. A SPAN 101 Beginning Spanish I maximum of four course credits from off- SPAN 102 Beginning Spanish II campus study may be applied to the major, SPAN 121 Intermediate Spanish I SPAN 122 Intermediate Spanish II two to the minor. Spanish and Hispanic Studies courses Level II: Advanced Language Skills are organized into four sequential levels: I SPAN 203 Grammar and Conversation fundamental skills, II advanced skills, III SPAN 204 Spanish for Heritage Speakers introduction to culture and literature, and SPAN 221 Spanish in Film and Song IV advanced culture and literature. SPAN 225 Hispanic Media: Contemporary Issues Courses from level I focus on fundamental SPAN 231 Translation I language skills and must be taken in SPAN 260 Grammar and Composition sequence. Courses at level II develop advanced language skills. Courses at level Level III: Introduction to Culture and Literature III are an introduction to Hispanic culture SPAN 316 Voces de Mujeres and literature, and courses at level IV SPAN 317 Arte y Revolución offer an advanced exploration of Hispanic SPAN 321 Cuentos de América Latina SPAN 336 Spain: The Making of a Nation culture and literature. SPAN 344 Survey I: Spain The Spanish and Hispanic Studies SPAN 345 Survey II: Latin America department offers a disciplinary major and minor. Only courses completed with a Level IV: Advanced Culture and Literature grade of C- or better may count toward SPAN 343 Masterpieces of Spanish Literature the major or minor. SPAN 346 Latin American Women’s Writings SPAN 360 Dark Heroes: Melancholia in Western Culture REQUIREMENTS FOR THE MAJOR (B.A.) SPAN 361 The Sounds of Spanish: Phonetics disciplinary, 10 courses and Dialects Ten Spanish and Hispanic Studies courses SPAN 362 Generations of 1898 and 1927 at the 203 level or above, including three SPAN 372 Contemporary Spanish Novel courses from the Introduction to Culture SPAN 410 Spanish Golden Age: Renaissance and Literature group, three from the and Baroque SPAN 420 Contemporary Latin American Novel Advanced Culture and Literature group, SPAN 460 Special Topics: In the Shadow of and two more which may be either from Dulcinea the Advanced Culture and Literature SPAN 490 Cervantes: Don Quixote

286 SPANISH AND HISPANIC STUDIES

Courses Taught in English with Hispanic 203 Advanced Spanish: Grammar and Content Conversation This course focuses on the Spanish SPNE 314 Spanish Cinema grammar acquisition process with a particular SPNE 320 ¿Spanglish? Issues in Bilingualism focus on listening comprehension and speaking. In addition to traditional grammar learning, SPNE 330 Latina Writing in the United States students will refine their Spanish language skills SPNE 345 The Paradoxes of Fiction by practicing oral expression. Aural comprehen- SPNE 355 García Márquez: The Major Works sion, idiomatic usage, fluency, and language use in everyday situations will be emphasized. COURSE DESCRIPTIONS (SPAN) Prerequisite: Completion of the intermediate 101 Beginning Spanish I Designed for students Spanish sequence or the equivalent. (Offered each who have not taken Spanish before, this course semester) develops the basic skills in understanding, speaking, reading, and writing the language. 204 Spanish for Heritage Speakers A compre- Beginning Spanish I, as well as the other courses hensive review of the Spanish language that in the beginning and intermediate levels, use a targets the particularities of the bilingual combination of master classes with the regular condition, this course introduces students to instructor and small groups and individual issues that are relevant to the different Hispanic practice with the multimedia materials populations living in the United States. accompanying the text. (Offered each semester) Readings, exercises, and class discussions address the specific needs of the bilingual student. 102 Beginning Spanish II A continuation of Students in this course also have the opportunity Beginning Spanish I, this is normally the to work with the diverse Hispanic communities appropriate level for students who have taken living in the area. Prerequisite: permission of the recently one year of Spanish in high school. The instructor. (Molina, offered alternate years) course combines master classes with the regular instructor, and practice sessions using the 221 Spanish in Film and Song This course uses multimedia materials accompanying the text. Spanish and Latin American music and cinema Prerequisite: SPAN 101 or the equivalent. to refine the student’s language skills beyond the (Offered each semester) intermediate level. Team work is emphasized in the creation of multimedia projects tailored to 121 Intermediate Spanish I The intermediate the needs of the group and the individual. Scripts level of Spanish is designed for students who and lyrics are used as text to introduce students have completed the beginning Spanish sequence, to popular culture and current events in today’s or students whose previous language studies place Hispanic world. In addition, students develop a them at that level. The course further develops script writing project. Prerequisite: Completion the basic language skills acquired in the of the intermediate Spanish sequence or the beginning sequence through the intensive study equivalent. (Liébana, offered annually) of grammatical structures, continued attention to Typical readings: Leymarie, La música oral and written communication, and an latinoamericana; Sacchi, Más allá de la pantalla; increased emphasis on reading comprehension. McVey Gill, Cinema for Spanish Conversation Written Spanish is practiced through short essays and oral expression and through the creation of 225 Hispanic Media: Contemporary Issues This dialogues and situations. The course combines course focuses on contemporary issues as master classes with the regular instructor, and presented in the media of Spain, Latin America practice sessions using the multimedia materials and U.S. Latino communities. The Internet, accompanying the text. Prerequisite: SPAN 102 printed, audio and visual media will provide the or the equivalent. (Offered each semester) foundation for class discussions, oral presentations, critical analysis and journalistic writing. 122 Intermediate Spanish II A continuation of Prerequisite: Completion of the intermediate Intermediate Spanish I, this course introduces Spanish sequence or the equivalent. (Müller, the student to the more complex aspects of offered annually) grammar, continues vocabulary build up, and emphasizes oral and written communication 231 Translation I A situational approach to through discussion of textual material, situation translation, this course provides practice in dialogues, and the writing of short essays. The translation in everyday situations, such as may course combines master classes with the regular occur at banks, post offices, airports, immigration instructor and practice sessions using the offices, through role-playing, skits, and “real-life” multimedia materials accompanying the text. writing assignments. A contrastive analysis of Prerequisite: SPAN 121 or the equivalent. English and Spanish grammar as appropriate to (Offered each semester) translation is a fundamental aspect of the course.

287 SPANISH AND HISPANIC STUDIES

This course is highly recommended for bilingual tell a story in its multifaceted manifestation in students and students who intend to teach either Latin America. Moving from the forms of the Spanish to English speakers or English to Spanish oral tradition (anécdota, chiste, cuento popular) speakers, since it addresses the major areas of to the popularly rooted stories of Bosch, Rulfo conflict between Spanish and English. Prerequi- and Allende, to the metaphysical games of site: Completion of the intermediate Spanish Borges and Cortázar, and from the Amazon to sequence or the equivalent. (Offered annually) the urban centers, from the Andes to the Caribbean, the course ends with an examination 260 Advanced Spanish: Grammar and of the multi functionality of feminine voices in Composition This course focuses on the Spanish the present generation of women storytellers. grammar acquisition process with a particular Students sharpen their receptivity as listeners focus on writing and reading. In addition to and readers as well as exercise their skills as traditional grammar learning, students will refine inventors and narrators. Prerequisites: Two their Spanish language skills by practicing courses from level II and above, one of which written expression with directed and original must be 203, 204 or 260. (Offered alternate years) composition exercises. Reading comprehension, Typical readings: Stories by writers idiomatic usage, and language use in various mentioned above and also Quiroga, Bombal, written genres will be emphasized. Prerequisites: García Márquez, Poniatowska, Valenzuela, Completion of the intermediate Spanish Sánchez, Vega sequence or the equivalent. (Offered annually) 336 Spain: the Making of a Nation This course 316 Voces de mujeres Designed to introduce takes an approach to the development of students to Hispanic women’s discourse, this contemporary Spain and Spanish national course is an introduction to the critical analysis identities in the context of Western civilization. of texts written by women from Spain and Latin It studies and discusses historical background, America. Class discussions confront issues of economic and political patterns, literary and race, class, gender, sexuality and nation; the artistic development (Cervantes, Velázquez, relationship between gender and writing, and Goya, Picasso), as well as cultural traditions and the dialogue of the analyzed texts undertaken folklore. Some of the issues the course addresses within their historical and cultural context. are: Jews, Muslims, and Christians; imperial Prerequisites: Two courses from level II and Spain and the psychology of conquest; the myth above, one of which must be 203, 204 or 260. of Don Juan; the Gypsy paradox. Prerequisites: (Molina, offered annually) Two courses from level II and above, one of Typical readings: Santiago, Cuando era which must be 203, 204 or 260. (Liébana, offered puertorriqueña; Gerúa Morales, Él sur; Laforet, alternate years) Nada; Alegría, No me agarran viva; works by Typical readings: Ugarte, España y su Poniatowska, Storni, Garro, and others civilización; Pereira-Muro, Culturas de España; films by Buñuel, Berlanga, Saura and Almodóvar; 317 Arte y Revolución This course offers an paintings by el Greco, Dalí, and Picasso introduction to literary discourse through the exploration of literary genres, and the particular 343 Masterpieces of Spanish Literature A vocabularies, strategies and devices they employ. chronological study of selected masterpieces of A number of critical approaches are brought to the Peninsula from their genesis in the Middle bear on a variety of representative contemporary Ages to the present with an emphasis on the Latin American texts. Comparisons are drawn historical, political, and sociological factors that between literary works and the forms of other have shaped Spanish culture and society. An artistic media, such as films, paintings, and songs. appreciation of the essential features of different Students sharpen their critical and communica- literary periods (e.g., Renaissance, Baroque, tive skills through oral and written responses to Romanticism) and of correspondences to other texts. Prerequisites: Two courses from level II and artistic media. Prerequisites: Two courses from above, one of which must be 203, 204 or 260. level III or the equivalent. (Liébana, offered (Paiewonsky-Conde, Spring, offered annually) alternate years). Typical readings: Stories by García Márquez, Typical readings: Lazarillo de Tormes; poetry Rulfo and Borges; the poetry of Neruda; essays by by Garcilaso, Góngora, and Quevedo; Calderón, Alegría; paintings by Rivera and Kahlo; songs by La vida es sueño; Unamuno, San Manuel Bueno, Parra, Blades, and others; novels by Fuentes and mártir; García Lorca, La casa de Bernarda Alba Sábato, and theatre by René Marqués 344 Survey I: Spain This course focuses on key 321 Cuentos de América Latina Against a moments in the development of Spanish background of contemporary theory on the Peninsular Literature from the Middle Ages to the genre, the course examines this ancestral drive to (post) modern period. Through the analysis of

288 SPANISH AND HISPANIC STUDIES poems, short stories, essays and other historical historical, cultural and political background of this and experimental genres, this class seeks to nexus. A reading list combining historical, explain and exemplify essential themes of the theoretical and critical texts will supply an Spanish literary tradition: race and ethnicity; introduction to the complex development of the nation, Empire, and foreign influence; cultural notion of melancholia from a Spanish perspective. customs and the appraisal of modernity; gender Prerequisites: Two courses from level III or the issues and the reflection on literature, individual- equivalent. (Müller, Fall 2006) ity and artistic language. Prerequisites: Permission Typical readings: Sem Tob: Proverbios of the instructor. (Müller, offered alternate years) Morales, Fernando de Rojas: La Celestina, Huarte Typical readings: Poema de Mío Cid, Tirso de de San Juan: Examen de ingenios, Cervantes Don Molina: El Burlador de Sevilla, Baltasar Gracián: Quijote, Teresa de Jesús: Libro de las fundaciones, El héroe, Cadalso: Cartas Marruecas, Moratín: El fragments from chronicles by Fernando de sí de las niñas, poetry of G.A. Bécquer and Oviedo and Bartolomé de las Casas, and essays by Rosalía de Castro, Juan Ramón Jiménez, Pardo Larra, Unamuno, Federico García Lorca Bazán, Federico García Lorca; narrative and essays by B. Pérez Galdós, Miguel de Unamuno, 361 The Sounds of Spanish: Phonetics and Ramón Gómez de la Serna, Delibes etc. Dialects This course takes students one step further in their study of the Spanish language 345 Survey II: Latin America This survey with an introduction to the biological mechanics course is designed to introduce students to key of native sound production. Students work authors and literary movements from the together to approximate the sounds created by a colonial to the modernist period. Students read native speaker of Spanish and the develop an ear and discuss selections from major works and will for native versus nonnative sounds. Once these analyze these texts from a historical and socio- tasks are accomplished, students are introduced political perspective. This class will also explain to the phonetic variation found in the Spanish- and exemplify essential themes of the Latin speaking world with particular emphasis on the American literary tradition such as race, social advantages and disadvantages that these ethnicity and gender; Empire and nation variations produce. Prerequisites: Two courses formation, the colonial and neocolonial from level II or the equivalent. (DeSantis, Fall, condition and others. Prerequisites: Permission of offered annually) the instructor. (Molina, offered alternate years) Typical readings: Comentarios reales, Inca 362 Generations of 1898 and 1927 From the Garcilaso; Sonetos y redondillas, Sor Juana Ines de Spanish American War (1898) to the Spanish la Cruz; Sab, Gertrudis Gómez de Avellaneda; Civil War (1936) there was a period of Azul, Rubén Darío extraordinary literary and artistic production. This course focuses on the study of the two 346 Latin American Women’s Writings This generations that compose what is known as the course encompasses one or more topics second Golden Age in Spanish literature. The concerning female experience as represented in socio historical conditions and the literary texts written by women in Latin America. Class currents that affected this period in Spanish themes and discussions center on issues such as history are examined in the light of the concept women as writers; the female body and violence; of “generation” in the arts. Prerequisites: Two women and power; women as agents of history; courses from level III or the equivalent. (Liébana, or female voice/female silence. Prerequisite: Two offered every three years) courses from level III or the equivalent. (Molina, Typical readings: Unamuno, Niebla; offered alternate years) Machado, Campos de Castilla; Baroja, El Arbol de Typical readings: Allende, Eva Luna; la Ciencia; Valle Inclán, Luces de bohemia; García Valenzuela, Cambio de armas; Esquivel, Como Lorca, Bodas de sangre; Guillén, Cántico (poetry); agua para chocolate; Menchu, Me llamo Rigoberta selected poetry by Aleixandre Menchú and other testimonials 372 Contemporary Spanish Novel A study of 360 Special Topics. Dark Heroes: Melancholia the novel after the Spanish Civil War, the course in Western Culture This course examines the focuses on some of the major novelists writing Spanish contribution to the historical develop- during the Franco regime (1939-1975), and the ment of the notion of melancholia within Western new generation of authors of the post-Franco culture and thought. Starting with a question that period. Such topics as the trauma of the Civil is more than two thousand years old, “Why are all War, censorship and creative freedom, the New great people melancholy?”, this course investigates Wave novelists, and female voices in Spanish the interrelation between sadness, anxiety and fiction are addressed. Movies based on contempo- creativity on the literary and philosophical level, rary Spanish novels are part of the course. while taking into account the heterogeneous Prerequisites: Two courses from level III, or the equivalent. (Liébana, offered alternate years)

289 SPANISH AND HISPANIC STUDIES

Typical readings: Cela, La colmena; Delibes, Arcipreste de Talavera: Corbacho, Luis de León: Los santos inocentes; Sánchez Feriosio, El La perfecta casada, Cervantes: Los trabajos de Jarmana; Mendoza, El misterio de la cripta Persiles y Segismunda, María de Zayas: Novelas embrujada; Montero, La hija del caníbal; Muñoz amorosas y ejemplares, court and religious poetry Molina, El invierno en Lisboa; Rodoreda, La plaza del diamante 490 Cervantes: Don Quixote This course offers careful analysis of the style, characterization, theme, 410 Spanish Golden Age: Renaissance and and structure of Spain’s greatest literary masterpiece, Baroque This course analyzes major works of and study of the work’s relationship to major social Spain’s most influential literary and cultural and intellectual currents of the 16th and 17th period (1492-1700). It focuses on topics that centuries. (Paiewonsky-Conde, offered every three have become foundational to modernity such as years) the relation of author and authority, self- Typical readings: Don Quixote and required fashioning and orthodoxy, perspectivism and critical writings ethnocentrism, religious thought and secular power. This class will examine the literary texts 495 Honors in the larger context of Renaissance culture, and explore their interrelations with history, COURSES TAUGHT IN ENGLISH (SPNE) philosophy and art, and their preceding Italian 314 Spanish Cinema In this course students and contemporary Elizabethan counterparts. examine the production of the major Spanish Prerequisites: Two courses of level III or IV, or filmmakers from Buñuel to Almodóvar. Through the equivalent. (Müller, offered alternate years) screenings of films, class discussions, and readings Typical readings: El Abencerraje y la hermosa on film theory and film history, students trace the Jarifa, Lazarillo de Tormes, Cervantes: Novelas evolution of Spanish cinema through Franco’s ejemplares, Calderón de la Barca: La vida es sueño, military dictatorship and under the new democratic poetry by Garcilaso de la Vega, San Juan de la system. Themes of exile and censorship, gender Cruz, Teresa de Jesús, Sor Juana Inés de la Cruz, and sexuality, religion and sin, among others, are Góngora y Quevedo, Italian and Spanish explored in the context of Spanish society and in baroque paintings; articles on the authors and relation to other artistic manifestations of Spanish works studied culture. Prerequisite: Open to all; recommended for sophomores and above. 420 Contemporary Latin American Novel This Typical readings: Kinder, Blood Cinema; course focuses on reading and discussion of major Stone, Spanish Cinema; Besas, Behind the Spanish works by the generation of Latin-American writers Lens; Jordan, Contemporary Spanish Cinema know as the Latin American “boom” and important precursors. Consideration is given to the political 320 ¿Spanglish? Issues in Bilingualism This factors that inform the ideological premises of these course examines the ever-growing bilingual writers. (Paiewonsky-Conde, offered every three years) Spanish/English population in the United States Typical readings: Bombal, La amorta ja da; from both a linguistic and sociolinguistic point Rulfo, Pedro Páramo; Carpentier, El acoso; of view. Students first explore linguistic and Márquez, La hojarasca; Fuentes, La muerte de sociolinguistic history by looking at the specific Artemio Cruz; Vargas Llosa, Los cachorros events that lead to the merging of Spanish and English along with prior notions of bilingualism. 450 Independent Study They then look at the present linguistic and sociolinguistic state of bilingualism through 460 Special Topics: In the Shadow of Dulcinea current research as well as conduct their own This course examines the complex social, research by exploring the local bilingual literary and philosophical aspects that underlie community. Prerequisites: SPAN 101 or 102, or the ideology of love developed in Spanish equivalent. (Offered alternate years) literature during the Late Middle Ages and Early Modernity. Through intensive textual readings 330 Latina Writing in the United States This students approach conventional as well as course examines works by women writers of subversive models of love and lovers, along with Hispanic descent in the United States. It issues in gender identity, female literacy, and explores the dynamics of gender, race, and politics of sexuality. The analysis of gender sexuality as it affects the writers’ identities as relationships uncovers the taboos and the Latinas. The works analyzed are placed in repressed aspects of the Early Modern culture critical dialogue with the changing U.S. cultural and the self. Prerequisites: Two courses of level and political attitudes towards an ever-growing III or IV or the equivalent. (Müller, Spring 2007) Latino population. Prerequisite: Open to all; Typical readings: Montalvo: Amadís de recommended for sophomores and above. Gaula, Arcipreste de Hita: El libro del buen amor, (Molina, offered alternate years)

290 THEATRE

Typical readings: García, Dreaming in Cuban; THEATRE Cisneros, The House on Mango Street; Anzaldua, Borderlands/La Frontera; Santiago, Almost a Woman; Gaspar de Alba, Desert Blood Robert F. Gross, English, Coordinator

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

291 URBAN STUDIES

URBAN STUDIES REQUIREMENTS FOR THE MINOR interdisciplinary, 5 courses Program Faculty BIDS 229 Two Cities: New York and Patrick McGuire, Economics, Coordinator Toronto; three courses from three different James Spates, Sociology, Coordinator disciplines; and one upper-level (300 or Ted Aub, Art higher) course or independent study Judith-Maria Buechler, Anthropology approved by an adviser in the program. Alan Frishman, Economics Christopher Gunn, Economics CROSSLISTED COURSES Clifton Hood, History Introductory Courses Derek Linton, History BIDS 229 Two Cities: New York and Toronto Stan Mathews, Art Core Courses Scott McKinney, Economics ANTH 206 Early Cities Ilene Nicholas, Anthropology ANTH 247 Urban Anthropology ECON 213 Urban Economics Urbanization and globalization are HIST 215 American Urban History proceeding at an incredible rate. The field HIST 264 Modern European City POL 236 Urban Politics of urban studies examines the living SOC 251 Sociology of the City environment of most Americans and of a rapidly growing proportion of the world’s Methods Courses population. In this context, urban studies ANTH 273 Ethnographic Research and Methods is a valuable major. ECON 202 Statistics The program is multidisciplinary, using SOC 211 Research Methods a variety of analytical methods to study Electives the life and problems of cities. The ALST 200 Ghettoscapes primary subject areas for the major are ANTH 205 Race, Class and Ethnicity anthropology/sociology, economics, ANTH 271 Jobs, Power and Capital history, and political science. However, ANTH 297 Peoples and Cultures of Latin courses in art, English, classics, and America American studies are also relevant and ANTH 298 Modern Japan give the student additional perspectives ANTH 326 Patterns and Processes in Ancient Mesoamerica Urbanism on urbanization beyond those offered in ARCH 302 Design II: The Wider Environment the three basic departments. ARCH 311 History of Modern Architecture Urban studies offers an interdisciplinary ARCH 312 Theories of Modern Architecture and major and minor. All courses toward an Urbanism urban studies major or minor must be ART 101 Ancient to Medieval Art completed with a grade of C- or higher. ART 102 Renaissance to Modern Art ART 115 Three Dimensional Design ART 116 World Architecture REQUIREMENTS FOR THE MAJOR (B.A.) ART 232 Rococo Art and Architecture interdisciplinary, 10 courses ART 233 Renaissance Architecture BIDS 229 Two Cities: New York and ART 235 Art and Architecture of Baroque Toronto; four core courses from at least Rome four disciplines; one methods course; and ART 249 Islamic Art and Architecture four additional elective courses (from the ART 340 American Architecture to 1900 BIDS 265 Architecture, Morality, and Society core or elective list) approved by an CLAS 202 Athens in the Age of Pericles adviser in the program. One upper level CLAS 251 The Romans: Republic to Empire (300 or higher) course should be included. ECON 206 Community Development

292 WOMEN’S STUDIES

ECON 122 Economics of Caring ECON 135 Latin American Economics WOMEN’S STUDIES ECON 221 Population and Society ECON 227 Women and Economic Development Program Faculty ECON 248 Poverty and Welfare Betty Bayer, Women’s Studies, Coordinator ECON 344 Economic Development Cerri Banks, Education ENG 258 19th-Century English Novel HIST 237 Europe Since the War Biman Basu, English HIST 246 American Environmental History Sheila Bennett, Sociology HIST 256 Technology and Society in Europe Lara Blanchard, Art HIST 300 American Colonial History Judith-Maria Buechler, Anthropology HIST 310 Rise of Industrial America Rocco Capraro, History HIST 311 20th-Century America: 1917-1941 Elena Ciletti, Art HIST 352 Who Wants to be a Millionaire? Melanie Conroy-Goldman, English HIST 469 Global Cities MDSC 303 Social Documentary Anna Creadick, English POL 215 Minority Group Politics Donna Davenport, Dance POL 222 Political Parties Jodi Dean, Political Science POL 227 Interest Group Politics Debra DeMeis, Psychology POL 229 State and Local Government Iva Deutchman, Political Science POL 320 Mass Media Richard Dillon, Anthropology PPOL 101 Democracy and Public Policy PPOL 328 Environmental Policy Laurence J. Erussard, English SOC 221 Race and Ethnic Relations Maureen Flynn, History SOC 223 Inequalities Laura Free, History SOC 245 Sociology of Work Christopher Gunn, Economics SOC 262 Criminology Jack Harris, Sociology SOC 290 Sociology of Community Susan Henking, Religious Studies Leah R. Himmelhoch, Classics Jo Anna Isaak, Art Marilyn Jiménez, Africana Studies Cedric Johnson, Political Science George Joseph, French and Francophone Studies Hyo-Dong Lee, Religious Studies Elisabeth Lyon, English Susanne McNally, History Dia Mohan, Sociology Alejandra Molina, Spanish and Hispanic Studies Renee Monson, Sociology Paul Passavant, Political Science Eric Patterson, English and American Studies Lee Quinby, English and American Studies Alison Redick, Women’s Studies Craig Rimmerman, Political Science Mary Salibrici, Writing and Rhetoric Richard Salter, Religious Studies Deborah Tall, English and Comparative Literature

293 WOMEN’S STUDIES

Michael Tinkler, Art REQUIREMENTS FOR THE MINOR Cadence Whittier, Dance interdisciplinary, 5 courses Cynthia Williams, Dance WMST 100 and four additional women’s Jinghao Zhou, Asian Languages and Cultures studies elective courses from at least two divisions and at least two departments or Women’s Studies has been taught at the programs. Colleges since 1969 and the program was, in fact, one of the first such programs in ELECTIVES the country. The program seeks to Humanities educate students about women’s participa- ALST 240 Third World Women’s Texts tion in history, literature, society and AMST 201 American Attitudes Toward Nature/ thought, and about the serious implica- Methodologies of American Studies AMST 300 History of Sexual Minorities tions for social and cultural life of the ART 210 Woman as Image and Image-Maker neglect of women’s contributions. The ART 211 Feminism in the Arts course offerings give particular attention ART 222 Women in Renaissance to the myriad ways in which women’s ART 229 Women and Art in the Middle Ages lives have been shaped by the intersec- ART 256 Art of Russian Revolution tions of gender with race, class, sexuality, ART 306 Telling Tales: Narrative in Asian Art and ethnicity. The main goal of the ART 312 Women Make Movies ART 403 Gender and Painting in China program is to raise questions about past ART 467 Seminar: Artemesia and Gentileschi history and present practices that will ASN 212 Women in Contemporary Chinese enable women and men to work for the Culture betterment of all. ASN 220 Male and Female in East Asian Societies Women’s studies is a multidisciplinary ASN 304 Courtesan Culture enterprise. Students are encouraged to ASN 342 Chinese Cinema: Gender, Politics and Social Change in Contemporary China take a wide range of courses, developing BIDS 365 Dramatic Worlds of South Asia theoretical sophistication, cultural and CLAS 230 Gender in Antiquity historical awareness, and an understand- DAN 212 Dance History II ing of multiple perspectives on gender. DAN 214 Dance History III 1960s to Present Women’s studies offers a disciplinary DAN 900-level courses require prior dance major and minor and an interdisciplinary department approval to count as WMST credits major and minor. EDU 208 Teaching, Learning, and Popular Culture To be credited to the major or minor, a EDU 370 Social Foundations of course must be completed with a grade of Multiculturalism C or better. ENG 229 Popular Fiction: The Fifties ENG 238 Flexing Sex REQUIREMENTS FOR THE MAJOR (B.A.) ENG 264 Post-World War II American Poetry interdisciplinary, 10 courses ENG 281 Literature of Sexual Minorities ENG 304 Feminist Literary Theory WMST 100, WMST 300, WMST 401, a ENG 318 Body, Memory, and Representation feminist research and methodology ENG 342 Readings in Multi-Ethnic Women’s course (WMST 323, WMST 304 or Literature WMST 301 or other as approved by the ENG 346 Iconoclastic Women in the Middle program), and six additional women’s Ages studies elective courses that create an ENG 354 Forms of Memoir area of concentration and include ENG 381 Sexuality and American Literature FRE 251 Eros and Thanatos courses from at least two divisions and at FRE 380 Advanced Francophone Topics: least four departments or programs. Images de Femmes FRE 389 Women in the French Renaissance

294 WOMEN’S STUDIES

FRNE 311 Feudal Women in France, Vietnam and BIDS 245 Men and Masculinity Japan BIDS 280 Women’s Narratives of Wealth and HIST 208 Women in American History Power HIST 234 Medieval Europe BIDS 307 Contexts for Children HIST 241 The Politics of Gender and the Family ECON 227 Women and International in Europe, 1700-1850 Development HIST 253 Renaissance and Reformation ECON 310 Economics and Gender HIST 279 Body Politics: Women and Health in ECON 316 Labor Market Issues America POL 175 Introduction to Feminist Theory HIST 317 Women’s Rights Movements in the U.S. POL 212 The Sixties HIST 367 Women and the State: Russia POL 219 Sexual Minority Movements and HIST 371 Life-Cycles: The Family in History Public Policy HIST 375 Western Civilization and Its POL 238 Sex and Power Discontents POL 333 Civil Rights MDSC 203 History of Television POL 375 Feminist Legal Theory MUS 206 Opera As Drama PPOL 364 Social Policy and Community PHIL 152 Issues: Philosophy and Feminism Activism PHIL 250 Feminism: Ethics and Knowledge SOC 221 Sociology of Minorities REL 236 Gender and Islam SOC 225 Sociology of the Family REL 237 Christianity and Culture SOC 226 Sociology of Sex and Gender REL 247 Women and “Fundamentalism” SOC 233 Women in the Third World REL 254 The Question of God/Goddess SOC 240 Gender and Development REL 256 Tales of Love and Horror SOC 340 Feminist Sociological Theory REL 257 What’s Love Got to Do With It? WMST 204 Politics of Health REL 281 Unspoken Worlds WMST 243 Feminism and Science REL 283 Que(e)rying Religious Studies WMST 304 Medical Historiography REL 321 Muslim Women and Literature REL 345 Tradition Transformers Natural Sciences REL 402 Conflict of Interpretations PSY 275 Human Sexuality REL 464 God, Gender and the Unconscious WMST 223 Social Psychology RUSE 351 Other Voices in 20th-Century Russian WMST 247 Psychology of Women Literature: Women Writers WMST 323 Research in Social Psychology SPAN 316 Voces de Mujeres WMST 357 Self in American Culture SPAN 346 Latin American Women’s Narratives WMST 372 Topics in Social Psychology SPNE 330 Latina Writing in the U.S. WMST 204 Politics of Health COURSE DESCRIPTIONS WMST 243 Feminism and Science 100 Introduction to Women’s Studies This course WMST 304 Medical Historiography introduces the vast, complex, changing field of WRRH 221 He Says, She Says: Language and women’s studies. By engaging some key issues, Gender questions, and conversations that have been raised in WRRH 250 Talk and Text: Introduction to and by women’s studies in specific times and places, Discourse Analysis this course is designed to stimulate analyses about students’ locations in the circuits of such conversa- WRRH 252 An Anatomy of American Class: tions, and to encourage students to raise their own Realities, Myths, Rhetorics questions about women, gender, feminism(s), modes WRRH 301 Discourse of Rape of women’s organizing, and production of knowledge WRRH 304 Hidden Writing: Journals, Diaries, about women. While it is impossible to cover all and Notebooks as Creative Discourse pertinent topics in one semester, this course introduces various specific issues and histories, that, Social Sciences taken together, highlight the complexity of Women’s ANTH 209 Gender in Prehistory Studies as both an academic and activist field. ANTH 220 Sex Roles: A Cross-Cultural (Offered each semester) Perspective 204 The Politics of Health This course ANTH 230 Beyond Monogamy introduces students to the historical context of ANTH 296 African Cultures critical studies of health, especially health and BIDS 211 Labor: Domestic and Global the politics of race, gender, and sexuality.

295 WOMEN’S STUDIES

Beginning with conceptions of sex and sexuality Halberstadt and Ellyson, Social Psychology from the Greeks and Freud, students consider the Readings: A Century of Research; Festinger, invention of new systems of classification for race Riecken and Schachter, When Prophecy Fails; and gender within the medical sciences. The Wilkinson, Feminist Social Psychologies; Bourke, course examines hormone research in the 20th The Burning of Bridget Cleary century and its relationship to the American Eugenics Movement, the history of childbirth, 243 Feminism and Science This course explores and the changing context of reproductive rights the historical and scientific context for feminist in the early 20th century. Students explore how interventions into scientific practice and study. gender affects health treatment, the history of Students are asked to consider a series of the reproductive rights movement, the origins of questions, including the following: How did birth control and the politics of sterilization and feminist science studies develop? Is feminism safer sex education, the Women’s Health relevant to the study of science? How does Movement, and AIDS activism since 1980. scientific inquiry become gendered through a Prerequisite: WMST 100 or permission of variety of cultural and historical contexts? What instructor. (Redick) are some specific intersections of race, gender and sexuality in the study of feminism and 215 Between Feminism and Psychoanalysis science? Do students think that feminism has Sigmund Freud has been reviled by many transformed science studies within a specifically feminists for his notions of penis envy and his feminist context? Using the work of feminist puzzled query “What do women want?” And yet, scholars and scientists, students examine the Freud and such subsequent psychoanalytic history of genetics, sociobiology, prenatal testing, theorists as Horney, Klein, Winnicott, and Lacan and the 1990s cultural science wars from a also have been sources of significant analyses of feminist standpoint. Prerequisite: WMST 100 or female subordination, sexuality, and desire. This permission of the instructor. (Redick) course examines relations between psychoanalysis and feminism by focusing on ways in which 247 Psychology of Women To Freud’s question psychoanalytic theory has understood gender, as of “What do women want?” psychology has well as the ways in which feminists have critiqued brought description, analysis, categorization and and/or appropriated such depictions of female diagnosis in its effort to plumb the depths of experience. (Henking, offered occasionally) woman’s purported enigmatic nature. Parallel to Typical readings: Freud, Sexuality and the psychology’s mainstream versions on the Psychology of Love; Freud, Dora; Hooks, Feminist psychology of women are feminist writings Theory, From Margin to Center; Olivier, Jocasta’s exploring alternative views of psychological Children; Sayers, Mothers of Psychoanalysis; Trask, issues and life events of concern to women. This Eros and Power course examines these distinct paths from early case studies of hysteria through to mid-century 223 Social Psychology With the emergence of depictions of the “problem with no name” the discipline of social psychology in late 19th (Friedan) and to late 20th-century renderings of century came new ways of thinking about the PMS, bodily dissatisfactions and eating disorders. gender, race, and class of individuals, groups, and The course uses history, theory and research in nations. These new conceptualizations brought psychology to examine these issues and events as with them new ways of seeing the social well as to appreciate psychology’s changing psychological nature of “Man” and by extension views, treatment and study of women’s lives in “Woman,” and the psychological terms of all of their diversity. This course also can count modernity and postmodernity. Drawing on toward the major in psychology. Prerequisite: influential European and North American social Permission of the instructor or PSY 100. (Bayer) psychologists, students in this course ask: Was Typical readings: Chodorow, Femininities, social psychological nature to be understood in Masculinities, Sexualities; Riger, Transforming more symbolic interactionist, behaviorist, Psychology: Gender in Theory and Practice; psychodynamic, cognitive or cybernetic terms? Hurtado, The Color of Privilege Students learn how ideas on social psychological life carried commitments to uncovering the 300 Feminist Theory This seminar surveys “social laws of life” (Dewey); or social several strands of feminist theorizing and their psychology’s efforts to engage with women and histories. By critically engaging the underlying men as historicized subjects within social, assumptions and stakes of a range of theories, political, and cultural contexts (Wilkinson, students become more aware of their own Sampson). This course also can count toward the assumptions and stakes, and sharpen their abilities major in psychology. Prerequisites: Permission of to productively apply feminist analyses in their instructor or PSY 100. (Bayer) own work. Prerequisite: WMST 100 or permission Typical readings: Myers, Social Psychology; of instructor. (Fall)

296 WOMEN’S STUDIES

301 Feminist Oral History Feminist oral history 357 Self in American Culture Twentieth considers how women communicate and century U.S. life is distinguished by an increasing conceptualize their life stories, putting into practice tendency to see everyday life in psychological a feminist commitment to recording women’s life terms. How and when did it become so chic to stories. This seminar operates as a workshop, see and conceive of ourselves as essentially investigating the theory underlying feminist oral psychological? What happens when these forms history while putting the methodology to work of self recede and newer ones, such as the through a class interviewing project. Through consumer self, the narcissistic self, or the critical reading and practical experience, students saturated self begin to signify the psychology of a research oral history questions and conduct decade and who we are as humans? This course interviews that are recorded using audio and video draws on a feminist approach to examine the equipment. Furthermore, they develop the critical place of social psychology in the cultural history tools and analytical judgment needed to analyze of American individualism and notions of the the role of gender in oral history interviewing and self. This course also can count toward the major prepare interviews to be deposited in an archive. in psychology. (Bayer) Typical readings: de Tocqueville, Democracy 304 Medical Historiography This upper-level in America, Danziger, The Historical Formation of seminar introduces students to the history of Selves; Pfister and Schnog, Inventing the medicine as a field of study, focusing on research Psychological; Gergen, The Saturated Self; Haiken, methods. Students explore the history of Venus Envy medicine broadly, beginning with the origins of Western medicine in both Greece and the 372 Topics in Social Psychology This course Renaissance. Students also explore transnational focuses on a topic of current interest. Topics are medical practices, and consider how Western announced in advance and are addressed through medical practices have come to be historically history and theory in feminist social psychology. valorized. Students read key texts in medical One topic is peace: students examine practices sociology and gain an understanding of how the for peace and social justice through movements, history of medicine and physiology came to be a writing, art, and film in the larger social and disciplinary subspecialty in the early to mid-20th psychological context of humanity and quests for century. Students perform a research project that life lived in harmony and equality. Other topics makes use of methods in medical history. This include cyberpsychology; Cold War America and could include archival research, oral histories, or Cold War psychology; the psychology of the interview methods. Prerequisite: WMST 100 or Women’s movement; and history of psychology. any 200 level WMST course. (Redick) This course also may count toward the major in psychology. Prerequisites: PSY 100 or WMST 323 Research in Social Psychology How lives 223 or permission of instructor. (Bayer) are studied in social context is the question at the heart of social psychological research and 401 Senior Seminar Women’s studies seniors feminist epistemology. Brought together, these produce a culminating project as they apply approaches have reawakened concerns about the feminist theories and research methods, place of language, cultural discourses and integrating their experiences as women’s studies relations of power in social psychological life. majors. Prerequisites: WMST 100 and WMST This course asks students to think through the 300. (Spring, offered annually) philosophical and theoretical underpinnings to different research paradigms as they learn how to 450 Independent Study/Practicum This course put different research methods into practice. provides the opportunity for students to engage in Students design and conduct a research project, practical involvements in topics/issues in women’s for which one component will be discourse studies as well as pursuing independent research analysis of women’s and men’s forms of language under faculty supervision. and the subtle ways in which these forms act on perceptions. This course also can count toward the major in psychology and satisfies the psychology laboratory requirement. Prerequisites: WMST 223 or WMST 247 or permission of the instructor. (Bayer) Typical readings: Wetherell, Taylor, and Yates, Discourse Theory and Practice; Potter and Wetherell, Discourse and Social Psychology; Wilkinson and Kitzinger, Feminism and Discourse: Psychological Perspectives (Gender and Psychology)

297 WRITING AND RHETORIC

WRITING AND RHETORIC forms of professional writing are available. Requires approximately 30-35 pages of Program Faculty polished writing. Cheryl Forbes, Ph.D.; Professor, Coordinator Writing across the curriculum is also a Susan Hess, M.A., Instructor central component of program offerings Gary L. Matassarin, M.A.; Instructor through the Writing Colleagues Program, Mary M. Salibrici, Ph.D.; Associate which prepares student mentors to help Professor with the teaching of writing and reading Stefan J. Senders, Ph.D.; Assistant through the program’s work in first-year Professor seminars and bidisciplinary courses and through the program’s support of faculty rhetoric. n. 1. The study of the elements, members’ use of writing in their courses. as structure or style, used in writing and Finally, for students interested in a speaking. 2. The art of effective expression concentrated study of writing and and the persuasive use of language. rhetoric, the program offers a disciplinary —American Heritage Dictionary major. The major requires students to complete foundational courses in The primary purpose of the Writing and grammar and style, discourse analysis and Rhetoric Program is to offer rigorous introductory rhetoric. In addition, courses at all levels that integrate the students take elective courses to build on study of writing and the study of rhetoric. and further challenge the work of the The courses support students who enter foundational courses, a set of courses the Colleges knowing that they need and geared to post-graduate writing, and a want to strengthen their ability to express capstone seminar. themselves effectively in written discourse. They help students meet the REQUIREMENTS FOR THE MAJOR (B. A.) challenges of the community curriculum, disciplinary 12 courses which puts effective written discourse at Foundational Courses 3 required Emphasis on the study and application of writing its center. Writing is both a way to learn as grammatical, discursive, rhetorical, and social. course content and a result of learning: WRRH 201 Grammar and Style the mark of a liberally educated person. WRRH 250 Talk and Text: Introduction to Writing courses are divided into three Discourse Analysis categories: WRRH 312 Power and Persuasion: Readings in Rhetoric, Ancient to Modern Introductory (WRRH 100): emphasizes the importance of voice, focus, Electives 6 required cohesion, and organization to good Emphasis on critical reading and writing as writing. Requires approximately 25 pages integrated activities whether focused on of polished writing. academic research, critical analysis, and/or creative nonfiction projects. Intermediate (WRRH 200 and any WRRH 200 Writer’s Seminar II other 200-level course): emphasizes WRRH 202 Going Places: Travel Writing academic argument and research. Requires WRRH 220 Breadwinners and Losers: The approximately 25-30 pages of polished Rhetoric of Work writing. WRRH 221 He Says, She Says: Language and Advanced (any WRRH 300-level Gender WRRH 224 Writing and the Culture of Reading course and WRRH 420): emphasizes WRRH 251 Black Talk, White Talk independent projects and more complex WRRH 252 An Anatomy of American Class: approaches to rhetorical analysis and Realities, Myths, Rhetorics argument. Advanced studies in various

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WRRH 301 Discourses of Rape in Contemporary revision, peer responses, and editing are stressed. Culture Texts are variable depending on faculty WRRH 302 Secrets and Security: The Rhetoric of preference. (Fall and Spring, offered annually) Risk WRRH 304 Hidden Writing: Journals, Notebooks, 201 Grammar and Style Understanding grammar and Diaries as Creative Discourse is important for writers because grammatical WRRH 322 Adolescent Literature choices affect style; stylistic choices have grammatical implications. Yet grammar is often Career Focus 2 required given last place in writing classes or made a mere Emphasis on the study and practical application matter of mechanics—correcting a comma splice, of genres representing specific professional changing a relative pronoun. This course is domains. designed for all writers and would be writers who WRRH 300 American Journalism want to understand the rhetorical power of grammar. It is designed for anyone who wants to WRRH 303 Introduction to Publishing understand what stylistic choices writers have WRRH 305 Writing Colleagues Seminar available. It is not, therefore, a course in WRRH 351 Writing in the Natural and Social grammar or a course in style, but a course on the Sciences relationship between them. Students improve WRRH 352 Writing in the Professional Workplace their grammar through working on style; they improve their style by working on grammar, Capstone Seminar 1 required sentence diagramming, weekly grammatical Emphasis on the production of a publishable- excursions, required weekly quizzes, and a final quality text and the integration of knowledge of project. (Forbes, offered annually) writing as grammatical, discursive, rhetorical, Typical readings: Kolln, Rhetorical Grammar: and social. Grammatical Choices, Rhetorical Effects; Kolln and WRRH 420 Writers’ Guild Funk, Understanding English Grammar; Wislawa Szymborka; and Annie Proulx CROSSLISTED COURSES 202 Going Places: Travel Writing “Journeys,” MDSC 100 Introduction to Media and Society writes Susan Orlean, “are the essential text of the MDSC 223 War, Words and War Imagery human experience.” That experience is at the MDSC 300 Making the News heart of this course. As Orlean says, though, a MDSC 321 Grand Illusions: Press and Political journey need not be to an exotic place, though Spectacle she has been to many such places. But a piece about a journey—a piece of travel writing—can COURSE DESCRIPTIONS come from somewhere just around the corner, down the street, up a flight of stairs, any “there- 100 Writer’s Seminar This course is for students and-back-again” that you might take. The only who wish to improve their ability to express their requirement is that the writer—the traveler first, own ideas, positions, and interpretations. It then the writer—pay attention. Students read emphasizes developing the writer’s “voice” exemplary travel writers, write their own travel because much of what one is asked to write in pieces, keep a reading journal and observation college requires the writer to express his or her notes to prepare for their formal essays. A field own ideas in a convincing, credible manner. The trip and a fee are required. (Forbes, Spring, offered course considers what it means to be a writer— alternate years) what habits of mind and work lead to an Typical readings: Naipaul, A Turn in the effective essay—and stresses focus, cohesion, and South; Goldberg, Time’s Magpie; Winchester, The organization. Course times and themes vary with River at the Center of the World; Raban, Passage to instructor. (Repeatable) (Offered each semester) Juneau; Robb, A Death in Brazil 200 Writer’s Seminar II This intermediate 220 Breadwinners and Losers: The Rhetoric of writing course offers students the chance to Work How do we talk about work in our society? develop writing and research skills through How do we decide what work to do? How does reading and writing processes introduced in work affect identity and what life means? Is work WRRH 100, with an emphasis on increased valuable in and of itself, or is work only a means responsibility for engaging in critical analysis and to an end? What are the rhetorical requirements argument and for developing research projects. of various workplaces? What issues of gender, Students become more familiar with academic class, and equity are raised by workplace standards and conventions, particularly with the rhetoric? This course seeks to address these and ever-widening variety of research tools available other questions about a fundamental aspect of to them. Invention strategies, multiple drafts and

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every person’s life. It explores the issue of work 251 Black Talk, White Talk What is BEV or in school and after school through readings and Ebonics? Is it a language or a dialect? This course discussions. Topics vary. (Repeatable) (Forbes, studies Black English Vernacular, also called offered alternate years) Ebonics or Black street speech or Black talk Typical readings: Hall, Life Work; Wilson, (depending on the linguist): its sounds, structure, When Work Disappears; Millhauser, Martin Dressler; semantics, and history. It investigates the Snyder, The Cliff Walk; Levine, What Work Is differences between black and white spoken discourse styles, which lead to tension and 221 He Says, She Says: Language and Gender misunderstanding. It looks at written texts for Relations Awareness of gender difference often the ways in which they reveal particular styles of constitutes a significant barrier both to effective spoken discourse. And it investigates the self expression and interpersonal communication, educational public policy issues surrounding becoming for both men and women a source of Black English Vernacular. (Forbes, offered either self censorship or an (often unconscious) alternate years) silencing of others. Is there a value to having a Typical readings: Smitherman, Talkin and sense of otherness based upon one’s gender roles? Testifyin: The Language of Black America; Baugh, Are there ways to bridge the gender gap in order Black Street Speech: Its History, Structure, and to communicate effectively and without Survival; Smitherman, Black Talk: Words and diminishing one’s sense of self? If one takes the Phrases from the Hood to the Amen Corner; problem as an opportunity for serious study, one is Holloway, Africanisms in American Culture; confronted with fundamental questions about how Wiley, Why Black People Tend to Shout language links individual identity with socially defined gender roles. Students encounter the 252 An Anatomy of American Class: Realities, potential for discovering new opportunities for Myths, Rhetorics Visit any American high personal expression and communication with school and find most students dressed in trendy others. (Offered alternate years) sneakers and jeans, a good representation of the hidden discourse of class since these same 224 Writing and the Culture of Reading students originate from different social and Academic, intellectual culture is a culture of the economic backgrounds. This course interrogates word, of reading and writing, of print. This American class—how is it defined? Who gets to course explores the dynamics of this culture define it? How is it represented in written and through a close interrogation of the writing and spoken discourse? What are its costs and hidden reading practices of intellectuals, ourselves injuries? How does class shape and predict? What included. Through the course of the semester is the connection between race, ethnicity, and students keep a reading journal, write several class? What is the language of class? Students critical essays, and complete a final project. think, read, and write analytically about their own (Forbes, offered alternate years) experiences as well as develop critical interpreta- Typical readings: Rose, The Year of Reading tions about the cultural discourse of class. Proust; Manguel, A History of Reading; Denby, (Salibrici, offered alternate years) Great Books; Montaigne, selected essays; Carroll, Typical readings: Terkel, Division Street Alice in Wonderland; Scholes, Protocols of Reading America; Rubin, Worlds of Pain; Fussell, A Guide Through the American Status System; Burke, The 250 Talk and Text: An Introduction to Discourse Conundrum of Class; Weis, Working Class Without Analysis This course investigates one of the Work; Zandy (ed.), Liberating Memory: Our Work fundamental theoretical ways language is studied and Working Class Consciousness; and literary today. Students study the theories of discourse works by Sinclair Lewis, Tillie Olsen, Alice analysis and practice those theories by analyzing Walker, and Gloria Anzaldua spoken and written texts. Analysis of the various kinds of texts in our culture—from billboards to 300 Writers World of Discourse: Issues and novels, from political speeches and academic Practice of American Journalism This course lectures to radio and TV talk shows—leads into introduces print journalism. It focuses on the discussions of conversational style, gender, basics of reporting and feature writing (business, linguistic stereotypes, and problems in intracultural sports, local government, and the law). Partici- communication. (Offered alternate years) pants should expect to produce several pages of Typical readings: Brown/Yule, Discourse accurate, detailed, and well-written copy a week Analysis; Tannen, ed., Analyzing Discourse: Text and be prepared for extensive and numerous and Talk; Tannen, Talking Voices: Repetition, revisions. Students also work on typography and Dialogue, and Imagery in Conversational Discourse layout. As the major project for the semester, students in teams write, edit, design, and typeset a newspaper. There is a fee for this course. (Repeatable) (Forbes, offered alternate years)

300 WRITING AND RHETORIC

Texts: A subscription to The New York Times; Typical readings: Johnson and Prijatel, The Harrower, The Newspaper Designer’s Handbook; Magazine From Cover to Cover: Inside a Dynamic and The Associated Press Stylebook and Libel Manual Industry; The Chicago Manual of Style; Greco, The Book Publishing Industry 301 Writers World of Discourse: The Discourses of Rape in Contemporary Culture 304 Hidden Writing: Journals, Diaries, and An examination of the many ways our culture Notebooks as Creative Discourse Creative ideas talks about rape, from political rape to date rape; for writers often begin with jottings that remain out the changing definitions of rape; rape as of sight when final artistic creations are unveiled. metaphor; and the social, political, and ethical Journals, diaries, and notebooks are usually private implications of such discourses. How does the but normally pivotal to the creative process. This news media cover rape? How does the entertain- course explores the connection between private ment industry portray rape? Issues of power and and public texts and the value of private writing as powerlessness, victims and victimization, and a creative activity. How does the language of privacy and the public good emerge. (Forbes, privacy prefigure or help shape public creations? offered alternate years) Can private writing be considered an art form? Typical readings: Brownmiller, Against Our Students investigate such questions while Will; Roiphe, The Morning After: Sex, Fear and examining private writings of published authors. Feminism on Campus; Raini, After Silence; short They also engage in their own hidden writing, stories by Atwood; novels by Morrison and Irving; making connections between their experiences, Thornhill and Palmer, A Natural History of Rape authors studied, and the discourse of hidden writing. (Salibrici, offered alternate years) 302 Secrecy and Security: Rhetoric, Theory, Typical readings: Dresher and Munoz (eds.), Practice This course examines government Darkness and Light: Private Writing as an Art: An secrecy and security discourse as responses to Anthology of Contemporary Journals, Diaries, and current political events including Sept. 11, 2001, Notebooks; Johnson, The Hidden Writer: Diaries the war in Iraq, and the articulation of and the Creative Life; Ghiselin (ed.), The Creative international policy in the post-Cold War world. Process; and hidden writings of such authors as The course looks in particular at the rhetorical Franz Kafka, Virginia Woolf, Anais Nin, and dimensions of government secrecy—the ways it Sylvia Plath is explained, rationalized, and argued. The readings include general philosophical and 305 Writing Colleagues Seminar: The Teaching sociological approaches to secrecy, as well as of Writing and Reading This intensive course is case-studies, critiques and polemics. Students are designed for students who would like to work in encouraged to integrate theoretical approaches the Writing Colleagues program, or study the with concrete examples, and they are expected current theories of the teaching of writing and to develop their abilities to express complex reading at the college level. Students investigate ideas in writing. (Senders) the theories of writing as a process and the ways that reading is a critical and interdependent part 303 The Art and the Business of Ideas: of that process; engage in frequent critical Introduction to Publishing This course focuses on reading, writing, and discussion; and, under the the principles and practices of magazine and book supervision of the instructor, work with at least publishing. It explores the way rhetoric functions one student during a five-week practicum to help in publishing and how “gatekeeping” functions in her or him improve critical reading and writing this industry of ideas and cultural influence: who abilities. In addition, students solidify and hone decides what and who gets heard. The issues of their grammatical skills. Prerequisites: Must be gender, race, and class are central. Students study completing sophomore year although excep- general interest and special interest magazine tional first-years are accepted; submission of publishing; general trade book, academic or portfolio; interview; and faculty recommenda- special interest book publishing; and the history of tion. (Forbes, Salibrici, offered each semester) American publishing from the colonial era. Typical readings: Batholomae and Petrosky Participants keep a reading journal; write several eds., Ways of Reading: An Anthology for Writers; critical essays about the major issues in magazine Vacca and Vacca, Content Area Reading; Straub and book publishing today; and complete a major and Lunsford, eds., 12 Readers Reading: semester-long project, individually or in teams (for Responding to College Student Writing. instance, editing a book-length manuscript or producing a magazine). Two fieldtrips are 312 Power and Persuasion: Readings in planned: a local trip to visit a printer; a trip to Rhetoric, Ancient to Modern In this course, New York City to visit a book and a magazine students read and respond to texts of rhetorical publisher. There is a fee for this course. (Forbes, theory, practice the art of detailed rhetorical Fall, offered alternate years) analysis, and apply rhetorical theory to their own persuasive texts. They also focus on political

301 WRITING AND RHETORIC rhetoric as exemplified in representative great 360 Writing Colleagues Field Placement 20th-century speeches. Students study and give traditional kinds of speeches, including 420 The Writer’s Guild The goal of the course deliberative, judicial, and ceremonial. (Salibrici, is to write a collection of essays. This capstone offered alternate years) workshop for Writing and Rhetoric majors or Typical readings: Plato, Phaedrus; Aristotle, serious writers meets once a week in extended Art of Rhetoric; Cicero, De Oratore; Augustine, session during which students read and critique On Christian Doctrine; Virginia Woolf, Monique each other’s work. Students should be prepared Wittig, Cornel West, and speeches by Franklin to write an essay a week, with extensive Roosevelt, Martin Luther King, Robert Kennedy, revisions, read professional examples on the Ronald Reagan, Geraldine Ferraro, among others. theme for the semester, which varies from year to year, submit an essay for publication, and give a 322 Adolescent Literature This course, run as a public reading as the final examination. workshop and compliment to EDUC 320 Prerequisite: permission of the instructor based Children’s Literature, considers contemporary on a writing sample. (Repeatable) (Forbes, works that represent the main forms of literature Salibrici, offered alternate years) for early and late adolescence: science fiction, fantasy, realistic and “problems” novels, and 450 Independent Study historical novels. Students write young adult fiction, as well as read and discuss young adult 495 Honors novels—their rhetoric, style, and issues. Participants form reading partnerships with local middle and high school students to discuss the books they are reading and the stories they are writing. There is a lab with this course. (Forbes, Salibrici, offered alternate years) Typical readings: Voigt, Paterson, Hamilton, Kerr, L’Engle, Singer, Alexander, Tolkien, LeGuin, Fox, O’Dell, Konigsburg, Aiken, Avi, among others.

351 Writing in the Natural and Social Sciences This course is designed for students interested in writing about science, particularly environmental science. Students write weekly articles or essays, read and discuss articles by major science writers, and read and discuss each other’s articles in a workshop. (Offered alternate years) Typical readings: Gould, McPhee, Angier, Hubbell, Heath, Sacks, Thomas; a subscription to the New York Times is required

352 Writing in the Professional Workplace Preparing students for the principles and practices of professional writing in nonacademic settings is the focus of this course. It explores the way rhetoric functions in professional cultures and, more broadly, within a high-tech “information society.” Issues of gender relations and multiculturalism in the workplace are also addressed. Students investigate, read, and write about professional writing, as well as practice its numerous forms, including (but not limited to) job application materials, letters and memos, reports and proposals, oral presentations, and electronic communications. (Salibrici, offered alternate years) Typical readings: Bell, Tools for Technical and Professional Communication, Boyett/Conn, Workplace 2000, Jackall, Moral Mazes, The World of Corporate Managers, and chapters from Barnum/ Carliner, Techniques for Technical Communication

302 WRITING COLLEAGUES PROGRAM

WRITING COLLEAGUES PROGRAM electives group; two additional courses from the Writing Colleagues core courses Mary M. Salibrici, Writing and Rhetoric, or any of the electives. Director CORE COURSES The Writing Colleagues program MDSC 321 Grand Illusions: Press and Political Spectacle combines practical experience working WRRH 201 Grammar and Style with students to improve their reading WRRH 202 Going Places and writing, not as a tutor but as a trained WRRH 220 Breadwinners and Losers: The reader, with intellectual inquiry into the Rhetoric of Work social, cultural, psychological, and WRRH 221 He Says, She Says: Language and cognitive processes of language. A student Gender first applies to the Writing Colleagues WRRH 224 Writing and the Culture of Reading WRRH 250 Talk and Text: Introduction to program by contacting the program Discourse Analysis director. Once accepted as a candidate WRRH 252 An Anatomy of Class colleague, the student enrolls in the WRRH 251 Black Talk/White Talk Writing Colleagues seminar and, by WRRH 300 Writers World of Discourse: Journalism earning a B or better, becomes a Writing WRRH 301 Discourse of Rape Colleague. The colleague is then qualified WRRH 302 Secrets and Security to work with professors in a series of field WRRH 303 World of Publishing WRRH 304 Hidden Writing placements, associated with courses the WRRH 305 Writing Colleagues Seminar professor is teaching. Completion of the WRRH 312 Power and Persuasion: Readings in Writing Colleagues program is valuable Rhetoric, Ancient to Modern preparation for work in teaching, law, WRRH 322 Adolescent Literature journalism, public policy, advertising/ WRRH 352 Writing in the Professional Workplace marketing, public relations, and publish- WRRH 351 Writing in the Natural and Social Sciences ing. The Writing Colleagues program WRRH 420 Writers Guild offers both a disciplinary and an interdisciplinary minor. Students who major in ELECTIVES Writing and Rhetoric and minor in the Humanities Writing Colleagues program must have a AMST 101 American I, Eye, Aye second minor. ART 211 Feminism in the Arts ART 212 Women Make Movies REQUIREMENTS FOR THE MINOR EDUC 202 Human Growth and Development EDUC 321 Language, Experience and Schooling disciplinary, 6 courses EDUC 333 Literacy WRRH 305 Writing Colleagues Seminar; EDUC 334 Science and Cognition two field placements, one of which must EDUC 343 Special Populations in Texts be a first-year seminar; three courses ENG 310 Creative Non-Fiction Workshop from the Writing Colleagues core or any ENG 354 Forms of Memoir of the electives. PHIL 120 Critical Thinking and Argumentative Writing REQUIREMENTS FOR THE MINOR PHIL 190 Facts and Values PHIL 260 Mind and Language interdisciplinary, 6 courses PHIL 380 Experience and Consciousness WRRH 305 Writing Colleagues Seminar; REL 103 Journeys and Stories two field placements, one of which must REL 258 The Qu’ran and the Bible be a first-year seminar; one course from REL 402 Conflict of Interpretations the social sciences and natural sciences

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SOCIAL AND NATURAL SCIENCES ANTH 227 Intercultural Communication ANTH 370 Life Histories POL 270 African-American Political Thought POL 375 Feminist Legal Theory PSY 203 Introduction to Child Psychology and Human Development PSY 205 Adolescent Psychology PSY 357 Self in American Culture

304 COURSE CODES

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

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