FPO NO FRAME
ArtsCollege and of Letters FPO NO FRAME 88 89
COLLEGE OF ARTS AND LETTERS
American Studies Admission Policies. Admission to the College of Arts College of Arts and Letters Anthropology and Letters takes place at the end of the first year. Arabic Studies The student body of the College of Arts and Letters The College of Arts and Letters is the oldest, and Art: thus comprises sophomores, juniors and seniors. traditionally the largest, of the four undergraduate Art History The prerequisite for admission of sophomores colleges of the University of Notre Dame. It houses Design into the College of Arts and Letters is good standing 17 departments and several programs through which Studio at the end of the student’s first year. students at both undergraduate and graduate levels Classics: The student must have completed at least 24 pursue the study of the fine arts, the humanities and Classical Civilization credit hours and must have satisfied all of the the social sciences. Greek specified course requirements of the First Year of Latin Studies Program: University Seminar; Composition; Liberal Education. The College of Arts and Letters East Asian Languages and Literatures: two semester courses in mathematics; two semester provides a contemporary version of a traditional Chinese courses in natural science; one semester course cho- liberal arts educational program. In the college, Japanese sen from history, social science, philosophy, theology, students have the opportunity to understand Economics literature or fine arts; and two semester courses in themselves as heirs of a rich intellectual and spiritual English physical education or in ROTC. (The University tradition and as members of a complex national and Film, Television, and Theatre seminar will satisfy the relevant requirement in fine international society. The faculty of the college are German and Russian Languages and Literatures: arts, literature, history, social science, philosophy or committed to the life of the mind, to the critical and German theology.) Two semesters of physical education are constructive engagement with the whole of human Russian also required. A student who does not meet all of experience. On the basis of a firm yet broad founda- History these conditions is retained in the First Year of Stud- tion, graduates of the college are equipped for a Mathematics (honors only) ies until all of the conditions are met. The deficien- lifetime of learning in an ever- changing world. The Medieval Studies cies must be removed at the Notre Dame Summer overall curriculum and the specific major programs Music Session or in the student’s third semester at Notre encourage students to approach issues reflectively, to Philosophy Dame. analyze them carefully and to express their reasoned Philosophy/Theology (joint major) conclusions with clarity. Political Science Description of General College Requirements. The intellectual quest conducted in the Col- Program of Liberal Studies Every student graduating from the College of Arts lege of Arts and Letters takes place in an explicitly Psychology and Letters must have a minimum of 120 credit Catholic environment. Here ultimate questions of Romance Languages and Literatures: hours and must have fulfilled all University, college the meaning and value of human life before God are French and major requirements. Unless special permission welcome, and efforts to deal with such questions uti- Italian has been obtained from the Office for Under- lize the immense resources of the Catholic tradition. Spanish graduate Studies, special studies and directed read- Inquiry and faith are seen not as opposing forces but Sociology ings courses do not satisfy university or college as complementary elements of the fully human pur- Theology requirements. suit of truth.
University Requirements Courses The college also offers supplementary majors, but Organization. The college’s administrative center, Composition 1 not standalone first or degree-yielding majors, in: the Office for Undergraduate Studies, is located Mathematics 2 Arts and Letters Preprofessional Studies (ALPP) in 101 O’Shaughnessy Hall. Sophomores who Natural Science 2 African and African American Studies have not yet declared a major and students of all *History 1 Art History (24 hours) levels in the college with questions about college or *Social Science 1 Chinese (24 hours) University requirements should seek advising there. *Theology 2 Classical Civilization Staff members are also available to discuss academic *Philosophy 2 Computer Applications (CAPP) progress, problems or career goals with all students. *Fine Arts or Literature 1 French (24 hours) Pre-law and preprofessional advisors are also available (Physical Education-two hours) 2 FTT–Theatre (24 hours) in this office. —— Gender Studies Because education is not limited to the class- 14 courses room, the college also sponsors or helps to subsidize German (24 hours) Greek (24 hours) events which are intended to enrich the under- * One of these requirements must be a University French (24 hours) graduate experience and facilitate faculty-student Seminar 180. interaction both on and off campus. History (24 houts) Italian (24 hours) Curricula and Degrees. The College of Arts and Japanese (24 hours) Letters offers curricula leading to the degree of Latin (24 hours) bachelor of fine arts in Art (Studio and Design) and Mathematics (42 hours) of bachelor of arts in: Medieval Studies (24 hours) Music (36 hours) Peace Studies (24 hours) Philosophy (24 hours) Russian (24 hours) Spanish (24 hours) Theology (25 hours) 88 89
COLLEGE OF ARTS AND LETTERS
Arts and Letters Requirements Registering for these courses will not affect a Dual Degree. Programs leading to dual degrees (two Arts and Letters Core 2 student’s overload status. These credits do not count undergraduate degrees, such as a bachelor of arts and Language 1-3 toward a student’s 17 semester hours. If students a bachelor of business administration) are distinct +History/Social Science 1 complete more than three of these courses, these will from programs in which a student receives one de- *Literature and Fine Arts appear on a student’s transcript, but the extra credits gree with two majors (such as a bachelor of business (whichever is not taken above) 1 will be subtracted from the student’s total number administration with a major in finance and a major Major 8-12 of hours at the time the graduation check is made; in political science). Dual degree programs require hence, these will not count toward the 120 hours the permission of the deans of both colleges. There + In addition to the University requirement of one his- needed to graduate. are additional requirements which usually result in tory and one social science course, the college requires the need for a fifth year. Dual degree students in the a third course, which can be either history or social Pass-Fail. Juniors and seniors may take one non- college are required to take the Arts and Letters Core science. major, non-required elective course each semester on Course (CORE 211 and CORE 212). a pass-fail grading basis. These declarations must be The requirements for a dual degree generally are * The arts and letters student is required to complete one made during the enrollment period of each semester, as follows: The student completes all of the Uni- fine arts and one literature course. and once made, these declarations are irreversible. versity requirements, all of the requirements for both University requirements are described under colleges, all of the requirements for both majors, “Degree Requirements,” in the front section of this Arts and Letters Degree Credit. Students should and the total number of degree credits specified for a Bulletin. not have both examination and degree credit for the dual degree in two colleges. While the total number same course. For example, if students have exami- of hours required does depend on the two major Course Load. The normal course load in the College nation placement credit for German 101, then they programs, the minimum required total number of of Arts and Letters is five courses. The maximum should neither take nor receive credit for German degree credits is set to be 30 degree credits beyond number of credit hours per semester is 17. Overloads 101 or German 105. Similarly, students should take the college total for the college with the greater num- for juniors and seniors are accepted only with the either Theology 100 or 200 and Philosophy 101 ber of degree credits. permission of the deans in the Office for Under- or 201, but not both. Economics 115 and 225 are graduate Studies and only during the designated days considered to be equivalent courses, as are Econom- International Studies. In light of the expansion of the enrollment period. ics 123 and 223. Students should take only one of Notre Dame’s international study programs, of each pair but not both. In cases where students the provost’s office has asked that students be Writing Requirement. Students in arts and letters are have double credit for the same course (that is, both encouraged to participate in University programs required to complete one course in their major at examination and degree credit), the examination whenever possible. Limited exceptions, however, will the 300 or 400 level designated as a writing intensive credit will not be counted toward a student’s degree be made for students whose academic or program- course. This course may satisfy other distributional credit despite the fact that it will be included on the matic needs cannot be met through existing Notre requirements within the major. Writing intensive student’s transcript. A list of equivalent math and Dame programs, i.e., Chinese or Russian majors who courses require the student to work closely with a science courses can be found under “Mathematics,” wish to pursue language instruction in Beijing or St. professor throughout the semester on a significant later in this section of the Bulletin. The same rules Petersburg, or art history majors who may require a written project. about double credit apply to them also. semester in Florence. These exceptions will be made No courses in logic will satisfy the University phi- on an individual basis after extensive consultation Activity and Experiential Learning Courses. Three losophy requirement for students in arts and letters. with both the students and their faculty advisors. elective credits of the required 120 hours can be After matriculation into the college, it is the expec- derived/obtained from the following activity courses: tation that arts and letters students will complete any Band (Marching and Concert) outstanding math or science requirements at Notre Orchestra Dame. Chorale Glee Club ROTC. First-year students enrolled in any of the three Liturgical Choir ROTC programs are exempted from the University’s Folk Choir physical education requirement. Credits received Music Lessons and Ensembles for 100- and 200-level ROTC courses do not count Ballet toward a student’s 120 credit hours, despite the Debate fact that they appear on the transcript. They will be Social Concerns Seminars manually subtracted from the student’s total number of hours appearing thereon. Credits received for 300- Exceptions will be made for music majors. and 400-level courses will count as elective credit in the College of Arts and Letters. 90 91
STUDENT AWARDS AND PRIZES
ARTS AND LETTERS PREPROFESSIONAL GENDER STUDIES Student Awards The Dr. Robert Joseph Barnet Award — presented to The David and Shari Boehnen Internship Awards — and Prizes an outstanding Arts and Letters preprofessional se- awarded for outstanding summer internships won by nior who has demonstrated, in addition to excellent Gender Studies students. COLLEGIATE AWARD IN MODERN character, superior academic achievement across the Gender Studies Outstanding Essay Award — awarded AND CLASSICAL LANGUAGES arts and sciences. to the best undergraduate essay. The Robert D. Nuner Modern and Classical Language The Dr. John E. Burke Award — presented to an Award — presented to the graduating senior in the outstanding Arts and Letter preprofessional senior GERMAN AND RUSSIAN LANGUAGES College of Arts and Letters with a first or second who has demonstrated, in addition to excellent aca- AND LITERATURES major, in any classical or modern foreign language, demic achievement, outstanding leadership qualities The Rev. Lawrence G. Broestl, C.S.C., Award — pre- who has earned the highest cumulative grade point through service within and/or beyond the Notre sented to the graduating senior with the best aca- average. Dame community. demic achievement in German. Jeffrey Engelmeier Award — presented to the out- AMERICAN STUDIES CLASSICS standing student of German whose leadership and James E. Murphy Award for Excellence in Journalism Departmental Award in Greek, Latin, or Arabic contribution to the life of the department are espe- — open to graduating American Studies majors or — awarded when merited to a graduating senior for cially conspicuous. non-majors with an interdisciplinary minor in Jour- excellence in study of: Greek, Latin or Arabic. The Russian Language and Literature Award — pre- nalism, Ethics and Democracy. sented to the graduating senior with the best aca- Paul Neville Award for Journalism — awarded to EAST ASIAN LANGUAGES demic achievement in Russian. AND LITERATURES a senior in American studies for excellence in Delta Phi Alpha German Honor Society Award journalism. Departmental Awards in Chinese and Japanese — — awarded to a graduating senior for outstanding Hugh A. O’Donnell Award in American Studies — awards given when merited to graduating seniors for achievement in the study of German language and awarded to a senior in American studies for superior excellence in Chinese and Japanese language studies. literature. academic achievement. ECONOMICS Prof. James Withey Award — awarded to a senior in HISTORY The Weber Award — awarded to the senior eco- American studies for notable achievement in The Monsignor Francis A. O’Brien Prize — presented nomics major who has achieved the highest academic writing. to the senior who has achieved distinction in the best average. essay in History. ANTHROPOLOGY John Harold Sheehan Prize Essay Award — given to The O’Hagan Award —awarded to the under- The Kenneth E. Moore Founding Chair Award the senior Economics major who has written the best graduate who has submitted the best original essay — awarded to the outstanding senior in cultural senior honors essay in economics. on a phase of Irish history. anthropology. The John Joyce Award on the American Worker — The The O’Connell Award — an annual award for the The Rev. Raymond W. Murray, C.S.C., Award in award is given as merited to the best undergraduate best sophomore or junior essay in History. Anthropology — awarded to the outstanding senior short story or poem on the “American Worker,” by majoring in anthropology. the Higgins Labor Research Center and the Eco- LATIN AMERICAN STUDIES nomics Department. (There is also a graduate award John J. Kennedy Prize for Latin American Studies ART, ART HISTORY, AND DESIGN for the best graduate essay). — awarded to the senior who has written an out- Grief Art Awards — awarded to oustanding senior standing essay on Latin America. (Occasionally there ENGLISH B.F.A. students to defray the cost of their thesis is a runner-up award). The Academy of American Poets Award — awarded to exhibitions. the undergraduate or graduate student submitting Emil Jacques Medals for Work in the Fine Arts — The MEDIEVAL STUDIES the best collection of original poetry. department awards a gold medal and a silver medal Michel Prize in Medieval Studies — given to gradu- The Ernest Sandeen Poetry Award — awarded to for excellence in studio art to undergraduates pursu- ating senior who has written the best essay on a the best original poetry submitted by an ing a B.F.A. medieval subject. undergraduate. Mabel L. Mountain Memorial Art Award — awarded Eleanor Meehan Medal for Literary Merit — pre- for excellence in studio art. MUSIC sented to the English major who submits the best The Radwan and Allan Riley Prize in Design Department of Music Senior Award — awarded to the original critical essay written for an English course. — awarded to a senior design major for excellence in outstanding senior in the music department. The Richard T. Sullivan Award for Fiction Writing his or her respective field. — awarded to the undergraduate who submits the PHILOSOPHY The Radwan and Allan Riley Prize in Studio best original fiction manuscript. — presented Art — awarded to a senior studio art major for The Dockweiler Medal for Philosophy excellence in his or her respective field. to the senior submitting the best essay on a philo- FILM, TELEVISION, AND THEATRE sophical subject. The Radwan and Allan Riley Prize in Art History and Joseph P. O’Toole Jr. Award — The award was estab- — awards Criticism — awarded for the best essay in art his- The John A. Oesterle Award in Philosophy lished by Joseph P. O’Toole Jr. (B.A., 1948) of San tory or criticism submitted by an undergraduate or given when merited to graduating philosophy majors Jose, California, and goes to the outstanding gradu- graduate student. for excellence in philosophy. ating senior in film and television. Eugene M. Riley Prize in Photography — awarded to Catherine Hicks Award — This award was established POLITICAL SCIENCE an undergraduate or graduate photography major for by Catherine Hicks (B.A. ’74—Saint Mary’s) of Paul Bartholomew Essay Prize — awarded to the se- excellence in photography. Los Angeles and goes to the outstanding graduating nior major submitting the best senior honors essay in Judith A. Wrappe Memorial Award — awarded to an senior in theatre. the fields of American politics or political theory. outstanding junior studio/design major. It is pre- The Stephen Kertesz Prize — awarded to a senior sented at the beginning of the student’s senior year major submitting the best senior honors essay in of study. the fields of international relations or comparative politics. 90 91
STUDENT AWARDS AND PRIZES
PROGRAM OF LIBERAL STUDIES The Edward J. Cronin Award — awarded annually to a student in the Program of Liberal Studies for excel- lence in writing in regular coursework. The Willis D. Nutting Award — given to the senior major who has contributed most to the education of fellow students. The Otto A. Bird Award — awarded to the senior in the Program of Liberal Studies who has written the best senior essay.
PSYCHOLOGY Senior Recognition Award in Psychology — given in recognition of outstanding achievement in research, academic performance and student-life activities, while pursuing a major course of study in psychol- ogy. The John F. Santos Award for Distinctive Achievement in Psychology — to a senior psychology major in recognition of outstanding achievement in research, academic performance and student-life activities.
ROMANCE LANGUAGES AND LITERATURES Walter Langford Awards for Excellence in Spanish Literature and Excellence in French Literature — two awards — to the graduating senior majors in French and Spanish literature whose work was deemed most outstanding by the Romance languages and litera- tures faculty. The Joseph Italo Bosco Senior Award — awarded to a graduating senior for excellence in Italian studies.
SOCIOLOGY The Margaret Eisch Memorial Prize in Sociology — awarded to the outstanding graduating senior majoring in sociology. MUSIC POLITICAL SCIENCE The Sociology Major Essay Award — presented to The Daniel H. Pektke Memorial Award — presented George Brinkley Service Award — awarded to the the senior sociology major who has written the best to two underclassmen in the Notre Dame Glee Club student who best exemplifies the political science essay. in recognition of musical leadership, exemplary department’s ideal of public service through service personal character and overall contribution to the to the department, the University, or the wider com- THEOLOGY success of the group. munity. The Gertrude Austin Marti Award in Theology — pre- Outstanding Band Member — for loyalty, dedication sented to a graduating senior who has evidenced and leadership. ROMANCE LANGUAGES qualities of personal character and academic achieve- Gerald J. Smith Memorial Award — awarded for citi- AND LITERATURES ment in theological studies. zenship and loyalty to band. William Richardson Award in Hispanic Culture for an The Rev. Joseph H. Cavanaugh, C.S.C., Award Outstanding Marching Band Award — awarded for African American Student — given to a graduating — awarded to the senior who has evidenced high dedication, ability and leadership during marching African American student who has shown an unusu- qualities of personal character and academic achieve- band season. ally strong interest in Hispanic Culture through his ment, particularly in theological studies. The Kobak Memorial Scholarship — for outstanding or her active participation in campus and/or com- instrument achievement for band. munity projects or activities. Robert F. O’Brien Award — for outstanding service José Tito Sigüenza Award for Service to Hispanic Youth SERVICE AWARDS and dedication to the band. — awarded to the senior who has studied Spanish at AMERICAN STUDIES Thomas J. Kirschner Band Treasurer Prize — Notre Dame and contributed outstanding service to J. Sinnot Meyers Award — awarded to a senior in annual award to the elected band treasurer. Hispanic youth. American studies for outstanding service to the aca- Band Vice President Prize — annual award to the Carlos Aballí Award in Hispanic Cultural Awareness demic community. elected vice president of the band. — given to a graduating Hispanic student who has Terry Baum Secretary Prize — awarded for the sec- taken Spanish at Notre Dame and has been active ECONOMICS retary of the band presented by the University of in promoting Hispanic cultural awareness at Notre Lawrence J. Lewis Award — awarded to the senior in Notre Dame. Dame. the Department of Economics who has best distin- Halland President’s Prize — annual award for the The Mara Fox Award for Service to the Hispanic guished himself or herself in community service. outgoing president of the band. Community — awarded to a graduating senior who Social Chairperson Award — plaque given annually has peformed outstanding service to benefiting the to the social chairperson in appreciation for dedi- Hispanic community. cation and service to the Notre Dame Bands. 92 93
SPECIAL ARTS AND LETTERS REQUIREMENTS ARTS AND LETTERS PROGRAMS MAJORS
Special Arts and Letters Requirements
Language Requirement. Students in arts and letters are required to reach intermediate proficiency in a foreign language, but “intermediate proficiency” is defined differently in each of the languages, depend- ing on the complexity of the language itself and the intensity of the course. Students with some back- ground in the language they elect will be placed by examination: the CEEB Achievement Test, AP and SAT II tests, or the departmental placement exami- nations given during first-year orientation and prior to spring preregistration. Depending upon the out- come of these examinations, students may receive up to six credits in a given language. If for some reason a student receives more than six hours of credit, which appears on the transcript, they will be manually sub- tracted from the total number of degree credits. Re- gardless of the scores on these exams, it is impossible for a student to test out of the language requirement in the College of Arts and Letters. Everyone must take at least one course at the appropriate level which deals with texts in the original language. For the spe- cific details of a given language offering or program, check with the relevant department.
Core Course. All sophomores in the College of Arts and Letters enroll in the two-semester core course — Ideas, Values, Images. Through a careful selec- tion of readings and problems, the course introduces the new liberal arts students to the disciplines and subject matter normally encountered in the college’s various departments. A special effort is made to recognize the questions of value which underlie the various topics studied in the course. The course is normally taught in semester sec- tions of 18, and the students stay together for the entire academic year. Authors of some of the books being read, special contributions by the fine arts departments of the college, and audiovisual materials supplement the ongoing class discussions. With the introduction of a core course into the curriculum for the academic year 1979-80, the col- Arts and Letters Programs Majors lege acknowledged the increasingly urgent question The programs offered by the College of Arts and A major sequence is a carefully chosen combina- of the nature and purpose of liberal education and Letters include majors, supplementary majors, and tion of courses from an individual department or attempted to provide its students with some pro- minors, which may be either departmental or inter- program that stand alone in qualifying students for ductive ways to think about that question. disciplinary. The latter includes what were formerly an undergraduate degree. They usually consist of For descriptions of the University and other col- called concentration and area study programs. Every between eight and 12 courses. In contrast to the leges’ requirements, see “Degree Requirements” in student in the college must complete one major University and college requirements that provide stu- the front section of this Bulletin. sequence. Supplementary majors and minors are op- dents with broad exposure to a variety of the liberal tional and may be taken to supplement or enhance a arts and sciences, the major affords the student an student’s major but do not lead to graduation in and opportunity to gain more specialized knowledge of a of themselves. particular field or discipline. The major in liberal arts programs is normally chosen during the sophomore year and is completed during the junior and senior years. Each spring before preregistration, the college holds a series of programs and meetings to inform the students about the various majors so that they may make intelligent choices. Students pursue their majors under the di- rection of the departmental or program chair and its advising staff. 92 93
MAJORS MINORS ELECTIVES
Supplementary majors are those that cannot 2. Approval of the special major will be granted by stand alone in qualifying a student for an under- the dean, on the recommendation of the Under- Minors graduate degree but must be taken in conjunction graduate Studies Advisory Committee. The com- with a primary major. They include both interdisc- mittee will review the proposals and communicate Minors are five-course sequences that can either be iplinary and departmental offerings. their recommendations to the students before the departmental or interdisciplinary. The college has preregistration period begins. As it deliberates, the three categories of minors: Departmental, Interdisc- Arts and Letters Preprofessional Studies (ALPP) committee may ask for additional information from iplinary (formerly Concentrations), and Area African and African American Studies the student, faculty sponsors and other colleagues in Studies. Art History (24 hours) related areas to assist in further refining and rewrit- Chinese (24 hours) ing the original proposal. It is the expectation that Departmental: Classical Civilization the on-campus portions of the major will rely heavily African and African American Studies Computer Applications (CAPP) on existing courses. Anthropology Gender Studies Art History 3. Special majors must culminate in a capstone es- German (24 hours) Classical Civilization say or where appropriate, other work, which will Greek (24 hours) Classical Literature be evaluated by more than one faculty member. (In French (24 hours) East Asian Languages and Literature: most cases, it is assumed that the faculty evaluators Italian (24 hours) Chinese will be the faculty sponsors). A detailed proposal of Japanese (24 hours) Japanese the capstone project must be submitted to the fac- Latin (24 hours) German ulty sponsors by November 1 of the senior year. It is Latino Studies (24 hours) Greek expected that a capstone essay will consist of between Medieval Studies (24 hours) Italian 30 and 50 pages (7,500-15,000 words). Music (36 hours) Latin Philosophy (24 hours) 4. Changes in an individual program need the ap- Music Russian (24 hours) proval of the chair of the supervising committee and Russian Spanish (24 hours) the dean. If students discover midstream that they Theology Theology (25 hours) are unable to complete the special major, it may be For details, see the departmental descriptions in the “dropped,” but they must then complete one of the section “Programs of Study.” Self-Designed Majors. A new program for a special traditional departmental majors. Retroactive propos- self-designed major was approved by the college als will not be considered. Thus, these programs Interdisciplinary (formerly called Concentrations): council during the 1994-95 year. This is a special should be well under way by the end of the junior Catholic Social Tradition program for self-designed majors that will be year. Education, Schooling, and Society conducted on a limited, experimental basis. While Gender Studies 5. Administration of special majors will take place it is not the intent to predetermine the kind and Hesburgh Program in Public Service through the Office of Undergraduate Studies in nature of majors to be proposed, it is the expectation Journalism, Ethics, and Democracy a manner similar to that of the ALPP program; that they will involve substantive integration of the Medieval Studies i.e., students will pick up their PINs in 101 subject matter in ways that cannot be undertaken Peace Studies O’Shaughnessy. within any existing major, minor, area studies or Philosophy and Literature concentration program. 6. The college council will periodically review the Philosophy, Politics, and Economics (PPE) special major program. Philosophy Within the Catholic Tradition The Process: Religion and Literature Science, Technology, and Values 1. Interested students, in consultation with three fac- ulty sponsors from at least two departments, should Area Studies: present a detailed written proposal of their major African (which has been signed by their faculty sponsors) to Asian the Undergraduate Studies Advisory Committee no European later than Friday before the midsemester break of Irish each semester. One of the faculty sponsors should be Latin American identified as the chair of the supervising committee. Mediterranean/Middle East Russian and Eastern European
Electives
In addition to the University and college require- ments and the major, the balance of a student’s usual five-course-per-semester program consists of elective courses, which can be drawn from the offerings of any department or college that are open to non-ma- jors who have met the necessary prerequisites. 94 95
AMERICAN STUDIES P r o g r a m s o f S t u d y
Course Descriptions. The following course de- 256. American Conditions: Poverty and Affluence in American Studies scriptions give the number and title of each course. the United States, 1930-1990 Lecture hours per week, laboratory and/or tutorial (3-0-3) Giamo Chair: hours per week and credits each semester are in To advance our inquiry, we will take an interdisci- Benedict F. Giamo (on leave fall 2003) parentheses. The instructor’s name is also included. plinary perspective on the relationship between pov- Acting Chair, fall 2003: erty and affluence in American culture and society. Robert P. Schmuhl BEGINNING COURSES What is the nature of reality—the meaning and sig- Professors: nificance—concerning each realm of social existence? 201. The Rise and Fall of the Modern Racial Order: In addressing that question, we will explore the social F. Richard Ciccone (adjunct); Eugene Halton Race and Ethnicity in the 20th-Century United States (concurrent); Thomas J. Schlereth; Robert P. conditions, values, and attitudes associated with each (3-0-3) Guglielmo dimension, especially in relationship to the broader Schmuhl (London Program, spring 2004), A mixture of lecture, discussion, and in-class group American experience. Historical, socioeconomic, and Thomas J. Stritch (emeritus); H. Ronald Weber projects, this course is an introduction to the history political approaches will be considered. In addition, (emeritus) of race and ethnicity in the 20th-century United we will focus on cultural perceptions of poverty and Associate Professors: States. The key questions of the course will be: How affluence, as seen through literature, photography, Elizabeth Christman (emerita); Walton Collins has race, as a “social construction,” been made and and film. (adjunct); Jack Colwell (adjunct); Benedict F. un-made over the years? That is, how have the “south Giamo Italian race” and the “Anglo-Saxon race” come and 258. American Art: History, Identity, Culture Assistant Professors: gone, while the “white race” and “black race” have (3-0-3) Schlereth Heidi Ardizzone; Thomas Guglielmo; Susan stayed with us? How have these groups and others Introductory and historical overview of the role that Ohmer encountered the nation’s racial order over the years, several arts—architecture, painting, sculpture— Visiting Welch Chair Professor: with some attempting to dismantle it to gain greater played in American cultural history, 1640-1940. In Alex Kotlowitz (fall semester only) equality (e.g. the civil rights movement) and others addition to surveying major high style trends, atten- Professional Specialist: attempting to shore it up to protect their own privi- tion is given to selected regional, folk, and vernacular Ruthann Johansen (concurrent, Arts and Letters leges (e.g., the KKK and the Zoot Suit Riots)? artistic traditions. Basically a lecture-format course Core Course) in which the student prepares two short papers, Lecturer 2003–04: 250. Victorian America: Transformations in Every- day Life, 1876-1915 researches and assembles a 15-page visual portfolio, Jacqueline Robinson and takes two exams, a midterm and a final. (3-0-3) Schlereth An introductory American Studies course designed 264. American Social Experience: Traditions of The Department of American Studies pro- to interpret and integrate the cultural and social Protest vides students with a unique opportunity to study ideas, institutions, and artifacts of average Americans (3-0-3) Ardizzone American culture and society in challenging and in the period 1876-1915. Within this Victorian era, This interdisciplinary survey of civil rights and social innovative ways. Students majoring in American the course will explore the changes and continuities protest movements in the United States examines Studies explore the American experience from in domestic life and housing arrangements, common suffrage inclusion, abolitionism and Black civil rights both integrative and disciplinary perspectives by foodways of eating and drinking, working places and movements, labor organizing, and women’s rights selecting interdisciplinary courses taught by the patterns of recreational and leisure pursuits. in the nineteenth and twentieth centuries, as well Department’s faculty as well as cross-listed classes 251. Visual America as several contemporary protest movements. These offered by Anthropology, English, Political Science, movements certainly question selected American (3-0-3) Schlereth History, and Sociology. With help from a faculty ideologies, but they also draw on American values An introductory course, offered as a sequel to Arts in advisor, a student plans a curriculum of 12 courses, and practices. We will use history, film, fiction, jour- America (AMST 357), that will explore dimensions six from within American Studies and six in Amer- nalism, and autobiographies to trace a tradition of of several types of visual expression—popular pho- ican subjects offered in cognate departments. The protest which both depends on and offers challenges tography, cartography, genre and historical painting, interdisciplinary courses housed in the Department to a democratic society. of American Studies span a broad range of academic chromolithography, the commercial and graphic interests: Arts and Material Culture; Journalism and arts—in American cultural history from Louis 265: American Men, American Women Media Studies; Literature and Society; and Social Daguerre’s development of photography in 1839 to (3-0-3) Ardizzone History/Movements. Courses in these academic areas the public exhibition of television at the 1939 New What does it mean to be male or female in America? How different are our ideas about gender from those typically include an historical dimension, insights York World’s Fair. of other cultures? This course will focus on the twen- gathered from a variety of sources, perspectives 254. The Technological American tieth century and look at the origins and develop- drawn from traditional disciplines, and an integrative (3-0-3) Ohmer ment of masculine and feminine roles in the United approach that complements specialism. Because of In this course we will explore the impact new tech- States. How much have they changed over time and its breadth, the major enables students to experience nologies have had on our domestic and economic what aspects have been retained? We will explore much of the richness of the College of Arts and Let- lives. We also will discuss how new technologies have the ways that cultural images, political changes, ters. Internships are available which offer practical changed the way we communicate and the kinds of and economic needs have shaped the definition of experience in the potential career areas of historical leisure entertainment we enjoy. Though technology acceptable behavior and life choices based on gender. research, journalism, publishing, and social service. is often celebrated for the promise of liberation, we Topics will range from Victorian ideals through the Special features include an affiliated interdisciplinary will see how new inventions have also raised fears of Jazz age and war literature to movie Westerns, ’50s minor in Journalism, Ethics, and Democracy. alienation and loss of control. television families, and ’60s youth culture; and into recent shifts with women’s rights, extreme sports, and talk shows. 94 95
AMERICAN STUDIES
311. Television in American Culture (3-0-3) Ohmer This course examines the formation of commercial broadcast television in the United States, focus- ing on the industrial, economic, technological and social forces that have shaped the images we see. We will look at how American television developed in the competitive business climate of the 1920s and 1930s, and how advertiser-supported networks came to dominate. We then analyze the role of television in America’s social and political life: its links to suburbia and consumerism, its impact on the politi- cal movements of the 1960s, and the ways it has represented America’s changing ideas of race, gender, and ethnicity. 312H. Fashioning Identity in American History See GSC 312. 316: World War II America: History and Memory (3-0-3) Guglielmo Exploring a wide-range of primary and secondary sources from the 1940s and today (e.g., novels, films, ads, posters, poetry, art, museum exhibitions, and memorials), this course will examine the history of America’s World War II experience and how this his- tory is remembered and memorialized today. Areas of study will include D-Day and Pearl Harbor; the bombing of Hiroshima and Nagasaki; the Holocaust; Robert P. Schmuhl, professor of American studies the emerging African-American and Mexican-Ameri- can civil rights movements; the Americanization of 306. Homefronts During War European immigrants; Japanese-American intern- 282. American Political Life (3-0-3) Ardizzone ment and redress; and “Rosie the Riveter” and other (3-0-3) Schmuhl How have Americans responded at home to war and women’s experiences as paid workers. An introductory and interdisciplinary examination threats of war throughout the 20th century and into 317E. Latino/Latina American Literature of American political culture, particularly contempo- the 21st? What internal divisions and shared identi- See ENGL 316. rary political thought and behavior. Although we will ties has war inspired or revealed? We will examine 322E. Passing in 20th-Century American Literature trace the development of our political culture from not the battles and factors that determined the See ENGL 319. the nation’s beginning to the present, a principal military outcomes, but the domestic struggles that 330. Culture and Society in the Great Depression concern of the class will be the involvement of the have defined our national experience and informed mass media in recent political history. In short, we many of our responses to current events. Topics will (3-0-3) Giamo will attempt to come to terms with questions about include: critiques of democracy and civil rights inclu- This course explores the culture and society of one of the role and influence of mass communications in sion during WWI; treatment of Japanese Americans the most turbulent periods in American history. The modern politics. during WWII; development of peace movements, economic collapse and ensuing national crisis altered anti-nuclear movements; cold war politics and fears the political, social, and symbolic landscape of the INTERMEDIATE COURSES of American communism; debates over the draft, country. We will examine the historical context and social activism of this period (1929-1941), including 301. Fundamentals of Journalism just-war, racism at home, and U.S. policies abroad in the wake of Vietnam. The final unit will focus the conditions and responses of those affected by various (3-0-3) Ciccone hardships. Also, we will be concerned with the cul- What is news? What are the most effective ways on the Gulf War, terrorism, and developments since September 11th tural expression of Depression America as depicted in of presenting news to the public? What ethical literature, film, the art of social realism, and various decisions are involved in gathering and reporting documentary formats. news? These are a few of the questions addressed in “Fundamentals of Journalism.” 96 97
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337. Race and Ethnicity in American Television 354. America Abroad: U.S. Media in a Global Context 386H. U.S. Foreign Policy Since 1945 (3-0-3) Ohmer (3-0-3) Ohmer See HIST 458. This course examines the formation of commercial This course investigates the strategies companies 387H. American Peace Movement Since World War II broadcast television in the United States, focusing adopt when fashioning media for overseas markets. See HIST 474. on the industrial, economic, technological and so- The course will begin during the 1940s, when Amer- cial forces that have shaped the images we see. We ica moved aggressively outward after the isolationism 391E. Contemporary Short Fiction will look at how American television developed in of the 1930s. We will examine how U.S. media See ENGL 392E. the competitive business climate of the 1920s and companies tried to export American values to Latin 1930s, and how advertiser-supported networks came America during the war and to Japan after its sur- ADVANCED COURSES to dominate. We then analyze the role of television render. The impact of satellites during the 1960s will 401. Immigration, Ethnicity, and Race in the United in America’s social and political life: its links to also be noted. In discussing the 1970s and 1980s, States, 1840s-Present suburbia and consumerism, its impact on the po- we will examine international responses to American (3-0-3) Guglielmo litical movements of the 1960s, and the ways it has television news, game shows and dramas. In looking Examining monographs, novels, film, photography, represented America’s changing ideas of race, gender, at media today we will analyze international co-pro- poetry, government records, and court cases, we and ethnicity. ductions that use American stars and studios but are will explore a variety of immigrant groups and time 338Z. Poverty, Inequality, and Social Stratification intended to reach a wider audience. periods—from the Irish of the mid-19th century to See SOC 338. 357. The Arts in America Jamaicans, Mexicans, and the Vietnamese today. We will focus on questions of identity—how immigrants 340. Witnessing the Sixties (3-0-3) Schlereth (3-0-3) Giamo Introductory and historical overview of the role have come to understand themselves racially and eth- The purpose of this interdisciplinary course is that several arts—architecture, painting, sculpture, nically over time—and questions of power —where twofold: to examine the social context and cultural photography, and the decorative arts—played in immigrants have been located within America’s change of the ’60s, on the one hand, and on the American cultural history, 1640–1940. In addition developing racial order and what difference this has other to explore the various journalistic represent- to surveying major high style trends, attention will made in their everyday lives—their jobs, homes, ations of events, movements, and transformation. also be given to selected regional, folk, vernacular, families, and opportunities. We will focus on the manner in which each writer and popular artistic traditions. Basically a lecture- 405G. Public Policy and Bureaucracy witnessed the ’60s and explore fresh styles of writ- format course in which the student prepares one See POLS 405. ing, such as the new journalism popularized by Tom research essay and takes two exams, a midterm and 412. Comparative Cultural Studies Wolfe. Major topics for consideration include the a final. (3-0-3) Giamo counterculture and the movement—a combination 360. News in American Life The purpose of this seminar is to introduce students of civil rights and antiwar protest. (3-0-3) Ciccone to comparative dimensions of American Studies. 347H. Era of U.S. Civil War, 1848–1877 This course seeks to promote an understanding International perspectives will be explored and See HIST 454. of modern media by examining the goals and approaches that compare American culture with 348G. Interest Group Politics motivations of newsmakers, the power of instant another national culture will be encouraged. Intrana- See POLS 303. information, the future of news delivery and an tional comparative topics will also be welcome (ex- examination of how the traditional principles of ample: Asian-American studies). Concepts, methods, 350. The Craft of Journalism fairness, privacy and ethics are treated. Students will and materials related to comparative studies will be (3-0-3) Schmuhl read several books and newspaper articles dealing examined. Students will work on selecting appropri- This class will focus on how print and broadcast with the history and the business of the media, and ate comparative topics, organizing information and journalists work—how they think and act as well as will use daily newspapers throughout the course. ideas, developing themes, and designing an interdis- the dilemmas they face in delivering news, analysis, ciplinary framework for their projects. and commentary. Several sessions will be devoted to 366H. African-American History I 415. Whiteness Studies presentations by visiting correspondents, editors, and See HIST 371. (3-0-3) Guglielmo producers, explaining their approaches to specific 368H. U.S. Presidents: FDR to Clinton Over the last decade, “whiteness studies” has been stories and circumstances. In addition, students See HIST 458. all the rage in academic disciplines as diverse as will discuss the issues and questions raised in a few 369H. Jacksonian America law and literature, anthropology and art. This books. See HIST 369. course will be a high-level introduction to and 351. Visual America 380. The Presidency in American Culture critical appraisal of this burgeoning literature (3-0-3) Schlereth (3-0-3) Ohmer –particularly as it relates to American Studies. We Offered as a sequel to American Art (AMST 258). This course examines the interactions among will examine some of its key texts from its earli- The course has two objectives: First, to introduce journalists, media companies, and Presidents in est roots among African-American scholars, to its students to the various methods scholars have the United States since the Great Depression. more recent incarnations in U.S. history, literary developed to use visual evidence in cultural history Throughout the term we will emphasize several criticism, critical race and legal studies, sociology, research; and second, to provide students with a con- general principles or trends. We will explore how anthropology, and more. We will also examine tent course in United States history, one where they new forms of technology have triggered changes in recent attempts–both scholarly and popular–to receive an overview of the various roles that the art political practice, a trend that becomes clear when make sense of this literature. Along the way, we forms noted above have played in 19th- and 20th- we analyze the role the Internet has taken in this will focus on the following key questions: What century American life. Iconographic analysis—the year’s campaign. During the semester we will look at is “whiteness studies”? Where did it come from? uncovering of past and present, conflicting and representations of Presidents and the Presidency that What is it so popular now? What are some of its paradoxical layers of cultural meanings within an im- are embodied in films and television programs. contributions and limitations? What is its future? age or assemblage of images—will be an important 416H. American Thought, Belief, and Values part of the course. See POLS 416. 96 97
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419. American Nonfiction Narrative: The Literature 427. Jack Kerouac and the Beats 439. Advanced Reporting of Social Concerns (3-0-3) Giamo (3-0-3) Colwell (3-0-3) Kotlowitz This seminar will reexamine Kerouac and his prose Prerequisite: Completion of a writing course above This course will—through both reading and writing- in relation to Beat subculture and the larger context freshman level and/or previous news experience. explore, the place and the art of what is often of post-World War II American society. Although This is an advanced course in journalistic reporting called literary journalism or narrative nonfiction. the work of other Beat writers, such as William S. and writing devoted to learning how to prepare, in a What makes for a compelling story? Why employ Burroughs, Allen Ginsberg, and Gary Snyder will be professional manner, in-depth articles on issues and the use of narrative? How does it form our view of considered, the primary focus will be on Kerouac. events of community interest for Notre Dame and in people and events? We’ll read nonfiction narratives Moreover, the seminar will question the cultural this area. Emphasis will be on the techniques, ethics, on such issues as war, poverty and race. Readings will codification of Kerouac as “King of the Beats” and and responsibilities of conducting interviews and include John Hersey’s Hiroshima, Philip Gourevitch’s advance the notion that he was a prose artist on a research and crafting pieces for newspapers and other We Wish To Inform You That Tomorrow We Will Be spiritual quest. Or, as Ginsberg aptly put it—an publications. Killed With Our Families, and Richard Wright’s Black “American lonely Prose Trumpeter of drunken Bud- 440. Persuasion, Commentary, Criticism Boy, as well as the instructor’s The Other Side Of The dha Sacred Heart.” River. We’ll also explore the craft and work with rigor (3-0-3) Colwell 429. Race and Ethnicity in U.S. Media and discipline on the art of reporting and writing This course will consider the roles of persuasion, (3-0-3) Ohmer story. There will be regular writing assignments, and commentary and criticism in contemporary Ameri- This course analyzes how racial and ethnic differ- students will be encouraged to report and craft a can culture, and will explore the techniques of these ences have been addressed in a variety of media narrative on an issue of interest to them. This course forms of expression. Following introductory sessions contexts from the 1950s through today, including will be run as a seminar, so there will be an dealing with principles and concerns, students will narrative films, talk shows, situation comedies, emphasis on critical class discussion, including pre- prepare and discuss their own writing assignments— music videos and news. We will look at how film sentations by students. including opinion columns, editorials and book or and television both shape and are shaped by social performance reviews. 419E. African-American Literature change and struggle, and how discourses on race and 440A. Native Americans in Fact and Fiction See ENGL 419C. ethnicity intersect with issues of class, gender and See ANTH 440. 422. Confronting Homelessness national identity. in American Culture and Society 430. American Spaces 440H. U.S. Latinos: A History (3-0-3) Giamo (3-0-3) Schlereth See HIST 440. The purpose of this seminar is to examine the condi- A comparative survey of the multiple histories of 441. Literary Journalism tions of extreme poverty and homelessness within several natural and human-made environments cre- (3-0-3) Collins the broader context of American culture and society. ated in America from the New England common to This writing course is open by application to a In order to confront the nature of these conditions, the Los Angeles freeway. Using specific cases studies, few students who have shown unusual promise in this seminar will draw upon insights from history, the course will analyze sites such as the Mesa Verde other journalism courses and/or have demonstrated literature, documentary film and photography, and pueblo, Rockefeller Center, the Southern plantation, superior writing skills in student publications or the social sciences. We will focus on the degree of the Midwest Main Street, the Prairie style residence, media internships. Literary journalism is a demand- permanence and change in our approach to both the Brooklyn Bridge, New Harmony (Indiana), U.S. ing form of communication that combines fictional traditional and modern forms of the social problem. Route 40, the American college campus, Pullman techniques with scrupulous adherence to fact. There will be an experiential component to the (Illinois), the skyscraper, Spring Grove Cemetery Students will be responsible for two to three major seminar as well. (Cincinnati), the Victorian suburb, Grand Central pieces of writing and will work closely with one 425. Religion and Women’s Rights Station, Golden Gate Park, Coney Island, Yosemite another and the instructor, who is the editor emeri- (3-0-3) Ardizzone National Park, Chautauqua (New York), and the tus of Notre Dame magazine and an experienced This course focuses on religious aspects of the 1939 New York World’s Fair. freelance writer. women’s rights movement and women’s movements 436A. Society and Culture Through Films 450. Writing for Publication within religious communities. Focusing primarily See ANTH 436. (3-0-3) Collins on the Protestant, Catholic and Jewish traditions, 437. Online America This course is designed to improve and extend we will examine how women have understood the student skills in writing non-fiction articles, with relationship between their religious beliefs and their (3-0-3) Ohmer This seminar offers students the opportunity to emphasis on writing for magazines. It will touch interest in expanding women’s roles. From this on freelancing, researching markets, understanding beginning, we will explore several historical and explore one of the newest and most challenging forces that are reshaping American culture today: the audience, finding salable topics, writing query letters, contemporary examples of the influence of religion and working with editors. Students will be expected on the women’s rights movement and, by the 20th Internet. The class will explore several issues together before focusing on individual student projects. We to write several short articles and one major one, and century, the influence of the women’s movement in they will be responsible for developing a marketing American religion. will read about the history of this wired medium and compare its development to that of more established plan for the long article. The instructor of this course 425Z. Ethnicity in America technologies. Then we will examine how the Net is is the editor emeritus of Notre Dame magazine . See SOC 452. affecting communication and information processing 453H. Revolutionary America 426. Leadership and Social Responsibility in journalism, politics and corporate life, to see how See HIST 452. See PSY 407. this new medium changes the ways we relate to each 456H. United States 1900–1945 other and learn about our social environment. See HIST 456. 98 99
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460. Harlem Renaissance: History and Culture museums and historical agencies such as the Snite (3-0-3) Robinson Museum, the Northern Indiana Center For History, Anthropology This course focuses on the broad questions that have National Studebaker Museum, and Copshalolm/Oli- emerged as a part of the contemporary study of the ver Mansion will be part of the seminar. Chair: James J. McKenna Harlem Renaissance. How did the phenomenal ar- 484E. Tragedy: Shakespeare and Melville ray of black cultural production from literature to Edmund P. Joyce Professor of Anthropology: See ENGL 482C. music emerge within this section of New York City? Roberto A. DaMatta (emeritus); James J. To what degree did the Great Migration, religion, 486: Grecian Architecture and Furniture I McKenna and politics influence this creativity? And how do we See ARCH 581. Nancy O’Neill Associate Professor of Anthropology: understand the impact of the Renaissance on African 487. Building America: Architecture, Susan G. Sheridan American culture outside of New York? Discussion Economics, Politics Professors: begins with the many works directly about Harlem (3-0-3) Schlereth Leo A. Despres (emeritus); Carl W. O’Nell written in the 1920s as well as those materials on A seminar designed to examine the social and (emeritus); Irwin Press (emeritus) broader African American life that emerged from economic factors, energy and land use policies, Associate Professors: Harlem in the 1930s and early 40s. Further, while demographic urban/suburban trends, technological James O. Bellis; Susan D. Blum; Douglas E. exploring the question of black Harlem and its innovations and artistic impulses that have produced Bradley (concurrent); Agustin Fuentes; Rev. cultural vitality, we will also deal with the interplay the American built environment, 1640-1940. Com- Patrick D. Gaffney, C.S.C. (on leave 2003–04); of white and black American artists within the New paring several building types—the private residence, Ian Kuijt; Joanne M. Mack (concurrent); Cyn- York setting. Readings include many of the tradi- the workplace, and the public building—the seminar thia Mahmood; Kenneth E. Moore (emeritus); tional writers from James Weldon Johnson to Claude will explore structures and spaces as material culture Carolyn R. Nordstrom McKay to Zora Neale Hurston in addition to later evidence of American domestic, real estate, political Assistant Professors: writers who made Harlem their focus, such as James and cultural history. Meredith S. Chesson; Gregory J. Downey; Baldwin. To best understand the context of these Satsuki Kawano (on leave 2003–04); Karen E. works, we will discuss histories of African Americans 498. Special Studies: Reading and Research Richman; Victoria D.L. Sanford; Mark R. in Harlem and New York City, as well as theoretical (0-9-3) Giamo Schurr; Cecilia Van Hollen work on the making of black cultural expression Special Studies offers students the opportunity to Visiting Assistant Professors: within urban life. pursue an independent, semester-long reading or Brenda R. Jenike; Hoon Song; Kimbra L. Smith research project under the direction of a faculty member. The subject matter of Special Studies must 460. Politics, Policy, and the Media Program of Studies. The undergraduate program not be duplicated in the regular curriculum. (3-0-3) Schmuhl in anthropology is designed to help students move The seminar will also explore how popular commu- toward a number of possible career choices while nications affect the policy process and political life INTERNSHIPS simultaneously offering an intellectual core of as well as the formation of public opinion. Although AMERICAN STUDIES INTERNSHIPS understanding about human life essential to a liberal the majority of the seminar’s time will be devoted to education. As a broad field of study, anthropology All American Studies Internships provide opportun- analyzing contemporary, practical manifestations of is basic in that it addresses fundamental questions ities for practical work experiences under the super- the policy, politics, press relationships, we will also relating to the meaning of human nature. It is consider theoretical principles that serve as the foun- vision of a professional. Students will spend nine to twelve unpaid, supervised hours per week on the job, comprehensive in that it deals with human life in dation for the interplay between our democratic/ virtually every aspect of activity ranging across the republic system and our “free press.” the hours to be arranged between the student and the “employer.” Intern candidates should so arrange political, artistic, social, religious, psychological and 470H. History of the American Woman II their academic schedule as to allow large chunks economic spheres. Anthropology offers its students a See HIST 470. of time for internship work, such as entire days or well-rounded view of what it means to be human. It does this through time comparisons, examining hu- 480. American Architecture entire mornings. man adaptation from remote past to the present mo- (3-0-3) Schlereth 496A. Publishing Internship ment; and group comparisons, examining the rich A course designed to examine the social factors, (0-9-3) Collins array of cultural diversities from their simplest to technological innovation and artistic impulses that Apprentice training with Notre Dame magazine. most complex forms. It is through the comparative have produced the American built environment, Satisfactory/unsatisfactory credit only. perspective that students of anthropology achieve a 1740-1940. Comparing several building types—the depth of appreciation for things human that is the private residence, the workplace, and the public 496B. Community Service Internship hallmark of the field. building—the seminar will explore structures and (0-9-3) Giamo Anthropology provides an excellent background spaces as material culture evidence of American Apprentice training with community social service for careers demanding expertise in understanding technological, artistic, and social history. organizations. Satisfactory/unsatisfactory credit only. human relations, motivations and activities; for 496C. Historical Research Internship 483Z. Social Demography for U.S. Minorities example, law, business, education, public service and (0-9-3) Schlereth See SOC 483. medicine. Should a student aspire to a career in an- Apprentice training in archives or museums or thropology, the undergraduate major constitutes an 484. Material America: Creating, Collecting, historical preservation with local organizations. Consuming important step in preparing for entrance to a gradu- Satisfactory/unsatisfactory credit only. (3-0-3) Schlereth ate program. A seminar exploring how historians, archaeologists, 496D. News Internship art historians, folklorists, geographers, and cultural (0-9-3) Schmuhl anthropologists use material culture as important Apprentice training with newspapers. Satisfactory/ evidence in interpreting the American historical and unsatisfactory credit only. contemporary experience. Research fieldwork in area 98 99
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In addition to the major, other programmatic op- SUBAREAS 368. Native Peoples of North America tions are available. Some students will find it advan- 370. Caribbean Diasporas Courses and Major Subareas of the Department. tageous to take, in addition to anthropology, a major 389. Prehistory of Eastern North America or supplementary major in another discipline. Still The department offers courses in four major subareas 391. Prehistory of Western North America other students may elect to minor in anthropology. in addition to the fundamentals (ANTH 326, 327, 408. Native North American Art The requirements for these options are described 328, and 329), theory (ANTH 430), and capstone 414. Transnational Societies and Cultures below. Students are welcome to come to the depart- seminar (ANTH 495). See “The Major” on this 421. Religious Life in Asian Cultures mental office in 611 Flanner for further information. page. Minimum required hours in each subarea are 423. Tribe. Religion, Nation in Africa indicated in parentheses. 440. Native Americans in Fact and Fiction Major Programs: Approaches and Methods (six hours) 463. Gender and Power in Asian Cultures 1. The Major. There are no prerequisites to the 305. Introduction to Human Ethology 482. Archaeology of Ireland major. The major requires 27 hours, six of which 310. Health, Healing and Culture must be in the sequence of fundamentals,either 322. Black Music, World Market Topics in Anthropology (three hours) ANTH 326 (Fundamentals of Linguistic Anthro- 326. Fundamentals of Linguistic Anthropology 377. Cultural Difference and Social Change pology) or ANTH 328 (Fundamentals of Social 327. Fundamentals of Archaeology 382. The Anthropology of Gender and Cultural Anthropology), and either ANTH 382. The Anthropology of Gender 386. Religion, Myth, and Magic 327 (Fundamentals of Archaeology) or ANTH 386. Religion, Myth and Magic 411. Topics in Social/Cultural Anthropology 329 (Fundamentals of Human Evolution). ANTH 403. Anthropology of Art 412. Topics in Asian Anthropology 430 (Development of Anthropological Theory) 404. Topics in Biological Anthropology 414. Transnational Societies and Cultures and ANTH 495 (Advanced Seminar) are also 405. Biological Anthropology 420. Person, Self, and Body required of all students in the major sequence. It 406. Primate Behavior 421. Religious Life in Asian Cultures is recommended that students take the fundamen- 407. Human Osteology 423. Tribe, Religion, Nation in Africa tals, ANTH 326 or 328 and ANTH 327 or 329, 408. Native North American Art 431. Race, Ethnicity and Power by the end of their junior year, whereas ANTH 420. Person, Self, and Body 432. Anthropology of War and Peace 430 is usually taken as a junior or senior. ANTH 432. Anthropolgy of War and Peace 440. Native Americans in Fact and Fiction 495 is designed as a senior capstone seminar. The 451. Anthropology of Reproduction 451. Anthropology of Reproduction remaining 15 hours must be apportioned among 454. Cultural Aspects of Clinical Medicine 454. Cultural Aspects of Clinical Medicine various subareas as follows: Approaches and Methods 463. Gender and Power in Asian Cultures 463. Gender and Power in Asian Cultures (six hours); Evolutionary Perspectives and Cultural 468. Household Archaeology 468. Household Archaeology Adaptation (three hours); Area Studies (three hours); 470. Engendering Archaeology 470. Engendering Archaeology and Topics in Anthropolgy (three hours). Courses 472. Theory and Method in Archaeology Course Descriptions. taken for pass-fail credit will not satisfy require- 473. The Archaeology of Death The following course descrip- ments for the major. 475. Archaeological Materials Analysis: tions give the number and title of each course. Lec- 2. The Major with Senior Thesis. Students may Lithic Technology ture hours per week, laboratory and/or tutorial hours elect to complete a senior thesis (see ANTH 499) 484. Museum Anthropology: An Introduction per week and credit hours per semester are enclosed for six credits in addition to the requirements for the 486. Mother-Baby Behavioral Sleep Laboratory within parentheses. The names of the instructors major. normally responsible for courses are indicated. Evolutionary Perspectives and Adaptation 3. The Minor in Anthropology. The minor re- Courses in which graduate students may enroll (three hours) quires 15 credit hours. There are no prerequisites. and for which graduate credit may be obtained 305. Introduction to Human Ethology Students must take either ANTH 326 or 328 and are indicated with an asterisk (*) before the course 327. Fundamentals of Archaeology either ANTH 327 or 329 and are free to elect the number. Special requirements are made of graduate 336. Human Diversity remaining nine hours from among the 300- and students who enroll in these courses. 339. Archaeology of Ancient Palestine 400-level courses in the department. Courses taken 109. Introduction to Anthropology 340. Ancient Cities and States for pass-fail credit will not satisfy requirements (3-0-3) Staff 389. Prehistory of Eastern North America for the minor. This course deals with the nature of anthropology 391. Prehistory of Western North America 4. Anthropology and the Preprofessional Program. 404. Topics in Biological Anthropology as a broad and diverse area of study. The anthropo- Preprofessional students will find anthropology to be 405. Biological Anthropology logical study of humankind will be approached from a highly relevant major. 406. Primate Behavior the perspectives of physical anthropology; prehistory 407. Human Osteology and archaeology; linguistic anthropology and socio- 452. Evolutionary Medicine cultural anthropology. The diversity of humankind 458. Infancy: Evolution, History and Development will be explored in all its aspects from times past to 474. Environmental Archaeology the present. 477. Forager/Farmer Transition 180. Social Science University Seminar (3-0-3) Staff Area Studies (three hours) Anthropology, the holistic study of humans and their 322. Black Music, World Market societies and cultures, is the focus of this seminar 339. Archaeology of Ancient Palestine course. Through discussion and analysis of a variety 340. Ancient Cities and States of anthropology texts, this seminar course aims to 353. Societies and Cultures of South Asia develop writing skills among first-year students while 354. Japanese Society exposing them to some central problems and issues 356. Chinese Society and Culture within anthropology. 359. Peoples of Africa 361. Societies and Cultures of Latin America 365. The Contemporary Middle East 100 101
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195. Introduction to Anthropology Honors 326. Fundamentals of Linguistic Anthropology 353. Societies and Cultures of South Asia (3-0-3) Staff (3-0-3) Blum, Gaffney (3-0-3) Van Hollen Prerequisite: First-year honors students only An inquiry into the origins of language, the nature of This course provides a broad introduction to soci- Anthropology moves forward from the classifica- meaning, the power of language and how language eties and cultures of South Asia (including India, tion of our species in biological terms to explore, in systems are acquired and variously function in cul- Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan, theory and by empirical investigation, the particular ture and society. and the Maldives). Emphasis will be on the Indian forms of cultural expression that characterize the 327. Fundamentals of Archaeology subcontinent. development of human societies and account for (3-0-3) Chesson, Kuijt, Schurr 354. Japanese Society their richness and their remarkable variety. It ad- This course is an introduction to the methods, (3-0-3) Staff dresses evolution and genetics, ecological adaptation goals, and theoretical concepts of archaeology, with This course presents a survey of the social structures and the emergence of complex societies. It looks into a primary focus on that practiced in the Middle and forms of expression that make up the complex language and other symbolic systems. It studies the East, North America, Central America, Europe, and society of contemporary Japan, using anthropologi- vast domain of social and cultural life, from kinship Africa. cal writings, history, reporting, film, and fiction. to kingship and from cyborgs to shamans. Seminar format. 327Z. Historical Memories and the Developments 356. Chinese Society and Culture Bridging Latino and Latin American Identities (3-0-3) Blum 205/305. Introduction to Human Ethology (3-0-3) Orozco This course introduces students to the complexities (3-0-3) McKenna See SOC 327. of contemporary Chinese society in the context of This course explores the cultural and evolutionary the past. Topics covered include food, family and origins of language, non-verbal communication, 328. Fundamentals of Social and Cultural Anthropology gender, political activity, ethnicity and identity, infant behavior, parenting, human aggression, sexual urban and rural life, work and unemployment, behavior, gender development and human courtship (3-0-3) Gaffney, Kawano, Nordstrom, Richman, Van Hollen economic complexity, multilingualism, arts, religion, rituals. Each subject is examined from a cross-spe- medicine and the body, and literature. cies, cross-cultural, evolutionary and developmental This course addresses the question of how and why (including historical) perspective. cultures differ, the relationship between environment 359. Peoples of Africa and culture and how humans use culture to solve (3-0-3) Bellis 310. Health, Healing, and Culture common problems. Students examine the cultural An introduction to the societies of Sub-Saharan (3-0-3) Nordstrom, Van Hollen nature of language, personality, religion, economics, Africa. It examines cultures in present-day Africa as Prerequisite: ANTH 109, 326, 327, 328, or 329. politics, family and kinship, play and even deviant well as in the past in order to lend an understanding After introducing the student to the discipline of behavior. to the developmental processes which led to their medical anthropology, the course focuses on the 329. Fundamentals of Human Evolution modern forms, emphasizing the relation between a interaction between disease and culture and on the culture and its physical environment. characteristics and functions of diverse medical (3-0-3) Bellis, Fuentes, McKenna, Schurr, Sheridan systems. This course deals with human evolution in both 361. Societies and Cultures of Latin America biological and cultural terms. Topics covered will (3-0-3) Downey 311R. Mesoamerican Art: Olmec and Their Legacy include primate behavior, the mechanisms of evo- This course introduces students to the diverse (3-0-3) Bradley lution, the fossil record and the characteristics of cultures and societies of Latin America through This course introduces the student to the Mesoamer- prehistoric cultures. historical, ethnographic and literary study. Contem- ican world-view by tracing the origins of Mexican 336. Human Diversity porary issues of globalization, violence and migration art, religion and culture from the development of (3-0-3) Sheridan will preoccupy the discussion of Central and South the Olmec civilization up to Aztec times, 1500 B.C.- Prerequisite: ANTH 327 or 329. America and the Caribbean today. 1500 A.D. Special emphasis will be placed upon the This course presents the methods used by physical essential unity of religious concepts as iconography 365. The Contemporary Middle East evolved over this 3,000-year time span. Crosslisted anthropologists to study both the biological basis of (3-0-3) Gaffney withARHI 311. human differences (race, intelligence, sex, gender, Surveys Islamic civilization, the most important etc.), as well as the ongoing process of human adap- cultural influence in the Middle East, as context for 322. Black Music, World Market tation and evolution in response to climate, nutrition discussion of the life of Middle Eastern peoples. Top- (3-0-3) Downey and disease. ics include the foundations of Islam, Muslim ethics, Prerequisite: ANTH 109, 326, or 328. Sunni-Shi’a split, religious pilgrimage, ethnicity, Slavery and the coerced migration of Africans to 339. Archaeology of Ancient Palestine ecological adaptations, religious brotherhoods and the New World left a multitude of popular musical (3-0-3) Chesson sisterhoods, Sufism and concepts of the state. styles from Black peoples (and others) on both sides This course introduces students to the rich prehis- of the Atlantic. This course is an examination of the toric and early historic archaeology of the southern 370. Caribbean Diasporas diversity of Black popular musics on a global scale. Levant, the region encompassing modern Israel, (3-0-3) Richman Palestine, and Jordan; topics will include the origins Prerequisite: ANTH 109, 326, or 328. 323H. Modern Mexico of agriculture, the emergence of towns and cities, This course explores the transnational orienta- (3-0-3) Beatty international seafaring and exchange, the Philistines tions and the multidimensional consequences of This course examines the complex nation that is and Sea Peoples, and the influence of neighboring movement from the Caribbean as it affects sites Mexico in the 20th century, its challenges and its empires. in Miami, London, Paris or Brooklyn as well as prospects. Focusing primarily on the period since 340. Ancient Cities and States Havana, Jamaica, Haiti or Belize. Reading works of 1870, we will study the social, economic, political (3-0-3) Chesson ethnography, fiction and history, questions about the and cultural forces that have shaped the history of This course looks at the archaeology of ancient cit- construction and reconstruction of family bonds, the United States’ southern neighbor. Crosslisted community identity, religion, political power and with HIST 323. ies and states, with a special emphasis on those of the eastern Mediterranean and the Near East. It also economic relations will be treated in the domestic explores theories about why ancient civilizations rose and the global context. and fell. 100 101
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391E. Short Story in East Asia and the Asian Diasporas (3-0-3) Selden This course introduces students to short stories by 20th-century writers in China, Taiwan, Korea, Japan and the East Asian diasporas. The goals of the course are to examine the intertwined modern histories of East Asian nation-states, investigate the short story as a literary genre, and explore critical concepts of liter- ary and cultural identity studies. Crosslisted from EALL 391. 393G. Icons and Action Figures in Latino/Latina Literature (3-0-3) Delgadillo This course will use novels, short stories, films, cartoons, poems and art to compare newer versions of icons and action figures with their traditional representations and interrogate the shifts in mean- ing as well as techniques, histories and arts involved in the process of re-interpretation. Crosslisted from ENGL 393I. *403. Anthropology of Art (3-0-3) Bellis Prerequisite: ANTH 109, 326, 327, 328, or 329, or Players of capoeira, an Afro-Brazilian martial art and dance, prepared to start a game in Salvador, Brazil. art major. This course will examine art as a functional part 377. Cultural Difference and Social Change 387E. City in Modern Chinese Fiction of culture from an anthropological point of view. (3-0-3) Downey (3-0-3) Lin Attention is given to evolution of art as part of hu- This course is designed especially for students return- Examining portrayals of cities such as Beijing and man culture and to evolution of the study of art by ing from summer service projects or study abroad Shanghai in fictional works, this course explores anthropologists. Open to graduate students. programs in the developing world. Students can only the image of the city as the big, the bad, and the ir- 404. Topics in Biological Anthropology enroll with the permission of the instructor or the resistible site of desire for modernity in 20th-century (3-0-3) Fuentes director of the ISSLP at the Center for Social Con- China. Crosslisted with EALL 387. Prerequisite: ANTH 109, 327, or 329. cerns. In the class, students will conduct research to 388E. Chinese Mosaic: Philosophy, Politics, Religion This course explores the latest developments in better understand the sites that they visited during (3-0-3) Jensen biological anthropology, including but not limited their overseas projects, orienting them in relation to This is a special topics class that provides an to population genetics, human diversity, the con- broader global, regional, and national patterns. introduction to the diverse lifeways constituting the cept of race, primate evolution and behavior, pat- 378Z. Migration, Race, and Ethnicity puzzle of the Chinese people. The course will cover terns of adaptation, and evolutionary medicine. in 21st-Century America the influences of religion, philosophy, and politics. 405. Biological Anthropology (3-0-3) Woodrow-Lafield Crosslisted with EALL 388. (3-1-4) Fuentes, Sheridan See SOC 378. 389. Prehistory of Eastern North America Prerequisite: ANTH 109, 327, or 329. 382. Anthropology of Gender (3-0-3) Schurr This course includes research pertaining to human (3-0-3) Richman This course traces the development of a Native evolution and to epidemiological and nutritional Prerequisite: ANTH 109, 326, or 328. American culture from its earliest beginnings in studies both now and in the remote past, as well as This course introduces students to the main issues North America to the time of European contact. the applied physical anthropology fields of forensic and debates characterizing the anthropology of gen- Topics includes Moundbuilders, agriculture, devel- sciences and genetics. der and explores how anthropoligists have attempted opment of sophisticated societies, and why historic 406. Primate Behavior to understand changing roles, sexual assymetry, and American Indian tribes were so diverse. (3-0-3) Fuentes, Sheridan, McKenna stratification. 391. Prehistory of Western North America Prerequisites: ANTH 109, 327, or 329. 386. Religion, Myth, and Magic (3-0-3) Mack This course will explore the similarities and dif- (3-0-3) Gaffney, Richman Archaeological data and cultural life of prehistoric ferences in behavior among primates. Aspects of The study of religious beliefs and practices in tribal Western North America over the last 20,000 years primate social interaction—mother/infant bonds, and peasant societies emphasizing myths, ritual, will be covered. This course emphasizes origins and male/female interactions, dominance hierarchies, symbolism and magic as ways of explaining man’s cultural development from an early pioneer stage communication, reproductive strategies, and ab- place in the universe. Concepts of purity and pol- to the later, sophisticated, diverse cultures of Native errant behaviors—will be explored in light of their lution, the sacred and the profane, and types of ritual Americans. relationship to human origins. specialists and their relation to social structure will also be examined. 102 103
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407. Human Osteology societies? How is the body valued, situated, and con- 440. Native Americans in Fact and Fiction (3-1-4) Sheridan tested? What are the sources of conflict within a per- (3-0-3) Mack Prerequisite: ANTH 327 or 329. son, between persons, and with the material world? Prerequisite: ANTH 109, 326, or 328. This is a lab-intensive course that explores the How is identity constructed from these components? This course focuses on our images of Native Ameri- methods used in physical anthropology for studying This course will examine contemporary and classical cans and how these images may have been shaped by individual human skeletal remains, as well as those theoretical works as well as ethnographic accounts popular and scientific writing and film. The course employed to establish biocultural connections at of persons, selves, and bodies to address these ques- uses books and film displaying Indian stereotypes the population level. Forensic techniques utilized in tions. For juniors and seniors only. and compares them to ethnographic studies which individual identification will be developed in the first reveal more realistically the diversity of Native *421. Religious Life in Asian Cultures third of the course. American culture. (3-0-3) Staff 408. Native North American Art Prerequisite: ANTH 109, 326, or 328. 451. Anthropology of Reproduction (3-0-3) Mack This course examines diverse religious expressions (3-0-3) Van Hollen Prerequisite: ANTH 326 or 328 or ARHI 169. and lives of contemporary Asian peoples from an Prerequisite: ANTH 310, 326, or 328. Traditional Native North American art will be stud- anthropological perspective. This course explores This course examines how societies throughout the ied through form, technique and context, as well topics such as ritual, ancestor worship, shamanism, globe view and manage reproductive processes. The as the perception of this art as exemplified through spirit possession, divination, and festivals in chang- emphasis will be primarily, though not exclusively, changing content, technique and context. Students ing Asian societies, including Japan, Korea, China, on women’s reproductive health throughout the life will work with the collections in the Snite Museum Malaysia, and India. cycle, including puberty, pregnancy, family planning, of Art. childbirth, and menopause. *423. Tribe, Religion, Nation in Africa 411. Topics in Social/Cultural Anthropology (3-0-3) Gaffney 452. Evolutionary Medicine (3-0-3) Staff Prerequisite: ANTH 109, 326, or 328. (3-0-3) McKenna This course explores the latest developments in so- This course will examine the key theoretical issues in Prerequisite: One ANTH course. cial-cultural anthropology including, but not limited the formation of large, culturally heterogeneous and This course will reconceptualize a variety of human to, nationalism and transnationalism; colonialism complex social groupings from many smaller and diseases, syndromes and disorders from the stand- and post-colonialism; political-economy; gender; more homogeneous ethnic groups. Special attention point of evolution, in the modern cultural context. religion; ethnicity; language; and medicine and the will be given to the influence of religion, the role of The evolution of infectious diseases, menopause, body. Emphasis will be on social and cultural trans- Christianity and Islam, and the influence of tradi- women’s reproductive cancers, allergy, pediatric formations in specific historical contexts. tional African religions. Open to graduate students. topics, breastfeeding, obstetrics, geriatric medicine, 412. Topics in Asian Anthropology structural and genetic abnormalities, psychiatric 425Z. Ethnicity in America (3-0-3) Staff disorders, psychological health, eating disorders, nu- (3-0-3) Chrobot This course explores the latest developments in the trition, obesity, myopia, emotional disorders, touch Review of the theory and history of ethnicity, its anthropology of Asian societies and cultures. The therapy and massage will be examined. policy implications for family, education, economics, course may include the study of nationalism and religion, government and international relations; 453P. Psychology and Medicine transnationalism; colonialism and post-colonial- in-depth study of one ethnic group of choice. Cross- (3-0-3) Kolberg ism; political-economy; gender; religion; ethnicity; listed from SOC 425. The course covers a range of topics dealing with language; and medicine and the body. Emphasis will health issues related to different stages of human de- be on social and cultural transformations of Asian 430. Development of Anthropological Theory velopment (childhood, adolescence, and adulthood), societies in specific historical contexts. (3-0-3) Blum, Gaffney, Sanford disabled populations, culture and gender, stress, Prerequisite: ANTH 326 or 328. Anthropology 414. Transnational Societies and Cultures physician-patient interactions, death and dying, pro- majors only. (3-0-3) Richman fessional ethics, and social policies relating to health This course covers the seminal contributions to Prerequisite: ANTH 109, 326, or 328. care. Primarily intended for students intending to American and European anthropological thought as This course analyzes how cultural identities and be- enter medical school. Crosslisted with PSY 453A. emerged in approximate chronological order. Also haviors are formed in the context of global systems. covers theoretical schools such as functionalism, 454. Cultural Aspects of Clinical Medicine Through specific case studies, students will explore historicism, materialism and structuralism, as well (3-1-4) Wolosin how different social groups construct their cultures as the advancement of systematic field research, the Prerequisite: Permission required. Juniors and seniors in interaction with other cultures and how, in so do- primary tool in anthropological study. only. ing, these groups are both responding to and shaping The course examines popular medical concepts and global agendas. 431. Race, Ethnicity, and Power expectations patients bring with them to the clinical (3-0-3) 415Q. Gender, Politics and Evolutionary Psychology or hospital setting, as well as the attitudes, organiz- Prerequisite: ANTH 109, 326, or 328. (3-0-3) Manier ation and goals of the clinical medical care. Students Presents a review and discussion of social scientific This course explores the conceptual foundations of divide their time between classroom and service as research concerning the nature of race and ethnicity evolutionary psychology and its implications for the patient/family liaisons in an area emergency room. view that a wide range of human social behaviors are and their expression as social and cultural forces in Student access to a car is necessary. the organization of multiethnic societies. The focus sexually dimorphic as a result of the long evolution- 458. Infancy: Evolution, History, and Development is multidisciplinary. ary history of the human species. Crosslisted with (3-0-3) McKenna PHIL 215. 432. Anthropology of War and Peace Prerequisite: One ANTH or PSY course. (3-0-3) Mahmood, Nordstrom This course explores aspects of infant biology and 420. Person, Self, and Body Prerequisite: ANTH 109, 326, or 328. socio-emotional development in relationship to (3-0-3) Blum This class will explore the human capacity for war Western child care practices and parenting, and Prerequisite: ANTH 109, 326, or 328. and peace, from tribal conflicts through guerilla cross-cultural, human evolutionary and develop- How is the private self different from the public warfare to conventional and nuclear war. It will also mental data. A variety of mammals are included as a person, and how do these contrasts vary in different study societies without war and populations with in- comparative background. novative ideas about peace. 102 103
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463. Gender and Power in Asian Cultures 475. Archaeological Materials Analysis: Lithic 486. Mother-Baby Behavioral Sleep Laboratory (3-0-3) Staff Technology (1-2-3) McKenna Prerequisite: ANTH 109, 326, or 328. (3-1-4) Kuijt Prerequisite: ANTH 205, 305, 452, or 458. Permis- The class studies the representations of women and Prerequisite: ANTH 109, 327, 329, or 389. sion required. men in different Asian societies and in different The course will cover laboratory procedures and This course examines the sleeping arrangements of political, social, and economic contexts, and their techniques used in the analysis of a range of ex- infants and children, nighttime nurturing patterns affect on kinship, family, work, religion, and the cavated chipped stone artifacts from prehistoric by parents, and the cultural values and ideologies state. Ethnographic studies will cover Japan, Korea, contexts. Students will participate in flintknapping that underlie them. The focus will center largely on China, Malaysia, Indonesia, and India, with a special practice and work intensively with several archaeo- American and European societies. Research will be emphasis on contemporary Japan. logical collections. conducted in a sleep laboratory on the sleep behavior 468. Household Archaeology 477. The Forager/Farmer Transition of mothers, fathers and children from the local (3-0-3) Chesson (3-0-3) Kuijt community. Prerequisite: ANTH 327, 329, 340, or 389. Prerequisite: ANTH 109, 327, 329, or 389. 495. Advanced Seminar This course explores the theoretical and method- The course explores the transition from hunting and (3-0-3) Various ological challenges faced by archaeologists excavating gathering ways of life to agricultural societies and Corequisite/Prerequisite: ANTH 430. Anthropology ancient households. Students will explore the social, systems of food production in the Old and New majors only. economic, political and physical characteristics of Worlds. This course examines the origins of food This course will provide an opportunity for students households, the relationship between households and production in diverse areas as a long-term social, to apply theoretical knowledge and critical thinking communities, and the contribution of household conceptual and economic process. skills that they have acquired in their anthropology archaeology to architectural, artifactual, and social 479H. History of Chinese Medicine courses, especially ANTH 430. The course is de- analyses of ancient communities. (3-0-3) Murray signed to be a capstone requirement to the anthro- 470. Engendering Archaeology In light of the contemporary currency of certain pology major. A research paper will be completed (3-0-3) Chesson Chinese practices in the field of alternative medicine, by the end of the course. This course may be used Prerequisite: ANTH 326, 327, 328, 329, 340, or this course will explore the phenomenon of Chinese as the first semester of the two semester senior thesis 389. traditional medicine in both its historical and con- sequence. This course will consider the historical and theo- temporary settings. Crosslisited with HIST 479. 497A. Directed Readings in Archaeology retical foundations of creating an engendered past, 479Z. International Migration and Human Rights (V-V-V) Bellis, Chesson, Kuijt, Mack, Schurr the methodological and practical aspects of “doing” (3-0-3) Bustamante Prerequisites: Junior or senior standing, dean’s list, engendered archaeology, and the intersection be- This course covers the international migration ex- consent of instructor. tween political feminism, archaeological knowledge periences in the world with an emphasis on human Intensive independent readings on a special problem production, and the politics of an engendered rights. Using an historical approach, it focuses on the area in archaeology about which the student will archaeology. current debate on the impact of the undocumented be expected to produce a detailed annotated bibli- 472. Theory and Method in Archaeology immigration from Mexico and Central America, ography and write a scholarly paper. (3-0-3) Bellis, Chesson with a discussion of the gap between public percep- 497B. Directed Readings in Biological Anthropology Prerequisite: ANTH 327, 329, or 488. tions and research findings. The recent developments (V-V-V) Fuentes, McKenna, Sheridan The practice of archaeological research will be cov- within the context of the United Nations’ Commis- Prerequisites: Junior or senior standing, dean’s list, ered, from the various methods of identifying sites sion on Human Rights on the relationship between consent of instructor. in the field, to excavation procedures, to analysis migration and human rights are also covered. Cross- Intensive independent readings on a special problem of material in the laboratory. Useful to individuals listed with SOC 479. area in biological anthropology about which the in anthropology, history, theology, classics and art 482. Archaeology of Ireland student will be expected to produce a detailed anno- history. (3-0-3) Kuijt tated bibliography and write a scholarly paper. Prerequisite: Permission required. *473. The Archaeology of Death 497C. Directed Readings This course examines the cultural and histori- (3-0-3) Schurr in Sociocultural Anthropology cal trajectory of the archaeology of Ireland from Prerequisite: ANTH 327 or 329. (V-V-V) Blum, DaMatta, Downey, Gaffney, the Neolithic through the Viking period. Topics This course explores the significance of prehistoric Kawano, Mack, Mahmood, Nordstrom, Richman, include the emergence of the unique systems human mortuary behavior, from the first evidence Sanford, Van Hollen of communities, the development of systems of of deliberate burial by Neanderthals as an indicator Prerequisites: Junior or senior standing, dean’s list, metallurgy in the Iron Age, regionalism, monetary of the evolution of symbolic thought, to the analysis consent of instructor. practices and ritual, and discussion of village life of the sometimes spectacular burial patterns found Intensive independent readings on a special problem in ring forts during the Bronze Age. in the complex societies such as ancient Egypt and area in sociocultural anthropology about which the Megalithic Europe. Open to graduate students. 484. Museum Anthropology: An Introduction student will be expected to produce a detailed anno- (3-0-3) Mack tated bibliography and write a scholarly paper. 474. Environmental Archaeology Prerequisite: ANTH 326, 327, or 328. (3-0-3) Schurr 497D. Directed Readings in Bioarchaeology An introduction to the history, philosophy, and pro- Prerequisite: ANTH 109, 327, 329, or 389. (V-V-V) Schurr, Sheridan fessional practices of museums. It includes an exami- This course explores the relationships between past Prerequisites: Junior or senior standing, dean’s list, nation of the ethical and practical issues of museum societies and the ecosystems they inhabited and con- consent of instructor. work through readings, discussions, and hands-on structed using concepts from settlement archaeology, Intensive independent readings on a special problem experience. human geography, and paleoecology (the study of area in biological anthropology and/or archaeology ancient ecosystems). about which the student will be expected to produce a detailed annotated bibliography and write a schol- arly paper. 104 105
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498A. Directed Research in Archaeology The art history classrooms, slide library and (V-V-V) Bellis, Chesson, Kuijt, Mack, Schurr Art, Art History, faculty offices are housed on the first floor of Prerequisites: Junior or senior standing, dean’s list, and Design O’Shaughnessy Hall near the central department consent of instructor. office. Riley Hall houses all the visual arts activities Intensive independent research on a special problem Chair: in well-equipped studios that are always available for area in archaeology about which the student will Dennis P. Doordan student use; faculty studios and the Isis Gallery are be expected to produce a detailed annotated bibli- Professors: also in Riley Hall. Skilled technical staff and support ography and write a scholarly paper. Frederick S. Beckman (emeritus); Dennis P. facilities are available as appropriate for each medium 498B. Directed Research in Biological Anthropology Doordan; Douglas Kinsey (emeritus); William J. that is offered. (V-V-V) Fuentes, McKenna, Sheridan Kremer; Dean A. Porter (emeritus); Charles M. Prerequisites: Junior or senior standing, dean’s list, Rosenberg THE STUDIO ART AND consent of instructor. Associate Professors: DESIGN MAJOR Intensive independent research on a special problem Charles E. Barber; Robert R. Coleman; Rev. Bachelor of Arts Degree in Studio Art and Design area in biological anthropology about which the Austin I. Collins, C.S.C.; Jean A. Dibble; Paul The Bachelor of Arts degree program in art and student will be expected to produce a detailed anno- A. Down; Rev. James F. Flanigan, C.S.C.; design is defined as a general liberal arts degree. tated bibliography and write a scholarly paper. Richard L. Gray; Martina A. Lopez; Rev. Mar- The B.A. degree is ideal for the student who desires 498C. Directed Research tin Lam Nguyen; Kathleen A. Pyne; Robin F. a liberal education with a strong emphasis in art. in Sociocultural Anthropology Rhodes; Maria C. Tomasula Students enrolling in the B.A. degree program are (V-V-V) Blum, DaMatta, Downey, Gaffney, Assistant Professors: required to complete a five-course core curriculum Kawano, Mack, Mahmood, Nordstrom, Richman, Nyame O. Brown; John K. Caruso; Meredith during their first three semesters. These courses are Sanford, Van Hollen Gill; Robert Haywood; Robert P. Sedlack Drawing I, 2-D Foundations, 3-D Foundations, one Prerequisites: Junior or senior standing, dean’s list, Associate Professional Specialist: course treating material from before 1500 taught consent of instructor. John F. Sherman by a regular full-time art historian in the depart- Intensive independent research on a special Assistant Professional Specialist: ment, and one course that treats material from problem area in sociocultural anthropology about Derek L. Chalfant after 1500 taught by a regular full-time art histo- which the student will be expected to produce Concurrent Assistant Professors: rian in the department. Students are not required to a detailed annotated bibliography and write a Douglas E. Bradley; Stephen R. Moriarty select a major concentration for the B.A. degree, but scholarly paper. some focus of study is encouraged. The B.A. degree The department. The Department of Art, Art His- 498D. Directed Research in Bioarchaeology consists of 36 hours in art and design, of which 27 tory, and Design at the University of Notre Dame, as are in studio and nine in art history. (V-V-V) Schurr, Sheridan part of the College of Arts and Letters, is dedicated Prerequisites: Junior or senior standing, dean’s list, to the liberal education of the whole person. The art Bachelor of Fine Arts Degree in Studio Art consent of instructor. and design student, guided by an active faculty, can Intensive independent research on a special problem and Design expect to become critically aware of the rich artistic The bachelor of fine arts degree program in art and area in biological anthropology and/or archaeology past and challenged to become a thoughtful maker about which the student will be expected to produce design is intended for the student who wishes to pur- of contemporary visual expression. The art history sue a professional career in the visual arts. The pro- a detailed annotated bibliography and write a schol- student, under the tutelage of an expert faculty, will arly paper. gram is organized into a four-year sequence of study achieve a broad and evaluative knowledge of the art that provides a solid understanding of art and art 498E. Directed Research Sleep Lab of the Western world. An active lecture and visiting history. The student has an opportunity to explore (V-V-V) McKenna artist series and the extensive collections of the Snite a variety of curricular options and then chooses an Prerequisites: Junior or senior standing, dean’s list, Museum of Art strengthen and broaden the work intensive and professional major concentration. In consent of instructor. in the classroom and studio. The South Bend and addition to a primary concentration, B.F.A. students Intensive independent research at the Mother-Baby Chicago area provide additional cultural activities are encouraged to select a secondary area of interest Behavioral Sleep Laboratory about which the student and experiences. to broaden their thinking and to enrich their creative will be expected to produce a detailed annotated The department has 14 visual art and design and study. B.F.A. candidates share a close working rela- bibliography and write a scholarly paper. seven art history faculty. The student may pursue tionship with the department’s faculty who are active one of three degrees at the undergraduate level: the 499. Anthropology Senior Thesis professional artists and designers. Intensive studio bachelor of arts (B.A.) in studio art and design or (V-V-V) Various work is complemented by an academic education a B.A. in art history, or the bachelor of fine arts Prerequisites: Senior standing, dean’s list, consent of with strong art history and liberal arts component. (B.F.A.) in studio art and design. Studio concen- instructor. The B.F.A. degree consists of 66 credit hours in art, trations are offered in ceramics, design, painting, This course, which continues for two semesters, of which 54 are in studio and 12 in art history. photography, printmaking and sculpture. The size of provides the student with the opportunity for in- the department enables the serious student to receive dependent study and the development of skills in a solid foundation and, through personal contact research and writing. The effort is the student’s own, with the faculty, to develop a creative individual from the choosing of a topic to the conclusion pre- direction in a discipline. The department is further sented in the final paper. A thesis director is chosen enriched by an active graduate program offering the to guide the student and provide assistance. M.F.A. degree in studio art and design and the M.A. degree in art history. 104 105
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B.F.A. Freshman and Sophomore Years Responsible designers aspire to conceive objects Industrial Design Students beginning in the program are required with a sensitivity for human need, human aspiration, Industrial designers give form to virtually all mass- to complete a seven-course studio core curriculum and the functional requirements for both imple- manufactured products in our culture. Their tasks during their first two years. Five of these courses are menting and producing made objects. At its best, include the conceptual act of planning how made mandated: Drawing I, Figure Drawing, 2-D Foun- design serves a community that includes industry, objects will affect utility, appearance, and value to dations, 3-D Foundations and Photography I. The marketing, consumer, and the environment. users, sellers, and makers. Toward these ends, design- remaining two studio courses are optional, based on Design has been part of the curriculum at the ers require an awareness of aesthetics, human behav- the student’s interest. This intensive curriculum es- University of Notre Dame since the early 1950s. ior, human proportion, material, process, and the tablishes a base for the studio practices and principles Here, design students share the advantages of a responsible appropriation of resources, both before for all visual art expression. At the end of the fourth campus that is rich in contemporary technology and after use. semester, students who have earned a minimum and still retains a deep appreciation for a heritage of Industrial designers identify and solve problems. 3.25 grade point average in their studio core courses traditional human values and wisdom. Technically The industrial designer must present different points will be accepted as candidates for the B.F.A. degree. advanced lecture rooms and digital labs support all of view and alternative solutions involving products Students who do not qualify are eligible for the B.A. student design activities. One 18-station Mac lab or systems in a clear and engaging manner. This degree. B.F.A. candidates are waived from the second and one 10-station SGI lab share campus network persuasive art form requires highly developed orga- History/Social Science requirement and the Univer- with a complete range of facilities for color or black nizational and presentational methods that utilize sity Fine Arts requirement. and white input and output. Two model fabrication drawing, physical modeling, computer modeling, shops allow pattern making activities leading to “on and animation as well as verbal skills. B.F.A. Junior and Senior Years site” processing that ranges from plastic molding to Design education begins at Notre Dame with Students accepted into the B.F.A. program begin foundry casting. Intermediate and advanced level utilization of campus facilities through the liberal a two-year primary concentration in one of the undergraduate students share an energized design arts curriculum. This social, philosophical, critical, following studio areas: ceramics, design, painting, community with defined studio space located in ethical, and historical experience helps build a foun- photography, printmaking or sculpture. The concen- close proximity to all studio fine arts, art history, and dation of cultural understanding that naturally leads tration requires 15 hours of study in a major concen- exhibition galleries. to the more specific aspects of traditional creative tration area during the last four semesters. Teaching and problem-solving methods required of designers. in the major is highly individualized and stresses the Graphic Design The industrial design area also maintains close con- creative development and preparation of the student Graphic design is a creative process that combines tact with regional and national corporate design and for the professional world. In addition to pursuing fine art and technology to communicate ideas. It consulting offices in the form of annual conferences, a concentration, all B.F.A. majors must enroll in the begins with a message that, in the hands of a talented sponsored projects, and internships. B.F.A. Seminar and the Senior Thesis Course. The graphic designer, is transformed into visual commu- The design faculty at Notre Dame are profession- culmination of the B.F.A. degree is the completion nication that transcends mere words. By controlling als in their fiends. Their diverse experiences, as well of a senior thesis. This two-semester senior project, color, type, movement, symbols, and images, the as their commitment to quality design education, directed by a faculty member, will be exhibited and graphic designer creates and manages the production complement an atmosphere for creative learning and approved by the faculty as a requirement for gradu- of visuals designed to inform and persuade a specific problem solving. The faculty’s range of qualifica- ation. audience. By combining aesthetic judgment with tions extend internationally to include Eastern and project management skills, graphic designers develop Western Europe, into the corporate realm as design STUDIO ART AND DESIGN visual solutions and communications strategies. The managers, design and manufacturing entrepreneurs, professional designer works with writers, editors, il- professional design consultants and experts in digital CONCENTRATIONS lustrators, photographers, code writers, and printers design technologies. These credentials present the Ceramics Concentration to complete compelling designs that communicate a students with a rich complement of educational re- Ceramics is a concentration emphasizing clay as the client’s message effectively. sources plus a professional base in which to network, primary vehicle for expression. Pottery, vessel making At Notre Dame, the graphic design education both nationally and internationally. and sculpture may be addressed through a variety of begins with the liberal arts curriculum as part of the processes to include hand-building, throwing and College of Arts and Letters. This varied background Painting Concentration casting. As students develop technical skill with the includes science, math, philosophy and theology, Painting is a traditional visual expression of human medium, they will create and explore forms and ideas and creates a well-rounded graduate prepared to deal experience that combines the direct manipulation of their own choosing. Beyond clay, students will with the wide variety of complex communication is- of materials with an illusion of the world in space. be encouraged to study and utilize other sculptural sues professional designers face. Paintings can report what the eye sees as well as what media as well as become familiar with contemporary Within the Department of Art, Art History, the eye might see; it is fact and fantasy. A painting and historical source material which will inform their and Design, the graphic design curriculum gives a can also stimulate and delight the consciousness own direction in ceramics. student the opportunity to be firmly grounded in the with formulations of colored pastes on a flat surface. fundamentals of graphic design and gain exposure in The concentration in painting exposes students to Design Concentration various fine art curriculum. The further the student the varied traditions of the medium and encourages Design is the order of form and control of func- progresses through the tiered program, the greater them to explore their own capacity to create. Empha- tion. It is what designers do. Because people are the opportunities are to explore creative avenues sis is placed on discovering the student’s individual conditioned to evaluate and select on the basis of and problem-solving-as well as problem-defining- values and developing techniques that elucidate and appearance and textural input, the acceptance or methods. These experiences are coupled with access clarify those values. rejection of material goods is often reduced to an to leading-edge technology, including an on-site object’s visual power of seduction. The act of giving eighteen-station Mac lab, color input/output devices, form, texture, and color to information and object cd burners, digital cameras, and the most current empowers the designer with influence that can lead computer applications recognized by industry. to the success or failure of made aspects of our en- vironment. 106 107
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Photography Concentration 133S-134S. Basic Painting 247S-248S. Figure Sculpture Photographs mediate our experiences with the phys- (0-6-3) (0-6-3) (0-6-3) (0-6-3) ical world experiences that take place at the inter- Open to all students. Open to all students. section between art, culture and our own individual This course is an introduction to oil painting tech- This course concentrates on modeling from the fig- perceptions. The concentration in photography is niques and to stretcher and canvas preparation. The ure. Work is predominantly in clay, but mold-mak- designed to inform students of photographic tradi- emphasis is on finding a personal direction. ing and casting techniques are also explored. tions while engaging them in issues of contemporary 149S. 3-D Foundations 285S. Photography I art practice. The photography program seeks to (0-6-3) (0-6-3) (0-6-3) facilitate growth and development of the art student This required core course for all art majors in- Open to all students. through a full range of courses dealing with techni- troduces the student to three-dimensional art by This course is an introduction to the tools, mate- cal, historical, critical and aesthetic concerns. The producing sculptures (both figurative and abstract) rials and processes of black-and-white photography. goal of the program is to enable students to be con- in a variety of media. Contemporary movements in Lectures and demonstrations expose students to both versant with these issues and to recognize the power sculpture are examined through slide lectures and traditional and contemporary practices in photog- of photography as a uniquely flexible medium for attendance at visiting artist lectures and visits to raphy. Critiques of ongoing work encourage students both personal and cultural expression. exhibitions. to begin discovering and developing their individual strengths and interests in the medium. Printmaking Concentration 209S-210S. Ceramics I The printmaking concentration emphasizes a man- (0-6-3) (0-6-3) 287S-288S. Relief and Collography ner of thinking and making images that printmaking Open to all students. (0-6-3) (0-6-3) techniques allow and encourage. As students become This course examines basic techniques of wheel- Open to all students. familiar with the various techniques and technologies thrown and hand-built clay structures for sculpture This course investigates various relief methods of and pottery. printmaking, including linocut, woodcut and col- of lithography, intaglio, relief and silkscreen, they learn methods of developing images and ideas. Ex- 231S-232S. Watercolor I lograph. Emphasis is on experimentation and com- perimentation and exploration of mixed print media (0-6-3) (0-6-3) bining media. images are encouraged. The courses are designed Open to all students. 289S. Silkscreen I to progressively develop skill, creativity, personal This course is an introduction to the watercolor (0-6-3) imagery and knowledge of relevant current issues. medium and deals with a variety of methods, mate- Open to all students. Advanced students are encouraged to work on a pro- rials and techniques (both realistic and abstract) with This course is an introduction to stencil processes fessional level by creating a cohesive body of work special emphasis on color and composition. and printing. Hand-drawn and photographic and by striving toward exhibiting that work. 241S-242S. Wood Sculpture stencil-making techniques are explored. Mono-print- (0-6-3) (0-6-3) ing and discovery of unique aspects of serigraphy are Sculpture Concentration Open to all students. encouraged. Emphasis is on exploration of color and The goal of the sculpture program is to offer stu- This course uses wood as a primary medium. Em- development of student’s ideas and methodologies. dents a solid understanding of sculptural materials, phasis is placed on individual concept and design. 291S-292S. Etching I tools and techniques which will enable them to Students learn the use of hand and power tools as (0-6-3) expand their ideas into skillful and thoughtful indi- well as techniques of joining, laminating, fabricating Open to all students. vidual expression. Students work in well-equipped and carving. This basic studio class introduces techniques of etch- studios under the direction of the sculpture faculty. ing. Students learn basic plate making and printing A full range of sculptural experiences in traditional 243S-443S. Metal Foundry techniques while learning to incorporate their own and nontraditional media are available in specific (0-6-3) drawing skills and points of view. Historical and con- courses. Independent study, visiting artist lectures Open to all students. temporary prints are reviewed. and visits to area museums and galleries supplement This course focuses on work in fabricated and course offerings. By blending required and elective welded steel and cast bronze sculptures. Students 293S. Lithography courses, students may design a curriculum that will learn basic welding techniques using oxygen and (0-6-3) respond to their particular needs and acetylene, and arc and heliarc welding. Moldmak- Open to all students. direction. ing, working in wax, and metal finishing techniques This course is an introduction to planographic print are also explored. techniques including drawing, painting, and photo- Course Descriptions. The following course de- 245S-246S. Metal Sculpture I graphic transfer on stone and metal plate. scriptions give the number and title of each course. (0-6-3) (0-6-3) Basic black-and-white and color printing techniques Lecture hours per week, studio hours per week Open to all students. are practiced. Contemporary and historical prints and credits each semester are in parentheses. “V” Metal is the medium of choice in this course de- are reviewed. Emphasis is on development of the indicates variable. signed to explore three-dimensional design with a student’s own ideas and methodology. variety of projects grounded in historical precedents. 294S. Photolithography ART STUDIO COURSES Students become familiar with as many metal- (0-6-3) 121S-122S. Basic Drawing working techniques as time and safety allow, such Photolithography is a method of printmaking (0-6-3) (0-6-3) as gas and arc welding, basic forge work, and several utilizing a metal plate that is photosensitive. Hand- Open to all students. methods of piercing, cutting and alternative joinery. drawn and computer-generated images as well as This course deals with form depiction in its many traditional photographs are used to create prints that aspects and modes and is intended for beginning reflect an individual’s creativity. Emphasis is placed students as well as advanced students who need ad- on the student developing his or her own vision and ditional experience in drawing. its expression. 106 107
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297S. Artists’ Books and Papermaking (0-6-3) Open to all students. This introductory course explores the making of artists’ books and papermaking. Students learn basic bookbinding techniques for books and printing techniques for stationery and posters. They also learn how to make handmade papers. Part of the focus is on historical books as well as on what contemporary artists are doing with books. 309S-310S. Ceramics II (0-6-3) (0-6-3) Prerequisite: Ceramics I. This course explores advanced processes in clay for pottery and sculpture as well as techniques of glazing. 325S. Figure Drawing (0-6-3) (0-6-3) Open to all students. The emphasis is on drawing in all its aspects: mate- rials, methods, techniques, composition, design and personal expression. The human figure is the subject matter. While anatomy is studied, the course is not an anatomy class. Male and female models, clothed and nude, are used. 333S-334S. Painting II Jean A. Dibble, associate professor of art, art history, and design (0-6-3) (0-6-3) Prerequisite: Painting I. 433S. Painting Studio This course is devoted to painting from models. The 377S. Documentary Photography (0-6-3) (0-6-V) emphasis is on observing nature and incorporating Permission required. figures into a composition. Prerequisite: Photography I. Through individual projects, readings and slide This course is devoted to defining personal painting 349S-350S. Advanced Sculpture lectures, students explore the history and implica- directions (oil/acrylic). Students gain experience in (0-6-3) (0-6-3) tions of the documentary tradition. Major styles, criticism and in exhibition techniques. Prerequisites: 3-D Foundations, Wood Sculpture or practitioners and techniques are discussed. Special at- 449S-450S. Sculpture Studio Metal Sculpture. tention is paid to issues of truth and realism includ- (0-6-V) (0-6-V) This sculpture course allows students to work in ing the impact of digital imaging on the medium. Prerequisites: 3-D Foundations, Wood Sculpture or one or a combination of the following media: clay, Students produce several creative projects. Sculpture Studio. metal, wood, plaster, resins or concrete. Students are This advanced sculpture course offers serious stu- encouraged to develop an individual direction. 400S. B.F.A. Seminar (0-6-3) dents an opportunity to pursue a sculptural direction 366S-367S. Photography II B.F.A. majors only. Required of all B.F.A. studio and to carry that direction to a professional level of (3-3-3) (0-6-3) and design majors. B.A. students who have had four competence. It also develops the student’s awareness Prerequisite: Photography I. studio courses beyond the core program are also of definitions and criticism of sculpture. The work This course extends and develops the skills and con- eligible. may be done in any three-dimensional medium. cepts initiated in Photography I. Students are also This course is designed to broaden the context of 476S. Advanced Photography introduced to a variety of photographic possibilities the student’s chosen major in the department by (0-6-3) outside traditional black-and-white printing. Tech- introducing the student to alternative and integrated Prerequisite: Color Photography or Photography II. niques explored include darkroom manipulations, points of view from all areas of study that are rep- This is an advanced photography course that allows photo-constructions, Polaroid transfers, installations resented by the studio and design field. This course students to explore their own areas of interest while and non-silver processes. Projects encourage students will help junior B.F.A. majors to orient toward their learning about a broad range of contemporary pho- to continue defining their own areas of interest and chosen direction and project for the B.F.A. senior tographic issues. Students may work in any photo to locate their own concerns within the broad range thesis year. Critical writing and directed readings will medium (black-and-white, color, digital, etc.) they of photographic issues. be assigned throughout the semester. Slide lectures, choose. Emphasis is on creating a portfolio of im- 375S. Color Photography visiting artist interviews, gallery visits, student pre- ages. sentations, portfolio preparation and graduate school (3-3-3) 480S. Digital Photography application procedures will supplement the course. Prerequisite: Photography I. (3-3-3) This course is an introduction to the tools, materials 409S-410S. Ceramics Studio Permission required. and processes used in color photography. The as- (0-6-V) (0-6-V) This course explores the use of computers for cre- signments explore the use of color prints, slides and Prerequisites: Ceramics I and II. ative imagemaking. Students are introduced to the Polaroid materials, emphasizing the development of This advanced course is for students pursuing an practices and procedures of digital imaging with an personal imagery. Slide lectures, demonstrations and individual direction in ceramics. Emphasis is on emphasis on exploring their own personal work. critiques help students to refine their technical and individual concepts and techniques. creative skills in the medium. 108 109
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485S. Studio Photography DESIGN COURSES 317S. Product Design Research Project (0-6-3) (0-6-3) 111S. 2-D Foundations Prerequisites: Photography I and Photography II or Prerequisites: Visual Dialogue, Introduction to Prod- (0-6-3) Color Photography I. uct Design. Art majors only. This course introduces the student to the funda- This course exposes Art and Art Design students to This course deals with fundamentals of two-dimen- mentals of studio photography. Included are lighting common low- and high-production manufacturing sional design and is intended for students entering skills and the basics of large-format cameras. The processes. Students use these methods to execute studio practice for the first time. The course is also course serves as an introduction to both commercial their own original designs. Students are introduced open to more advanced students who wish to in- illustration and methods for personal work with the to plastic thermoforming, injection molding, sheet crease their knowledge of the elements and principles view camera. and profile extrusion, blow-molding, rotational of design. The course is project-oriented. Studio molding, reaction-injection molding, and open mold 491S–492S. Printmaking Studio—Etching practice in the basic principles of design employing laminating. Metal processes include roll forming, (0-6-V) (0-6-V) color theory, form and space organization, as well as foundry sand casting, die casting, extrusion, stamp- Permission required. materials and processes used in the design process, ing, anodizing and plating. This course offers advanced experience in printmak- are emphasized. ing. The emphasis is on developing personal imagery 318S. Product Design III 217S. Visual Dialogue and techniques. (0-6-3) (0-6-3) Prerequisite: Product Design II. 493S–494S. Printmaking Studio—Lithography Open to all students. This Design Research Studio challenges the (0-6-V) (0-6-V) Emphasis is placed on developing a sensitive visual advanced student with problems requiring a Permission required. thinking process and acquiring drawing skills es- combination of skills. Investigation leads to an iden- This course offers advanced experience in mixed sential to both Product Design and Graphic Design. tification of needs. Final proposals will demonstrate print media printmaking. The emphasis is on devel- The course is intended for students entering studio concern for human factors, knowledge of material oping personal imagery and techniques. practice for the first time as well as for advanced and process and a sensitivity of form. Presentations students who wish to deepen their visualization and 495S. Topics in Photography typically include project documentation, conceptual illustration skills. (0-6-3) information, control drawings, renderings, and fin- Permission required. 218S. Product Design I ished presentation models. National and regional in- This is a topics course for advanced photography (0-6-3) dustry-sponsored projects are employed on occasion. students. Students are engaged in critical issues This foundation 3-D design studio begins as a 330S. Furniture I involving contemporary studio practice through natural extension of Basic Design. Students are (0-6-3) slide lectures, discussions, visiting artist interviews, encouraged to think and work in three-dimensional Open to all students. gallery visits and student presentations. Directed media. A series of fundamental design problems are In this course, students gain an understanding of readings and critical writings will be assigned during assigned during the course of the semester. Emphasis the design and construction of furniture. Lectures the semester. Students will concurrently develop a is placed on the transformation of imagination from and demonstrations expose students to the history creative project. mind to paper to model. of furniture, basic woodworking techniques, and the 498. Special Studies 281S. Graphic Design I use of woodworking tools and equipment. Students (0-V-V) (0-6-3) construct full-scale furniture of their original design. Permission required. Prerequisite: 2-D Foundations. 415S. Graphic Design II Independent study in art studio: directed readings, This is an introductory course in the use of materials (0-6-3) research or creative projects. Open to qualified se- and processes related to the production of graphic Prerequisite: Graphic Design I. niors with permission of the instructor. media. Laboratory applications in typography, This advanced course in Visual Communication is photographic processes, and printing technology 499S. B.F.A. Thesis for students interested in the layout and production are utilized in the development of student-designed (0-6-3) of advertising campaigns, corporate identity and projects. Prerequisite: B.F.A. candidacy. packaging. The B.F.A. Thesis is defined by an independent 314S. Digital 3-D 416S. Graphic Design III thesis project, continuing for two semesters during (0-6-3) (0-6-3) the senior year. The B.F.A. Thesis is a personal visual Permission required. Prerequisite: Graphic Design II. statement that is the culmination of a student’s col- This course introduces students to sophisticated, This advanced course in Visual Communication is lective development within the department. The complex three- and four-dimensional computer for students interested in the layout and production B.F.A. Thesis can be the extension of an ongoing software for designing objects and images and ani- of advertising campaigns, corporate identity and body of work or a defining project. The thesis proj- mated graphic sequences. In this digital exploration, packaging. ect is supported by a written statement defining the computer technology will be used to generate, project, which is due at the end of the first senior modify and present design ideas. An intense session 417S. I.D. Research Project semester. The thesis project culminates in the second of CAD instruction for technical documentation will (0-6-3) senior semester with a B.F.A. Thesis Exhibition. The be included. Prerequisite: Product Design II. B.F.A. Thesis student signs up with a faculty member This advanced-level studio is directed toward the 316S. Graphic Design — Brands working in the student’s area of interest, who serves product design student who is preparing to enter (3-0-3) as an advisor for the thesis project. either graduate school or professional practice. Ful- Open to sophomores and juniors. fillment of this studio requires the completion of one This course focuses on creative projects in adver- research and design project. In addition, portfolios tising campaigns employed in the demand creation and resumes are prepared. Emphasis is placed on strategies for brands and services. knowledge, analytical skills, logic, creativity and ex- cellence in visualization. 108 109
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418S. Product Design V between 20 and 30 pages in length, is done under 221. An Introduction to the Ancient Art of Greece, (0-6-3) the direction of one of the regular art history faculty. Rome, Egypt, and the Near East Prerequisite: Product Design IV. It is expected to demonstrate the student’s ability to (3-0-3) This advanced-level studio is directed toward the treat an important art historical topic in a manner This course will examine the origins of Western art product design student who is preparing to enter that shows his or her writing skills and methodologi- and architecture, beginning with a brief look at the either graduate school or professional practice. Ful- cal training. It is expected that the thesis will be suit- Bronze Age cultures of the Near East and Egypt, fillment of this studio requires the completion of one able for submission as a writing sample for students then focusing in detail on Greece and Rome, from research and design project. In addition, portfolios intending to apply to art history graduate programs. the Minoan and Mycenaean world of the second and resumes are prepared. Emphasis is placed on In addition, the department offers courses in four millennium B.C.E. to the rule of the Roman emper- knowledge, analytical skills, logic, creativity, excel- areas of Western art: ancient, medieval, Renaissance or Constantine in the fourth century C.E. Among lence in visualization and modeling skills, as well as and baroque, and modern (19th and 20th centuries). the monuments to be considered are ziggurats, on oral presentation skills. An art history major must take at least one course palaces, and the luxuriously furnished royal graves in each of these areas (12 credit hours). It is strongly of Mesopotamia; the pyramids at Giza in Egypt and 430S. Furniture Design Studio recommended that this distribution requirement be their funerary sculpture; the immense processional (0-6-3) fulfilled with 200- or 300-level introductory courses temple of Amon at Luxor; the Bronze Age palaces Open to all students. taught by regular art history faculty on campus. of Minos on Crete—the home of the monstrous This course offers advanced students an opportunity The remaining 12 credit hours may be taken in any Minotaur—and Agamemnon at Mycenae, with their to develop a personal direction, using wood as a ma- area. Students must also have taken a minimum of colorful frescoes and processional approaches; the terial of expression. two seminars in addition to Art History Methods in great funerary pots of early Athens and the subse- 481S–482S. Multimedia Design the process of fulfilling the major. The sequence in quent traditions of Red and Black Figure vase paint- (0-6-3) (0-6-3) which the required and elective courses and seminars ing; architectural and freestanding sculpture of the Permission required. are taken is left to the discretion of the individual Archaic and Classical periods; the Periclean Acropolis This advanced digital imagemaking course gives the student. The Art History Methods seminar should in Athens, with its monumental gateway and shining studio or design major the opportunity to pursue be taken in either the junior or senior year. centerpiece, the Parthenon; and finally, among the research and development in an advanced area of Students with a first major in another department cultural riches of Rome, the painted houses and villas technology. In some semesters, a topic is announced can complete a second major in art history by taking of Pompeii; the tradition of Republican and Imperial as a focus for the course, such as PostScript program- one course in each of the four departmental areas, an portraiture; the Imperial fora; the exquisitely carved ming or hypermedia design. Art History seminar, and three electives in art history Altar of Peace of Augustus; the Colosseum; and the (24 credit hours total). It is strongly recommended Pantheon of the philhellene emperor Hadrian. 496. Design Internship that the four-course distribution requirement be (V-V-V) Down 230. Introduction to Medieval Art fulfilled with 200- or 300-level introductory courses Permission required. (3-0-3) taught by regular art history faculty on campus. This course provides an opportunity for the design This course will provide an introduction to the visual Students wishing to minor in art history can do student to earn credit at an approved design office. arts of the period ca. 300 CE to ca. 1400 CE. In the so by taking five art history courses (15 credit hours course of the semester we shall devote much time to 498. Special Studies total). At least one of these courses must treat mate- considering the possibility of a history of Medieval (0-V-V) (0-V-V) rial prior to 1600, and at least one must treat mate- Art, as the objects and practices of the Middle Ages Permission required. rial from 1600 to the present. will be shown to problematize our assumptions Independent study in design. Courses taken for the second major or the minor about the nature of art history. Working from indi- 499S. B.F.A. Thesis cannot be counted in more than one university pro- vidual objects and texts we will construct a series of (0-6-3) gram. narratives that will attend to the varieties of artistic Prerequisite: B.F.A. candidacy. practices available to the Middle Ages. From these The B.F.A. Thesis is defined by an independent Course Descriptions. The following course de- it will be shown that art was a vital, complex, lucid thesis project, continuing for two semesters during scriptions give the number and title of each course. and formative element in the societies and cultures, the senior year. The B.F.A. Thesis is a personal visual Lecture hours per week, laboratory and/or tutorial both secular and sacred, which shaped this period. statement that is the culmination of a student’s col- hours per week, and credits each semester are in pa- Every fall. rentheses. “V” indicates variable. Prerequisites, if any, lective development within the department. The 231. Survey of Early Christian and Byzantine Art B.F.A. Thesis can be the extension of an ongoing are also given. Most of the following courses are of- fered at least once over a three-year period. Be sure to (3-0-3) body of work or a defining project. The thesis proj- Open to all students. ect is supported by a written statement defining the consult the course elective booklet published by the department each semester for particular offerings. This course will provide an introduction to the vi- project, due at the end of the first senior semester, sual arts of the period c. A.D. 200 to c. A.D. 1600. and is represented in the second senior semester with 180. Fine Arts University Seminar: Topics We will begin by examining the complex relations a B.F.A. Thesis Exhibition. The B.F.A. Thesis student in Art History between Early Christian iconography and its Late will sign up with a faculty member, working in the (3-0-3) Antique context. We will then consider the birth and student’s area of interest, to serve as an advisor for University seminars will address a variety of topics in history of the icon, the development of an imperial the thesis project course. the history of art depending on the interests of the art, the theological implications of art, and the professor. Topics which have been treated in the past question of colonialism and cultural exchange in a in the context of this course are visual narrative and THE ART HISTORY MAJOR Medieval context. biography, the art of Andy Warhol and the language The bachelor of arts degree program in art history is of art. These courses require several short papers as a 30-credit-hour major. An art history major should well as a final written exercise appropriate to the strive to achieve a broad knowledge of the develop- material. ment of the art of the Western world. Majors are required to take the Art History Methods seminar (three credit hours) and complete a final thesis in the fall of his or her senior year. The thesis, normally 110 111
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242. Survey of Italian Renaissance Art 269. Understanding Museums 330. Survey of Medieval Art (3-0-3) (3-0-3) (3-0-3) Staff Open to all students. Open to all students. This course will provide an introduction to the visual This course will examine the painting, sculpture This course is designed to present the museum as arts of the period c. A.D. 300 to c. A.D. 1300. In and architecture produced in Italy from the very a resource from the past, present, and future for the course of the semester, we shall devote much end of the 12th through the beginning of the 16th learning and enjoyment. It introduces the student to time to considering the possibility of a history of century, from Giotto’s Franciscan spirituality to Mi- the issues that challenge art museums in general and Medieval art, as the objects and practices of the chelangelo’s heroic vision of man and God. A wide The Snite Museum of Art in particular. It provides Middle Ages will be shown to make our assumptions variety of questions will be considered in the context the tools that make a museum visit more meaningful about the nature of art history problematic. Working of this chronological survey, including changing and immediate. from individual objects and texts we will construct a conventions of representation, the social function of 311. Mesoamerican Art: The Olmec series of narratives that will attend to the varieties of art, and the impact of the Renaissance ideology of and Their Legacy: 1500 B.C.–A.D. 1500 artistic practices available to the Middle Ages. From individual achievement on the production of art and (3-0-3) these, it will be shown that art was a vital, complex, the role of the artist. Open to all students. lucid and formative element in the societies and 243. Introduction to Renaissance Art The Olmec civilization was the mother culture of cultures, both secular and sacred, that shaped this (3-0-3) Mesoamerica, and beginning in 1500 B.C. It forged period. Open to all students. Fulfills the University Fine Arts the template of pre-Columbian cultural development 331. The Formation of Christian Art requirement. for the next 3,000 years. This course will introduce (3-0-3) This course will survey the major trends in the the student to the Mesoamerican worldview by trac- Art in Late Antiquity has traditionally been char- art of Italy and Northern Europe from roughly ing the origins of Mexican art, religion and culture acterized as an art in decline, but this judgment is 1300 to 1575. It will concentrate on such major from the development of the Olmec civilization relative, relying on standards formulated for art of figures as Giotto, Donatello, Masaccio, Botticelli, up to Aztec times. Each week’s classes will consist other periods. Challenging this assumption, we will Raphael, Michelangelo, and Titian in Italy, and the of a thorough examination of the iconography and examine the distinct and powerful transformations Limbourg Brothers, Jan van Eyck, Rogier van der function of art objects through slide lectures, as well within the visual culture of the period between the Weyden, Hieronymus Bosch, Albrecht Dürer, Math- as hands on, in-depth study of individual pieces of third and sixth centuries AD. This period witnesses ias Grünewald, and Pieter Brueghel in the North. It sculpture. Special emphasis will be placed upon the the mutation of the institutions of the Roman Em- will consider such themes as artistic production and essential unity of religious concepts as iconography pire into those of the Christian Byzantine Empire. technique, public and private spirituality, naturalism, evolved over this 3,000-year time span.This will be Parallel to these social changes we can identify the narrative, and the changing status of the artist. an object-oriented course. Students will be called emergence of a Christian art that defines our basic 247. European Art and Architecture upon to reason logically, voice opinions, and make assumptions about the role of art in a Christian of the 17th and 18th Centuries aesthetic judgments. A good visual memory is society. The fundamental change in religious identity (3-0-3) helpful. that was the basis for this development had a direct impact upon the visual material that survives from This course will survey major stylistic trends in 321. Survey of Greek Art and Architecture this period. This course examines the underlying 17th- and 18th-century painting, sculpture, and (3-0-3) conditions that made images so central to cultural architecture in Italy, Spain, France, the Low Coun- Open to all students. identity at this period. tries, England, and Germany. The course will begin This course analyzes and traces the development of with the art of the Counter-Reformation in Italy Greek architecture, painting, and sculpture in the 332. The Contest of Word and Image and will end with the Age of the Enlightenment, historical period from the eighth through second in Early Medieval Art encompassing the reigns of Pope Urban VIII to century B.C., with some consideration of prehistoric (3-0-3) the death of Louis XVI. Stylistic trends such as the Greek forebears of the Mycenaean Age. Particular This course will investigate the art produced in Baroque, Rococo and the origins of Neoclassicism emphasis is placed upon monumental art, its histori- Western Europe between the seventh and eleventh will be discussed through the works of such diverse cal and cultural contexts, and how it reflects chang- centuries. Often characterized as a Dark Age, this artistic personalities as Bernini, Caravaggio, Gentile- ing attitudes toward the gods, human achievement, period in fact demonstrates a fertile, fluid and schi, Velasquez, Poussin, Rembrandt, Rubens, Wren, and the relationship between the divine and the inventive response to the legacy of Late Antique Hogarth, Reynolds, Watteau, Boucher, Fragonard, human. Christianity. The course will focus on the production Robert Adam, Neumann, Tiepolo, and Zimmer- and reception of illuminated manuscripts, perhaps mann. Discussion will also focus on the impact on 324. Etruscan and Roman Art and Architecture the site where the most original encounters with and art and artists by religious orders, emerging modern (3-0-3) re-shaping of this legacy occur. This course should European states, capitalism, and global expansion- Open to all students. interest those who wish to think through the rela- ism. Roman art of the Republic and Empire is one focus tionship of words and images on the page and in life. of this course, but other early cultures of the Italian 253. 19th-Century European Art and Architecture peninsula and their rich artistic production are also 333. Art into History: Reading the Art This course will survey the major monuments of of Medieval Byzantium considered. In particular, the arts of the Villanovans (3-0-3) painting, sculpture, and architecture that were and the Etruscans are examined and evaluated as produced in the dynamic 100 years following the Byzantine art has often been opposed to the tradi- both unique expressions of discrete cultures and as French Revolution. We will investigate how artists tions of western naturalism, and as such has been an ancestors of and influence on Rome. The origins and and architects envisioned a new modern society, undervalued or little known adjunct to the story of development of monumental architecture, painting, at the same time that the old social structures and medieval art. In order to develop a more sophisti- portraiture and historical relief sculpture are isolated supports crumbled around them. We also will cated understanding of this material we will examine and traced from the early first millennium B.C. consider how new materials and experimental the art produced in Byzantium in the period from through the early fourth century of the modern era. techniques contributed to ways of representing the the ninth to the 12th century, a period which marks experience of modern life. the high point of Byzantine artistic production and influence. Stress will be placed upon the function of this art within the broader setting of this society. 110 111
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Art theory, the notions of empire and holiness, the 344. Rome: A Journey in Art and History 353B. Impressionism and Symbolism burdens of the past and the realities of contemporary (3-0-3) in European Art praxis will be brought to bear upon our various This class is an exploration of the history and The focus of the course it on key paintings analyses of material from all media. How we, as art culture of Rome from late medieval times through produced by Impressionist and Symbolist artists historians can write the history of this rich culture the 20th century, with an emphasis on art and from 1865 to 1895. We will ask how Impression- will be a central issue of this course. architecture. We will examine the urban panorama of ist painters began to engage the forms of high art with contemporary urban culture taking shape 334. Romanesque Art: Three Journeys the Eternal City through a series of layered investiga- in European capitals. We will also examine how (3-0-3) tions of its major sites and monuments, such as the the next generation, the Symbolists, responded In this course we will examine the place of art in an Capitoline Hill, St. Peter’s and the Vatican complex, in their thematics and painterly strategies to the expanding culture. The 11th and 12th centuries wit- the Lateran, and Santa Maria Maggiore. We will modernism epitomized in Impressionist paintings. nessed the economic and military expansion of the read travelers’ descriptions and literary evocations of societies of Western Europe. This growth produced a the city with a view to reliving the enchantment of 361. 20th-Century Art I: 1900–1955 complex and rich art that can be broadly labelled as Rome, and the “idea” of Rome, through the ages. In (3-0-3) Romanesque. We will investigate this phenomenon addition to our readings and lectures, members of Open to all students. Fulfills fine arts requirement. (or rather these phenomena) through three actual the class will have an opportunity to develop projects This course focuses on early 20th-century art and and metaphorical journeys: the pilgrimage to Santia- on objects, structures, or works of art of their own cultural politics in Europe, Russia, and the United go de Compostela, a journey to the ruins of ancient choosing. States. In the early modern period, many of the most Rome, and a visit to the Palestine of the Crusades. 346. Survey of Italian Baroque Art: ambitious and innovative artists strove to destroy old These journeys, in many ways typical of this period, From Caravaggio to Tiepolo models of art, often replacing them with models that will provide the means of examining how the art of (3-0-3) advocate revolutionary forms for a new, imaginary this period responds to the various new demands of Open to all students. society. At other times, artists have employed art an increasing knowledge provoked by travel. This course surveys Italian painting, sculpture, and to undermine accepted norms of bourgeois culture architecture of the 17th and 18th centuries, a period and to liberate art and experience from convention. 335. Gothic Art in France which also witnessed the foundation and suppression These are themes addressed in this course, along (3-0-3) of the Jesuit Order, the Counter-Reformation, ab- with the contradictory reality in which the art arose: This course examines the art produced in France in solute monarchy, and democratic nations. Thus, the an era defined by massive wars, racist ideologies, the 13th and 14th centuries. Alongside the more course begins with the “new Rome” of Pope Sixtus and violent suppressions. Among the selected art- traditional discussions of court culture and of the V, which attracted pilgrims and artists from all over ists analyzed are Pablo Picasso, Henri Matisse, Piet development of Gothic architecture, this class will Europe, and ends with the early years of Enlighten- Mondrian, Marcel Duchamp, Hannah Höch, Ly- use the visual material of this period to address wider ment. From Northern Italy came Caravaggio and the ubov Popova, Salvador Dali, Walter Gropius, Diego issues of power, class, gender, spirituality, identity, Carracci, artists who were responsible for creating a Rivera, and Jackson Pollock. and learning. The first part of this course will treat new style based upon High Renaissance principles such institutions as St.-Denis, Chartres, Reims, and 362. 20th-Century Art II: 1955 to present and a new kind of naturalism derived from the the Sainte-Chapelle as complex cultural phenomena (3-0-3) study of life. There was Bernini, whose architectural that weave together a variety of visual media into Open to all students. and sculptural monuments almost singlehandedly strong political and spiritual messages. The second This introductory course is subtitled “Techno-Cap- gave Rome its Baroque character. Other artists and part of the course will examine devotional practices italism and the Art of Accommodation.” The post- and their importance in defining responses to the architects of this era under discussion include such World War II era, particularly in the United States, arts available at this period. diverse personalities as Borromini, Guarini, Algardi, is marked by the greatest expansion of corporate and Artemisia Gentileschi, and the great ceiling painters consumer capitalism in history. Massive wars are 336. Empire and Colony: Cultural Survival Pietro da Cortona, Baciccio, Pozzo, and Tiepolo. fought to defend capitalist ideology. (A case in point and Political Demise of the Byzantine World is the tragic Vietnam War.) How has art figured into The political death of the Byzantine Empire is 353A. Survey of 19th-Century Art these social transformations? Has art protested these marked by the 1204 fall of Constantinople to a (3-0-3) conditions or easily accommodated itself to over- crusader army. Although the Empire was revived Open to all students. powering economic, political, and legalistic techno- in 1261 and continued until 1453, it was little This survey of 19th-century painting treats the capitalist regimes? These questions arise throughout more than a shadow of its former glory. In spite of major figures of the period within the context of the this course, which concentrates on selective artistic this, Byzantium remained a vibrant and influential social, political, and intellectual ferment that shaped events in the United States and Europe during the culture. The court and church in Constantinople the culture—primarily, the numerous political second half of the 20th century. Movements con- maintained and breathed new life into the rich tradi- revolutions and the rise of industrial capitalism and sidered include pop art, minimalism, op art, arte tion of Byzantine art. These forms were adopted and the middle class in France, England, and Germany. povera, postminimalism, earth art, conceptual art, adapted by the mendicant orders who accompanied Among the artistic movements discussed are neo- photo-realism, video and performance art, and other the Venetian colonizers of the Empire. This course classicism, romanticism, realism, pre-Raphaelitism, recent picture/theory approaches to art making. This will examine the afterlife for Byzantine culture, impressionism, and symbolism. Some of the major course focuses on recent developments in painting considering the conditions that enabled this late me- themes addressed are the relationships between tradi- and sculpture. It also examines associated theories of dieval flourishing of a culture now bereft of a strong tion and innovation, between the artist and public, art criticism. political ground. and between gender and representation, as well as the multiple meanings of “modern” and “modern- 365. History of Photography ism.” The class will visit the Snite Museum of Art (3-0-3) on occasion to discuss special exhibitions related to Open to all students. topics in the course. This course deals with the development and use of photography as an artistic medium from the time of its invention in the mid-19th century to the present. Besides viewing slides, the student will be able to view a large number of original photographs from the Snite Museum of Art. 112 113
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369. The Art of Mythology and the duality expressed in the tension between This course will allow students to work with the (3-0-3) Staff these two forces. Ballgame sculptures remain among collections of Native North Americans curated at Open to all students. the finest art objects produced in Mesoamerica. This the Snite Museum. Students will observe some of This cross-disciplinary class is an exploration of course will introduce the student to the Mesoameri- the changes in art which have occurred in the last the representation of classical myth in Western art can worldview by tracing the origins of ballgame art 150 years. Students’ final projects will include a and literature, ranging from the seventh century from the Olmec civilization — the mother culture of visual presentation of a particular change in content, B.C.E. to the 18th century C.E. Beginning with Mesoamerica that forged the template of pre-Co- context or technique, which they have deter-mined mythological subjects in the political and religious lumbian cultural development — down to Aztec through research and direct examination of selected sculpture, temple architecture and vase decoration times. Each week’s classes will consist of a thorough pieces from our collections. The course is limited to of Ancient Greece, we will move on to study Roman examination of the iconography and function of art 15 students and will be held in the Snite Museum. painting and sculpture, medieval Ovidian allegory, objects through slide lectures, as well as hands on, 421. Classical Greek Art the Renaissance reinvention of classical types and in-depth study of individual pieces of sculpture from (3-0-3) 18th-century neo-classicism. We will compare the collections of the Snite Museum of Art. Special Open to all students. literary and visual narratives, evaluating the dis- emphasis will be placed upon the essential unity of This course analyzes and traces the development cursive modes of each, and analyzing how and why religious concepts as iconography evolved over a of Greek architecture, painting and sculpture from poets, philosophers, artists, sculptors, and architects 3,000-year time span. This will be an object-oriented the beginning of the fifth century B.C. through the selected and adapted the episodes that they did. Pri- course. Students will be called upon to reason logi- death of Alexander the Great in 323 B.C. Particular mary readings will include selections from Greek and cally, voice opinions, and make aesthetic judgments. emphasis is placed upon the monumental arts, their Roman epic, lyric and dramatic poetry, Greek and A good visual memory is helpful. Roman philosophical mythology, and early analyses historical and cultural contexts, and how they reflect 375B. Fashioning Identity in American History of the relationship between art and myth such as changing attitudes toward the gods, human achieve- Philostratus’ Eikones. Among the artistic works that (3-0-3) ment, and the relationship between the divine and we will examine will be Raphael’s Roman cycles, Open to all students. the human. Bellini and Titian’s poesie, and Bernini’s sculpted This course will focus on dress and material/visual 422. Hellenistic Art dramas. We will consider the erudite contexts for culture in American history starting with the Co- (3-0-3) such works, including gardens, drawing rooms, lonial period. It will provide an introduction to Open to all students. princely residences, and civic institutions. We will methodology, and offer an overview of key themes This course examines the complex artistic pro- discuss the connection between political power and in the history of dress and consumerism within the duction of the Greek world in the three centuries myth, and concepts such as heroism, metamorpho- framework of gender studies. In one segment of the following the death of Alexander the Great in 323 sis, and earthly and divine love. One aim of this course, we will focus on the Colonial period as a case B.C. and the division of his immense empire into class will be to identify the explanatory character of study: we will analyze the economics of dress (the separately administered kingdoms. The relation- myth, and of story-telling within culture, as means production, marketing and acquisition of clothing) ship of Hellenistic art and culture to their Classical and will assess the importance of fashion to com- of historical self-understanding, self-revelation, and forebears, the development of an artistic and cultural merce. We will then evaluate the role of dress in the catharsis. koine in the Hellenistic world, and the Hellenization construction of colonial identities, and we will ex- of Republican Rome will all be considered. 370. Modeling Sanctity: The Saint in Image and Text amine the ways that dress operated as a visual focus (3-0-3) for racial, class and ethnic encounters in American 423. Greek Architecture In this course, we will examine the lives and legacy societies. In another segment, students will be given (3-0-3) of selected saints with a view to defining the ideal the opportunity to work on and present independent Open to all students. qualities and criteria by which sainthood is made research from any period or area of American studies. In this course, the development of Greek monu- known. Incorporating visual as well as textual mate- mental architecture and the major problems that 403. Anthropology of Art rials, hagiographies, theological writings and written define it will be traced from the eighth through (3-0-3) testimonies, the course will consider the varieties of the second centuries B.C., from the late Geometric Open to all students. evidence that testify to sanctity. An important part of through the Archaic, Classical, and Hellenistic This course is an examination of art as a functional this course will be a discussion of how different kinds periods. Among themes to be treated are the part of culture from the anthropological point of of evidence must be evaluated according to their me- relationship between landscape and religious archi- view. Attention will be given to both the evolution of dium and audience, for example, how visual portray- tecture, the humanization of temple divinities, the art as part of human culture and to the evolution of als—whether portrait, narrative cycle or manuscript architectural expression of religious tradition and the study of art by anthropologists. representations—can be compared to written ones, even specific history, architectural procession and and differentiated from textual sources not only in 408. Native North American Art hieratic direction, emblem and narration in architec- iconographic terms but also as unique and forceful (3-0-3) tural sculpture, symbolism and allusion through ar- forms of knowledge in their own right. Art department majors only. chitectural order, religious revival and archaism, and 371. Art of the Mexican Ballgame Native North American art existed for thousands of the breaking of the architectural and religious canon. (3-0-3) years and continues to be created today. Its original 425. Roman Architecture context was most often sacred (both public and Open to all students. (3-0-3) The ritual ballgame was an athletic event that private) and/or political. Contact with Western Open to all students. Europeans and their art traditions beginning about formed one of the major religious expressions of The content of this course spans 11 centuries, from Mexican culture from 1500 B.C. to A.D. 1521. The A.D. 1600 and thereafter, along with the art tradi- the eighth century B.C. to the fourth century of the ceramic, stone and wood sculptures used to depict tions of Africans, Asians, and South Americans, modern era, and traces the development of Roman modified form, technique, and context of Native players, to protect them, to hit the ball, and to mark architecture from its origins in Iron Age huts on the position of the ball in the ball court reflect the North American art. the Palatine Hill and Etruscan temples and tombs, basic themes of Mesoamerican existence: the concern through the Roman colonization of the Italian with the promotion of life and fertility, the necessity peninsula and the establishment of basic tenets of of human sacrifice to maintain order in the universe, town planning, through the conquest of Greece and the consequent Hellenization of Rome, through the 112 113
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invention of Roman concrete and the gradual explo- the Papal States, became the supreme state in Italy, 447. Italian Baroque Art ration of its practical properties and its potential for and for the first time in centuries, the papacy ranked (3-0-3) spatial manipulation, through the architectural ex- as a great European power. With the ceiling of the The focus of this course is on Roman art of the pression of propaganda and ideal in the great build- Sistine Chapel, St. Peter’s (redesigned on a colos- 17th century. The evolution of the style and content ing programs of the emperors, to the creation of a sal scale by Bramante), the Vatican Palace (its city of painting, sculpture and architecture in baroque specifically Christian architecture from the combined facade and Belvedere by Bramante, and papal apart- Italy is considered in light of the social, political and architectural forms and spirit of Greece and Rome. ments decorated by Raphael), and the Papal tomb religious climate of the period. Among the artists 441/541. Trecento: Giotto to the Duomo (designed by Michelangelo), Rome, for the first time considered are Caravaggio, the Bolognese Carracci (3-0-3) since the time of the Caesars, became the center of and their followers, Guercino, Artemisia Gentileschi, Beginning with Giotto’s Scrovegni Chapel, we will Western art. Bernini and Borromini. examine the arts in Italy in the 1300s, concluding 445. Mannerism: Painting and Sculpture in Central 448. Northern Baroque Painting with Brunelleschi’s revolutionary design for the dome Italy After the Death of Raphael (3-0-3) of Florence Cathedral of 1436. We will consider the (3-0-3) Open to all students. regional traditions of the city-states, including Siena, This course will explore the artistic trends in Italy Epitomized by the self-conscious art of Rembrandt, Venice, Florence, and Pisa, as well as Rome, and as after the High Renaissance (c. 1520) and before the Northern Baroque painting and printmaking not expressed in narrative fresco programs, altarpieces, Baroque (c. 1580), and will begin with definitions only became a domestic commodity sold in a more sculpture, and architecture. Among our subjects are of terminology and a brief historiographic survey. modern-looking marketplace, it also continued to the royal tombs in Naples and Milan, the evolution Our attention will then turn to the Roman art of serve its traditional political, moral and spiritual of the equestrian monument, St. Mark’s in Venice, Raphael’s heirs, Giulio Romano, Perino del Vaga, functions. This course will concentrate on paintings the character of Gothic expression in Italy, and the and Polidoro da Caravaggio, and the emerging and prints produced in Flanders, Spain, and the impact of the Black Death. Tuscan painters Pontormo, Rosso Fiorentino, and Dutch Republics during the 17th century, an era of 442. 15th-Century Italian Art Domenico Beccafumi. We will also investigate the extraordinary invention. The work of artists such as (3-0-3) dispersal of the Roman school: Giulio Romano to Rubens, van Dyck, Velázquez, Zurbarán, Leyster, the Gonzaga court in Mantua, in 1524, and follow- Open to all students. Hals, and Rembrandt will be considered in the con- ing the Sack of Rome by imperial troops in 1527, This course investigates the century most fully iden- text of a number of interrelated themes, including other maniera artists to Genoa, Bologna, Parma, tified with the Early Renaissance in Italy. Individual the business of art, the status of the artist, art in ser- and as far as the French royal chateau at Fontaine- works by artists such as Brunelleschi, Donatello, vice of the state, the rise of genre, gender stereotypes, bleau. Rome consequently experienced a revival at Ghiberti, Botticelli, and Alberti are set into their allegory, and art, religion, and spirituality. the end of the reign of Clement VII, and under the social, political and religious context. Special atten- pontificate of Paul III, notably, the arts, politics, and 449. Seminar in 18th-Century European Art tion is paid to topics such as the origins of art theory, theology flourished. This period may be marked by (3-0-3) art and audience, portraiture and the definition of such diverse works as Michelangelo’s monumental Open to all students. self, Medician patronage, and art for the Renaissance Last Judgment (1536-41) and his frescoes (1542-45) Profound and universal inquiry into all aspects of courts of northern Italy and Naples. in the Pauline Chapel, Vatican Palace, the decora- knowledge marked the history of the century of the 443/543. Northern Renaissance Art tions (1536-51) by various mannerist artists in San Enlightenment and the Grand Tour. The rise of the (3-0-3) Giovanni Decollato, Perino’s elegant frescoes in the collective idea of nature, the study and instrumen- Open to all students. Sala Paolina (1545-47), Castel Sant’ Angelo, Giorgio tality of the antique, the foundations of religion, the This course traces the development of painting Vasari’s fantastic murals in the Palazzo Cancelleria state, morality and reason, the relationship of the arts in Northern Europe (France, Germany, and (1546), and Francesco Salviati beautiful, secular to the state, the philosophy of aesthetic were all criti- Flanders) from approximately 1300 to 1500. frescoes in the Palazzo Ricci-Sacchetti (c. 1553- cally analyzed and questioned. Special attention is given to the art of Jan Van 54). Attention will also be given to the art of the This course investigates various stylistic trends in Eyck, Rogier van der Weyden, Heironymous Counter-Reformation in Rome, and to painting and 18th-century art in Italy, France and England with Bosch, and Albrecht Dürer. Through the sculpture by Bronzino, Salviati, Celllini, Bandinelli, a focus on the institutionalization of art through consideration of the history of manuscript and oil Vasari, Giambologna, and others at the Florentine the academies. Discussion also centers on classical painting and the graphic media, students will be courts of Dukes Cosimo I and Francesco I. art theory and its relationship to the academies in introduced to the special wedding of nature, art, 446. Seminar: Venetian and Northern Italian Art light of the social, political and religious climate of and spirituality that defines the achievement of (3-0-3) the period. We will also consider the aesthetical, art the Northern Renaissance. This course focuses on significant artistic devel- historical and social consequences of the writings of 444. Art of the High Renaissance opments of the 16th century in Venice, with brief Kant, Burke and Winckelmann. The course begins in Florence and Rome excursions into Lombardy and Piedmont. Giorgione, with the late baroque paintings of Carlo Maratti and (3-0-3) Titian and Palladio, the formulators of the High Re- his followers and then moves to subsequent stylistic Leonardo, Michelangelo, Bramante, and Raphael naissance style in Venice, and subsequent artists such trends as neoclassicism, Egyptian revival, and the ro- provide the basis for a study of one of the most as Tintoretto and Veronese are examined. An inves- cocco. Attention is also given to the vedute painters impressive periods of artistic activity in Italy—the tigation of the art produced in important provincial and to such diverse personalities as Piranesi, Mengs, High Renaissance in Florence and Rome. It was and urban centers such as Brescia, Cremona, Milan, Kauffmann, Tiepolo, Watteau and Chardin. Leonardo da Vinci’s revolutionary example that im- Parma, Varallo and Vercelli also provide insight into posed extraordinary artistic and intellectual changes the unique traditions of the local schools and their on an entire generation of painters, sculptors, and patronage. architects. Ludovico Sforza, Duke of Milan, the new Republic of Florence, and the imperial papacy of Julius II recognized that the genius of Leonardo, Bra- mante, Michelangelo, Raphael, and others, could be brought into the service of the State. Under Julius, 114 115
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451. American Art 464. Architecture of the 20th Century 482. Seminar in Medieval Art (3-0-3) (3-0-3) (3-0-3) This course examines American painting, archi- This course is a survey of the significant themes, Permission required. tecture and sculpture from Puritan culture to the movements, buildings, and architects in 20th-cen- The subject of this seminar will vary from year to end of World War I. The approach is to examine tury architecture. Rather than validate a single design year. the development of American art under the impact ideology such as Modernism, Postmodernism, or 483. Seminar in Renaissance Art* Classicism this account portrays the history of archi- of social and philosophical forces in each historical (3-0-3) tecture as the manifestation—in design terms—of era. The course explores the way in which artists Permission required. a continuing debate concerning what constitutes and architects give expression to the tensions and Seminar on specific subjects in Renaissance art. sensibilities of each period. Among the major themes an appropriate architecture for this century. Top- of the course are the problem of America’s self-defini- ics include developments in building technologies, 484. Seminar in Baroque Art* tion, the impact of religious and scientific thought attempts to integrate political and architectural (3-0-3) on American culture, Americans’ changing attitudes ideologies, the evolution of design theories, modern Permission required. toward European art, and the American contribution urbanism, and important building types in modern Seminar on specific subjects in Baroque art. to modernism. architecture such as factories, skyscrapers, and hous- 485. Seminar in American Art* ing. Class format consists of lecture and discussion 452. British Art (3-0-3) with assigned readings, one midterm exam, a final (3-0-3) Permission required. exam, and one written assignment. This course is a general survey of the development of Seminar on specific subjects in American art. 470. Topics in Medieval Art British painting from 1560 to 1900. In this context, 486. Seminar in British Art* the relationship between English 17th-century and The topic and format of this course will vary from (3-0-3) early 18th-century and American colonial painting year to year. Permission required. are considered, alongside a discussion of uniquely 471. Topics in Greek and/or Roman Art Seminar on specific subjects in British art. British traditions. (3-0-3) 487. Seminar in Modern European Art* Topics course on special areas of Greek and/or 453. 19th-Century European Art (3-0-3) Roman art. (3-0-3) Permission required. Open to all students. 472. Topics in Byzantine Art Seminar on specific subjects in 19th-century and This survey of 19th-century painting treats the (3-0-3) 20th-century European art. major figures of the period within the context of the Prerequisite: 200- or 300-level Art History course or 488. Seminar in Contemporary Art* social, political, and intellectual ferment that shaped permission. (3-0-3) the culture. Among the artists included are Jacques- The content of this course will change from year Permission required. Louis David, Eugène Delacroix, Francisco Goya, to year. Intended for senior undergraduates, it will Seminar on specific subjects in Contemporary art. Jean-Auguste-Dominique Ingres, Caspar David examine narrow themes. Readings and discussion Friedrich, Joseph Mallard William Turner, John will be central to this class. Topics that might be ad- 490. Senior Thesis Constable, Gustave Courbet, Camille Corot, Jean- dressed include gender and sexuality, court culture, (3-0-3) François Millet, Édouard Manet, Claude Monet, monasticism and spirituality, and colonialism. Final research paper done under the direction of Pierre-Auguste Renoir, and Edgar-Hilaire Degas. a thesis advisor. Required of all senior first majors 473. Topics in Renaissance Art Some of the major themes addressed are the relation- in art history. (3-0-3) ships between tradition and innovation, between Topics course on special areas of Renaissance art. 496. Art History Methods the artist and the public, and between the artist and (3-0-3) 474. Topics in Baroque Art nature. These topics are set against the dynamic Required of all art history majors. Permission re- forces of change released with the French revolution (3-0-3) quired. Topics course on special areas of Baroque art. and the urban and industrial revolutions. This seminar is a survey of the historiography of art 463. History of Design: Form, Values, and 475. Topics in American Art history, with special attention paid to the various Technology (3-0-3) types of methodology which have been applied to (3-0-3) Topics course on special areas of American art. the analysis of art. Special attention is given to 19th- Open to all students. 476. Topics in British Art century and 20th-century art historical methods, This course will provide a historical perspective on (3-0-3) including connoisseurship, biography, iconology, the development of industrial, product and graphic Topics course on special areas of British art. psychoanalysis, and semiotic and feminist ap- design in the 19th and 20th centuries. More than proaches. 477. Topics in Modern European Art the aesthetic styling of products, design mediates the 498. Special Studies (3-0-3) intersection of technology and cultural values in the (V-V-V) Topics course on special areas of 19th-century and modern era. The role of the modern designer as both Permission required. 20th-century European art. a facilitator and a critic of industrial technology will Independent study in art history under the direction be examined. 478. Topics in Contemporary Art of an individual faculty member. (3-0-3) Topics course on special areas of Contemporary art. * In seminars, the particular area of concentration 481. Seminar in Greek and/or Roman Art* will be determined each time the course is offered. (3-0-3) Students will be expected to research a topic, present Permission required. their findings to the seminar, and submit a paper Seminar on specific subjects in Greek and/or summarizing their conclusions. Roman art. 114 115
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The lower-level courses equip the student with MINORS IN CLASSICS Classics rudimentary knowledge of languages and with a conspectus of ancient history and culture. Advanced Minors provide students majoring in other areas Chair: courses in Latin and Greek literature and the lim- with structure and certification for a variety of ap- Keith R. Bradley ited-enrollment courses in Ancient Civilization proaches to the study of Greek and Latin language, Rev. Theodore M. Hesburgh, C.S.C., provide opportunities for more focused and detailed literature and civilization. Professor of Arts and Letters: study and are conducted in a seminar format with Sabine G. MacCormack emphasis on research and writing. Latin minor Eli J. Shaheen Professor of Classics: In addition to the other University requirements, The Latin minor provides a solid grounding in the Keith R. Bradley students majoring in Classics will, under normal philological and literary study of Latin texts of the Thomas and Kathleen O'Donnell Professor of Irish circumstances, complete at least 10 courses in one classical period, or, for those who prefer, of Chris- Studies: of two areas of concentration: Classics or Greek and tian Latin literature. It consists ordinarily of five Breandan Ó Buachalla Roman Civilization. courses (15 hours) in Latin: (1) Intermediate Latin Professor: or its equivalent. This can be fulfilled by successful Daniel J. Sheerin Classics major completion of Intermediate Latin or by advanced Associate Professors: placement; (2) Latin Literature and Stylistics; (3-5) Joseph P. Amar (Classics: Arabic); Asma 5 courses in Greek or Latin language/literature: 103 and above* 15 three courses to be chosen from Latin courses at the Afsaruddin (Classics: Arabic); W. Martin 300/400 level. Students interested in later Latin texts Bloomer; Elizabeth Forbis Mazurek; Peter T.G. 2 courses in Latin or Greek language/literature 6 Greek or Roman History 3 are directed to the joint offerings of the department McQuillan (Classics: Irish); J. William Hunt and the Medieval Institute. (emeritus); Brian A. Krostenko; David J. 2 Classics courses in English 6 Ladouceur ———— 30 Assistant Professors: Greek minor Rev. Leonard N. Banas,C.S.C. (emeritus); Li The minor in Greek provides a solid grounding in Guo (Classics: Arabic); Sarah E. McKibben *Students will typically choose one of the two the philological and literary study of Greek texts (Classics: Irish); Chris McLaren; Traolach classical languages, ancient Greek or Latin, in of the classical and Hellenistic periods. It consists Ó Ríordáin (visiting); Catherine M. Schlegel; which to fulfill the language requirement at the ordinarily of five courses (15 hours) in Greek: Robert A. Vacca; Heather Wood; Annelis advanced level. They will be required to take at (1) Intermediate Greek, or equivalent; (2) Greek Wouters (visiting) least two semesters in the other language at the Literature and Stylistics; (3-5) three courses to be Concurrent Associate Professors: appropriate level. If a student has sufficient back- chosen, with departmental approval, from Greek Blake Leyerle; David O’Connor; Robin Rhodes ground in both languages, it should be possible courses at the 300/400 level. for her or him to complete the requirements of The department. The Department of Classics offers the major through a combination of intermediate Classical Civilization minor and advanced courses in both languages, as long as programs of courses in the languages, literatures, This minor provides a broadly based orientation to the total number of language courses equals seven archaeology, history and civilization of the ancient the history and civilization of the classical world. The (21 credit hours) for the first major and five (15 world. Cooperation with other departments of the three specifically required courses supply the needed credit hours) for the supplementary major. college makes available to Classics students addi- framework of study of history and religious thought. tional courses in the art, philosophy, political theory Requirements for the minor: (1) Greek History; (2) Supplementary majors in Classics will be exempt and religions of antiquity. Roman History; (3) Greek and Roman Mythology; from the two courses in the second classical The department also provides the administrative (4-5) two courses chosen either from CLAS courses, language. home for the programs in the languages and cultures whether offered by the department or crosslisted of the Middle East and in Irish literature and culture. courses offered by other programs, or from Greek or Greek and Roman Civilization major Latin language courses above the introductory level. MAJORS IN CLASSICS Greek History 3 Roman History 3 Classics majors encounter at their sources the pe- Classical Literature (in Translation) minor Greek Literature Survey 3 rennial cultures of Greece and Rome, cultures that The minor in Classical Literature in translation is Latin Literature Survey 3 continue to exercise a profound influence on Euro- designed to provide a broad experience of Greek and 6 Classics courses in English American civilization. Classical training imparts Latin literature studied in English translation. Re- or Greek and Latin language offerings* 18 enhanced skills in close reading and analysis of quirements for the minor: (1) Greek Literature and ———— literary and rhetorical forms, as well as repeated ex- Culture; (2) Roman Literature and Culture; 30 perience of the integration of literature, history and (3) Classical Mythology; (4-5) two electives chosen, *Students will be strongly encouraged, but not ancillary studies. Thus, a major in classics provides subject to departmental approval, either from CLAS required, to include some language study in their the archetypal humanistic education and an ideal courses (whether offered by the department or cross- six elective courses. preparation for entry into any of the professions listed courses offered by other programs) or from which require mastery of language, close analysis of Greek or Latin language courses above the introduc- Supplementary majors in Greek and Roman Civi- documents and integration of multiplex details. tory level. lization will be required to take only four elective courses in CLAS in translation or Greek and Latin offerings. 116 117
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Course Descriptions. The following course descrip- tions give the number, title and a brief character- ization of each course. Lecture or class hours per week, laboratory or tutorial hours per week and credits each semester are in parentheses. Not all of these courses are offered every year.
NOTE: All literature courses at the 300 level or above, whether in translation or in the original, will satisfy the arts and letters elective option in literature.
GREEK
101–102. Beginning Greek I–II (3-0-3) (3-0-3) Staff For beginning language students. The course aims at developing a reading knowledge of Attic prose. Plato and Xenophon are the primary authors. 103. Intermediate Greek (3-0-3) McLaren Prerequisite: 102 or the equivalent. Practice in reading Greek literature. Selections from Homer, Greek tragedy, and philosophy. 325. Greek Literature and Stylistics (3-0-3) Vacca Provides an introduction to the advanced study of Keith R. Bradley, chair and Eli J. Shaheen Professor of Classics Greek literary texts through close reading of selected 460. Greek Comedy 475. Greek Philosophical Texts texts combined with practice in Greek composition. (3-0-3) Vacca (3-0-3) Vacca 350. Age of Herodotus Reading and analysis of selected comic plays of Reading and analysis of selected Platonic dialogues. (3-0-3) Vacca Aristophanes. The role of the comic theatre in the Consideration of political, moral and metaphysical Reading in Greek of events and personalities of Athenian community. topics in Platonic philosophy. Current scholarly the Persian War: Aeschylus’ tragedy The Persians, 465. Tragedy issues. selections from Herodotus, and from Plutarch’s Life (3-0-3) Schlegel 498. Special Studies in Greek Literature of Themistocles. Texts selected from Aeschylus, Sophocles, and Eu- (3-0-3) Staff 410. Greek Historians ripides. Tragedy as a dramatic genre and as a view of Permission of department required. (3-0-3) Ladouceur life. Introduction to scholarship in this subject. Readings in Herodotus and Thucydides. Close lit- 466. Images of Alexander LATIN erary and historiographical analysis of texts. (3-0-3) Mazurek 101–102. Beginning Latin I–II 421. Homer The career of Alexander the Great (356-323 B.C.E.) (4-0-3) (4-0-3) Staff (3-0-3) Vacca and his effect on world history, ancient and modern, An introductory course for students beginning their Reading and analysis of selections from Iliad and are examined through close reading of Arrian’s His- study of Latin. Odyssey. Theory of oral composition. Current issues tory and Plutarch’s Life of Alexander and the different 103. Intermediate Latin in Homeric scholarship. images they offer of this fascinating yet controversial (3-0-3) Staff figure. Alexander’s influence on our concepts of 432. Philosophical Poetry Prerequisite: 102 or the equivalent. empire, monarchy, and the divide between East and (3-0-3) McLaren For students with two semesters of college-level Latin West are given special emphasis. This course consists of a survey of extant Greek or the equivalent, this course aims both to consoli- philosophical poetry, along with a detailed examina- 467. Advanced Greek: Plato date knowledge of Latin vocabulary and syntax and tion of its place in the histories of both literature and (3-0-3) Vacca to introduce students to Latin literatures through philosophy in antiquity. This course will consider Plato’s rejection of his own readings of more extensive selections. 450. Early Greek Poetry Athenian culture and efforts to establish the philo- 325. Latin Literature and Stylistics (3-0-3) Mazurek sophical life as a comprehensive personal alternative. (3-0-3) Krostenko Readings in Hesiod and the Homeric Hymns. Literary Texts from Plato’s middle period, particularly Gorgias Provides an introduction to the advanced study of and cultural developments of Archaic Greece. and Republic, will be central. Latin literary texts through close reading of selected
457. Hellenistic Literature 470. Greek Orators texts combined with practice in Latin composition. (3-0-3) Staff (3-0-3) Ladouceur 350. Age of Cicero Texts from Aristotle, Theophrastus, Menander and Historical and cultural examination of the speeches (3-0-3) Ladoceur Plutarch. Analysis of the development of fiction after of Lysias and Demosthenes. Discussions of Attic Readings in historical and literary texts of the Late the classical period. Law, stylistic analysis, and compositional exercises. Roman Republic, to include the speeches and letters of Cicero, Sallust’s Catilinarian Conspiracy, and the poems of Catullus. 116 117
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355. Age of Augustus 498. Special Studies in Latin Literature 304. Age of Augustus (3-0-3) Mazurek (3-0-3) Staff (3-0-3) Krostenko Roman history and literature from 44 B.C. to A.D. Permission of department required. The purpose of this course is to consider the histori- 14. A study of Augustus as a social, political and cal events, cultural productions, social and political cultural focal point. Texts: Res Gestae, texts by Sueto- CLASSICS COURSES IN ENGLISH issues, and legacy of the age of Augustus. Topics to nius, Horace, Vergil, Ovid. be considered will include the fall of the Republic, No prerequisites. the Augustan architectural and literary program, 365. Later Latin Literature artistic freedom under an autocracy, and the nature (3-0-3) Sheerin 121. Ancient Greece and Rome of empire. Readings will be taken from Cicero, An introduction to the Latin fathers, with attention (3-0-3) Mazurek Vergil, Livy, Horace, Ovid, Tibullus, Propertius, and given to the development of Christian Latin idiom, An introduction to the major historical and cultural Suetonius. the emergence of new literary genres and the Chris- periods of ancient Greek and Roman civilization tianization of classical genres. through close reading of texts central to the Classical 305. Greek History Greek and Latin literary traditions. Topics to be con- (3-0-3) Vacca 400. Latin Lyric Poetry sidered include: concepts of the divine; heroism and Ancient Greek history from the Bronze Age to the (3-0-3) Schlegel virtue; concepts of gender; democracy, empire, and Roman conquest and the appearance of Christianity. Extensive readings in the lyrics of Catullus and civic identity. The course aims to deepen students’ Emphasizes social and cultural developments as well Horace. appreciation for the Classical roots of their own as political history. 410. Roman Historians social, intellectual, and religious lives. 306. Roman History (3-0-3) Staff 150. Introduction to Greco-Roman Mythology (3-0-3) Mazurek A survey of Roman historical writings from the fall (3-0-3) McLaren Introduction to the history of the Roman Empire, of the Republic to the early Principate. Readings in This course surveys the mythologies of Greece and from the founding of Rome in the eighth century Sallust, Caesar, Livy, and Tacitus. Rome and traces their transmission and influence B.C . to the collapse of the western empire in the 415. Roman Satire down to the present day. We examine Greek and Ro- fifth century A.D. Special topics include the political (3-0-3) Schlegel man myths as embodied in a wide variety of ancient careers of Cicero, Julius Caesar and Augustus, social A study of satire as a mockery of Roman society and media, as well as the way in which these stories issues such as warfare and slavery, and the legacy of its anomalies. Readings in Lucilius, Horace, and and characters survive and are transformed in later Roman historical writing. literature and the visual arts. The class is designed Juvenal. 307. Introduction to Egyptology not only to introduce students to a number of the 416. Roman Oratory, Theory, and Practice (3-0-3) Ladouceur characters, themes, and plot lines that have helped (3-0-3) Krostenko A methods-oriented course that provides an in- define the West, but also to introduce students early We examine the relationship between oratorical style troduction to the discipline of Egyptology; areas in their college careers to a number of the interpre- and political ideology in three speeches of Cicero. covered include the history of Egyptology, interpre- tive methodologies currently at the forefront of Latin composition also is featured. tation of archeological evidence, the reading of hiero- teaching and scholarship in the humanities. 420. Roman Epic: Virgil glyphic texts, the establishment of chronology, and 180J. Literature University Seminar (3-0-3) Schlegel the use of comparative social science models. Prior (3-0-3) Staff An introduction to the poetry of Virgil, covering enrollment in Egyptian Civilization is not required Introduces first-year students to the study of classical selections from the Georgics and the Aeneid. but strongly advised. literature on a comparative basis, with readings from 308. Roman Law and Governance 431. Advanced Latin: Poetry Greco-Roman, Irish, and Arabic literature. (3-0-3) Bradley (3-0-3) Mazurek 207. Egyptian Civilization Representative selections from the poets of the late Students will study all branches of Roman gov- (3-0-3) Ladouceur Roman Republic, including Lucretius, Catullus, ernment, with special emphasis on the judiciary and An introduction to the history and culture of phar- Horace, and Virgil. the development of Roman law from the XII Tables aonic Egypt, with particular attention to the history to Justinian’s Digest. Students will gain a thorough 465. St. Augustine’s Confessions of Egyptian religion, literature, art, and architecture. understanding of the bureaucratic operation of the (3-0-3) Sheerin 300. Greek Literature and Culture ancient Roman state. This course provides an introduction to St. (3-0-3) Staff Prior study of Roman history is recommended Augustine’s Confessions, through reading of extensive but not required. selections from the Latin text, a careful reading Survey of masterpieces of Greek literature, history of the entire work in English translation, and the and philosophy, designed as classical background 310. Latin Literature in Translation application of a variety of critical approaches, old for humanities students. Readings from Homer, (3-0-3) Sheerin and new. Aeschylus, Sophocles, Euripides, Thucydides, Plato, This is a survey, in lecture/discussion format, of se- and Aristotle. lected works of Classical Latin literature. In addition 473. Medieval Latin Texts 301. Roman Literature and Culture to close reading of the texts, we routinely give atten- (3-0-3) Wouters tion to the sociocultural worlds that produced Latin See MI 475B 01. (3-0-3) Staff Survey of masterpieces of Latin literature, history, litreature and to the character of Latin literature’s 475. Introduction to Christian Latin Texts (Medieval and philosophy designed as classical background for abiding influence in Christian antiquity, the Middle Latin I) humanities students. Readings from Catullus, Lucre- Ages, the Renaissance and early modern periods, and (4-0-4) Sheerin tius, Cicero, Virgil, Ovid, Tacitus, and Juvenal. modern cultures. Weekly quizzes, biweekly essays, This class has two goals: to improve the student’s , and a final. all-around facility in dealing with Latin texts and to introduce the student to the varieties of Christian Latin texts. Medieval Latin II, a survey of medieval Latin texts, follows this course in the spring term. 118 119
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311. Roman Slavery 335. History of Ancient Medicine 371. Gods, Heroes, Mysteries, Magic (3-0-3) Bradley (3-0-3) Ladouceur (3-0-3) Wood A survey of the role slavery played in the mainte- This course will trace the development of ancient Contrary to popular belief, the ancient Greeks were a nance of Roman civilization and culture. Topics medicine from the neolithic period down to the strange bunch. Their statues were not really pristine studied include how the Romans acquired slaves, second century after Christ. The emphasis will be on white marble; their beliefs were hardly consistently how they were treated, what jobs they performed, three cultures, Egyptian, Greek, and Roman. How rational. With this mindset as our starting point, their living conditions, and their response to being historians use the three main categories of evidence in this course we will examine some literary (epic, enslaved. Particular attention is paid to ancient (written documents, human remains and artistic hymns, tragedy, comedy), archaeological (temples, philosophical thought about slavery, including early representations) will be clearly illustrated. sanctuaries), and material (vase paintings, coins, Christian thought. 340. Democracy and the Greeks votives, curse tablets) remains of the ancient Greek world to develop a picture of its varied and unique 313. Classical Origins of Medical Terminology (3-0-3) Vacca religious beliefs and practices. In addition to this (3-0-3) Ladouceur An in-depth study of the Athenian Democracy and historical perspective, this course also will take an Scientists have long recognized that considerable its critics, and the influence of this material for the anthropological and cultural approach to the study learning in science is based on education in vocabu- fundamentals of European practical theory. All texts of Greek religion. We will consider anthropological lary. More than 95 percent of medical technical in translation. definitions of religion and read comparative material terminology is drawn from Greek and Latin. This 355. Women in Antiquity from other cultures. Finally, in articulating Greek re- complex terminology satisfies a need for precise (3-0-3) Mazurek ligious beliefs and practices, we will further consider words to facilitate the exchange of ideas and arose An examination of women’s roles in ancient Greek how these institutions intersected with politics, gen- because people of learning employed the classi- and Roman society. A comparison of mythological der, and class within and among Greek city-states, cal languages for their concepts and descriptions and literary images of women with everyday lives of focusing on ancient Athens, for which we have the well into the 19th century. To the modern student Greek and Roman women. Origins of Western at- most thorough documentation. without Greek and Latin, terms like hemiballismus, titudes toward women. encephalomalacia, schistosternia are indecipherable. 415. Romans and Christians This course will introduce the student to the ele- 358. Words and/of Power: The Theory and Practice (3-0-3) Bradley ments of Greek and Latin sufficient to dissect and of Persuasive Speech in Greece and Rome This course will examine the early development decode even the most unusual terms. It will focus on (3-0-3) Krostenko of the Christian religion in its historical Roman the basic roots, suffixes, and prefixes but also place The art of persuading one’s fellow citizens occupied a context. It will begin with a survey of the political, them within the intellectual context of ancient and prominent place both in Athenian democracy and in social, and administrative structures of the Roman modern medical theories so that the student will the Roman Republic. In both states the importance Empire in the period from Augustus to Constantine, come away from the course with some sense of the of rhetoric excited attempts to theorize it that met move to a study of the complexity and diversity of history of medicine and its language. Lectures on with both acceptance and scorn, and in both states Roman religious life and culture (with special at- mythical figures will also illuminate the origin of rhetoric continued to be practiced and theorized tention to Mystery Cults, e.g. that of Isis), and then certain bioscientific terms: the extremely poisonous when the democratic and republican forms of gov- examine the development of the Jesus movement and alkaloid atropine, for example, derives its name from ernment underwent radical transformations. In this Rome’s reaction to it. Particular topics to be studied Atropos, one of the three sisters of fate who measure we will examine the theory and practice of ancient will include miracle-working and the practice of out a person’s life. Anatomic models and charts will rhetoric and its relation to its social and political magic, the problem of the historical Jesus, the sectar- be employed as well as slides examining a wide range context. We will examine, in pairs, actual speeches ian and subversive character of early Christianity, the of pathologies. and contemporary or near-contemporary theoretical issue of how persecution and martyrdom are to be disquisitions beginning with the period of the Greek historically understood, and the meaning of religious 321. Survey: Greek Art/Architecture sophists and ending with that of Augustine. Our conversion in the polytheistic Roman world. Above (3-0-3) Rhodes objectives will be to determine what visions of the all the course will concentrate on the questions of See ARHI 321 01. self and of society are implied by different rhetorical how and why in historical terms a new religious 326. Medieval Latin Literature in Translation theories and practices; and to appreciate how the dis- system came to have such appeal that Constantine (3-0-3) Sheerin continuities between theory and practice illuminate chose to make himself the first Christian emperor A survey of works of Medieval Latin literature from the discontinuities of those visions. of Rome. the sixth through the 13th century read in English 369. The Art of Mythology 423. Greek Architecture translation. (3-0-3) McLaren, Gil (3-0-3) Rhodes 330. Hieroglyphs and History This course surveys the mythologies of Greece and In this course, the development of Greek monu- (3-0-3) Ladouceur Rome and traces their transmission and influence mental architecture and the major problems that This course focuses on Egyptian hieroglyphs both as down to the present day. We examine Greek and define it will be traced from the eighth through a means to reconstruct Egyptian history and culture Roman myths as embodied in a wide variety of an- the second centuries B.C., from the late Geomet- as well as a reflection of that culture. The student cient media, as well as the way in which these stories ric through the Archaic, Classical and Hellenistic will be taught to translate and interpret primary and characters survive and are transformed in later periods. Among themes to be treated are the sources, especially on monuments and archaeological literature and the visual arts. The class is designed relationship between landscape and religious archi- finds. not only to introduce students to a number of the tecture, the humanization of temple divinities, the 331A. Late Antique/Early Christian Art characters, themes, and plot lines that have helped architectural expression of religious tradition and (3-0-3) Barber define the West, but also to introduce them early in even specific history, architectural procession and See ARHI 331 01. their college careers to a number of the interpretive hieratic direction, emblem and narration in archi- methodologies that are currently at the forefront of tectural sculpture, symbolism and allusion through teaching and scholarship in the humanities. architectural order, religious revival and archaism, and the breaking of the architectural and religious canon. 118 119
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450. Greek and Roman Mythology Interested students should also consult the list- PROGRAM IN SEMITIC (3-0-3) McLaren ings in this Bulletin under Irish studies, English, LANGUAGES The major mythical tales and figures from the clas- political science, history, and medieval studies for sical world which have influenced world literature. complementary courses in Irish studies. Graduate Courses in Arabic, Syriac, and Hebrew offer in- Study of the Olympic and vegetation cults. Homer students should consult the Graduate School Bulletin struction in the languages, literatures and cultures of and Hesiod, national and local myth, Syncretism, for information on the appropriate 500-level “Stud- the Middle East. The study of these languages is nec- Mysteries. ies in the Irish Language” courses. essary for an understanding of Semitic culture and as background for the development of Judaism, Chris- 455. Classical Epic Course Descriptions. tianity, Islam and Middle Eastern contacts with the (3-0-3) Schlegel The following course descriptions give the number, the title and a brief Classical world, with Africa, Europe and America. A study of the epic literature of classical antiquity in In recent years, the West has become increas- English translation, this course will give students a characterization of each course. Lecture or class hours per week, laboratory or tutorial hours per week ingly aware of the Arabic-speaking East. Courses in solid grasp of the texts of the classical epics and the Arabic language and literature are a prerequisite for cultural contexts in which they were set. and credits each semester are in parentheses. Not all of these courses are offered every year. an understanding of the rise of Islam, the literature 460. Greek Tragedy (in translation) it produced and subsequent developments among (3-0-3) McLaren 101-102. Beginning Irish I and II Arabic-speaking Muslems and Christians. Origins and functions of tragedy. Readings from (3-0-3) (3-0-3) Staff Courses in Syriac taught at the graduate level are Aeschylus, Sophocles, Euripides. The first two courses in Irish; see preceding for available to qualified undergraduates by permission. description of program. 470. Roman Satire Course Descriptions. The following course 103. Intermediate Irish (3-0-3) Mazurek descriptions give the number, the title and a brief (3-0-3) McQuillan A study of the origins, forms and influence of Ro- characterization of each course. Lecture or class Prerequisite: 102 or the equivalent. man Satire. Readings from the works of Lucilius, hours per week, laboratory or tutorial hours per week Continuation of the study of the Irish language Horace, Persius, Petronius, Juvenal, Lucian, Swift, and credits each semester are in parentheses. Not all through the intermediate stage. and Pope. of these courses are offered every year. 481. Seminar: Greek Monumental Art 301. The Irish in Their Own Words (3-0-3) Rhodes (3-0-3) McQuillan Arabic Major See ARHI 481 01. This course is designed as an introduction to the lit- 4 semesters of Arabic 12 erature of Medieval Ireland. Particular emphasis will 2 literature courses in Classics 482. Seminar: Out of the Purple Chamber be placed on the prose saga texts like the T/ain B/o taught by the Arabic faculty 6 (3-0-3) Barber Cuailnge or Cattle Raid of Cooley, which features 2 courses in Middle East history 6 See ARHI 482 01. the legendary hero C/u Chulainn; also the various 1 course in Islam 3 498. Special Studies texts in both prose and poetry of the Fenian cycle 1 elective, subject to departmental approval 3 (V-V-V) Staff of Fionn Mac Cumhaill (Finn McCool). The man- ———— Permission of department required. ner in which such texts shed light on the nature of 30 medieval Irish society will be examined. There will PROGRAM IN IRISH be regular reading and writing assignments, and stu- Mediterranean/Middle East Area Studies dents will be expected to take part in class discussion. The program in Irish offers language courses at the Minor 305. Irish Poetry in Translation: 1880–2000 beginning (two semesters) and intermediate (one This is a broad-based program that includes all (3-0-3) McKibben semester) levels. Irish is the Celtic language often aspects of the ancient and modern cultures that This course will examine poetry written in Irish from called “Gaelic.” It is one of the languages of the surround the Mediterranean. Courses from three the early days of the Gaelic Revival up to the very re- so-called “Celtic fringe” of northwest Europe and is regions apply. In Europe, this includes the study of cent past. Students will work on close reading using related, most closely, to Scottish Gaelic and, more Classical Greece and Rome as well as modern Italy, English translations, with Irish texts given in facing distantly, to Welsh and Breton (northwest France). France, Spain and Portugal in Europe. Courses on text. No previous knowledge of Irish is required. These are all fully-fledged modern languages in their the Middle East are related to the study of Semitic Requirements will include response papers, two short own right, but they offer something fascinatingly peoples and their cultures, languages, religions and essays, and one longer essay. This course satisfies “different” in the Western European context. Irish politics. In North Africa, Arab and Francophone his- Irish Studies requirements. is the oldest attested written European language tory and civilization are the focus. outside the classical languages and, as such, offers a 309. The Hidden Ireland: Themes and Issues in Students are required to fulfill a sequence of 12 window on a kind of civilization long passed away Eighteenth-Century Irish Poetry credits (four courses distributed over the area). In in most of Western Europe. The emphasis of these (3-0-3) Ó Buachalla addition, they are required to write a major research courses is, however, very much a modern one: They Daniel Corkery’s study of the literature and society essay under the direction of one of the advisors for teach the contemporary language as spoken in the of Irish-speaking Munster in the 18th century three credits. “Gaeltacha/i” (Irish-speaking areas) of Ireland today. (The Hidden Ireland, first published in 1924) is an The initial emphasis is on basic listening, speaking acknowledged classic of Irish literary history. This ARABIC and writing. At least one class per week is conducted course will examine aspects of the corpus of 18th in the Language Resource Center to enable students poetry in the Irish language in the light of Corkery’s 101-102. Beginning Arabic I and II to work on pronunciation and communicative skills. analysis and of subsequent reassessments of that (3-0-3) Staff Students are also introduced to various aspects of analysis (Louis Cullen and Breandán Ó Buachalla for An introduction to modern standard Arabic. Prin- Irish language and culture through the reading of example). Selections from the corpus of poetry will ciples of basic grammar, syntax and vocabulary. be taken from Ó Tuama and Kinsella An Duanaire: simple texts in the original language. 103. Intermediate Arabic poems of the dispossessed (1981). (3-0-3) Staff A continuation of Arabic I and II with emphasis on writing and speaking for self-expression. 120 121
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104. Continuing Arabic 260. The Golden Age of Islamic Civilization 390. Islam: Religion and Culture (3-0-3) Guo (3-0-3) Afsaruddin (3-0-3) Afsaruddin Continues the study of Arabic beyond the inter- This course will deal with the period A.D. 750- This course discusses the rise of Islam in the Arabian mediate level and introduces students to modern 1055, commonly dubbed the “golden age” of Islamic peninsula in the seventh century and its subsequent journalistic texts. civilization. This period under the Abbasid dynasty establishment as a major world religion and civiliza- 105. Advanced Arabic I saw the greatest flowering of the arts, architecture, tion. Lectures and readings deal with the core beliefs and institutions of Islam, with particular emphasis (3-0-3) Staff literature, the sciences, and religious and philosophi- on religious and political thought from the Middle Commences study of formal Arabic literary texts cal thought. This is the time, for example, of the Ages through our own time. All readings are in with additional emphasis on classroom discussion caliph Harun al-Rashid of Arabian Nights fame, a in Arabic. man of legendary wealth and generosity, whose court English. No prerequisite. attracted the best and the brightest of its time. The 106. Advanced Arabic II 400. Modern Arabic Fiction in Translation influence of medieval Islamic civilization upon Eu- (3-0-3) Guo (3-0-3) Staff rope will be considered as well. All readings will be Continuation of advanced study of literary Arabic. An introduction to the Arabic short story and novel, in English translation; no prior knowledge of Islam with emphasis on the emergence of Arabic fiction in and its civilization is assumed. The course will sup- COURSES IN ENGLISH the 20th century. plement texts with audiovisual materials to attempt to provide an authentic “taste” of the age. 405. Arabic Literature in Translation 235. Arabic Literature in English Translation: Fiction (3-0-3) Guo (3-0-3) Guo 350. Christianity in the Middle East: Origins to the (Crosslisted with ENGL 318C) Present The object of this course is to introduce the student A survey of the development of Arabic literature in (3-0-3) Amar to Arabic literature — a major world literature that English translation. From the Qur’an through the Crosslisted with HIST 462 and THEO 345. remains largely unexplored in the West — from its classical period. beginning to the present. The course will read and The spread of Christianity from Jerusalem into discuss, in a seminar context and from a broadly Asia Minor and Europe is well documented. But 498. Special Studies comparative perspective, key works of medieval Christianity is not a European phenomenon; (3-0-3) Staff Arabic narrative prose, the Arabian Nights and the it is Middle Eastern and Semitic in its origins. Permission of department required. Maqmat, and selected works of modern Arabic fic- Why was the existence of Christianity in the HEBREW tion by the Nobel laureate Naguib Mahfouz (Egypt), Middle East marginalized by the earliest Christian historians? Why is Christianity in the Middle among others. There will also be several screenings 481-482. Elementary Biblical Hebrew I-II East so inadequately understood today? This of the film adaptations. Some of the issues to be (3-0-3) (3-0-3) Staff course examines the evidence for Christianity discussed are the influence of the Arabian Nights in A beginning course in classical Biblical Hebrew articulated in the native Aramaic language and Western literature, representation and interpretation, grammar and readings. An introduction to the culture of the region. We investigate the origins and literary compositional strategies in “domesticat- Hebrew language, principally Biblical Hebrew gram- and development of the indigenous “Oriental” ing” an “imported” genre, namely fiction, used by mar, morphology, vocabulary, syntax. We will work churches of Syria, Lebanon, Jordan, Iraq and Iran, modern Arab writers. through a standard textbook of Biblical Hebrew, and the missionary activity that took the gospel 240. Middle East History incorporating some work in Mishnaic and Modern into India and China. Topics include the Semitic (3-0-3) Amar Hebrew. No previous knowledge of Hebrew is as- approach to Jesus and the Gospel; Christianity A survey of the Middle East from ancient to sumed. and the Arabs; the impact of the Crusades. The modern times. course concludes with an investigation of Islamic 242. Revelation to Revolution: The Middle East from fundamentalism and the diaspora of Middle A.D. 100 to 1000 Eastern Christians in Europe and the Americas. (3-0-3) Amar Drawing from local history, native accounts and This class investigates the interplay between Christi- archaeological evidence, we piece together the anity and Islam in the Middle East from A.D. 100 to largely untold story of Christianity in the Middle 1000. Topics include religious interaction, politics of East. empire, Arabic literature, art, and architecture. 360. Canon and Literature of Islam 255. Women’s Memories, Women’s Narratives (3-0-3) Afsaruddin (3-0-3) Afsaruddin This course is an introduction to the religious This course will focus primarily on women’s mem- literature of the Arab-Islamic world. Emphasis is oirs, autobiographies, and fiction to analyze the con- on works from the classical and medieval periods struction of the feminine self and identity in modern of Islam, roughly from the seventh to the 14th Arab societies. Rather than look at these works century of the common era. We will read selections through the prism of sweeping gender paradigms, from the Qur’an (the sacred scripture of Islam), the we will be more concerned with letting the women Hadith literature (sayings attributed to the prophet speak for themselves through the immediacy of their Muhammed), the biography of the Prophet, com- own experiences. A broad knowledge of Middle mentaries on the Qur’an, historical and philosophi- Eastern history and political events is helpful but not cal texts, and mystical poetry. All texts will be read vital. All readings are in English translation. in English translation. No prior knowledge of Islam and its civilization is assumed, although helpful. 120 121
EAST ASIAN LANGUAGES AND LITERATURES
East Asian Languages PROGRAM IN CHINESE SHANGHAI AND NAGOYA and Literatures The program in Chinese offers language classes in PROGRAMS Mandarin Chinese at the beginning, first-, second-, The Shanghai and Nagoya programs provide stu- third-, and fourth-year levels, as well as courses in dents with the opportunity to spend an academic Chair: English on classical and modern Chinese literature year at Nanzan University in Nagoya, Japan, or a Lionel M. Jensen and culture. Qualified students also have the op- semester or academic year at East China Normal Research Professor: portunity to attend East China Normal University in University in Shanghai, People’s Republic of China. Howard Goldblatt Shanghai, People’s Republic of China. To qualify for the Shanghai Program, students must Associate Professors: The Chinese program offers first and supple- complete at least one semester of Chinese language Michael C. Brownstein; Liangyan Ge; Lionel mentary majors and a minor. study at Notre Dame with at least a 3.0 grade point M. Jensen Basic requirements: For the major, students average in the language courses. For the Nagoya Assistant Professors: must complete 30 credit hours, including Third-Year Program, at least one year of Japanese language stud- Sylvia Li-chun Lin; Lili I. Selden; Xiaoshan Chinese. For the supplementary major, students ies at Notre Dame with a 3.0 grade point average or Yang must complete 24 credit hours, including Third-Year better in the language courses is required. Students Associate Professional Specialist: Chinese. For the minor, students must complete 15 may attend Nanzan or East China Normal dur- Noriko Hanabusa credit hours, including two semesters of language ing their sophomore or junior year. Students who Assistant Professional Specialists: classes beyond the first year. intend to combine a First or Supplementary major Setsuko Shiga; Chengxu Yin Other requirements: In addition to the lan- in Chinese or Japanese with a major in another dis- Visiting Professor: guage course requirements described above, First cipline and who intend to apply for the Shanghai or Jonathan Noble and Supplementary majors as well as the Minor also Nagoya programs are urged to plan their course of requires one course in Chinese literature. Remaining studies carefully in consultation with their advisors The peoples of East Asia comprise one quarter of the credit hours may be satisfied by taking additional prior to applying for either program. For more infor- world’s population and account for a similar pro- Chinese language and literature courses, or East Asia- mation and course listings, see “Nagoya Program” portion of the world’s production and consumption. related courses approved by the academic advisor. or “Shanghai Program” under “International Study This, along with the contemporary fusion of Asia Programs” in this Bulletin. and the West politically and economically, makes PROGRAM IN JAPANESE knowledge of the diverse languages and cultures of Course Descriptions. The following course descrip- The program in Japanese offers language classes in East Asia vital to an understanding of our global tions give the number, title and brief characterization modern Japanese at the beginning, intermediate community and indispensable for the preparation of of each course. Lecture or class hours per week, labo- and advanced levels, as well as courses in English on careers in the Pacific Rim focusing on business, pub- ratory or tutorial hours per week and credits each classical and modern Japanese literature and culture. lic policy, literatures, and the arts. The Department semester are in parentheses. Not all of these courses Qualified students also have the opportunity to at- of East Asian Languages and Literatures provides are offered every year. the resources and instruction necessary for success tend Nanzan University in Nagoya, Japan. in all of these fields. The department is dedicated The Japanese program offers first and supple- to providing rigorous language training in Chinese mentary majors and a minor. CHINESE LANGUAGE COURSES and Japanese as well as courses taught in English on Basic requirements: For the major, students 101–102–103. Beginning Chinese I, II, and III Chinese and Japanese philosophy, religion, literature, must complete 30 credit hours, including 22 credits (3-0-3)(3-0-3)(3-0-3) Yin, Yang and culture. Complementary courses in other disci- in language classes beyond the first year. For the For students with no background in Chinese. plines are listed in this Bulletin under departments supplementary major, students must complete 24 This is a three-semester sequence of three credit such as history, philosophy, theology, political sci- credit hours, including 16 credits in language classes hours per semester covering the same material as ence, economics, and anthropology. beyond the first year. For the minor, students must 111-112 and designed to prepare students to enter Completion of First-Year Chinese or Japanese complete 15 credit hours including two semesters of 211. The sequence begins each spring with 101 and (10 credits) or Beginning Chinese or Japanese (nine language classes beyond the first year. concludes the following spring with 103. Equal credits) will satisfy the language requirement for Other requirements: In addition to the lan- emphasis is placed on the basic skills of listening, both the College of Arts and Letters and the College guage course requirements described above, first speaking, reading, and writing. Students may expect of Science. Although the College of Business does and supplementary majors as well as the minor also to master a spoken vocabulary of about 1,000 words not have a language requirement, it strongly supports require one course in Japanese literature. Remaining and a written vocabulary of 500 characters. integration of language courses into its curriculum credit hours may be satisfied by taking additional 111–112. First-Year Chinese I and II and encourages students to participate in the Inter- Japanese language and literature courses, or East (5-0-5) (5-0-5) Yin national Study Programs (See “International Study Asia-related courses approved by the academic ad- For students with no background in Chinese. Intro- Programs” under Mendoza College of Business). visor. duction to Mandarin Chinese using traditional char- acters. Equal emphasis on the basic skills of listening, Placement and Language Requirement. Students ASIAN STUDIES MINOR speaking, reading and writing. Students may expect who wish to enroll in a Chinese or Japanese language See “Area Studies Minors,” later in this section to master a spoken vocabulary of about 1,000 words course beyond the 101 or 111 level must take a of the Bulletin. This minor provides opportuni- and a written vocabulary of 500 characters. placement examination administered by the De- ties for students to develop an interdisciplinary 211–212. Second-Year Chinese I and II partment. Students testing out of 100-level language understanding of Asia. (5-0-5) (5-0-5) Lin courses must complete at least one course at the 200 Prerequisite: 112 or instructor’s permission. level or higher to satisfy the language requirement. Grammar review and training in the four basic skills to higher levels of sophistication: oral/aural skills for fluency in communication, reading for critical understanding, and the ability to write simple com- positions. 122 123
EAST ASIAN LANGUAGES AND LITERATURES
311–312. Third-Year Chinese I and II 498. Special Studies 353. Societies and Cultures of South Asia (3-0-3) (3-0-3) Yin (V-V-V) Selden, Hanubasa (3-0-3) Van Hollen Prerequisite: 212 or instructor’s permission. Prerequisite: Instructor’s permission based on See ANTH 353. Development of advanced conversational, reading student’s performance on a placement exam and oral 354. Japanese Society and writing skills, using a wide range of authentic interview at the beginning of the semester. (3-0-3) Kawano materials, including material from news media. This course takes students beyond textbook Japanese See ANTH 354. by introducing original materials created for Japanese 411–412. Fourth-Year Chinese I and II 356A. Chinese Society and Culture (3-0-3) (3-0-3) Noble audiences (literature, current events and video mate- rials, etc.). Emphasis is on grammar and syntax, vo- (3-0-3) Blum Prerequisite: 312 or instructor’s permission. See ANTH 356. Practice in advanced conversational, reading and cabulary building, speaking, reading and writing. writing skills, using newspapers, short fiction, video- 358. Gender Images in Modern Japanese Fiction tapes and other authentic materials. COURSES IN ENGLISH (3-0-3) Selden An examination of the changing images of men and The courses listed below use materials in English 498. Special Studies women during the modern era as seen in the novels translation and require no prior background in Asian (V-V-V) Staff and short stories of Japan’s finest male and female studies. Prerequisite: instructor’s permission. writers. Requires “contractual agreement” with the professor 180. Literature University Seminar 360. Heroism and Eroticism in Chinese Fiction prior to scheduling. For advanced students who wish (3-0-3) Staff (3-0-3) Ge to pursue an independent research project reading An introduction to the study of East Asian A study of selected readings from pre-modern Chinese language materials. literature. Focus either on Chinese or Japanese Chinese literature, and an examination of heroism literature. JAPANESE LANGUAGE and eroticism as two major literary themes in the 190. Chinese Calligraphy Chinese context. COURSES (1-0-1) Ge 362. The Image of Woman in Chinese Literature 101–102–103. Beginning Japanese I, II, and III A workshop for appreciating and practicing Chinese (3-0-3) Staff (3-0-3)(3-0-3)(3-0-3) Hanabusa, Shiga calligraphy and studying the history of the art. For students with no background in Japanese. This course explores changing images of woman in 250. Chinese Literary Traditions Chinese literature, from her early appearance in folk This is a three-semester sequence of three credit (3-0-3) Yang hours per semester covering the same material as poetry to the dominant role she comes to play in the A survey course introducing students to the major vernacular novel and drama. 111-112 and designed to prepare students to enter themes and genres of Chinese literature through 364. Scandal and Intrigue in Traditional 211. The sequence begins each spring with 101 and selected readings of representative texts. concludes the following spring with 103. The series Japanese Literature provides an introduction to the fundamentals of 252. Introduction to Japanese Civilization (3-0-3) Selden modern Japanese, with equal emphasis on speaking, (3-0-3) Brownstein Explore the aesthetics and politics of courtship and listening, reading, and writing. An introduction is This course is a survey of Japan’s cultural history marriage among the aristocracy of Japan. Readings provided of the hiragana and katakana syllabaries, from its prehistoric beginnings up to the 19th cen- include 10th- and 11th-century classics such as The and 200 kanji. tury. Through literary works, historical documents, Pillow Book, The Tale of Genji, and The Gossamer art and architecture, we will examine the religious Years. 111–112. First-Year Japanese I and II beliefs, philosophical ideals, and aesthetic values of (5-0-5) (5-0-5) Hanabusa 370. 20th-Century Chinese Literature the imperial court, the samurai aristocracy, and the Introduction to the fundamentals of modern Jap- (3-0-3) Ge commoners as they changed over the centuries. No anese. Equal emphasis on speaking, listening, read- A study of selected works from 20th-century Chi- prior knowledge of Japan or Japanese is required. ing and writing. Introduction of the hiragana and nese literature (mainly fiction but also drama), with a katakana syllabaries, and 200 kanji. 253. Introduction to Chinese Civilization special focus on understanding literary developments (3-0-3) Staff in their social context. 211–212. Second-Year Japanese I and II This course provides general historical and cultural (5-0-5) (5-0-5) Shiga 378. Japanese Women Writers background with a view to preparing students for 112 or instructor’s permission. (3-0-3) Prerequisite: more specialized courses in Asian studies. A historical Continued training in the fundamentals of the mod- A study of Japanese “female” literature that reviews overview accompanies thematic presentation of ern language. Equal emphasis on speaking, listening, the important role of women writers in creating and cultural achievements in philosophical and religious reading and writing. Introduction of approximately maintaining the literary traditions of the land of the thought, literature and the fine arts. 200 kanji. rising sun. 334. International Relations in East Asia 311–312. Third-Year Japanese I and II 380. Chinese Ways of Thought (3-0-3) Moody (3-0-3) (3-0-3) Hanabusa (3-0-3) Jensen See POLS 334. Prerequisite: 212 or instructor’s permission. This is a special topics class on religion, philosophy, The first in a sequence of intermediate courses of- 347. Modern Japan and the intellectual history of China that introduces fered for those students who do not participate in the (3-0-3) Thomas the student to the world view and life experience Year-in-Japan Program. Development of oral/aural See HIST 348. of Chinese as they have been drawn from local skills with an emphasis on typical conversational sit- 350. Love, Death, and Revenge traditions, as well as worship and sacrifice to heroes, uations. Improvement of reading and writing skills. in Traditional Japanese Drama and the cult of the dead. Through a close reading of primary texts in translation, it also surveys China’s 411–412. Fourth-Year Japanese I and II (3-0-3) Brownstein grand philosophical legacy of Daoism, Buddhism, (3-0-3) (3-0-3) Shiga An introduction to Japanese classical theater (Noh, “Confucianism,” and “Neo-Confucianism” and the Prerequisite: 312 or instructor’s permission. Kyogen, Bunraku and Kabuki) through readings and later religious accommodation of Christianity and The second in a sequence of intermediate courses videotapes of selected plays. Islam. offered for those students who do not participate in the Year-in-Japan. Aimed at achieving a high profi- ciency in the four skills: speaking, listening, reading, and writing. 122 123
EAST ASIAN LANGUAGES AND LITERATURES ECONOMICS
384. Popular Religion and the Practice 391. The Short Story In East Asia and the Asian of Philosophy in China Diasporas Economics (3-0-3) Jensen (3-0-3) Selden This lecture/discussion course will introduce the This course introduces students to short stories Chair: student to the plural religious traditions of the by 20th-century writers in China, Taiwan, Korea, Richard Jensen Chinese as manifested in ancestor worship, sacrifice, Japan, and the East Asian diasporas. The goals of Director of Undergraduate Studies: exorcism, and spirit possession. From an understand- the course are to examine the intertwined modern Frank J. Bonello ing of these practices, the course will offer insight histories of East Asian nation-states, investigate the Director of Undergraduate Advising: into the mantic foundations of Chinese philosophy, short story as a literary genre, and explore critical William H. Leahy especially metaphysics. Readings will consist of texts concepts of literary and cultural identity studies. The DeCrane Professor of International Economics: in translation of popular cults, as well as scholarly stories will be read in conjunction with critical essays Nelson C. Mark interpretations of these phenomena. on nation, gender, and the short story with particular Gilbert F. Schaeffer Professor of Economics: attention to the narrative strategies of the authors. 386. Chinese Pop Songs: Global/Local Christopher J. Waller Reading the stories both in terms of the cultural and (3-0-3) Staff Carl E. Koch Professor of Economics: ideological contexts in which they were written and This course uses popular songs since the 1980s from Philip Mirowski as material artifacts available to us in English today China, Taiwan, and Hong Kong to examine various Professors: helps to problematize the meanings of “Chinese,” ways Chinese construct images of the self. Issues to Rev. Ernest J. Bartell, C.S.C.; Charles Craypo “Japanese,” or “Korean” in East Asia and beyond. be examined include nationalism, love as allegory, (emeritus); John T. Croteau (emeritus); Amitava Ultimately, this course will provide students with the family, tradition versus modernity, and language pol- K. Dutt; Denis Goulet (emeritus); Richard A. conceptual framework and vocabulary to interrogate itics. Attention will be given to the contexts in which Jensen; Kwan S. Kim; William H. Leahy; Jaime gender, race, and nationality as socially constructed popular music is produced and consumed globally Ros; Roger B. Skurski; Thomas R. Swartz; categories. and locally. Charles K. Wilber (emeritus) All readings are in English; no prior knowledge of Associate Professors: 387. The City in Modern Chinese Fiction Asia is presumed. David M. Betson; Frank J. Bonello; Gregory (3-0-3) Lin 412. Topics in Asian Anthropology Curme (emeritus); Byung-Joo Lee; Teresa Examining portrayals of cities such as Beijing and (3-0-3) Ghilarducci; Lawrence C. Marsh; James J. Shanghai in fictional works, this course explores See ANTH 412. Rakowski; Kali P. Rath; David F. Ruccio; the image of the city as the big, the bad, and the ir- 421. Religious Life in Asian Culture Esther-Mirjam Sent; Jennifer Warlick; Martin resistible site of desire for modernity in 20th-century H. Wolfson China. (3-0-3) See ANTH 421. Assistant Professor: 388. A Chinese Mosaic: Philosophy, Politic, and James X. Sullivan Religion 445. Modern China Assistant Research Professor: (3-0-3) Jensen (3-0-3) Murray Kajal Mukhopadhyay This is a special topics class that provides an See HIST 445. introduction to the diverse lifeways constituting 453. Premodern Japan Program of Studies. The undergraduate major in the puzzle of the Chinese people. The course will (3-0-3) Thomas economics within the College of Arts and Letters chart this terrain of current Chinese imagination as See HIST 453M. is designed to make a unique contribution to the it has been shaped from the contending, and often 460. The Garden in Chinese Literature student’s liberal education. The program provides contentious, influences of religion, philosophy, and (3-0-3) Yang students with the insights of scientific analysis and politics, introducing students to the heralded works This course examines the literary representations of social perspective to deepen their understanding of of the Chinese intellectual tradition while requiring the garden in the Chinese tradition. Supplemented the complex economic forces at work in society. Such critical engagement with the philosophic and reli- by visual materials, readings in poetry, fiction, drama an understanding is an essential ingredient in the gious traditions animating this culture. Thus, as they and prose illustrate the variegated configurations of intellectual development of an educated person. The learn about China, students also will reflect on how the garden as a religious, philosophical, moral and program is also designed to prepare the student for a Chinese and Westerners have interpreted it. aesthetic space. variety of professional objectives, including careers in 390. “Antisocial” Behaviors in Modern Chinese public service and law as well as managerial positions 463. Gender and Power in Asian Cultures Fiction in business and industry. (3-0-3) Lin (3-0-3) Kawano The major requires a preparation of ECON Chinese society is often characterized as highly con- See ANTH 463. 101/201 and 102/202 and eight 300- and 400-level formative and lacking in individuality. Is this true? 477A. Premodern China courses in economics. In completing the 300- and What kind of behaviors then would be considered (3-0-3) Murray 400-level courses, the student must take: antisocial, and what are their moral, social, and See HIST 477. 301. Intermediate Economic Theory — Micro political consequences? In this course, we will read 478. History of Chinese Medicine fictional works depicting behaviors and attitudes 302. Intermediate Economic Theory — Macro (3-0-3) Murray 303. Statistics for Economics that are considered by society in general as antisocial, See HIST 478M. anticonventional, and sometimes anti-Party. We will investigate the contexts of these behaviors and In addition, students must satisfy a distribution their political implications. For instance, are these requirement by taking one course in at least three of behaviors justified? Are different standards applied to the following 10 areas. women? What are the temporal and spatial factors in people’s conception of an antisocial behavior? To what extent are these behaviors culturally deter- mined? No prior knowledge of the Chinese lan- guages or China is required. 124 125
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Policy The remaining two courses may be any other 300- Public Policy Cluster 310. Economics, Ethics, and Public Policy and 400-level courses the department offers, except 310. Economics, Ethics, and Public Policy 335. Economics of Poverty those specifically designated as not fulfilling major 335. Economics of Poverty 337. Economics of Education requirements. 337. Economics of Education 340. Introduction to Public Policy 345. Industrial Organization In addition, the student must fulfill an intensive 404. Topics in Applied Microeconomics 416. Problems in Political Economy 441. Public Budget Expenditure Policy writing requirement in one of the following ways: by 421. Money, Credit and Banking 442. Tax Policy taking a 300- or 400-level course specifically desig- 422. The Financial System 446. Environmental Economics nated as an intensive writing course, or by taking a 430. The New Urban Crisis and Economic Analysis 447. Seminar in Health Care Policy special studies course which involves writing a term 441. Public Budget Expenditure Policy 448. Seminar in Current Economic Policy paper under the supervision of a faculty member; or 442. Tax Policy 449. Seminar in Policy Evaluation writing a senior essay. 446. Environmental Ecomonics 465. Stabilization Policy 445. The Economics of Industrial Organization Course Clusters Within Economics. The economics 448. Seminar in Current Economic Policy 449. Seminar in Policy Evaluation Quantitative Methods program offers the undergraduate student the op- 408. Game Theory and Strategic Analysis 451. Employment Relations Law and Human portunity to concentrate in several different areas 433. Mathematics for Economists Resource Practices 434. Applied Econometrics that may correspond to a student’s career goal or 457. Economics of Gender and Ethnic Discrimination 490. Econometrics that may represent a broad common theme within 465. Stabilization Policy economics. These areas are only suggestions, and History and Philosophy of Economics there is no requirement that a student complete a Pre-Graduate Cluster 305. Philosophy of Economics cluster. Indeed, the economics major may desire to Students who plan to pursue graduate studies in eco- 306. History of Economic Thought pursue a different cluster or some combination of the nomics are strongly advised to consider the following 307. Seminar in History and Philosophy of Economic clusters listed below. courses (graduate courses require permission from Thought the student’s advisor): 405. Consumption and Happiness Pre-Law Cluster 345. Industrial Organization 433. Mathematics for Economists Monetary and Financial Economics 435. Law and Economics 434. Applied Econometrics 421. Money, Credit, and Banking 441. Public Budget Expenditure Policy 501. Graduate Macro Theory I 422. The Financial System 442. Tax Policy 502. Graduate Micro Theory I 445. The Economics of Industrial 591. Graduate Statistics Labor Economics Organization 592. Graduate Econometrics 350. Labor Economics 450. Labor Relations Law 450. Labor Relations Law 451. Employment Relations Law and Human or a broad range of undergraduate field courses such 451. Employment Relations Law and Human Resource Practices as: Resources Practices 453. Collective Bargaining — Private 453. Collective Bargaining: the Private Sector Sector 350. Labor Economics 454. Collective Bargaining: the Public Sector 454. Collective Bargaining — Public 380. Development Economics 455. Topics in Labor Sector 408. Game Theory and Strategic Analysis 457. Economics of Gender and Ethnic Discrimination 458. Labor Arbitration 416. Problems in Political Economy 458. Labor Arbitration 421. Money, Credit, and Banking Pre-M.B.A. Economics Cluster 445. The Economics of Industrial Development Economics 345. Industrial Organization Organization 380. Development Economics 350. Labor Economics 471. International Economics 484. Economic Development of Latin America 421. Money, Credit, and Banking 422. The Financial System as well as courses that are crosslisted with the grad- International Economics 434. Applied Econometrics uate program. It is also recommended that students 471. International Economics 465. Stabilization Policy take a course in linear algebra and a one-year se- 471. International Economics 472. International Trade quence of calculus courses. 473. International Money 472. International Trade Departmental advisors will assist students in 474. European Economic and Monetary Union 473. International Money designing a program of study that meets their educa- tional and career goals. Students are also encouraged Industrial Organization Labor Economics and Industrial Relations 345. Industrial Organization Cluster to pursue related courses in other departments of 445. The Economics of Industrial Organization 350. Labor Economics the College of Arts and Letters and in the Mendoza 450. Labor Relations Law College of Business. Materials relating to professional Political Economy 451. Employment Relations Law and Human work in law, graduate study in economics, business 315. Introduction to Political Economy Resource Practices in public power, and foreign service are available 334. Topics in Political Economy 453. Collective Bargaining — Private Sector from the director of undergraduate studies. 413. Marxian Economic Theory 454. Collective Bargaining — Public Sector 414. Beyond Economic Man Graduate Courses. Advanced undergraduate majors 416. Problems in Political Economy International Development Cluster 380. Development Economics are encouraged (in consultation with departmental advisors) to select graduate courses as a part of their Urban and Regional Economics 471. International Economics programs. The following are recommended. 367. Restoring Economic Vitality to the Inner City 472. International Trade 430. The New Urban Crisis and Economic Analysis 473. International Money 489. Regional Economic Development 474. European Economic and Monetary Union 484. Economic Development of Latin America 124 125
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501. Graduate Macroeconomic Theory I 502. Graduate Microeconomic Theory I 506. History of Economic Thought and Methodology 522. Financial Institutions, Markets, and Instability 541. Labor Economics 542. Labor Theory 561. Economic Development 562. International Trade 581. Industrial Organization 591. Graduate Statistics 592. Econometrics I
Course Descriptions. The following course de- scriptions give the number and title of each course. Lecture hours per week, laboratory and/or tutorial hours per week and credits each semester are in parentheses. The instructor’s name, as available, is also included. 101. Principles of Microeconomics (3-0-3) Staff An introduction to economics, with particular at- tention to the pricing mechanism, competitive and monopolistic markets, government regulation of the economy, labor-management relations and programs, income determination and public policy, trade and the international economy. 102. Principles of Macroeconomics (3-0-3) Staff Prerequisite: ECON 101. An introduction to economics with emphasis on the nature and method of economics, national in- Jaime Ros, professor of economics and fellow in the Helen Kellogg Institute for International Studies come and its determinants, fluctuations in national income, money and credit, fiscal and monetary pol- icies, economic growth. 301. Intermediate Economic Theory — Micro of economics” or “there is progress in economics” or 180. Social Science University Seminar (3-0-3) Betson, Marsh, Rakowski, Rath “assumptions in economics should be (un)realistic.” (3-0-3) Staff Prerequisite: ECON 101 or 201. To do this, we will explore literature on philosophy Economics sections will deal with different aspects of An examination of the language and analytical tools of science, sociology of scientific knowledge, and economic analysis and policy issues. The focus will of microeconomics, emphasizing the functional rela- economic theory. be on understanding how economists think about tionship between the factor and product markets and 306. History of Modern Economic Thought theoretical issues and how they apply their analytical resource allocation. (3-0-3) Mirowski, Sent tools to real-world economic problems and policies. 302. Intermediate Economic Theory — Macro The problems of the construction of a scientific No background in economics is assumed. The semi- (3-0-3) Bonello, Dutt, Ros, Sent discipline of economics are surveyed from the nars will satisfy the University and College of Arts Prerequisite: ECON 101 or 201 and 102 or 202. Physiocrats to the early 20th century. Particular and Letters social science requirements in addition to An intensive examination of macroeconomics, with emphasis is placed upon the theories of value, pro- the University seminar requirement. particular reference to the determination of eco- duction and distribution. While the major stress will 201. Principles of Microeconomics nomic growth, national income, employment ,and focus upon the history of classical political economy (3-0-3) Staff the general price level. and neoclassical economics, some attention will also An introduction to economics, with particular at- 303. Statistics for Economics be given to the German Historicist and American tention to the pricing mechanism, competitive and (3-1-4) Betson, Lee, Marsh Institutionalist schools. The course relies upon a monopolistic markets, government regulation of the The course is devised to present statistics and statis- mixture of primary texts and secondary sources. economy, labor-management relations and programs, tical inference appropriately for economics students. 307. Seminar in the History of Economic Thought income determination and public policy, foreign There are two goals for the course: first, to prepare (3-0-3) Mirowski, Ruccio, Sent trade and the international economy. Not open to the student to read elementary quantitative analysis Each seminar is devoted to a specific topic in first-year students. Not open to students who have studies; and second, to prepare the student to under- methodology and the history of economic thought. taken ECON 101. take elementary quantitative analyses. Examples include the problem of measurement er- 202. Principles of Macroeonomics 305. Philosophy of Economics rors, economics and natural images, postmodernism (3-0-3) Staff (3-0-3) Mirowski, Sent and economics, Keynes and the Bloomsbury Group, Prerequisite: ECON 101 or 201. Prerequisites: ECON 101 or 201. feminist criticisms of “economic man,” and the role An introduction to economics with emphasis on the What does it mean to do good research in of the gift in economic thought. All seminars involve nature and method of economics, national income economics? If you thought the answer to this extensive reading, writing and independent research. and its determinants, fluctuations in national in- question was straightforward, you will be in Graduate students and undergraduate students come, money and credit, fiscal and monetary policies for a surprise! The intention of the course is to outside economics are encouraged to enroll, with and economic growth. Not open to students who problematize such notions as “prediction is the goal permission from the instructor. have taken ECON 102. 126 127
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310. Economics, Ethics, and Public Policy will make substantial use of case studies of public 398. Special Studies (3-0-3) Staff policy problems and decisions. Among the subjects (3-0-3) Staff Prerequisite: ECON 101 or 201. of these case studies will be the areas of tax reform, 404. Topics in Applied Microeconomics A study of the interaction of economics and ethics, social welfare and defense. (3-0-3) Rakowski both in economic theory and economic policy. Focus 345. Industrial Organization Prerequisite: ECON 301. will be on selected economic issues, employment (3-0-3) Warlick This course applies microeconomic analysis to policy, international trade policy, etc. Theoretical Prerequisite: ECON 101 or 201. understand a selection of policy-related issues. The issues will include process vs. end-result theories of Introduces the student to economic thinking about topics chosen will vary from semester to semester, justice, Pareto optimality vs. the Common Good, the role of industry organization in economic perfor- but there will be a coverage of issues highlighted etc. Special attention will be given to the Catholic mance. Traditional economic thinking that oligopo- in current policy debates. Examples of topics are contribution to the debates. listic industry structures lead to poor performance distributive effects of taxes, the effects of minimum 315. Introduction to Political Economy is contrasted to theories which suggest that such wages, health insurance, immigration, trade policy. (3-0-3) Ghilarducci, Ruccio organization may under some circumstances lead 405. Consumption and Happiness Prerequisite: ECON 101 or 201. to superior performance. The two perspectives are (3-0-3) Dutt An introduction to theoretical frameworks, eco- used to evaluate the relative performance of U.S. and Prerequisite: 301 or 302 or permission of nomic policies, and social factors often downplayed Japanese industries. instructor. or ignored in mainstream economics. Topics include 350. Labor Economics We live in an age in which consumption in many alternative theories of political economy, the rela- (3-0-3) Ghilarducci parts of the globe has increased to unprecendented tionship between economics and politics and the Prerequisite: ECON 101 or 201. levels and continues to rise. Many people take it for analysis of institutions. A survey course covering the economics of em- granted that this increase in consumption is a good 333. Justice Seminar ployment and unemployment; wages and income thing because it increases human happiness. But (3-0-3) Staff distribution; poverty, education and discrimination; others are more skeptical, arguing that increasing The Justice Seminar undertakes a critical unions and labor and industrial relations systems; consumption has adverse consequences on the poor, examination of major theories of justice, both the and comparative labor systems. the environment, and future growth; that it results in moral deprivation; and that it does not even make deontological (e.g., contract theory) and teleological 367. Restoring Economic Vitality to the Inner City: (e.g., utilitarian and virtue-based theories). This is What Works, What Doesn’t, and Why those who consume more any happier. This course critically examines this debate, which relates to all the core course for the concentration in Philosophy, (3-0-3) of us as consumers, using the tools of economic Politics, and Economics (PPE). Prerequisite: ECON 101 or 201. analysis. 334. Topics in Political Economy This community-based learning and research course (3-0-3) Ghilarducci, Wolfson examines the political economy of U.S. inner-city 408. Game Theory and Strategic Analysis Seminar course concerned with policy problems such revitalization, with South Bend as a case study. Com- (3-0-3) Rath as unemployment, inflation, growth, balance of pay- munity-based learning (CBL) requires that students Prerequisites: MATH 105 or equivalent, ECON 301 ments and income distribution. Alternative methods both learn and apply what they are learning within or permission of instructor. of analysis and policy prescriptions are discussed. a setting outside the classroom. In addition to in- The objective of this course is to help students de- Orthodox views are studied and compared to non- class seminar sessions, CBL activities will include velop a good understanding of the basic concepts in traditional approaches to the analysis of the United meetings with local organizations that link public game theory and learn how to employ these concepts States and other advanced economics. agencies and private enterprise, visits to varied busi- to better understand strategic interactions. Topics nesses in urban South Bend, and meetings with area covered will include normal form games, extensive 335. Economics of Poverty government representatives and relevant church and form games, pure and mixed strategies, Nash Equi- (3-0-3) Warlick neighborhood organizations. During the first third librium, subgame perfect equilibrium, repeated Prerequisites: ECON 101 or 201. of the semester, students will learn about the central games, and introduction to games of incomplete An examination of the extent and causes of poverty problems of the U.S. city and their roots, viewing information. Selected applications will include com- in the United States. The current system of gov- the issues firsthand locally. In the second third, petition and collusion in oligopoly, entry deterrence, ernment programs to combat poverty is analyzed. they will study how inner-city problems are being political competition and rent seeking, social norms Reforms of this system are also considered. addressed in selected areas of the country as well as and strategic interaction. 337I.. Economics of Education in South Bend. The South Bend Heritage Founda- 413. Marxian Economic Theory (3-0-3) Warlick tion (SBHF) will act as a client organization for this (3-0-3) Ruccio Prerequisite: ECON 101 or 201. course by posing research questions for students to Prerequisites: ECON 101 or 201. This course reviews economic literature addressing investigate during the last third of the semester. The An introduction to Marxian economic analysis. Top- current educational issues in America, including the SBHF is a private, not-for-profit service and com- ics include the differences between mainstream and adequacy of our K-12 public school system, the ef- munity development corporation dedicated to the Marxian economics, general philosophy and meth- fectiveness of market-based reforms (vouchers and stabilization, enhancement, and empowerment of odology, Marxian value theory, and critical appraisals charter schools) and administered forms of account- South Bend’s inner-city neighborhoods. and current relevance of Marx’s “critique of political ability (standardized testing). We also examine the 380. Development Economics economy.” rate of return to additional years of education (how (3-0-3) Dutt, Kim, Ros, Ruccio much education should individuals undertake?), ac- Prerequisite: ECON 101 or 201. cess to higher education, financial aid systems, and The current problems of Third World countries are options to offset the rising cost of higher education. analyzed in a historical context, with attention given 340. Introduction to Public Policy to competing theoretical explanations and policy (3-0-3) Betson prescriptions. The course will combine the study This course focuses on the policy process from the of the experiences of Latin American, African and perspective of both the policymaker and analyst of Asian countries with the use of the analytical tools policy. To achieve these two perspectives, this course of economics. 126 127
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414. Beyond Economic Man Class participants are expected to generate an 445. The Economics of Industrial Organization (3-0-3) Ruccio, Sent original research product. The focus of this research (3-0-3) Warlick The aim of this course is to explore the presence product varies from semester to semester. Some is- Prerequisite: ECON 301 or 302. and effects of feminist theory in contemporary sues considered in the past have been (1) “working An investigation into the structure of American economics. We begin by examining some of the and poor in urban America,” (2) “the collapse of industry and an analysis of the implications of cor- basic themes and concepts of feminist theory and urban commercial and residential property markets porate economic power for public welfare. the debates surrounding the history of feminism in and the resulting impact on property taxation” and 446. Environmental Economics relation to economics. Then we look at the impact (3) “the changing face of fiscal federalism.” (3-0-3) Jensen that feminist theory is having on contemporary dis- 433. Mathematics for Economists Prerequisite: ECON 101 or 201. cussions in economics, especially the idea that main- (3-0-3) Dutt, Lee, Mukhopadhyay An analysis of the welfare economics of environ- stream economics is a gendered discourse. Finally, Prerequisite: ECON 301 or ECON 302 or per- mental problems, emphasizing market failures we examine some of the implications of the feminist mission of instructor. due to negative environmental externalities. Air, critique of economic theory in specific areas such as Exposition of mathematical methods used in water, and land pollution are classic examples of the household, labor, industrial policies and Third economic theory and analysis, with application of these externalities, which occur when third par- World development. these methods to economic theory. Major methods ties bear costs resulting from the transactions of 416. Problems in Political Economy covered include differential and integral calculus and the two primary market participants. The theory (3-0-3) Wolfson matrix algebra. Recommended for students planning and practice of environmental policy to promote Prerequisite: ECON 101 or 201. to go to graduate school in economics. efficiency at the U.S. local, state, and federal levels A seminar course concerned with policy problems 434. Applied Econometrics and in other countries is explored. International such as poverty, unemployment, quality of worklife, (3-0-3) Lee problems such as transboundary pollution and energy and the environment, corporate power, mili- Prerequisites: ECON 301 or permission of global warming are also studied. tary power and discrimination. Alternative policy instructor. 447. Seminar in Health Care Policy prescriptions and methods of analysis are discussed. This course introduces the statistical and econo- (3-0-3) Betson Orthodox, conservative and liberal views are studied metric methods using the least squares estimation Prerequisite: ECON 301 or premission of and later compared with nontraditional approaches method in empirical economic applications. It is ori- instructor. to the analysis of American capitalism and its institu- ented toward the practical applications of economic What has caused the dramatic rise in health care ex- tional modifications. theory with econometric methods rather than the penditures? Are we getting our money’s worth from 421. Money, Credit, and Banking theoretical development of these subjects. Emphasis our health care dollar? Who is paying the bills? Is the (3-0-3) Bonello, Wolfson will be placed on the analysis of economic prob- health care system equitable? In this seminar we will Prerequisite: ECON 302. lems such as the capital asset pricing model, wage attempt to answer these questions from not only an An examination of the money and credit-supply discrimination, and the married women workforce economic perspective but also from a historical and processes and the role of money and credit in the participation decision issues. political perspective. economy. Topics include financial intermediaries, 441. Public Budget Expenditure Policy 448. Seminar in Current Economic Policy financial markets, the changing regulatory envi- (3-0-3) Betson (3-0-3) Betson ronment, monetary policy and international mon- Prerequisite: ECON 301. Prerequisites: ECON 301, 302 and 303 or equiv- etary arrangements. This course will introduce students to normative alent. 422. The Financial System and positive economic theories of the role of govern- The purpose of the seminar is to discuss current eco- (3-0-3) Wolfson mental agencies in the economy, privatization and nomic policy issues. Students will be required to read Prerequisite: ECON 101 or 201. the role of nonprofits; discussion of what level of newspapers (Wall Street Journal/New York Times) on a An examination of the functioning of the U.S. government should undertake collective action (fiscal daily basis and be prepared to discuss the economics financial system, both domestically and interna- federalism); examination of the level and compo- of what was in the newspapers. Periodically through- tionally. The emphasis will be on understanding sition of our federal and local governments’ budgets out the semester, the students will write one- to two- current developments in historical context. Examples as well as the current budgeting process; cost-benefit page critiques of the coverage of an issue they found of topics include financial crises; financial innovation analysis, theoretical and pragmatic practices; and the in the newspaper and will write a major paper on a and deregulation; the changing roles of commercial impact of governmental rules and regulations on the current issue and make a presentation in the seminar. economy. banks, investment banks, and savings and loan asso- 449. Seminar in Policy Evaluation ciations; the evolution of the international monetary 442. Tax Policy (3-0-3) Warlick system; and the implications of corporate and gov- (3-0-3) Betson Prerequisite: ECON 303 or equivalent. ernment debt. Prerequisite: ECON 301. Nontraditional seminar in which students collec- 430. The New Urban Crisis: An Economic Analysis This course will introduce students to the following tively analyze a current policy issue relevant to St. Jo- (3-0-3) Swartz topics: description of alternative tax instruments; his- seph County, Indiana. The majority of the semester Prerequisite: ECON 301 or 303. torical trends of tax policies of the federal and state is spent outside the classroom. Research activities The purpose of this seminar/lecture course is to governments; discussion of what would be a “good” include conducting interviews, data collection and introduce class participants to a series of economic tax and criteria for choosing among different taxes; report writing. theoretical analysis of taxes on household and busi- problems and issues surrounding the public finance 450. Labor Relations Law ness decisions; empirical evidence of the distribution of urban America. In our federal system of govern- (3-0-3) Leahy and efficiency consequences of different taxes; debt ment, which is undergoing a radical transformation A study of the development of common and stat- and deficits. through devolution, fiscal responsibility is primarily utory law with reference to industrial relations in the the concern of state and local governments. Thus, United States, giving emphasis to the case method. this course will focus on this often neglected area of state and local public finance. 128 129
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451. Employment Relations Law 471. International Economics 489. Regional Economic Development and Human Resource Practices (3-0-3) Kim, Rakowski (3-0-3) Leahy (3-0-3) Leahy Prerequisites: ECON 101 or 201. Prerequisite: ECON 101 or 201. A case approach using primarily U.S. Supreme Court A study of the general theory of international trade; An analysis of regional economic problems in the cases of the various federal laws that are encountered the pattern of trade, gains from trade, tariffs, trade United States and selected European countries, with in personnel management. The course will cover the and special interest groups, trade and growth, foreign a focus on regional theory, methods of regional impact of law in such areas of the personnel function exchange markets, balance-of-payment problems and analysis and pertinent development as recruitment and selection of employees, training, plans for monetary reform. programs. promotion, affirmative action, testing, evaluation, 472. International Trade 490. Econometrics wages, fringe benefits and safety and health. (3-0-3) Dutt, Kim, Rakowski (3-0-3) Lee, Marsh, Mukhopadhyay 453. Collective Bargaining: The Private Sector Prerequisite: ECON 301 or equivalent. Prerequisite: ECON 303 or permission of (3-0-3) Leahy This course examines major theoretical, empirical instructor. An analysis of the procedures and economic impli- and institutional issues in the study of international Provides students with an understanding of when cations of collective bargaining as it now operates in trade and international factor movements. The top- and how to use basic econometric methods in their the United States. Emphasizes a game theory ics covered include determinants of trade patterns, work as an economists, including the ability to rec- approach resulting in the negotiation of a labor trade and welfare, commercial policy, trade and ognize which econometric technique is appropriate contract. growth, customs unions, international capital and in a given situation as well as what explicit and im- 454. Collective Bargaining: The Public Sector labor movements, and trade and development. plicit assumptions are being made using the method. (3-0-3) Leahy 473. International Money Topics covered include estimation and hypothesis This course will examine the relevant state and fed- (3-0-3) Kim, Ros testing using basic regression analysis, problems with eral laws covering public-sector collective bargaining. Prerequisite: ECON 302 or equivalent. basic regression analysis, alternative econometric It will examine the various issues and techniques This course examines major institutional changes in methods, limited dependent variables and simultane- covering collective bargaining in government. The the international financial system, theoretical devel- ous equation models. major part of this course will be a game theory in opments in the field of international monetary eco- which an actual contract will be bargained. nomics, and policy issues in the contemporary global READING AND financial market. Topics include balance- 455. Topics in Labor RESEARCH COURSES (3-0-3) Ghilarducci of-payments accounts, exchange rate markets and Topics vary with instructors and current trends. systems, open-economy macroeconomics, interna- 398. Special Studies: Readings and Research Examples include employment and earnings expe- tional debt, and contemporary international mon- (3-0-3) Staff riences of professional and managerial employees, etary and financial arrangements. Prerequisites: Junior standing, dean’s list average and written consent of instructor. new managerial systems, incentive and compensation 474. European Economic and Monetary Union Independent study under the direction of a faculty systems, the health care crisis, the decline of unions, (3-0-3) Waller member. Course requirements may include sub- poverty and working poor, and labor market regula- Prerequisites: ECON 301 and 302 or FIN 360 and stantial writing as determined by the director. The tions. 361. director will disenroll a student early for failure to This course focuses on Europe’s movement towards 457. Economics of Gender meet course requirements. Students who have been economic and monetary unit since the end of World and Ethnic Discrimination disenrolled or who have failed at the end of the first (3-0-3) Ghilarducci War II. The course will discuss monetary theory, monetary policy, labor and capital market mobility, semester are disqualified for Special Studies in the Women and ethnic minorities have the lowest following term. incomes, worst jobs and highest levels of unem- fiscal transfers political economy issues of central ployment and poverty in the United States today. banking and EU enlargement. Class discussion is 495. Senior Honors Essay I and II This course examines the role of racism and sexism a critical part of the course in addition to standard (3-0-3) (3-0-3) Staff in the U.S. economy. lectures. Grades will be based on two exams, in-class Senior economics majors only. discussion, attendance and presentations. A two-semester tutorial requiring a completed essay , 458. Labor Arbitration on a selected topic in economics in depth. The John (3-0-3) Leahy 481. History of Economic Development (3-0-3) Ruccio Harold Sheehan Prize Essay Award with inscribed Prerequisite: Permission of instructor. plaque is awarded by the Department of Economics Analysis of the practice and procedures of arbitration Prerequisite: ECON 101 or 201. This course focuses on the history of modern cap- to the graduating senior who has written the best Se- in labor grievances, with emphasis on rights and nior Honors Essay. Senior economics majors only. interest issues in both public- and private-sector italist and socialist development around the world. employment. Course stresses an analysis of arbitral Particular emphasis will be given to the history of 498. Special Studies: Readings and Research awards. economic development in Latin America. Both theo- (3-0-3) Staff retical models and historical cases will be Prerequisites: Senior standing, dean’s list average and 465. Stabilization Policy studied. written consent of instructor. See above. (3-0-3) Ros Prerequisite: ECON 302. 484. Economic Development of Latin America An in-depth examination of the various actions (3-0-3) Bartell that have been and may be used to achieve the Prerequisite: ECON 101 or 201. macroeconomic objectives of economic growth, full An examination of the roots of dependence in Latin employment and price stability. The actions include America. An analysis of the key problems of eco- monetary and fiscal policy, wage and price controls nomic development and the policies prescribed for and other types of income policies. The actions are their solution. compared at both the theoretical level and in terms of the results obtained in the past. Although the primary focus is on the United States, the student will be exposed to policies and experiences of other countries. 128 129
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Program of Studies. The Department of English 200. Introduction to Creative Writing English offers its majors a variety of courses in language (3-0-3) Staff Chair: and literature. The offerings include courses in the An introduction to writing fiction and poetry, with Stephen A. Fredman several periods of British literature from medieval to outside readings and coverage of basic critical terms. Assistant to the Chair: modern times, in American literature from colonial In-class discussion of student work. Matthew Benedict to modern times, in certain aspects of classical and 201. Introduction to Fiction Writing Director of Undergraduate Studies: European literature, and in other literatures written (3-0-3) Staff TBA in English; in the genres of literature, in major A workshop on the writing of fiction. authors, in linguistic and literary theory, and in Director of Graduate Studies: 202. Introduction to Poetry Writing expository and creative writing. All courses taught in Sandra Gustafson (3-0-3) Staff the department, not just those designated as writing Director of Creative Writing: A workshop on the writing of poetry. Sonia G. Gernes courses, contain significant writing components. All 300D. Image and Text Assistant to Director of Creative Writing: majors also take a research seminar that emphasizes (3-0-3) Montgomery Kymberly Taylor intensive writing. This course investigates the interaction between the William B. and Hazel White Professor of English: The English major at Notre Dame studies the verbal language of poetry and prose on the page and Gerald L. Bruns English language both as it has been used by skilled the visual images which are designed to accompany William R. Keenan Chair of English: artists and as it can be used by the student. Precisely them. Joseph A. Buttigieg how the study proceeds is a matter of continuing Donald and Marilyn Keough Professor of Irish Studies: decision by the student major. 301. Fiction Writing Seamus Deane The department, then, makes available a wide va- (3-0-3) O’Rourke, Sayers, Gernes, Walton, Benedict, John and Barbara Glynn Family Professor riety of courses, encouraging each major to develop Tomasula of Literature: a program of selections suitable to his or her desires A course in writing the short story and related forms Margaret Anne Doody and needs; each major is assigned a faculty advisor of brief fiction. Notre Dame Chair: to assist in this planning. The English major is thus 302. Poetry Writing Michael Lapidge able to select from a broad spectrum of possible (3-0-3) Matthias, Gernes, Taylor, Menes Notre Dame Chair: combinations in designing a comprehensive educa- A workshop on writing poetry, from exercises on the Jill Mann tion in the humanities. Of course, each major will making of images to poetry as objective narrative, Notre Dame Chair: vary his or her program to select courses appropriate subjective journal, monologue and direct Katherine O’Brien O’Keefe to individual postcollege plans which might include address. careers in, e.g., education, business, journalism, Professors: 305B. Writing, Rhetoric, and Public Life Joseph X. Brennan (emeritus); Jacqueline government service or a graduate degree in business, (3-0-3) Duffy Vaught Brogan; Donald P. Costello (emeritus); law school, medical or dental school, graduate study This course is devoted to the study and practice of James P. Dougherty (on leave); Christopher B. for an M.A., M.F.A., or Ph.D., or some less overtly writing in public life, or writings about political, Fox; Stephen A. Fredman; Dolores W. Frese; vocational notion or purpose. environmental, and cultural issues. Sonia G. Gernes; Luke Gibbons; Kevin Hart; The requirements for the English major include: Peter Holland (concurrent); Thomas J. a minimum total of 10 courses (30 credit hours) in 309A. Creative Non-Fiction Jemielity (on leave); Edward A. Kline addition to the courses required by the college (two (3-0-3) Staff (emeritus); Robert Lordi (emeritus); Leslie H. first-year courses and one literature course). The total This is a course in “close writing” in a wide range Martin (emeritus); John E. Matthias; Lewis credit hours must include three courses (nine credit of dynamic and innovative genres of creative non- E. Nicholson (emeritus); William O’Rourke; hours) in British and American Literary Traditions fiction, from the personal essay to meditations to Paul Rathburn (emeritus); Valerie Sayers; and seven other courses (21 credit hours) at the literary journalism. Donald C. Sniegowski (emeritus); Chris 400- or 500-level including a one-semester course 313. Introduction to Linguistics Vanden Bossche (on leave); Edward Vasta designated “Methods” early in the major and a one- (3-0-3) Brogan, Ziarek, Montgomery (emeritus); James H. Walton (emeritus); Bar- semester course designated “Seminar” to be taken in Study of the basic forms and syntax of the English bara Walvoord (concurrent); Thomas Werge; the senior year. language with application to teaching, writing, and Ewa Ziarek; Krzysztof Ziarek literature. Course Descriptions. Associate Professors: The following course de- 314F. Age of Augustus scriptions give the number and title of each course. Kate Baldwin; James M. Collins (concurrent); (3-0-3) Krostenko Lecture hours per week, laboratory, and/or tutorial Stephen M. Fallon (concurrent); Barbara J. The purpose of this course is to consider the hours per week and credits each semester are in Green; Stuart Greene; Sandra Gustafson; Gra- historical events, cultural productions, social and parentheses. The instructor’s name is also included. ham Hammill; Glenn Hendler; Romana Huk; political issues, and legacy of the age of Augustus. For fuller descriptions and recent additions to course Cyraina Johnson-Roullier; Theresa Krier; Wil- Topics to be considered will include: the fall of the offerings, consult the department course description liam J. Krier; Greg P. Kucich; Kathy Psomiades; Republic; the Augustan architectural and literary booklet for the current semester, or the Department’s Assistant Professors: program; artistic freedom under an autocracy; Web site, www.nd.edu/~english. Theresa Delgadillo; John Duffy (on leave); Susan and the nature of empire. Readings will be taken Harris; Antonette Irving; Jesse Lander; Holly 180J. Literature University Seminar from Cicero, Vergil, Livy, Horace, Ovid, Tibullus, Martin (concurrent); Sara Maurer; Orlando (3-0-3) Staff Propertius, and Suetonius. Menes; Maura Nolan; Javier Rodríguez; John An introduction to the seminar method of instruc- Staud (concurrent); Stephen Tomasula; Ivy tion, emphasizing the analysis of literary texts. Wilson Professional Specialists: Matthew Benedict; J. Anne Montgomery; Noreen Deane-Moran; Kymberly Taylor 130 131
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315. Love, Death and Revenge in Japanese Drama 316I. Late 20th-Century Canadian Literature 340. Shakespeare (3-0-3) Brownstein (3-0-3) LeMay (3-0-3) Staff This course will focus on Noh and Kyogen, two The course examines selected works by contem- Shakespeare’s plays, including histories, tragedies, forms of drama that flourished under the patron- porary Canadian authors, including those from and comedies. age of the samurai aristocracy in the medieval Quebec. 356. The Hidden Ireland period (14th-15th centuries), and on Kabuki and 319A. Native American Literature (3-0-3) O’Buachalla Bunraku, two rival forms of popular theater that (3-0-3) Staff This course will examine aspects of the corpus of developed in the early modern period (17th- This course serves as an introductory explora- 18th century poetry in the Irish language. 18th centuries) as part of a new and lively urban tion of the literatures written by Native American 370. Modern Irish Drama culture. authors—oral literatures, transitional literatures (a (3-0-3) McIntosh 315C. Fairy and the Christian Myth combination of oral and written expression), and Dramatic representations of the Irish “character” and (3-0-3) Nichols contemporary poetry and prose. the Irish nation from the end of the 19th century This course will explore the interface and conflict 319D. A Survey of Black Women Writing in America through the 20th. Includes Yeats, Lady Gregory, between fairy and Christian in the medieval and (3-0-3) Irving O’Casey, Shaw, and Synge. renaissance tradition by discussing the legend of This course is designed to familiarize students with 373B. Writing and Politics in Northern Ireland the holy grail and by reading Sir Gawain and the the diverse concerns of Black women’s writing from (3-0-3) Smyth Green Knight, Book 1 of Spenser’s Faerie Queene, the first novel written in 1854 through the present. Crosslisted with IRST 372B. Shakespeare’s Midsummer Night’s Dream, Milton’s 319G.“Passing” in 20th-Century American Literature This course explores the politics of culture, and the Comus, and parts of Tennyson’s Idylls of the King. (3-0-3) Ahad cultures of politics, in the North of Ireland during In the second half of the course, we will turn to a Interracial relationships as depicted in the writings of the 20th century, using a multiplicity of genres: modern mythmaker by reading Tolkien’s Lord of black and white American writers. drama, fiction, poetry, film, painting, and documen- the Rings. 320. Dante in English tary material. 315F. Religious Writings and Images in Medieval (3-0-3) DiGangi England 373I. Crime and Progress in the 19th-Century British Motifs from The Divine Comedy traced through the Novel (3-0-3) Davis subsequent history of English literature. (3-0-3) O’Brien This course examines the visual and dramatic Diverse perspectives on Irish and British history and aspects of literary religious writings. Texts include: 322. Point-of-View of the Novel literature provide a frame for discussing violence and The Mirror of the Blessed Life of Jesus Christ (selec- (3-0-3) Deane-Moran social change, sexuality, economics and politics in tions), The Cloud of Unknowing (selections), This course focuses on an introduction to the novel novels written in Ireland and Britain during the last Julian of Norwich’s Showings, The Book of Margery as a form, as a means to view the world of the half of the 19th century. Kempe, the York town Corpus Christi plays, from author/artist and that of the reader. the Creation to the Last Judgment, and Chaucer’s 324. Crime and Detection in Popular Culture 373K. Love and Money in the Nineteenth-Century British Novel Summoner’s Tale. (3-0-3) Harris (3-0-3) Mahoney An overview of the development of crime fiction as ENGL 315J. The Short Story in East Asia and the This course focuses on the ways in which the novel Asian Diasporas a genre, from its origins in Victorian sensationalist both reflected and produced transformations in the fiction to the proliferation of sub-genres in contem- (3-0-3) Selden relationship between class, gender, and love in nine- porary American film and television. This course introduces students to short stories teenth-century England, reading Austen, E. Brontë, by 20th-century writers in China, Taiwan, Korea, 326. Animal Antics of Britain Dickens, James, and Wilde. Japan, and the East Asian diasporas, examining (3-0-3) Tonri 379A. 20th-Century Irish Literature the intertwined modern histories of East Asian na- A close reading of some of the best animal stories in (3-0-3) Wallace tion-states, the short story as a literary genre, and British literature: from Chaucer, Shakespeare, Spens- The cultural and political factors that have shaped critical concepts of literary and cultural identity er, Aesop’s Fables and the story cycle of Reynard the Ireland’s extraordinary literary achievement, paying studies. Fox, to the novellas of A.S. Byatt, the film Babe, and particular attention to Irish Decolonization and the controversial art of Damien Hirst. 315N. Chinese Literary Traditions the Northern Troubles. Readings from Shaw, Yeats, (3-0-3) Yang 328. Satire Joyce, Bowen, Friel, Heaney, and Deane. A survey course introducing students to the major (3-0-3) Jemielity 379G. Mysticism in Modern Literature themes and genres of Chinese literature through Studies in satirical literature from the classical (3-0-3) Piggford selected readings of representative texts. period to the present. This course examines the persistence of mystical and 316. Latino and Latina American Literature 328B. Studies in Comedy spiritual traditions in the literary texts of the early (3-0-3) Delgadillo, Menes, Rodríguez (3-0-3) Jemielity 20th century: Underhill, Hopkins, Yeats, Conrad, Studies of Latino and Latina authors, including Various forms of comic literature through the ages. Joyce, Owen, Eliot, Crane, Hesse, Forster, Mansfield, Chicano, Caribbean, or South American. 333. Arthurian Literatures Woolf, and Waugh. 316G. Border Crossings: Mexican and Canadian (3-0-3) Frese 381. Readings in 19th-Century Literature Survey of Arthurian literature. American Literature (3-0-3) LeMay 337. The Journey in Medieval Literature (3-0-3) Staud Mexican and Canadian literature emphasizing cul- (3-0-3) Bays This course focuses on major literary figures and tural interaction between the USA and its southern Map’s The Quest of the Holy Grail; Dante’s Divine works of 19th-century America, focusing chiefly on and northern neighbors. Comedy; Chaucer’s Canterbury Tales; Cervantes’ Don the two decades before the Civil War, a period often Quixote. hailed as the first flowering of a genuine “American” literature. 130 131
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390B. The Harlem Renaissance (3-0-3) Lidinsky A study of the historical, cultural, and political circumstances that led to the flowering of African- American literature in the ’20s and early ’30s and the writers whom it fostered: Hughes, Hurston, Toomer, Redmon Fauset; Larson, Thurman. 392X. American Novel (3-0-3) Dougherty, Werge, Gibley Novels from Hawthorne to Morrison. 392A. West Indian Poetry (3-0-3) Menes Poems from the many languages and cultures of the Caribbean region. 392E. Contemporary Short Fiction (3-0-3) Gibley A study of short stories and novellas written in the last half of the 20th century. 392F. Food and Consumption in North American Literature (3-0-3) Oberholtzer An exploration of the literary world of eating, food, and food culture through a long chronological span of American and Mexican writing and through a wide range of genres, as keys to understanding the self and the other. 393H. Icons and Action Figures in Latino/Latina Literature (3-0-3) Delgadillo Understanding U.S. Latino/Latina literature, art and film through its many allusions to and re-in- terpretations of traditional icons and historic fig- ures as well as legends, myths, popular figures and action heroes/heroines of the Americas (including Krzysztof Ziarek, professor of English those with origins in Native American, Latino/ Latina, African, Asian and European cultures). 400Z-499Z. Research Seminars 402M. Methods: Close Reading—Poetry 393J. The City in American Literature (3-0-3) Staff (3-0-3) Todorova Matthias, Huk Seminar classes on various literary topics for second- Literary representations of the city and social identity An introduction to the study of literature through semester junior and first-semester senior English in American texts from the 1890s to the present, learning how to read poetry, with close attention to majors, emphasizing literary research and intensive including Riis, Dreiser, Wharton, Sinclair, Yezierska, details of sound and sense. writing. Wright, Paley and Cisneros, as well as contempora- 404M. Methods: Literary Texts in Context neous non-fiction and films 401. Advanced Fiction Writing (3-0-3) Harris (3-0-3) Walton, O’Rourke, Sayers, Gernes 398. Special Studies This course will investigate the relationship between A seminar in the students’ own writing of prose fic- (3-0-3) Staff literary works and their cultural and historical tion; for students with previous experience or course- context, focusing specifically on how the expan- Prerequisites: Junior or senior standing, dean’s list work in writing. average, written consent of instructor and approval sion (and, eventually, disintegration) of the British of the chair, previous course in English literature. 401. Fiction Writing for English Majors Empire influenced literary production. By looking at Independent study under the direction of a faculty (3-0-3) Sayers, O’Rourke, Gernes, Walton how the literary text reflects or transforms the ideas member. Does not fulfill a college literature or fine An intensive fiction workshop exclusively for English behind it, we will work toward an understanding of arts requirement. majors. how and why literature becomes and remains cultur- ally significant. 400M-499M. Methods Course 402. Advanced Poetry Writing 405. Writing About Literature (3-0-3) Staff (3-0-3) Matthias, Gernes, Taylor, Menes Methods courses encourage the student to A course in poetry writing for students with previous (3-0-3) Vanden Bossche see English as a discipline, having its own experience or coursework in writing. Reading, discussing, and writing about literary texts. assumptions, procedures, and outcomes. The 402B. Poetry Writing for English Majors 405C. Rhetoric and Public Life content and approach of each methods course are (3-0-3) Taylor, Gernes, Matthias, Menes (3-0-3) Duffy chosen by the instructor. A intensive poetry workshop exclusively for English Intensive practice in mastering the skills of exposi- majors. tory and argumentative writing. 132 133
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406M. Methods: Introduction to Critical Theory 414M. Methods: Approaches to Otherness: 419E. Constituting Americans (3-0-3) E. Ziarek The American Context (3-0-3) Irving An introduction to methods of literary study (3-0-3) Baldwin This course will explore life writings and issues of through contemporary theories of literature, empha- This course explores different theoretical approaches self-representation in the African-American Expres- sizing Continental approaches: Saussure, Derrida, to conventional categories of “otherness.” sive Cultural tradition from 1850 to 1905. This Foucault, Freud, Lacan, Said and others, applied to 415B. Religious Imagination course is concerned with the concept of citizenship, Joyce. in American Literature its implied universalism, and the necessity of critiqu- 407. Perspectives on Literacy (3-0-3) Werge ing this universalism that maintains a unified notion (3-0-3) Greene The ways in which selected American writers and of democracy. What it means to be “literate” and the conditions works are informed and illuminated by religious tra- 421. Topics in Literature that enable literacy to flourish. ditions, ideas, and concerns. (3-0-3) Staff 408A. Philosophy and Literature Seminar 415F. In Parables Studies of works representing a particular histori- (4-0-4) Bruns, K. Ziarek (3-0-3) Hart cal period, genre, or topic. The introduction to the interdisciplinary minor in This seminar takes as its primary focus the parables 423Z. Seminar: Imperialism and Its Interlocutors philosophy and literature. of Jesus, and seeks to examine their literary structure. (3-0-3) I. Wilson We will read a broad selection of Jesus’s parables 410. British Literary Traditions I By canvassing the Age of Empire, this seminar exam- and consider how they have been re-written by later (3-0-3) Staff ines articulations of imperialism in the late Victorian prose writers and poets. Finally, we will read new Intensive survey of British writers and literary forms and early Modernist British imagination and con- parables and ideas about parables by Kafka and from the beginnings through the Renaissance. temporaneous or subsequent responses of resistance Borges. to it. “Imperial” writers may include Cary, Conrad, 411. British Literary Traditions II 415Z. Seminar: Religion and Literature Forster, Rider Haggard, and Kipling; “interlocutors” (3-0-3) Staff (3-0-3) Werge may include Achebe, Naipaul, Kincaid, and Rhys. Intensive survey of British writers and literary forms A consideration of the forms, ideas, and preoccupa- of the 18th and 19th centuries. 424M. Methods: Introduction to Poetry tions of the religious imagination in literature and (3-0-3) T. Krier 412. American Literary Traditions I of the historical relationships between religious faith This course hones the student’s skills to appreciate (3-0-3) Staff and traditions and particular literary works. The the craft of poetry, to read closely, to think out the Introduction to American literature from its begin- conflicts and tensions between modern gnosticism, implications of figurative language, with lyric and nings through the Civil War, emphasizing important in literature and ideology, and the sacramental imagi- narrative poems from the 10th century to the pres- figures, literary forms and cultural movements. nation will constitute a recurring point of focus. ent. 413. American Literary Traditions II We will also lend special attention to the vision and 425. Comparative Studies of Modern Poetry imagery of the journey and wayfarer and the con- (3-0-3) Staff (3-0-3) K. Ziarek flicts and affinities between private and communal Introduction to American literature from the Civil English translations of 20th-century poetry originally expressions of faith. War through the 20th century, emphasizing impor- written in various languages. tant figures, literary forms and cultural movements. 416M. Methods: Feminist Literary Studies 428C. Studies in Comedy (3-0-3) Green 413E. Greek Tragedy (3-0-3) Jemielity Introduces English majors to literary study by exam- (3-0-3) McLaren A multimedia examination of recurring patterns and ining the many ways in which the concerns of the Crosslisted with CLAS 460. themes in comedy. This course acquaints students with the tragic feminist movement have influenced the interpreta- philosophy and the dramatic techniques of classical tion of works of literature. 429. Introduction to Post-Colonial Studies Greek theater. 417. Existentialism: Philosophy and Literature (3-0-3) I. Wilson Investigation of the development of literatures from (3-0-3) Gutting 414. Feminist Theory the former colonies of various empires, but princi- Representative literary and philosophical texts by (3-0-3) E. Ziarek pally the British and French. Major regions include Sartre, Beauvoir, and Camus. How does feminist thinking reconceptualize the Africa, India, the Caribbean, and Southeast Asia. problems of identity, equality, oppression, and 418G. Dramatic Literature Before 1900 Authors may include Achebe, Ba, Emecheta, Desai, resistance? How do feminist theorists redefine the (3-0-3) Arons Head, Lamming, Rushdie, Soyinka, Chandra, Wal- differences of race, gender, and class? What do these Crosslisted with FTT 482. cott, and Thich Nhat Hanh, among others. Theorists questions have to do with the analysis of literary This survey of theatrical literature from the earliest include Fanon, Said, Spivak, Ngugi wa Thiong’o. texts and films? The purpose of this course is to raise plays to the 20th century examines the ways theatre 430B. History of the English Language these questions, provide the forum for discussion, reflected and shaped people’s perception of them- (3-0-3) O’Brien O’Keeffe and to introduce students to the main debates in selves through history, paying particular attention to This course is designed to introduce students to the feminist theory. The course will be organized around issues of gender and power as depicted in plays. the key concepts in feminist theory--such as embodi- historical development of the English language, from 419C. African-American Literature ment, desire, sexual difference, performativity, power its earliest recorded appearance to its current state as (3-0-3) Irving, Wilson relations of race, gender and class, and the structure a world language. A historical and thematic account of the rise and of spectatorship--and the main controversies sur- 430C. Introduction to Old English achievement of African-American authors over rounding these concepts. (3-0-3) Lapidge, O’ Brien O’Keeffe several centuries. Training in reading the Old English language, and study of the literature written in Old English. 132 133
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431E. Latin Literature in Translation 451Z. Seminar: Virtue, Sex, and the Good Life: 18th- 471Z. Seminar: Ango-Irish Identities 1600–1800 (3-0-3) Sheerin Century Novels (3-0-3) Fox Literature of ancient Rome, from Plautus to Saint (3-0-3) Doody Focusing on the 200-year historical period that Augustine, tracing such themes as the individual’s The 18th-century novel deals with the questions of was crucial in the formation of “Ireland,” this relation to his community, the state as modeled on social, political, sexual, and economic identities and course explores the complex and contested cultur- the household, and the roles within the public and choices in a time of great change, and this course al, political, and ideological identities of a group private spheres that men, women, and children were examines several novels representative of the time we have come to call the Anglo-Irish, including expected to assume period. Swift, Berkeley, Edgeworth and Goldsmith. 432A. Chaucer: Canterbury Tales 453. Visits to Bedlam 472. Postmodern British Poetry (3-0-3) Mann (3-0-3) Fox (3-0-3) Huk Chaucer’s masterwork, studied in its original Middle Literary, medical, and social views of madness in the Study of competing galaxies of late-20th-century English. 18th century. British poets, for whom more than art was at stake: 432Z. Seminar: Chaucer 455B. Irish and British Literature, 1790–1815 agendas of race, gender, region, class, and other cul- (3-0-3) Nolan (3-0-3) Deane tural materials. In this course, we will read the Canterbury Tales Crosslisted with IRST 455. 472E. Modernism/Modernity from start to finish, focusing on questions of genre, Burke, Paine, Godwin, Wordsworth, Edgeworth, (3-0-3) E. Ziarek poetic voice and authority, the relationship of history and Scott in the context of the French Revolution Changing contours of literary modernism in the to literature, the development of character, and the and the Irish political situation at the end of the larger context of the philosophical, social, and po- emergence of vernacular poetry in English. 18th century. litical culture of modernity. 438A. Falling in Love in the Middle Ages 462Z. Seminar: Jane Austen 472M. Art, Technology, the Avant-Garde (3-0-3) Mann (3-0-3) Doody (3-0-3) K. Ziarek This course attempts to explore the variety of medi- Research in the novels of Jane Austen. This course explores the importance of technology eval representations of love, and to show how they 464. The Victorian National Romance for the radical 20th-century art and literature. are intimately bound up with questions of free will (3-0-3) Maurer 473C. Studies in Modern Poetry and destiny, gender relations, the secularization of By examining texts from the different nations within (3-0-3) K. Ziarek learning, time, and eternity. the British Isles--Scotland, Ireland, and England--we This course focuses on four highly important and 440C. Love and Gender in the Renaissance will explore the complex question of how national innovative, though still often underrated, poets: (3-0-3) T. Krier boundaries are drawn, how a sense of membership Velimir Khlebnikov, Gertrude Stein, Mina Loy, and Examining works by Sydney, Spenser, Shakespeare, in a nation is created, and what that might have to Miron Biaoszewski. do with falling in love, getting married, and staying Marvell, Donne, and others, this course discusses 474Z. Seminar: Contemporary Irish Literature married. how cultural understandings of gender influence the (3-0-3) Harris depiction of love. 464B. Victorian Literature: Science and Art Irish drama, fiction, and poetry of the second half of 442M. Methods: 17th-Century Literature (3-0-3) Psomiades the 20th century. Novels by Braddon, Eliot, and James in the context (3-0-3) Staff 475C. Anglo-Irish “Gothic” of art, science, and their place in a changing social An introduction to methods of literary study (3-0-3) Walton structure. through an examination of some of the major An interpretation of the uses of the uncanny and authors from the later phase of the English Renais- 468B. Victorian Fiction the supernatural in Anglo-Irish fiction of the 19th sance. (3-0-3) Vanden Bossche, Psomiades century. Readings will include ghost stories as well 442Z. Seminar: Shakespeare and His An examination of major Victorian novels. as Gothic and “Big House” fiction (some of it in Contemporaries 468Z. Seminar: 19th-Century British Novel English disguise). (3-0-3) Lander (3-0-3) Vanden Bossche 476. 20th-Century British Women Writers This seminar places Shakespeare’s plays within the The British novel, 1830-1860, as a popular medium (3-0-3) Green vibrant world of Tudor-Stuart drama. through which writers explored serious concerns: E. Modern and postmodern fiction (and some non-fic- 443A. Renaissance Romance Brontë, Gaskell, Dickens, Collins. tion prose) by British women. Authors may include (3-0-3) T. Krier 471. Leaving the Empire Woolf, Butts, Rhys, Cunard, Richardson, Car- Tales of love and adventure, chivalric heroism, (3-0-3) Deane rington, West, Mansfield, Carter, Winterson. knights and damsels and dragons, wandering, quests, A critique of the British Empire as it is manifested 480B. Nature in American Literature magic, shipwreck, tempest, lost children, risk and in the literary works of Joyce, Yeats, Shaw and (3-0-3) Staff restoration by Shakespeare, Spenser, Sidney, and Beckett. This course examines the central and changing role their contemporaries. Readings from several differ- of nature in American literature, from the typologi- ent kinds of romances—novels, narrative poems, 471B. Studies in Six Irish Writers cal eschatology of the Puritans to the pop-culture plays—to see how romance comes to inform some of (3-0-3) Deane apocalypticism of Don DeLillo’s White Noise. the most influential ideas of literary history itself. W.B. Yeats, Elizabeth Brown, Bram Stoker, J.M. Synge, Seamus Heaney, Medbh McGuckian. 482C. Tragedy: Shakespeare and Melville 448. Milton (3-0-3) Staud (3-0-3) Hammill 471E. Modern Irish Drama Using concepts of tragedy as a linking principle, this This course includes close readings of Milton’s work, (3-0-3) Harris course reads several Shakespearean plays and then from all stages of his career, and discussions of his In this course, we will study both the drama Moby-Dick, noting Shakespeare’s influence on the highly self-conscious attempt to make himself into produced by the playwrights of the Irish literary American novelist. England’s greatest poet. renaissance—Yeats, Synge, Lady Gregory, and O’Casey—and the political struggle for Irish inde- pendence that was taking place at the same time. 134 135
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485C. Mark Twain and the American Imagination 493E. Some Strains in 20th-Century American (3-0-3) Werge Fiction Film, Television, The influence of the literature of Mark Twain on (3-0-3)Brogan and Theatre American culture. This course studies the interconnections among six of our best fiction writers of the last century, 488. American Film Chair: tracing the dynamic aesthetic and moral develop- (3-0-3) W. Krier Peter Holland ment of American fiction from Fitzgerald through Presentations and discussions of the several genres of Associate Chair and Director Hemingway, Faulkner, Hurston, and Walker, to film produced in America since the early 1900s. of Undergraduate Studies: Morrison. 489M. Methods: Reading Ulysses James M. Collins (3-0-3) Johnson-Roullier 493Z. Seminar: American Women Writers Director of Theatre: This course explores various ways to read literature (3-0-3) Brogan Kevin Dreyer by employing different theoretical approaches to This course will focus on the work of women writers McMeel Family Chair in Shakespeare Studies: study James Joyce’s most famous text. after World War II and up to the end of this past Peter Holland century, with the idea of gaining an understanding William and Helen Carey Chair 490M. Methods: Wallace Stevens of the range of women writers in this country during in Modern Communication: (3-0-3) Hart this period. Vincent Friedewald Jr. This course will be devoted to reading the major Professors: poems of Wallace Stevens, arguably the greatest poet 494G. Film Melodrama Donald Crafton (on leave 2003–04); Vincent writing in English in the 20th century. What rela- (3-3-3) Radner Friedewald Jr. (visiting); Luke Gibbons tions are there between reality and the imagination? Crosslisted with FTT 470. That is Stevens’s abiding question, and we will follow This course looks at the influence of 19th-century (concurrent); Jill Godmilow; Peter Holland; it in all its twists and turns, in his poems as well as melodramatic sensibilities on the development of Mark C. Pilkinton (on leave 2003–04); John his essays and letters. film drama, emphasizing the woman’s weepies of the Welle (concurrent) 1930s and the Hollywood family melodramas of the Associate Professors: 490Z. Seminar: Black Cultural Studies 1950s. Reginald F. Bain (emeritus); James M. Collins; (3-0-3) Irving Rev. Arthur S. Harvey, C.S.C. (emeritus); This interdisciplinary course considers the conflicted 498. Special Studies (3-0-3) Staff Frederic W. Syburg (emeritus); Pamela Wojcik ways in which “racial” identities and differences have (on leave 2003–04) been constructed throughout U.S. culture. Prerequisites: 3.5 average, and written consent of instructor and approval of chair. For English majors Assistant Professors: 492B. The American Novel between the Two World only. Wendy Arons; Christine Becker; Jessica Wars Independent study under the direction of a faculty Chalmers; Paul McEwan (visiting); Emily (3-0-3) Todorova member. Phillips; Ann Marie Stewart (visiting); William L. This course pays particular attention to the different Wilson (visiting) social contexts from which narratives emerged in Graduate Courses. Courses numbered between Professional Specialists: order to see how novels participated in the contem- 500 and 599 are open to qualified students. Thomas M. Barkes (concurrent); Richard E. porary cultural and political debates. Each of these Description of these courses and of graduate work Donnelly; Kevin Dreyer; Karen Heisler (visiting) works probes some defining notion of American in English is in the Graduate School Bulletin of Associate Professional Specialists: identity, asking who or what constitutes “America.” Information. Theodore E. Mandell; Ava Preacher (concurrent) We will also attend to that question by discussing Assistant Professional Specialists: each narrative’s formal characteristics and how they 501. Graduate Fiction Workshop William Donaruma; Siiri Scott (artist in meet the author’s aims. 502. Graduate Poetry Workshop residence) 492J. Lost Generation 504. The Writing Profession Instructors: (3-0-3) Brogan 505. English for Non-Native Speakers M. Garrett Hohimer (adjunct); Gary Sieber 506. Introduction to Graduate Studies This course studies the writings of authors, mostly (adjunct); Christopher Sieving (visiting) 514. The Sufferings of the Roman Martyrs Americans, who achieved prominence in the 1920s: 518. Print, Manuscript, and Performance in the Hemingway, Fitzgerald, H.D., Stein, Cummings, Atlantic World, 1550-1800 The department. The Department of Film, Tele- Hughes, and others. 527I. Petrarch: The Soul’s Fragments vision, and Theatre curriculum includes study of 493B. Latino Poetry 530B. Old English Biblical Verse the arts of theatre and performance, film and video, (3-0-3) Menes 538E. Chaucer and Medieval Narrative and television. Our goal is to provide students with 542. Poetry and Politics in Early Modern Ireland This course will focus on several prominent con- intellectual and intuitive resources for analysis and 1541-1688 production of these performing and media arts. temporary Latino and Latina poets—among them, 556. Monsters of Benevolence: Irish Ascendancy Gary Soto, Lorna Dee Cervantes, Victor Hernandez Writers and Early Modernity, 1720-1800 We seek both to encourage and inspire intellectual Cruz, Martin Espada—whose work has enriched and 561A. Romanticism and Culture Wars: Lakers, Scots, discipline and curiosity as well as to discover and diversified the canon of American poetry. and Cockneys nurture student creativity. We offer, therefore, both 562A. European Romanticism a scholarly and creative context for education of the 493C. American Women Writers 572A. Art, Technology, Globalization general liberal arts student at Notre Dame as well (3-0-3) Baldwin, Brogan 579C. Modern Geographies as the individual seeking an intensive preparation This course examines literature written by American 583. American Literature at War in Mexico for advanced study in these fields. In an interdisc- women during the middle decades of the century, 595. Postmodernism and British Poetry iplinary spirit of collaboration, students in this investigating intersections between race, gender and 596B. Objectivism in 20th-Century American Poetry department investigate film, television, and theatre nation in the war years and early Cold War period. 702A. Practicum: Preparation for the Profession (and occasionally other media) as complex cultural Of key interest is the place of American women within the concurrent political discourses of contain- phenomena in order to develop skills in analysis, ment and expansionism. evaluation, and theory formation as well as to engage in creative production. 134 135
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Students graduating from this department The Department of Film, Television, and Theatre Complementary Nature of Departmental Concen- have numerous postgraduate choices. Many of our participates in two international programs by cross- trations. There is a strong creative and scholarly graduates seek careers in law, medicine, business, listing courses and sponsoring internships. For more relationship in the mix of courses and activities of education, public service, or other professions. Oth- information, see the Bulletin descriptions for the the department of which students should be aware. ers will pursue careers in theatre, film, or television. Dublin program and the London program. The concentrations offered by this department However, we are not a professional training program. Several courses are offered in the summer session, can provide many complementary areas of creative Rather, we seek to provide the creative and tech- including FTT 104/204 and 105/205. See the Sum- and technical study for students involved in film nological tools for student scholar/artists to build mer Session Bulletin for availability and further and television production, as well as overlapping a basis for advanced study and professional careers information. historical, theoretical and critical concerns. Similarly, in the arts should they so desire. It is our hope that those concentrating in theatre are urged to avail those whose work and determination lead them to Film/Television Concentration. The unifying themselves of the many opportunities for production seek careers in these fields will be challenged and element in the Film/Television Concentration of experience and critical, cultural and theoretical stud- assisted by their liberal arts curriculum. Our courses the department is the four-course fundamentals ies offered by the film and television faculty. provide tools to understand the analytical, technical requirement, which provides students not only with Cocurricular Activities. The department encourages and imaginative processes of the field, whether pur- resources for the critical examination of form, style, non-majors to elect courses, participate as audience sued as future work, study, or as an enhancement of and meaning of the media in contemporary culture in our extensive film and theatre series, and involve intellectual life. but also a theoretical foundation for intensive hands- themselves in film, television, and theatre production Most FTT courses fulfill the University fine arts on production experience. as a means of informing and complementing their requirement. Summary of Requirements: Basics of Film and liberal arts education at Notre Dame. Occasional For more information and up-to-date list- Television (FTT 104/204), History of Film I (FTT guest artists and lecturers are also sponsored by the ings of courses and FTT events, visit the Web at 310), History of Film II (FTT 311), Film and Tele- department. Information on all department-spon- www.nd.edu/~ftt. vision Theory (FTT 377). In addition to these four courses, students must elect six courses from among sored activities is available in the department office and on the department’s Web site. Program of Studies. Students interested in the major the many offerings of the department in the areas are encouraged to visit the departmental office (314 of film and television studies, film and television Course Descriptions. The following course de- O’Shaughnessy Hall) for information about the production, theatre and other media studies for a scriptions give the number and title of each course. programs and department faculty. You also may visit total of at least 30 hours. At least three hours must Lecture hours per week, laboratory hours per week our Web site at www.nd.edu/~ftt. It is recommended be taken on an international topic. See advisors and and credits each semester are in parentheses. The that interested students complete one of the the Web site for specific offerings. Normally, three instructor’s name is also included. Many courses freshman/sophomore basic courses, Basics of Film of these electives must be at the 400 level (not in- require completion of prerequisite courses, early and Television (FTT 104/204) or Introduction to cluding internships). application and/or permission prior to registration Theatre (FTT 105/205), before selecting the major. in order to assure the student’s readiness to take the These courses are essential introductions to the Theatre Concentration. The Theatre Concentration course and to control numbers in the class. Students subjects and methodologies of the two departmental requires students to obtain a broad general education should discuss their interests and clarify course concentrations, as well as prerequisites for most in all areas of theatre study — history, theory, and registration requirements with the course instructors departmental courses. When taking either course is production. Students may focus their studies in and/or their advisors. Virtually all courses in this impossible, instructors of the courses may approve selected areas by choosing electives in their particular department require attendance at cinema screenings students for concurrent registration. areas of interest. (labs), plays and other arts events. Step-by-step instructions for becoming a major Summary of Requirements: Introduction to 104/204. Basics of Film and Television are available on our Web site. All students declaring Theatre (FTT 105/205), Stage Management (FTT (3-2-3) Staff a major first must obtain the signature of the de- 241), Theatre Seminar (FTT 494). Plus two of the Corequisite: FTT 104L/204L. partment chair or associate chair and select a depart- following three courses: Scene Design and Method- This course introduces students to the study of film mental faculty advisor, with whom the student will ology (FTT 360), Lighting Design and Methodology and television, with particular emphasis on nar- consult to prepare a plan of study reflecting their (FTT 363), Costume Design and Methodology rative. Students will learn to analyze audio-visual educational interests and goals. Students may elect (FTT 364). Plus three of the following four courses: form, including editing, framing, mise-en-scène, to major in the department as either a first or second History of Theatre Before 1700 (FTT 411), His- and sound. Students will consider topics in film and major in accordance with college guidelines. tory of Theatre Since 1700 (FTT 413), Dramatic television studies such as authorship, genre, stardom, Normally, students concentrate in either Film/ Literature and Criticism Before 1900 (FTT 482), and feminism. Focusing on Classical Hollywood and Television or in Theatre. At least 30 credit hours are Dramatic Literature and Criticism Since 1900 (FTT American TV, the course will also introduce students needed to complete the major. The Film/Television 483). Plus two other courses within the department, to international and/or alternative cinemas and tele- concentration requires at least one elective on an selected in consultation with an advisor, for a total of vision styles. Evening screenings are required. Serves international subject and at least three upper-level at least 30 hours. as prerequisite to most upper-level courses in film courses. The Theatre concentration offers a sup- Students selecting the Theatre Concentration as a and television. plementary major requiring 24 credit hours, at least supplementary major may do so by completing only three of which must be at the 400 level, depending the eight core requirements. on the choice of concentration. The Film/Television concentration requires at least one elective on an international subject, and the department requires writing throughout the curriculum. (A major combining courses from both areas of the department is possible with approval of the de- partment chair.) 136 137
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105/205. Introduction to Theatre 228. Irish and American Tap Dance 241. Stage Management (3-2-3) Staff (1.5-0-1.5) McKenna (3-0-3) Dreyer A study of theatre viewed from three perspectives: This course will teach a range of fundmental Amer- Prerequisite: FTT 105/205 or permission. historical, literary and contemporary production ican tap steps in addition to at least two finished tap This course will explore the duties and functions of practices. Through lectures, readings and discussion, dance pieces set to music. Several hard shoe Irish tap the stage manager in both the pre-production and students will study this art form and understand dances will be taught, and depending on the abil- production phases of the mounting of a show. Stu- its relevance to their own life as well as to other ity of the students, several other completed dances dents will learn how to produce a promptbook and art forms. A basic understanding of the history of are possible. The particular range of individual tap to track and block a show. They will also learn theatre and the recognition of the duties and respon- dances learned will permit the student to use these performance etiquette and documentation of a sibilities of the personnel involved in producing live steps and expand them to fit a wide diversity of mu- production. theatre performances will allow students to become sic types and rhythms. Although the class is intended 260. Introduction to New Media more objective in their own theatre experiences. for students who have never learned tap previously, (3-0-3) Staff 180. University Fine Arts Seminar: Film both elementary and middle-range students have The Internet, interactive computer technologies, and (3-0-3)Staff found the class suited to their needs. Tap shoes are unprecedented ways of performing and expressing University Seminars are designed to foster intense a necessity and should be purchased before the class ideas make an awareness of new media (broadly interaction between first-year students and faculty begins. defined) necessary. This course examines the history, in small settings. These courses, designated by the Does not fulfill the fine arts requirement. application, and social impact of these new systems. “180” number, are offered by departments within 229. Ballet I 269. Stagecraft: Theory and Practice the college of Arts and Letters and will satisfy the (3-0-1.5) Barkes (3-0-3)Hohimer relevant University requirement in history, literature, Ballet I is an exploration of fundamental ballet Prerequisite: FTT105/205 or permission of fine arts, social science, and the first course of the technique. It is an activity course that is heavily de- instructor. philosophy or theology requirement. These seminars pendent upon attendance. The course will be geared A practical introduction to techniques, processes, include a significant writing component and require toward those who have had little or no ballet train- and materials. The student will explore traditional a minimum of 24 pages with at least one re-write ing, with the intention of getting the class moving and modern stagecraft methods: carpentry, rigging, of a corrected paper. Each first-year student will be quickly enough that those with some training will required to complete one University Seminar. basic scenic painting as well as basic technical draft- find it useful. Ballet, if pursued correctly, can be a ing, design ideas, equipment use, safety, material There are University Seminars in 12 Arts and Letters great help to those who engage in other movement disciplines. handling, and problem solving. Students will gain activities. While it is a stylized form, ballet funda- practical experience participating on realized projects 215. American Film Genres mentals can provide a solid foundation for actors, and productions. (3-2-3) Staff athletes, and even normal pedestrians. For example, 300. Principles of Television Corequisite: FTT 215L. good ballet placement is also good posture. For the and Multimedia Production This course explores the ways in which Hollywood first class, dress comfortably and be ready to move. (3-0-3) Friedewald has developed productions in waves and cycles of The only monetary investment for the course is a This course is designed to provide a fundamental films with similar subjects and styles. In addition to pair of ballet shoes, which may be purchased at The understanding of video and multimedia program exploring the idea of genre itself as a critical issue, Ballet Shop in the nearby Town and Country Shop- production, from initial concept to final broadcast. there are case studies of specific groups of films. ping Center. The point of view is from the perspective of the ex- These include the traditional American genres, e.g., Does not fulfill the fine arts requirement. ecutive producer, who oversees all business and cre- gangster films, westerns and musicals, as well as 230. Performance Workshop I ative aspects of television programs. All media which lesser-known genres, which vary each year. (3-2-3) Chalmers incorporate video, including broadcast television, 221. Acting: Process Corequisite: FTT 230L. CD-ROM, DVD and the Internet, will be covered. (3-0-3) Scott, Staff This class represents an exciting new venture for Topics include proposal development and budgets; Prerequisite: FTT 105/205. Notre Dame theater, introducing students to the understanding the target audience; audience expo- This is a basic introduction to the art and craft of alternative practices of performance art and perfor- sure, attention, perception and retention; production acting. It is a workshop course including lecture, mance theater. Bringing together painters, video elements; locations; the script; sponsor relations; exercises, rehearsal techniques and scene study. The artists, musicians, and writers (among others), credibility and ethics; motivational television; and emphasis is on development and growth and not on performance has emphasized modernist and avant- on-camera interview techniques. finished work. In addition, students are required to garde experimentation. The work of these and other 301. History of Television see the mainstage plays and keep a journal incorpo- artists are studied through readings and film and (3-2-3) Becker rating notes on class work, rehearsals and outside video documentation. Students also will be asked Corequisite: FTT 301L. reading. to use these examples as models to create a series of their own short performance pieces. Students at all This course examines the historical evolution of levels and disciplines are encouraged to enroll. A television, focusing on the industrial, political, background in theater is not required—only a spirit technological and cultural forces that have shaped of collaboration and openness toward alternative uses the development of the medium in the U.S. and of character, text, space, lighting, and sound. abroad. In addition to analyzing the history of American broadcasting, we’ll cover the histories of other television systems, including those of Great Britain, China, Latin America and the Middle East. As such, we will explore the variety of forms this ubiquitous mass medium has taken on across the globe and investigate the historical factors which brought about those forms. Majors only through third period, then open to all. 136 137
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303. Debate 322. Acting: Character 333. New Iranian Cinema (V-V-2) Staff (3-0-3) Scott (3-2-3) Godmilow This course will focus on research of current Prerequisite: FTT 105/205 or 221 or permission. Corequisite: FTT 333L. events and the efficacy of proposed resolutions The second course in the acting progression, this This seminar course will take up a selection of toward the alleviation or reduction of societal course expands on basic methodology and incor- the best of the new wave of Iranian cinema (films harms. It will also involve discussion of debate porates physical techniques for building a character. by Kiarostami, Close-Up, Taste of Cherry, And Life theory and technique. Permission required. Of- Students explore psychological gestures, Laban effort Goes On, Through The Olive Trees; Mahkmalbaf, fered spring semester only. shapes, and improvisation as they develop a personal Gabbeh, The Cyclist: Samira Makhmalbaf, The 308. Broadcast Journalism approach to creating a role. Apple; Panahi, The Circle; Naderi, The Run- (3-0-3) Sieber 325. Acting: Role/Modern ner, and others) and debate its sources and its Prerequisite: By application only. (3-0-3) Staff paradoxical arrival on the international film scene. Four major topics are covered: (1) Writing for broad- Prerequisite: FTT 221 or permission. We will consider the role of censorship, limited cast: Emphasis on developing the student’s under- Advanced exploration of technique and methodology budgets, Islamic proscriptions, national history standing of grammar and style in the construction focusing on problem solving in approaching roles and aspirations, issues of gender and, in particular, of effective news stories. (2) Newsroom structure: from the literature of the modern theatre. the persistent influence of a 2,500-year-old, popular Persian poetic tradition in the inspiration Understanding who does what in today’s broadcast 326. Acting: Role/Classical newsroom and how economics affects the flow of in- and refinement of this unexpected and celebrated (3-0-3) Scott cultural phenomenon. formation. (3) Journalism ethics: Analysis of personal Prerequisite: FTT 221 or permission. values, ethical principles, and journalistic duties that This course looks at Shakespeare’s texts from the ac- 334A. National Cinemas influence newsroom decisions. (4) Legal consider- tors’ perspective. Various techniques for unlocking (3-2-3) Staff ations in news gathering with special attention paid meaning and emotional content will be introduced. Corequisite: FTT 334L. to libel laws and invasion of privacy. Students will use the First Folio for textual analysis Every industrialized country, and many nonindus- 310. History of Film I and explore the fine arts in Elizabethan England to trialized ones, have developed distinctive national (3-2-3) Becker, Crafton discover the physical world of Shakespeare’s charac- cinemas. Often these productions are a dynamic mix Prerequisite: FTT 104/204. ters. The course culminates in a series of vignettes of Hollywood influences, assertive local cultures, and Corequisite: FTT 310L. allowing each student to create several different clas- government control. This course examines the films This course traces the major developments within sical roles. of one or more countries to reveal their distinctive styles, stories, and visual and narrative techniques. the history of U.S. and international cinema from 327. Acting: Role/Contemporary its beginnings to 1946. It will look at films from the (The nationality varies each year.) The idea of “na- (3-0-3) Staff tion” as a critical concept is also addressed. Satis- major cinematic movements and genres and from Prerequisites: FTT 221 or permission. major filmmakers. These films and filmmakers will fies the FTT “International Area” requirement for Advanced exploration of technique and method- Film/TV concentrators. May be repeated. Fulfills the be considered in terms of the social, economic, tech- ology, focusing on problem solving in approaching nological and aesthetic forces that have shaped them. University fine arts requirement and the Film/TV roles from the literature of the contemporary international area requirement. 311. History of Film II theatre. 335. National Theatre (3-2-3) Becker, Collins 328. Voice and Movement (3-0-3) Staff Prerequisite: FTT 310 or consent of instructor. (3-0-3) Scott This course provides students with insight into the Corequisite: FTT 311L. Prerequisites: FTT 105/205 and 221. development of European theatre, from Brecht- This course is a continuation of FTT 310, exam- A course designed to help the advanced acting Weigel’s work at the Berliner Ensemble to the theatre ining the most important developments in world student focus on kinesthetic awareness. The actor works of Giorgio Strehler at the Piccolo (Italy), cinema from 1946 to the present. will identify and work to remove physical and vocal Peter Brook at the Buffes de Nord (UK, France), 317. History of Popular Culture tensions which cause habituated movement and im- Ariane Mnouchkine at Theatre de Soleil (France), (3-2-3) Collins pede natural sound production. Through movement Peter Stein at the Schaubeuhne, Pina Bausch at Tanz- Prerequisite: FTT 104/204. and vocal exercises created for actors, students will theater Wuppertal, and Heiner Mueller and Einar Corequisite: FTT 317L. experience what “prepared readiness” for the stage Schleef at the Volksbuehne and the Berlin Ensemble The focus of this course is a consideration of the consists of, and how to meet the demands of a live (Germany). Students are introduced to the main development of popular culture through a reinvest- performance. productions of these directors, their theatrical roots, igation of its history and place within the past and 330. Advanced Tap and their influence on contemporary European present cultures. Novels and other print media are (1-0-1) McKenna theater and playwriting. considered, as well as film and television. Does not apply to overload. 344. Directing: Process 320I. Italian National Cinema This class is directed toward advanced dance students (3-0-3) Staff (3-2-3) Welle interested in creating and performing advanced tap Prerequisite: FTT 105/205 or permission. See LLRO 450I. techniques and choreographing, with the instructor All aspects of directing a play will be analyzed and or, in some cases, independently. Tap pieces covering discussed including working with text, space, actor a range of tap genres, including Irish hard shoe step and audience. There will be three exercises staged in dancing, are included. class. Each student will direct a one-act play and sub- mit a full detailed promptbook of that production as a final project for the course. All work for the final is outside regular class time. 138 139
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350. Love, Death, Revenge: Japanese Drama 363. Lighting Design and Methodology 377A, B. Film and Television Theory (3-0-3) Brownstein (3-0-3) Dreyer (3-2-3) Collins, Wojcik See LLEA 350. Prerequisite: FTT 105/205 or permission. Prerequisites: FTT 310 and FTT 311. 351. Playwriting and Screenwriting This course serves as an introduction to the theories Corequisite: FTT 377L. (3-2-3) Chalmers and practice of lighting design for the stage. Students This course offers an introduction to the philo- Prerequisite: Majors only; non-majors require the will explore the design process as well as study the sophical, aesthetic, cultural and historical issues that instructor’s permission, because of the limited practical considerations of the execution of a design. inform current scholarship and production in film enrollment. Specific topics covered will include electricity, light, and television. The focus of the course may vary This creative-writing course deals with the principles theatrical equipment and its development, commu- from semester to semester. Course not available to of dramatic construction with consideration of nication of the design, and the role of the designer students who have taken FTT 484. character development, plot structure, dialogue and within the artistic infrastructure. 378. Acting in Film and Theatre critical analysis, as well as the evolution of dramatic 364. Costume Design and Methodology (3-2-3) Arons, Wojcik form into cinematic narrative. Students can choose (3-0-3) Donnelly Prerequisite: FTT 104/204 or 105/205. to work in either (or both) formats, that is, theatre or Prerequisite: FTT 105/205 or permission. Corequisite: FTT 378L. film. Students will develop plays or screenplays ap- This course teaches the principles of costume design This course provides an introduction to acting propriate for later production within the department for the stage and the techniques of constructing cos- styles in theater and film, with particular interest and will analyze and evaluate each other’s creative tumes. The course will explore the use of costumes in the way in which theater and film influence work. Screenings and play performances outside class to express character traits by analyzing play scripts. each other. Rather than “how-to” acting class, this are required. Advanced students only. The course will include an introduction of the basic course approaches acting from critical, historical, 352. Nazi Past in Postwar German Film skills needed to construct costumes. and theoretical perspectives. Topics may include (3-0-3) Hagens 365. Makeup for the Stage silent film acting, melodrama, naturalism, the See GE 350. (3-0-3) Donnelly Method, improvisation, the star system, alienation effects, comedic practices, and performance in 355. Topics in Performance Studies Prerequisite: FTT 105/205 or permission. everyday life. Frequent screenings required. (3-0-3) Chalmers Theory and practice of makeup design, including ba- This course introduces students to performance sic, corrective, old-age and special character makeup. 389. Topics in Media Theory, History, and Research studies, a new interdisciplinary field. This class will 366. History of Costume (3-2-3) Staff explore the meanings of “performativity” as it has (3-0-3) Donnelly Prerequisites: FTT 104/204 or permission. been applied by scholars of performance studies to This course is an overview of the history of costume Corequisite: FTT 389L. events both in and outside theater. We will begin by and fashion from the prehistoric cultures through the An investigation of selected topics concerning theory, looking at leading critic’s work on ritual and theater. 20th century. The course will look at the ever-chang- history and research in film, television, the media or Next, these founding concepts, developed in an ing trends in clothing and provide an understanding cultural studies. academic context, will be discussed in relation to the of the cultural and historical effects of those changes. practice of performance art and experimental theater The class will investigate how fabric, style, color and 390. Theatre Production Workshop since the late 1950s. the psychology of clothing reflects personal choice, (V-V-V) Donnelly 360. Scene Design and Methodology cultural impressions and historical perspectives. Prerequisite: Instructor’s permission. A workshop course in the process of theatre pro- (3-0-3) Phillips 373. History of Documentary Film duction, in which students assume a major nonper- Prerequisite: FTT 105/205 or permission. (3-2-3) Godmilow formance production responsibility including, but An introduction to the theories and practice of Prerequisite: FTT 104/204 or permission. not limited to, that of stage manager, assistant stage scenic design for the stage. Students will explore Corequisite: FTT 373L. manager, prop master, costumer, technical director the design process as well as study the practical This course will track the history of nonfiction film and assistant director. Can be repeated for up to four considerations of the execution of a design. Specific and television, examining various structures and for- hours of credit. topics covered will include elements of design, draft- mats including expository, narrative, experimental, ing, construction techniques, model building and formalist, docudrama and “reality TV.” It will also 391. Short Story in East Asia and Beyond rendering. Various periods and styles will be explored examine the uses of “actuality” footage in films that (3-0-3) Selden along with the role of the designer within the artistic make no pretense to objectivity. At the center of the See LLEA 391. infrastructure and play analysis from the designer’s course will be a deconstruction of the notion of “film 395. Broadcasting and Cable point of view. truth.” Students will develop skills in the critical (3-0-3) Heisler 361. Introduction to Film and Video Production analysis of documentary and examine the standards This course examines the history and current prac- (3-3-4) Mandell by which we evaluate them. tices of the broadcast and cable television industry Prerequisite: FTT 104/204 or exemption. 374. The American Film Industry and looks at its effect on American culture and An introductory course in the fundamentals of (3-2-3) Wojcik society. Topics of discussion include important issues shooting, editing and writing for film and video Corequisite: FTT 374L. in the industry, government regulation, news, sports productions. This is a hands-on production course Students survey critical moments in the development and entertainment programming strategies and emphasizing aesthetics, creativity, and technical of Hollywood and American cinema from the early practices, ratings and advertising. The course also expertise. The course requires significant amounts of formation of the star system (c. 1910), through the offers an introduction to basic television production shooting and editing outside class. Students produce establishment and demise of the producing studios, through eight production sessions at WNDU-TV. short video projects using digital video and Super ending with the age of television and the multiplex. 8mm film cameras and edit digitally on computer Topics may include the effects of censorship and the workstations. The principles of three-camera studio rating system, economic aspects of distribution and production are also covered. exhibition, and the changing film audience. 138 139
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401. Film and Cultural Studies (3-2-3) Collins Prerequisite: FTT 104/204. Corequisite: FTT 401L. This course investigates the ways that film may be studied within a broader cultural context than other courses in history or criticism. The chief interests here are how film relates to the culture that produces it and how film study leads to larger questions con- cerning how we conceptualize “culture.” 407. Entertainment and Arts Law (3-0-3) Wilson Prerequisite: None. Open to majors and non- majors. Persons in various positions in the arts and enter- tainment communities encounter a wide range of legal issues. Students will be introduced to the basic concepts of contract, copyright and First Amend- ment issues. In addition, students will examine the concepts of rights of publicity and privacy, story ideas, receipt of credit, and trademarks. Students are also exposed to the inner workings of the film, televi- sion, theatre, music, and publishing industries. It is assumed the students have no prior experience in the study of law. (Summers only.) 411. History of Theatre Before 1700 (3-0-3) Pilkinton A rigorous survey of the development of theatre as an art form from the recorded beginnings in fifth- century B.C. Athens to the end of the 17th century, 421. Advanced Scene Study 445. Advanced Makeup for the Stage including the physical theatre, dramatic literature, (3-0-3) Staff (3-0-3) Donnelly production practices, cultural contexts and theo- Prerequisite: FTT 221 and permission. Prerequisite: FTT 365. retical foundations. This course will be an in-depth look at the acting Advanced theory and practice of makeup design, 413. History of Theatre Since 1700 process through a workshop study of monologues including script analysis, character interpretation and (3-0-3) Pilkinton and scenes from the masters of modern theatre. The prosthetic work. course begins with the plays of Chekhov and works A rigorous survey of the development of theatre as an 446. Theatre for Youth through the 20th century to contemporary times. art form during the 18th, 19th, and 20th centuries, (3-0-3) Staff including the physical theatre, dramatic literature, 431. Advanced Acting Techniques Designed for both majors and non-majors, this class production practices, cultural contexts and theo- (3-0-3) Scott combines history, literature, theory and practice for retical foundations. Prerequisite: FTT 221 or FTT 322, or permission a hands-on experience of theatre for young audi- 414. Cinema Ideologies of instructor. ences. The class takes a comprehensive look at the (3-2-3) Godmilow A course intended for the serious acting student, trends during the 100 years of theatre, professional Prerequisite: FTT 104-204. this advanced course uses Method techniques in and nonprofessional, that has been performed by Corequisite: FTT 414L. scene study and monologue work to hone the skills adults for a mainly child audience. The students are Cinema, both in fiction and nonfiction forms, is one acquired in Character and Advanced Scene Study. required to attend all Theatre for Youth productions of the major contributing forces to the construction Students will be responsible for finding, rehearsing in the area and will bring together their studies in of ourselves and our perception of “others,” in terms and performing texts from several genres. Class work a performance and an accompanying educational of class, gender and race. This course proposes to will focus on impulse and response, crating realistic study guide. study and dissect these constructions in films like characters and partner work. Rehearsals outside of Malcolm X, Schindler’s List, Philadelphia, The Kill- class is mandatory. ing Fields, and Striptease through a close-reading 444. Directing: Practice practice. (3-0-3) Staff 419. Advanced Topics in Theatre Studies Prerequisites: FTT 344 and permission. (3-0-3) Staff Advanced independent projects in directing. Stu- Prerequisite: Permission of instructor. dents considering this course should consult with the Advanced study in the areas of theatre history, instructor for departmental guidelines. dramatic literature, criticism and theory. Topics are taught in a seminar format. May be repeated for credit. 140 141
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448. Intermediate Film/Video Production 473B. Sex and Gender in Cinema 476. Gender and Genre (3-2-4) Donaruma (3-2-3) Wojcik (3-2-3) Staff Prerequisites: FTT 361. Prerequisite: FTT 104/204. Prerequisite: FTT 104/204. This film-production course will focus on 16mm Corequisite: FTT 473L. Corequisite: FTT 476L. black-and-white silent narrative film production. It This course analyzes representations of and theories Starting from the fact that certain film genres have will explore the technical and aesthetic aspects of the about sex and gender in cinema. Students will read been seen as appealing largely to one gender, this film camera and various equipment and focus on major texts in feminist theory, queer theory, and course will examine the connections between genre narrative script development for the short film. Stu- masculinity studies, in order to become familiar with and gender, attempting to get beyond conventional dents will shoot a composition video exercise, a film- important concepts and debates within the field. explanations of the gendering of genres (e.g., “guys lighting exercise and finally write, produce, shoot Topics covered will include “the male gaze,” specta- like violence”; “women like romance”). The course and edit one 16mm black-and-white film in teams torship, performance and stardom, camp, “reading will consider various theories of male and female of two. Students will edit on film and complete a cut against the grain,” consumption, gender and genre, spectatorship and attempt to assess their applicability workprint. There is a strong emphasis on cinematog- race and gender, masquerade, authorship, and to different genres. At the same time, however, this raphy, the technical skills involved and the process of masculinity “in crisis.” Students will view classical course will question the rigid demarcation of both working in a crew environment. Also required are a Hollywood films, silent films, and avant-garde films gender and genres, looking closely at the seemingly midterm exam, some Friday workshops and evening and videos. Evening screenings required. increasing prevalence of “gender-bending” and screenings. 474. Film and Media Genres “genre-blending.” 460. French Theatre Production (3-2-3) Wojcik 477. Third Cinema (3-0-3) McDowell Prerequisite: FTT 104/204 or permission (3-2-3) Staff See ROFR 490. of instructor. Prerequisite: FTT 104/204 or permission. 463. Professional Video Production Corequisite: FTT 474L. Corequisite: FTT 477L. The course will look at types of stories in film, tele- (3-3-3) Mandell “Third Cinema” is the terms for a wide, multicul- vision or other media. The course may concentrate Prerequisites: FTT 361 or DESN 282S or permission tural range of films from the Third World. Their sty- on a particular genre, such as the Hollywood of instructor. listic and thematic practices differentiate them from musical, detective fiction, the Western or the soap A course for the advanced production student the Hollywood and European traditions that have opera; or, it may offer a more general exploration of interested in the techniques and technology of the dominated world cinema. We will not study these the concept of “genre.” broadcast video industry, utilizing the following films merely as isolated masterpieces, but rather in post-production software: Avid Media Composer, 475. Topics relation to their larger cultural, historical and theo- Adobe After Effects, Lightwave 3D, and Digidesign (3-2-3) Staff retical contexts. To this end, the course readings will Pro Tools. Students produce projects using Betacam- Prerequisite: FTT 104/204 and majors only. include essays concerning not only the films them- SP and DV video equipment while learning the Corequisite: FTT 475L. selves but also the theoretical and political issues they basics of non-linear editing, digital audio sweetening, This is an advanced study of the use of film or engage: colonialism and post-colonialism, cultural, 2-D compositing and 3-D animation techniques. television technique. Students examine group styles ethnic, racial and sexual difference, and questions of —such as the Hollywood cinema or the European otherness and multiculturalism. 465. CAD for the Stage art cinema—or the individual styles of major film or (3-2-3) Staff 478. Film Culture television artists. Prerequisite: Permission of instructor. (3-2-3) Collins Topics vary from semester to semester. The study of the use of the computer to design Prerequisite: FTT 104/204 or permission. scenery and lighting for the stage. The course will 4775H. Americanization of European Culture Corequisite: FTT 478L. begin at a rudimentary level of understanding of (3-0-3) Grzeszcyk This course will investigate how films are circulated computer-aided design and progress to 2-D and then Prerequisite: FTT 104/204. and evaluated throughout cultures at different points 3-D design techniques. A basic understanding of the This course focuses on Americanization seen as the in the history of the medium. The focus will be on Macintosh computer system is necessary, and signifi- result of cultural diffusion and a part of larger global the way films acquire varying levels of cultural sig- cant computer work is required outside class. processes. This subject has been long discussed by nificance in terms of how they are accessed by which Western European scholars but from 1989 it has audiences and how they intersect with other media: 470. Film and Melodrama gained a significant importance in the countries of publishing industries, popular music, magazines, and (3-2-3) Staff the former Soviet block. We will see how the issue literary culture. Corequisite: FTT 470L. of Americanization of popular culture is presented Melodrama, one of the most important literary and 479. Contemporary Hollywood by scholars from both the West and the East. The (3-2-3) Collins cinema modes, has its roots in the 19th century. This subjects to be discussed include: fashion, popular course incorporates recent critical thought on melo- Prerequisite: FTT 104/204 or permission. music (including rap, hip-hop, rock, blues, etc), Corequisite: FTT 479L. dramatic forms into a study of (mostly) French cin- movies, different television genres based on American ema. Examples of films that may be studied include This course concentrates on the most important models (talk-shows, quizzes, sitcoms, soap operas, developments in American cinema and culture since Written on the Wind, Quai des brumes, Les Enfants du reality-based shows), changes in university educa- Paradis, Vivre sa vie and Madame Bovary. the 1960s. Beginning with the collapse of the classic tion, fast-food restaurants, foodways, the fashion of studio system at the end of the 1950s, this course 473A. Feminist Theory and Representation reading self-help books and undergoing therapies, explores the profound changes that the film industry (3-2-3) Staff fitness, corporate cultures, advertising, shopping has undergone over the decades, and investigates the Corequisite: FTT 473L. malls, multiplexes, cartoons, American holidays (St. major aesthetic developments that occurred in film The course offers an introduction to feminist theory Valentine’s Day, Halloween), the way the cities look, and other media during the same period — pop art, and its relation to mass culture. The course will look and finally the American influence on the contempo- metafiction, and postmodernism. at how the representation of gender plays an im- rary European languages. Fulfills FTT major interna- portant role in the way we see the world and in the tional requirement stories we tell ourselves about it. 140 141
FILM, TELEVISION, AND THEATRE
480. Ritual and Drama 488. Advanced Film/Video Production 495. Practicum (3-0-3) Staff (3-2-6) Godmilow (V-V-V) Holland In this course, performance is studied as a past or Prerequisite: FTT 488A; permission required by Prerequisite: Majors only, and permission required. imaginary behavior that is restored in the present application. Individual practical projects for the advanced stu- so as to create a certain effect on spectators. Perfor- This is a film/video production workshop for ad- dent. May be repeated up to six hours credit. Taken mance concepts are used to learn how to distinguish vanced students, focusing on the development and S/U only. ritual from theatre and how to find ritual in theatre. production of 16mm short films and videotapes in 496. Media Internship The time structures of dramatic performance are the fiction, documentary or formal mode. It stresses (V-V-V) Heisler studied. Students present analyses of scripts and writing skills with an emphasis on innovations that Prerequisite: FTT 308, FTT 361, or FTT 395. performances of drama using these concepts. Regular expand the existing traditions of and boundaries be- Advanced students are placed at a television sta- attendance and required screenings are part of this tween fiction and nonfiction practices. Students will tion or network, radio station, video production course. Recommended University elective. work in teams of two and utilize 16mm color film company, film production company, or similar 481. Drama and Directors processes and/or Betacam videotape technologies. media outlet. Interns must work 10–15 hours per (3-0-3) Staff Some evening screenings required. week and compile 150 work hours by the end of This course investigates the major directing styles 489. Advanced Topics in Media Theory, History, and the semester (120 hours for the summer session). of Euro-American directors of drama. Styles may Research Interns will complete a project, midsemester include realism, theatricalism, interculturalism, epic (3-2-3) Staff progress report, and evaluation paper. Students theatre, avant-garde and New Vaudeville. Directors Prerequisites: FTT 104/204, FTT 310, 311, and per- can take no more than two 496 internships for include Stanislavsky, Brecht, Welles, Kazan, Brook mission of instructor. May be repeated for credit. a total of no more than three credits. DOES and Schechner. Students make presentations based An advanced investigation of selected topics con- NOT COUNT as a film/TV upper-level course. on readings and performances. Regular attendance in cerning media or cultural studies. Students must apply for the course and receive class and the viewing of several films outside class are 490. Advanced Theatre Production Workshop permission from the instructor. Taken S/U only. required. Recommended University elective. (3-4-3) Arons 498. Special Studies 482. Dramatic Literature Before 1900 Prerequisite: Instructor’s permission. (V-V-V) Staff (3-0-3) Arons Corequisite: FTT 490L. Prerequisite: Permission of the sponsoring professor Prerequisite: FTT 105/205 or instructor’s A workshop course in the process of theatre produc- and chair required, by application. permission. tion, in which students learn to do a dramaturgical Research for the advanced student. An advanced survey of theatrical literature and analysis of a play for production as well as assume a criticism from the earliest plays to the beginning major production responsibility including, but not of the 20th century. Students will read one to limited to, that of performer, stage manager, assistant two plays per week along with selected secondary stage manager, prop master, costumer, technical di- critical literature. rector and assistant director. Does not count toward overload. May be repeated. 483. Dramatic Literature After 1900 (3-0-3) Arons 493. Special Projects in Film Prerequisite: FTT 105/205 or instructor’s (3-2-3) Godmilow permission. Prerequisites: FTT 447-448 or FTT 487-488. An advanced survey of theatrical literature and This is a film production workshop for advanced stu- criticism since the beginning of the 20th century. dents, focusing on the development and production Students will read one to two plays per week along of short films in the fiction, documentary or formal with selected secondary critical literature. mode. It stresses writing skills with an emphasis on 484. Critical Theory in Film and Television Studies innovations that expand the existing traditions of (3-2-3) Collins and boundaries between fiction and nonfiction prac- Prerequisites: FTT 104/204, FTT 377. tices. Students will work in teams of three and utilize Corequisite: FTT 484L. 16mm color film processes and/or Betacam video- This course offers an introduction to the philo- tape technologies. Some evening screenings required. sophical, aesthetic, cultural and historical issues that 494A. Theatre Seminar inform current scholarship and production in film (3-V-3) Scott and television. The focus of the course may vary Prerequisite: Senior majors only, or with permission. from semester to semester. Corequisite: 494L. 485. Postmodern Narrative Preparation for advanced study of theatre. A course (3-2-3) Collins of study for the semester is developed between the Prerequisite: Permission of instructor. student and a faculty advisor or advisors (selected Corequisite: FTT 485L. on the basis of goals established at the beginning of This seminar will focus on the different types of sto- the course). Students who will be taking this course rytelling that have emerged within the past decade in should consult with the instructor during the spring literature and film. preregistration period to preliminarily discuss future goals. 486. Overcoming Political Tragedy See GE 484. 494B. Media Seminar (V-V-V) Staff 487. Advanced Film/Video Script Development Prerequisite: Permission of instructor. (3-0-3) Godmilow Variable topic seminar. May be repeated for credit Topic varies. Refer to department. with permission. 142 143
GERMAN AND RUSSIAN LANGUAGES AND LITERATURES
THE GERMAN PROGRAM The student writing a thesis enrolls in GE 499 German and Russian and receives one course credit (three credit hours) Requirements: First Major, Supplementary Major, for the course. Although the thesis is graded by the Languages and Literatures and Minor advisor (to receive honors, the thesis must receive a grade of A), the entire department reads the thesis, Chair: Majors must select at least one course each from acting as an advisory body to the advisor. The thesis Robert E. Norton clusters A and B (in that order; see Schematic Or- is due the week after spring break, and the student is Rev. Edmund P. Joyce, C.S.C., Professor ganization of the German Program below) before strongly advised to begin thinking about it and start of German Language and Literature: taking courses from Cluster C and should take at conferring with the advisor before the October break Mark W. Roche least one course from Cluster C before proceeding of the fall term. Paul G. Kimball Professor of Arts and Letters: to courses from Cluster D. Courses from Cluster D Vittorio Hösle are intended to serve as culminating (senior-year) SCHEMATIC ORGANIZATION Max Kade Visiting Professor of German: courses. For first majors, at least four of these courses Joachim Dyck must be taken at the home campus; for supplemen- OF THE GERMAN PROGRAM Professors: tary majors, three courses must be taken at the home Vittorio Hösle; Randolph J. Klawiter (emeritus); campus. •CLUSTER A (Conversation/Composition/Reading) Klaus Lanzinger (emeritus); Thomas G. Marullo; Prerequisite for this cluster is 202 or the equivalent. First Major Robert E. Norton; Vera B. Profit; Konrad 302. ABCs of Speaking, Reading, and Writing About 1. Successful completion of 10 courses (30 credit Schaum (emeritus) Literature hours) above the three-semester language require- Associate Professors: Offered in the fall semester in even-numbered years. ment (i.e., beyond 201). David W. Gasperetti; Albert K. Wimmer i303. Advanced Conversation 2. Of these 10 courses, seven (7) must be taught in Assistant Professors: Offered every spring semester. German. Four (4) of the upper-division courses must 305. Stylistics and Composition Kirsten M. Christensen; Alyssa W. Gillespie; Jan be taken at the home institution, and at least two Offered in the fall semester in odd-numbered years. Lüder Hagens; John I. Liontas (2) of these courses must be at the 400 level from Visiting Assistant Professor: departmental offerings. •CLUSTER B (Introduction to Culture and Literature) Denise M. DellaRossa Prerequisite for this cluster is at least one course from Associate Professional Specialist: Supplementary Major Cluster A. Hannelore Weber 1. Successful completion of eight courses (24 credit 307. German Cultural History hours) above the three-semester language require- Offered every spring semester. Program of Studies. The study of German and Rus- ment (i.e., beyond 201). 309. Survey of German-language Literature sian languages and literatures provides educational 2. Of these eight courses, six (6) must be taught Offered every fall semester. opportunities relevant to an increasingly interde- in German; three (3) of the latter must be upper pendent world. The acquisition of foreign language division courses taken at the home institution from •CLUSTER C (300-Level Literature, Culture, Linguis- skills in general is an important component of liberal departmental offerings, two (2) at the 300 level, and tics, and Professional German) education because it enhances students’ powers of one (1) at the 400 level. A variety of courses offered as dictated by student communication and it serves to introduce them to needs and faculty specialization. enduring cultural achievements of other peoples. In Minor (Only for non-Innsbruck students) this sense, the study of German and Russian widens Minors may take any combination of courses in •CLUSTER D (400-Level Literature, Culture, Linguis- students’ intellectual horizons, stimulates the under- Clusters A, B, and C (see Schematic Organization tics, and Professional German) standing of several significant cultural traditions and of the German Program below). The culminating A variety of courses offered as dictated by student allows the examination of these traditions in a more course for the minor may be (but does not have to needs and faculty specialization. sophisticated and cosmopolitan manner. be) from Cluster D. The goal of all levels of language courses are oral Minors are expected to successfully complete five and reading competence and linguistic and stylistic courses (15 credit hours) at the 201 level or above, THE RUSSIAN PROGRAM mastery. Courses in advanced German or Russian only one (1) of which may be taught in English. Requirements for Russian Majors language, literature, culture and civilization expose Majors in Russian must complete 10 courses (30 the student to a wealth of literary, cultural and A year of study abroad in Innsbruck, Austria, is an incomparable opportunity to improve language skills credit hours) beyond the three-semester language humanistic traditions as well as facilitate a better and strengthen cultural understanding. Majors and requirement, of which four must be taken at the 300 understanding of the rich national cultures of the supplementary majors are therefore strongly encour- or 400 level from departmental offerings. At least German-speaking countries and of Russia. aged to participate in this program during their two of these courses must be literature in the original sophomore or junior year. For further information, Russian (400-level). In addition, one course may be The department. The Department of German and see “International Study Programs” in the front sec- on a Russian subject in another discipline, e.g., art, Russian Languages and Literatures offers instruction tion of this Bulletin. political science, or history. in German and Russian at all levels of competence, Supplementary majors in Russian must complete from beginning language courses at the 100 level to Senior Thesis eight courses (24 credit hours) beyond the three-se- literature and civilization courses on the 300 and German majors who wish to graduate with honors mester language requirement, of which three must be 400 levels. may write a Senior Thesis. For those German majors taken at the 300 or 400 level from departmental of- who elect to write a thesis, several requirements must ferings. As with the major, two of these courses must be met: (1) The student must have a GPA of 3.5 or be in Russian literature in the original. In addition, higher in the major, (2) the thesis must be at least one course may be on a Russian subject in another 40 pages long, and (3) the thesis must be written in discipline, e.g., art, political science, or history. German. 142 143
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Minor in Russian Course Descriptions. The following course descrip- 202. Intermediate German II 15 credits, or five courses, of which at least four tions give the number, title and a brief character- (3-0-3) Staff must be in Russian language and/or literature at the ization of each course. Lecture or class hours per Prerequisite: Three semesters or equivalent. 200 level or above and conducted in Russian; of week, laboratory or tutorial hours per week and In this bridge course, students will strengthen and these four, at least one must be at the 400 level. The credits each semester are in parentheses. Not all of refine the four linguistic skills (speaking, listening, fifth course may be a course on Russian literature these courses are offered every year. reading, writing). Students will work toward greater taught in English, or a course on a Russian subject fluency, accuracy, and complexity of expression. in another discipline (e.g., art, philosophy, political GERMAN They will debate, analyze, and express opinions. Ma- science, history, theology, etc.). terials and class discussions will center on a cultural 101-102. Beginning German I and II topic that will carry through the entire semester. (4-0-3) (4-0-3) Staff Minor in Russian and East European Studies No prerequisite. 210. Readings in German Cultural History For a minor in Russian and East European studies, An introductory course of the spoken and written (3-0-3) Staff students must have (1) at least four college semesters language. Aims at the acquisition of basic structures, Prerequisite: Three semesters or the equivalent. or the equivalent of Russian or a language spoken in vocabulary and sound systems. For students with no An introduction to the development and flowering Central or Eastern Europe (German will be accepted previous study of the language. of the various epochs of German culture against the in certain cases); (2) four area studies courses beyond broader background of European history as a whole. the major, chosen from at least three departments 101F-102F. Intensive Beginning German I and II (students with double majors can normally count No prerequisite. 253. Philosophy of Power two courses in the second major toward fulfilling (6-0-5) (6-0-5) Weber (3-0-3) Hösle this requirement); and (3) a thesis normally written In this course students will develop skills in under- No prerequisite. in the senior year and directed by a faculty member standing, speaking, reading and writing German. Power is a pervasive feature of human in the Russian and East European Studies program. They will also attain a grasp of the basic structures relations but nevertheless difficult to grasp. It Students can typically attain six credits for this proj- of the language. During class, emphasis will be is unavoidable and at the same time in dire ect, i.e., three credits for directed readings in the first placed on using the language to communicate and need of moral restraints. This lecture course is semester and three credits for writing the thesis in interact in a variety of situations and contexts. In dedicated to a logical analysis of the concept of the second. addition, there will be a comprehensive introduction power, to a phenomenology of its forms and to a to the culture of German-speaking countries, with systematization of the maxims of power-oriented Study Abroad a particular emphasis on Austria, as this course is individuals as well as to an ethical evaluation of Students studying Russian are urged to spend a sum- designed to prepare students with no previous study those forms and those maxims. We will use many mer or a semester in Russia through an approved of German to participate in the International Studies examples from history and literature. international study program. Courses in language Program in Innsbruck. 302. The ABCs of Reading and Writing About and literature taken in Russia in approved programs 180J. Literature University Seminar Literature (in German) may substitute for certain Russian courses here at (3-0-3) Staff (3-0-3) Profit Notre Dame. This course introduces students to German literature Prerequisite: 202 or equivalent. Students are encouraged to consider taking a sup- and culture while also serving as an introduction to At most two works will be read: Dürrenmatt’s plementary major in Russian. It is manageable to ful- the seminar method of instruction. The course is Der Richter und sein Henker and Der Besuch der fill requirements next to any major. Past experience writing intensive with emphasis given to improving alten Dame. We will read these carefully with has shown that a supplementary major in Russian students’ writing skills through the careful analysis of great attention to detail. Writing assignments can be very helpful for any career plans. specific texts. will evolve from the readings; they may include a character portrayal, the description of an outdoor 201. Intermediate German I Writing-Intensive Courses event, a short conversation, description of a crime (3-0-3) Staff All 300- and 400-level literature courses in German scene, etc. They will increase in length from a Prerequisite: Two semesters or equivalent. or Russian are writing intensive. Majors in German single paragraph to two or three pages. or Russian who take upper-level literature courses In this course, students will build on and develop 303. German for Conversation fulfill the writing-intensive requirement of the Col- their communicative abilities acquired in Beginning (3-0-3) Liontas lege of Arts and Letters. German I and II. The four skills approach (speaking, listening, reading, writing) is centered on authentic This is an advanced German language course, de- signed for students who have successfully completed Placement and Language Requirement texts, recordings, videos, and other images. The a minimum of four semesters of German. This At the beginning of each semester, placement tests in course includes grammar review, concentrated vo- course expands on the grammatical structures of German and Russian will be administered that will cabulary expansion, and intensive practice. the German language spoken in German-speaking allow students either to test out of one or two semes- 201F-202F. Intensive Intermediate German I and II countries today, with emphasis on communication ters of the language requirement or enroll in a course (4-1-5) (4-1-5) Weber and acquisition of advanced language skills: reading Prerequisite: Two semesters or equivalent. commensurate with their language proficiency. The and listening comprehension, and oral and written Comprehensive training in all language skills leading placement test is mandatory for students who had expression. A study of everyday German culture sup- to a balanced mastery of German. For students with German or Russian in high school. ports the language study. The conversational com- two to three years of German in high school, this Students testing out of three semesters must ponent of the course requires student/teacher and course serves as preparation for the Innsbruck Inter- complete an additional course at the 200 level or student/student interaction (in large and small group national Study Program. higher before receiving credit and testing out of the settings) to exchange information, clarify meanings, language requirement. This includes students who express opinions, argue points of view, and engage in have taken an AP or SATII exam. any other communicative function for which native speakers use language. The course includes ongoing evaluation of students, using a variety of evaluative instruments and communicative contexts. 144 145
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Note: Native speakers or students who already 313. Business German (in German) history, and how do they live with their remem- have achieved a high level of oral proficiency (to (3-0-3) Wimmer brances now? Primarily, this class aims at issues in be determined by an Oral Proficiency Interview Prerequisite: Four semesters. the realm of ethics (perpetrators, victims, and passive with the instructor) will not be given credit for this German business language and practices. Designed accomplices; stereotypes; courage and cowardice; course. to introduce the internationally oriented business personal and national guilt; revisionism, coming- 305. Advanced Stylistics and Composition and German major to the language, customs and to-terms, and productive memory; responsibility (3-0-3) Christensen practices of the German business world. and the [im]possibility of reconciliation). Some This course offers students the opportunity to in- 315. Medieval German Literature central questions about German history during the crease the sophistication of their written German. (3-0-3) Wimmer Third Reich and the postwar era will be dealt with. Speaking, listening, and reading skills also will Prerequisite: Four semesters or equivalent. The course will also develop basic categories of film benefit. Assignments are varied widely to address GE 315 constitutes a survey of German literature analysis and ask questions about the special capacity the interests and strengths of all students and to al- from its beginnings during Germanic times until the of film to help a nation work through its past. Films low many opportunities for creativity. For example, 16th century. Ideas, issues and topics are discussed subtitled, dubbed, or English language. Readings, students may work at writing letters, biography or in such a way that their continuity can be seen lectures and discussions in English. autobiography, short stories, editorials, film reviews, throughout the centuries. Lectures and discussions 365. German Novelle or advertisements, to name just a few of the genres are in German, but individual students’ language (3-0-3) Staff and writing styles we explore. In the process, stu- abilities are taken into consideration. Readings Prerequisite: Four semesters or the equivalent. dents build their vocabulary, including idiomatic include modern German selections from major This course will explore the German “Novelle,” one expressions, and solidify their understanding of medieval authors and works such as Hildebrandslied, of the most popular genres of 19th-century German German grammar. German culture, as expressed in Rolandslied, Nibelungenlied, Iwein, Parzival, Tristan, literature. Each work will be read and discussed with short texts, the Internet, films, and music, provide a courtly lyric poetry, the German mystics, secular and careful attention to its formal characteristics as well rich and meaningful context for the writing process. religious medieval drama, Der Ackermann aus Böh- as its historical and cultural contexts. By proceed- Students work frequently in groups to read and edit men, and the beast epic Reineke Fuchs. Class discus- ing chronologically through the literary periods of each other’s work. sions and brief presentations in German by students Romanticism, Biedermeier, Poetic Realism, and 306. The Face(s) of German Identity on the selections are intended as an opportunity for Naturalism, students will gain a sense of literary (3-0-3) DellaRossa stimulating exchange and formal use of German. developments in the 19th century and how these Prerequisite: GE 202 or equivalent. 330. The Romantic Tradition reflect shifts within the broader culture. Among the The dismantling of the border between the two Ger- (3-0-3) Norton writers to be read: Goethe, Tieck, Kleist, Hoffmann, man states not only changed the German landscape No prerequisite. Eichendorff, Stifter, Storm, Keller and Hauptmann. but also disrupted the silence regarding concepts of Crosslisted with ENGL 366. As a 300-level course, writing will be emphasized. national identity in Germany. This course examines Between 1790 and 1830, the movement known as Students will be required to rewrite each of their the cultural constructions of nation and identity in Romanticism profoundly changed the artistic, mu- essays. Germany, beginning with the French Revolution sical, historical, religious, and political sensibilitites 366. 19th-Century German Literature (in German) and continuing to today. The subjects we examine on the Continent and in Britain. Romanticism (3-0-3) Norton include essays, poetry, short stories, films, architec- marked a turn from the rational formalism of the Prerequisite: Four semesters or equivalent. ture, and painting, facilitating classroom discussions Classical period and reawakened an interest in myth, The 70 years that separate the death of Goethe on the intersecting discourses of geography, religion, religious faith, the imagination, and emotional in 1832 and the turn of the 20th century are rich gender, ethnicity, and nationality and their influence experience. In this course we will focus principally in examples of literary and cultural achievement. on German identity. on the German contribution to Romanticism and This diversity and complexity has given rise to a 309. Literatur von Gestern und Heute trace its origins, development, and eventual decline variety of epochal designations — Biedermeyer, (3-0-3) DellaRossa in works of literature, philosophy, theology, music, “Vormärz,” Realism, Naturalism, Symbolism, to Prerequisite: GE 202 or equivalent. painting, and architecture. Works to be studied will name the most prominent — which have served include those by the writers Ludwig Tieck, Friedrich This course acquaints students with the major pe- to categorize each successive generation’s literary, von Hardenberg (Novalis), and Friedrich Schelgel; riods and issues of German literature through the political, and social agenda. In this course, we the philosophers Fichte and Shcelling; the theologian examination of a significant constellation of literary will consider the main outlines of 19th-century Friedrich Schleiermacher; the painters Caspar David texts. Students read, discuss, and analyze selected German literature (including in Austria and Friedrich and some members of the Nazarene school; texts from prose, poetry, and drama and become Switzerland) by studying representative works of the composers Franz Schubert, Felix Mendelssohn, familiar with basic techniques of approaching and all major genres — prose, poetry, drama — and and Robert Schumann; and the architect Karl Fried- interpreting texts that will prepare them for a wider by some of the greatest writers of their day: rich Schinkel. range of more specialized courses. Mörike, Heine, Grillparzer, Hebbel, Keller, Meyer, 310. Literary Forms and Composition 350. The Nazi Past in Postwar German Film Raabe, Fontane, George. (in English) (3-0-3) Staff (3-0-3) Hagens 370. Ostalgie? The Cultural Legacies of the GDR Prerequisite: Four semesters. Prerequisite: None for those taking the class in trans- (3-0-3) DellaRossa This course fosters careful reading and a sensitivity lation; to receive German credit, advanced standing Through literature, film, and news sources, this to different kinds of literary texts. Discussions and course examines the cultural production of the Ger- in German (minimum of four semesters or the weekly essays will refine the student’s language skills man Democratic Republic. We look at how East equivalent) is required. and written expression in German. German cultural policies influenced literary content How have German films since 1945 been trying to and style, what forms that resistance to these policies deal with the Nazi past? How do Germans picture took, and how East German artists grappled with their memories of the Third Reich, how do they Nazi Germany and the Holocaust and have now define themselves within and against their country’s transformed into the new unified Germany. 144 145
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390. Germany and the New Millennium visual style as a highly individual phenomenon 473. Drama and Directors (3-0-3) Liontas independent of its environment, or can we (3-0-3) Arons Prerequisite: Four semesters or the equivalent. read his obsessive themes (world conspiracies No prerequisite. This course addresses the most important politi- and terrorized masses, compulsive violence and See FTT 481. cal, socioeconomic, cultural, and environmental revenge, entrapment and guilt) as a mirror image 475. Minority German Writers (in German) issues currently confronting Germany, Austria, and of the historical period? Might his films, as come (3-0-3) DellaRossa Switzerland. The course is designed to develop con- critics have suggested, even illustrate how a This course explores German-language literature fidence in communicative skills and greater facility national psyche gets enmeshed in fascist ideology? written by authors of non-German heritages. As a in dealing with ideas in German and aims to expand Films subtitled, dubbed, or in English; readings, seminar it opens up the possibilities of reading a the learners’ cultural knowledge acquired in previous lectures, and discussions in English. more diverse body of post-1945, and more specifical- German courses, with emphasis on communication 455. German Drama 1750 to the Present (in German) ly post-Wende, German literature. Secondary texts and acquisition of the advanced language skills: (3-0-3) Hagens will help us to understand the social and historical genre-based reading and listening comprehension, Prerequisite: Five semesters or the equivalent, or per- context in which these authors write. The primary and oral and written expression on contemporary mission of the instructor. reading selections will include works by authors of topics. The conversational component of this course We will read and discuss some of the greatest plays in African, Turkish, Sorbian, Roma and Arab heritages. will require student/teacher and student/student the German dramatic tradition, by authors such as interaction (in large and small group settings) to 475A. The World as Theater (in German) Lessing, Goethe, Schiller, Kleist, Grillparzer, Nestroy, exchange cultural information, clarify meanings, (3-0-3) Hagens Freitag, Hauptmann, Hofmannsthal, Brecht, and express opinions, argue points of view, and engage Prerequisite: Four semesters of German or the equiv- Werfel. This semester we will focus on the so-called in communicative functions that language is used alent. “drama of reconciliation,” a newly rediscovered for. This course will include an ongoing evaluation “All the world’s a stage” — this insight has been dra- genre, where the conflict is serious but ends harmo- of students, using a variety of evaluative instruments matized by many playwrights. While the core of this niously. By interpreting classic German-language and communicative contexts. idea seems to have remained the same (namely, the plays in the original, you will (1) learn how to ap- world is like a theatre, human existence like a play, 398. Special Studies I and II proach drama analysis, and you will (2) develop a and we are like actors), the form of the idea has gone (3-0-3) Staff sense for the history of drama throughout the past through many telling variations. By observing these Junior standing, dean’s list. Prerequisite: 250 years. In addition, we will study a few short, changes, we will learn not only about the history of 420. Love and Violence in Medieval German and often English-language, texts in the theory of drama and theatre over the past 350 years but also Literature (in German) drama (Aristotle, Schelling, Carriere, and Cavell, about the relation between a stage play and the rest (3-0-3) Christensen as well as our department’s own Hösle and Roche), of reality; and most importantly, we will find out Prerequisite: Four semesters or the equivalent. which will (3) allow you to differentiate between the what the foremost dramatists advocated our proper This course will investigate the interplay of love basic genres of drama (tragedy, comedy, and drama role in life should be. We will read, discuss and write of reconciliation), and you will (4) understand better and violence in a fascinating variety of secular and about some of the greatest dramas in the German- the nature of conflict and reconciliation. Students religious texts by both women and men from the language tradition, by authors such as Weise, Tieck, interested in other national literatures will have the German Middle Ages. Knowledge of Middle High Buechner, Schnitzler, Hofmannsthal, Brecht, Weiss, opportunity to draw comparisons with plays by German is not required, but, where available, Handke, Duerrenmatt and Tabori. students will read modern German with facing authors such as Aeschylus, Sophocles, Shakespeare, 477. Holocaust in German Film and Theatre medieval text. Calderón, Corneille, Racine, and Ibsen; and those interested in film may branch out into analyzing (in German) 440. Goethe and His Time works by directors such as Hitchcock, Renoir, Ford, (3-0-3) Hagens (3-0-3) Norton Capra, Curtiz, Hawks, Chaplin, and Kurosawa. Prerequisite: Five semesters of German or Prerequisite: Four semesters. permission of instructor. An intensive study of Goethe’s major works of po- 471. 20th-Century Prose and Poetry We will study German, Austrian, and Swiss etry, prose and drama within the cultural framework (3-0-3) Profit stage plays and films that have the Holocaust of his times. Prerequisite: Four semesters. for their central issue. Our close analyses will To make the student aware of the rich diversity be framed by broader questions: How can the 448. German Cinema in the Weimar Republic of both form and content extant in 20th-century (1918–1933) (in English) (re)presentation of evil on stage or screen become literature, a wide variety of materials will be studied. meaningful—or is such an endeavor beyond (3-0-3) Hagens They will not only encompass various genres (the Prerequisites: None for those taking the class in the limits of (re)presentation? What are the poem, the short story, the novel and the drama) respective weaknesses and strengths of theatre and translation. For those desiring German credit, but will also represent various time periods, from advanced standing in German (five semesters or cinema when confronted with this challenging the early 1900s to the ’70s. Among others, read- topic? How do German and Austrian plays and permission of instructor) is necessary. ings will include Rilke; Die Weise von Liebe und Tod The years between 1918 and 1933 are the films about the Holocaust differ from the ones des Cornets Christoph Rilke; Kafka, Der Landarzt; produced in other countries? Golden Age of German film. In its development Dürrenmatt, Der Richter und sein Henker; Borchert, from Expressionism to Social Realism, the Draussen vor der Tür. German cinema produced works of great variety, many of them in the international avant-garde. 472. The Modern German Short Story This course gives an overview of the silent (3-0-3) Staff movies and sound films made during the Weimar Prerequisite: Four semesters. Republic and situate them in their artistic, social, Modern German Prose: the German short story and and political context. The oeuvre of Fritz Lang, other forms of prose from the “Stunde Null” in 1945 the greatest German director, receives special to the 1990s. Authors range from East and West attention. Should we interpret Lang’s disquieting German writers of the immediate postwar era to the most recent commentators on issues of politics, soci- ety, gender and aesthetics. 146 147
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479. Aesthetics, Aestheticism, Aestheticization 482. Literature of Unified Germany 1989–2000 Valley Song. (We also may include selected films, (in English) (in German) such as Meet John Doe, On the Waterfront, or Twelve (3-0-3) Norton (3-0-3) Christensen Angry Men.) We will examine these plays (and films) No prerequisite. Prerequisite: Four semesters or the equivalent. through both the categories of drama analysis and One of the persistent clichés of modern German How has German identity changed since 1989? In theories of conflict resolution, mediation, and trans- culture was that Germany was the land of “poets and what ways has the status quo of divided Germany formation, with the expectation of achieving greater thinkers,” with politics largely falling outside the been maintained, even fortified, by unification? Is depth in our interpretations of the dramatic texts equation. Obviously, this disregard for politics is it- the literature written in Germany since 1989 merely and in our understanding of the theories of conflict self a deeply political gesture, with potentially—and reflecting or is it influencing societal, cultural or resolution. in Germany’s case, verifiably—disastrous conse- political change? Or is it indeed independent of such Students of peace studies and political science quences. In this class, we explore the relationship changes? To begin to answer these questions, we who are familiar with these pieces of world literature between art, theories of art, and politics, with an read a variety of texts written in Germany since late will have acquired a new kind of resource for emphasis on the peculiarly German desire to 1989. To facilitate deep exploration and discussion, their ability to think through and work in conflict envision a political utopia based on aesthetic we read a relatively small number of texts that will resolution. Being able to draw on such artistically principles. Spanning nearly two centuries, the texts nonetheless represent a wide range of genres (novel, crafted illustrations of political mediation opens up we study trace a development that began in the short story, drama, poetry, reportage). Authors in- historically diverse, cross-cultural, and emotionally Enlightenment and reached a conclusion during the clude Christa Wolf, Günther Grass, Dürs Grünbein, nuanced perspectives onto the topic of their stud- middle of this century. Readings may include works Holger Teschke, Ingo Schulze, Luise Endlich, Dorris ies. Conversely, students of drama and theatre will by Herder, Schiller, Hegel, Heine, Marx, Nietzsche, Dörrie. To illuminate the literary works we will read, acquire more sophisticated technical instruments for Thomas Mann, Walter Benjamin, Heidegger, Georg we also read and debate what some German authors the analysis of aesthetic conflict. Lukacs, and Adorno. have written and are writing about their own social It is hoped that guest speakers from other depart- 480. The German Novel Since 1945 and historical role—and the role of their writings ments will participate in the class. All discussions, (3-0-3) Profit —in Germany today. texts, and papers are in English, and special arrange- ments can be made for students of German. Prerequisite: Four semesters. 483. Seminar on German Women Writers An extensive study of the post-World War II novel (in German) 485. Religious Themes in Modern German Literature of the German-speaking countries, its characteristic (3-0-3) Christensen and Thought themes and forms. Readings will include Böll, Wolf Participants in this seminar will explore the rich lit- (3-0-3) Roche and Dürrenmatt. erary history of female writers from German-speak- Prerequisite: Four semesters. This course addresses a variety of religious issues, 481. Die DDR: Die Ideen und die Menschen ing Europe. We read works of many genres (drama, ranging from 18th-century secularization and dis- (3-0-3) Christensen short story, novella, novel, letter) by women from the cussions of the theodicy to the 19th century’s various Prerequisite: Four semesters. early Middle Ages to the present. In the process, we critiques of religion and 20th-century discussions We will begin this course by discussing the end of encounter Europe’s first playwright, one of the 21st of the responsibility of the Church and of religion World War II and the consequent division of Ger- century’s brightest young literary stars, and an array and intellectuals. The course addresses both the liter- many. We will study the German Democratic Re- of intriguing women who lived in the interim. We ary embodiment of religious themes and essayistic public from the inside, that is, through literature that scrutinize and apply various theoretical and critical analyses of religious issues. Authors to be read and was officially sanctioned by the GDR government. approaches to women’s literature, both in writing discussed include Lessing, Novalis, Hölderlin, Büch- This will include writings to represent each decade and in lively debates. ner, Grillparzer, Feuerbach, Marx, Nietzsche, Freud, from the 1940s through the 1980s, culminating 484. Overcoming Political Tragedy and Hochhuth. with the fall of the Berlin Wall, by authors such (3-0-3) Hagens as Friedrich Wolf, Willi Bredel, Stephan Hermlin, Prerequisite: If taken for German, five semesters of 486. Der Artusroman—Arthurian Epic Christa Wolf, Ulrich Plenzdorf and Christoph Hein. German. Otherwise, none. Fulfills literature require- (3-0-3) Christensen To provide important perspective, we will also read ment in the College of Arts and Letters. Come and explore the enduring legend of King works by artists who were compelled to leave the An interdisciplinary course in drama and peace stud- Arthur and his court as interpreted by German au- GDR to continue their craft, such as Wolf Bier- ies. Drama is a potentially fascinating topic for peace thors of the high Middle Ages (late 12th and 13th mann and Freya Kliwer. We will also consider news studies because, at the heart of traditional drama centuries). We spend the majority of the semester on articles, letters, interviews, school texts and political and theatre, there is conflict—and the question of the three best-known and most complete Arthurian cartoons, which will offer a diverse, provocative, whether it can be resolved. Moreover, just as politics epics in the German tradition: Erec and Iwein by authentic and sometimes quite personal approach to is often dramatic, drama is often political; there Hartmann von Aue, and Wolfram von Eschenbach’s the study of the GDR. We will also study the short is, for example, an extensive tradition of plays that Parzival, as well as other later German adaptations but significant span of time between the fall of the make a theme of political revolution, usually in the they influenced. These tales are among the most Wall and the unification of the two German states form of tragedy or comedy. Students in this course imaginative and fascinating in the German canon, and will conclude by reading several short stories read classic political dramas that are neither tragedies full of the adventures and exploits of knights and by Doris Döttie treating the lasting complexities of nor comedies but rather bring potentially tragic pub- ladies. Our exploration of these texts focuses on their unification. lic conflict to positive yet nontrivial resolution. relationship to their French and English predeces- Having discussed definitions of tragedy and com- sors, on the many twists and turns in story line and edy, and what might be the advantages of aesthetic character development that each individual author renditions of conflict, the class then reads some of creates, and on the information they suggest about these dramas of political reconciliation: Aeschylus, “real” life in the medieval world. We also take a look Oresteia/Eumenides; Shakespeare, Measure for Mea- at some of the most interesting modern literary and sure; Calderón, The Mayor of Zalamea; Corneille, film adaptations of the Arthurian legend. Cinna; Lessing, Nathan the Wise; Schiller, William Tell; Kleist, The Prince of Homburg; Brecht, The Caucasian Chalk Circle; Lan, Desire; and Fugard, 146 147
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487. Literature in the Age of Technology (3-0-3) Roche Prerequisite: Four semesters. By way of philosophical analyses and literary ex- amples we shall analyze the role of literature and the humanities in an age increasingly defined by technology. Works will be chosen from authors such as Schiller, Hoffmann, Storm, Kaiser, Benjamin, Heidegger, Benn and Dürrenmatt. 488. Philosophical Dialogues (3-0-3) Hösle No prerequisite. Philosophy is communicated in different literary genres, as essays, treatises, didactic poems, the choice of which influences in a subtle manner the contents exposed. One of the most interesting literary genres used by philosophers is certainly the dialogue, since it allows to hide the author’s mind behind a variety of different positions which get the chance to articu- late themselves and since it shows the connection between philosophical ideas and discoursive behav- ior. We shall read different texts ranging from Plato to Feyerabend to see how different philosophers have exploited the possibilities of this genre. 489A. Drama on Political Conflicts (in English) (3-0-3) Hösle To understand politics and the moral conflicts in- volved in it, we have three sources: philosophy, social science, and the arts. The arts are often neglected, but wrongly so, for the insights Aeschylus, Sopho- cles, Aristophanes, Shakespeare, Schiller, Kleist, Grillparzer—the authors we will read—have to offer into the logic of power and the morality of political choices are flabbergasting. At the same time, we will develop esthetical criteria that will allow us to evalu- ate the dramas on literary grounds.
490. Schiller (in German) (3-0-3)Norton In this course we will consider Friedrich Schil- ler as a dramatist, poet, aesthetic philosopher, Robert E. Norton, chair of German and Russian languages and literatures and historian. We will read several of Friedrich Schiller’s most important plays, including Die Räuber, Kabale und Liebe, Die Verschwörung des 493. Nietzsche influenced by Richard Wagner and the Fiesko, Wallenstein, Maria Stuart, and Die Braut (3-0-3) Hösle philosophies of Arthur Schopenhauer and von Messina. In addition, we will read from his Prerequisite: Senior standing, dean’s list. Friedrich Nietzsche, he is at the same time a letters on beauty (Kallias), and the essays Über Nietzsche’s philosophy represents one of the greatest profoundly modern writer with remarkable Anmut und Würde, Über naïve und sentimental- interruptive moments in the history of philosophy: innovations in narrative techniques. We shall read ische Dichtung and Die Ästhetische Erziehung des No one has destroyed as many assumptions as three of his novels which deal with general cultural Menschen. Finally, we will also read selections from radically as Nietzsche. At the same time, his work (and sometimes also very specific German) his historical works on the Thirty Years’ War and represents a challenge to the literary mind inasmuch issues—the humanizing power of myth (Joseph on the Netherlands. as Nietzsche discovered new forms of expression for and His Brothers), the greatness of an outstanding 492. Schopenhauer philosophical thought. All who are interested in Ger- individual and its unhealthy impact on his environment (Lotte in Weimar), the development (3-0-3) Hösle man intellectual history as well as in the philosophy of modern art at the price of the dissolution of its Prerequisite: Senior standing, dean’s list. of the 20th century should study his work, even if bonds with morality and its political consequences Schopenhauer’s philosophy signifies a great break in they conclude that Nietzsche’s arguments for this (Doktor Faustus). the history of Western philosophy: No longer Rea- break in the tradition are not convincing. son, but the Will becomes the grounding principle; 494. Thomas Mann 498. Special Studies I and II Schopenhauer claims furthermore to integrate in a (3-0-3) Hösle (3-0-3) Wimmer productive way Buddhism into his pessimistic world Thomas Mann is certainly the most influential Prerequisite: Senior standing, dean’s list. view. His influence on the philosophy, but also on German novelist of the 20th century. Rooted the arts of the 19th and 20th centuries, has been in the Bildungsbürgertum of the 19th century, enormous, not least of all because of his original aesthetics. We will read his main work, The World as Will and Representation. 148 149
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RUSSIAN 375–376. 20th-Century Russian Literature I and II 451. St. Petersburg as Russian Cultural Icon (in English) (in Russian) 101-102. Beginning Russian I and II (3-0-3) (3-0-3) Marullo (3-0-3) Gasperetti (3-0-3) (3-0-3) Gillespie, Marullo, Cruise No prerequisite. Prerequisite: 202 or the equivalent. No prerequisite. RU 375 investigates the literary expression that St. Petersburg’s rich cultural heritage is used to An intensive introduction to the essentials of Russian attended the explosion in the arts in Russia—for investigate Russia’s struggle for national identity. grammar, with specific emphasis on the noun and example, Stravinsky in music, Diaghilev in ballet, Areas covered include literature (Pushkin, Gogol, verbal systems. Aims at the acquisition of basic struc- Chagall in painting—in the first 30 years of the Dostoevsky, Blok, Akhmatova, Zamiatin), paint- tures, vocabulary and sound systems. 20th century. Literary movements covered include ing (Repin, Surikov, Malevich), music (Stravinksy, 180J. Literature University Seminar (in English) decadence, proletarian literature, and modernism. Shostakovich), dance (Diaghliev, Fokine), and film This course introduces students to Russian literature RU 376 focuses on literature as protest against Soviet (Eisenstein). and culture while also serving as an introduction to totalitarianism and as an assertion of the freedom 461. 19th-Century Russian Literature Survey the seminar method of instruction. The course is and dignity of the individual in the face of challenges (in Russian) writing-intensive, with emphasis given to improving from the state and from “modern life.” (3-0-3) Gasperetti students’ writing skills through the careful analysis of 379. Brothers Karamazov (in English) Prerequisite: 202 or the equivalent. specific texts. (3-0-3) Gasperetti Introduces the major movements and authors of 201–202. Intermediate Russian I and II No prerequisite. the 19th century. Special attention is given to the (3-0-3) Gasperetti This course is a multifaceted investigation into the genesis of the modern tradition of Russian literature Prerequisite: 102 or the equivalent. philosophical, political, psychological, religious, in the first half of the century and to the role literary This course is an intensive review of grammar and literary determinants of Dostoevsky’s longest culture played in the political and social ferment of designed to facilitate a native-like mastery of the and most complex novel. Emphasis is placed the period. Readings, discussions and written assign- form and function of the Russian noun, verbal, on daily, in-depth discussions based on a close ments are in Russian. and adjectival systems. Exceptional forms are reading of The Brothers Karamazov. Collateral 462. 20th-Century Russian Literature Survey stressed, and reading selections on contemporary assignments illuminate a variety of themes in (in Russian) Russian life and excerpts from literary texts are the novel, from the author’s visionary political (3-0-3) Gillespie, Gasperetti employed to improve comprehension and build predictions and rejection of West European Prerequisite: 202 or the equivalent. conversational skills. materialism to his critique of rationalism and Surveys the literary innovation and political sup- 241–242. Advanced Russian I and II mockery of literary convention. pression of literature that defined Russia in the 20th (3-0-3) (3-0-3) Staff 381. Russian Women Memoirists (in English) century. Introduces such movements/periods as Sym- Prerequisite: 202 or the equivalent. (3-0-3) Gillespie bolism, Acmeism, Futurism, the “Fellow Travelers,” Drill in everyday patterns of conversation; emphasis No prerequisite. Socialist Realism, and the “Thaw.” on idiomatic Russian; vocabulary expansion; gram- Throughout the history of Russian literature, the 471. Introduction to Russian Poetry (in Russian) mar review; reading and discussion of Russian litera- genres of autobiography, memoir, and diary have (3-0-3) Gillespie ture and culture; written compositions, newspapers provided a venue for women to find their voices in Prerequisite: 202 or the equivalent. and magazines used as supplementary materials. a private arena safely distanced from the privileged An introduction to Russian poetry, poetic genres of novels and lyric poetry. This course ex- 373–374. The Literature of Imperial Russia I and II movements, and verse forms. We will survey (in English) amines the history and development of the female the major periods and styles of Russian poetry, (3-0-3) (3-0-3) Marullo memoir in Russian litreature, from the 18th-century including Classicism and the Baroque (18th No prerequisite. memoirs of a courtier of Catherine the Great to doc- century), Romanticism and the post-Romantics The Literature of Imperial Russia is a two-semester uments of the Stalinist terror and prison camp life (19th century), and the early Modernist poetry survey of long and short fiction and focuses on the of the 20th century. We also will address theoretical of the pre-Revolutionary period (including rise of Realism in Russia. Topics to be included questions about women’s autobiographical writing Symbolism, Acmeism, and Futurism), as well are the content and method of Realism (“gentry,” and consider the relationship of the works we read to as later 20th-century Russian poetry. Readings “urban,” “classical,” “romantic,” “empirical,” and the dominant “male” literary tradition. will include poems by Derzhavin, Pushkin, “psychological”); the evolution of the “family” 393. Dostoevsky (in English) Pavlova, Zhukovskii, Tiutchev, Nekrasov, chronicle; the nature and development of the Rus- (3-0-3) Marullo Blok, Akhmatova, Mandel’shtam, Pasternak, sian hero and heroine, particularly the “superfluous No prerequisite. Khlebnikov, Maiakovskii, Tsvetaeva, Vysotskii, man,” “the philosophical rebel,” the “man-god,” and Selections from Dostoevsky’s short stories, novellas Brodskii, and others. Emphasis will be placed on the “moral monster”; the interplay of “patriarchal,” and novels. the evolution of verse forms and poetics, as we “matriarchal,” and “messianic” voices; the dynamics attempt to fathom the extraordinary power of the 394. Tolstoy (in English) of the Russian soul and soil; the interaction of lord Russian poetic word in the context of Russian (3-0-3) Cruise and peasant; the premonition of catastrophe and society, history, and culture. Students will be No prerequisite. Apocalypse; and finally, the conflict between city and required to write short compositions in Russian, Selections from Tolstoy’s folk tales, short stories, country, “old” and “new,” Russia and the West. make oral presentations, and translate selected novellas and novels. Daily readings and discussions. Several papers, passages from assigned works. projects, and exams. 148 149
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482. Russian Romanticism (in Russian) COMPARATIVE LITERATURE (3-0-3) Gillespie History Prerequisite: 202 or the equivalent. 411. Self-Definition and the Quest for Happiness This course will introduce students to the literature in Continental and American Prose of the 20th Chair: of Russian Romanticism, which came into being at Century (English and German) John T. McGreevy the turn of the 19th century, dominated Russian (3-0-3) Profit Director of Graduate Studies: literature in the 1820s, and was still influential well Prerequisite: Four semesters of German or the equiv- Olivia Remie Constable into the latter part of the century. Inspired by Rus- alent. Director of Undergraduate Studies: sian writers’ encounters with English, German, and Everyone from the ancients to the most technologi- David Waldstreicher French Romantic literature, Russian Romanticism cally conscious CEOs tell us that those who succeed Associate Director of Undergraduate Studies: was, paradoxically, the first literary movement in know the difference between the important and the Daniel A. Graff Russia that sought to develop a definitively national, unimportant and they allocate their time accord- Andrew V. Tackes Professor of History: uniquely Russian literature and literary language. ingly. But how does one make these choices? If in Nathan O. Hatch We will explore this quest for a national literature in fact success and happiness are synonymous, as some Andrew V. Tackes Professor of History: light of Russian Romanticism’s Western influences. would claim, which way lies success, lies happiness? John H. Van Engen In so doing, we will study works of poetry, fiction, And what are the guideposts? Andrew V. Tackes Professor of History: drama, and literary criticism by a diverse group of What really matters? In an age such as ours, does Thomas P. Slaughter Romantic writers including Vasily Zhukovsky, Alex- anything have lasting value? Do I really matter? If Francis A. McAnaney Professor of History: ander Pushkin, Nikolai Gogol, Mikhail Lermontov, I am most assuredly defined by my beliefs and my George M. Marsden Alexander Bestuzhev-Marlinsky, Vissarion Belinsky, deeds, what then do I believe, what do I do? In the Rev. John A. O’Brien Associate Professor of History: Karolina Pavlova, Fedor Tiutchev, Afanasy Fet, and final analysis, who am I? John T. McGreevy others. Themes of the course will include the nation- If literature, as so many maintain, not only mir- Carl E. Koch Assistant Professor of History: al and the exotic, the natural and the supernatural, rors but also foretells world events, how have several Richard Pierce rebellion and social alienation, violence and passion. 20th-century authors representing diverse national Rev. John J. Cavanaugh, C.S.C., Professor of 493. Pushkin and His Time (in Russian) traditions formulated the answers to these seminal Humanities: James Turner (3-0-3) Gillespie, Gasperetti questions? Readings will include F. Scott Fitzgerald, Robert M. Conway Director of the Medieval Institute: Prerequisite: 202 or the equivalent. The Great Gatsby; Albert Camus, The Stranger; Max Thomas Noble An analysis of the lyric and narrative poetry, Frisch, Homo Faber. John M. Regan Jr. Director of the Joan B. Kroc drama, and prose fiction of Russia’s national lit- 470. The Outsider in 20th-Century European Fiction Institute for International Peace Studies: erary treasure. Discussions focus on Pushkin’s con- (English and German) R. Scott Appleby tributions to the creation of a literary language, (3-0-3) Profit Professors: his transition from Romanticism to Realism, his Critical analysis of six modern works, Gide and R. Scott Appleby; Kathleen A. Biddick; Rev. innovative treatment of genres, and his role in Hesse among them, which will attempt to define the Thomas Blantz, C.S.C.; Gary M. Hamburg; the development of the Russian tradition of prose nature of the outsider, the man without a physical Christopher S. Hamlin; Nathan O. Hatch; Ivan fiction. and spiritual home and his pivotal significance for A. Jaksic; Thomas A. Kselman; George S. our times. 494. Tolstoy (in Russian) Marsden; Dian H. Murray (on leave spring (3-0-3) Gasperetti 491. Evil and the Lie (English and German) 2003); Thomas Noble; Thomas P. Slaughter; Prerequisite: 202 or the equivalent. (3-0-3) Profit James Turner (on leave 2003–04); John H. Samples Tolstoy’s novellas, short stories, and folk- In an attempt to define the nature of evil and its Van Engen; J. Robert Wegs takes, with excerpts from the major novels. Themes relation to such phenomena as lying and the preser- Professors Emeritus: include Tolstoy’s Realism, his critique of the institu- vation of a self-image, this seminar will carefully an- Robert E. Burns; Vincent P. De Santis; Jay P. tions of church and state, his philosophy of nonvio- alyze works spanning the years 1890-1972. Among Dolan; J. Philip Gleason; Rev. Robert L. lence, and the impact of his religious “crisis” on the them will be Wilde, The Picture of Dorian Gray; Kerby; Bernard P. Norling; Walter Nugent; latter half of his literary career. Gide, The Immoralist; and Frisch, Andorra. Rev. Marvin R. O’Connell; Andrzej Walicki 498. Special Studies Further courses acceptable for Comparative Associate Professors: Gail Bederman; Doris Bergen; Olivia Remie (3-0-3) Staff Literature majors will be found listed by the Depart- ment of English. Consultation of program director is Constable; Brad Gregory (on leave fall 2003); Prerequisite: Senior standing, dean’s list. required. John T. McGreevy; Rev. Wilson D. Miscamble, C.S.C. (on leave 2003–04); James Smyth; Rev. Robert Sullivan; Julia Adeney Thomas; David Waldstreicher Assistant Professors: Ted Beatty (on leave 2003–04); Paul Cobb; Laura A. Crago; Semion Lyandres; Margaret Meserve; Aideen O’Leary; Emily Osborn; Richard B. Pierce; Marc Rodriguez (on leave 2003–04) Professional Specialist and Concurrent Associate Professor: D’Arcy Jonathan Boulton Assistant Professional Specialist: Daniel A. Graff 150 151
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Associated Faculty: Modern European history (from 1500); United Program of Studies for the Class of 2005 and Michael J. Crowe (Program of Liberal Studies); States history; Latin American history. One of the Before. The Department of History offers courses Lionel Jensen (East Asian Languages and four courses must contain substantial material on the for undergraduates designed to expose them to life Literatures); Thomas Schlereth (American period before 1500. In addition, to encourage depth in the past as it was experienced in Europe, Asia, Studies); Phillip Sloan (Program of Liberal in the student’s particular field of interest, supple- Africa, and the Americas. In addition to courses that Studies); Kevin Whelan (Keough Institute for mentary majors will take three electives. To complete contribute to an understanding of Western culture Irish Studies) their course work, supplementary majors will take and its roots, the department also offers courses on Concurrent assistant professors: a departmental seminar (HIST 491, 492, or 493), Middle Eastern, East Asian, Native American, and Steven Brady; Kathleen Sprows Cummings; which will offer the opportunity to conduct primary African American history, as well as ones that explore Dorothy Pratt research and produce a substantial paper. the historical dimensions of issues of race, class Note: while nearly all history courses are taught Program of Studies for the Class of 2006 and and gender. Courses offered consist of lectures and for three credits, students can also fulfill require- seminars that requirestudents to develop a critical ap- Beyond. The Department of History offers courses ments by an accumulation of one-credit mini-courses preciation of primary and secondary texts, and skills for undergraduates designed to expose them to life if they are offered. in historical writing. in the past as it was experienced and understood in To major in history, a student must take a total the Americas, Europe, Asia, Africa, and Australia. History Honors Program for the Class of 2006 and of 24 semester hours (eight courses) numbered 300 Courses offered consist of lectures and seminars that Beyond. The History Department offers a special or above and distributed as follows: require students to develop both a critical apprecia- program of study, the History Honors Program, for tion of primary and secondary texts and skills in * six hours in Africa/Asia/Europe (pre-1600) the most talented and motivated history majors. historical thinking and writing. * six hours in Africa/Asia/Europe (post-1600) Each fall semester, the junior class of history majors Beginning with the Class of 2006, students in- * six hours in the history of the Americas will be invited to join; those selected will begin the terested in majoring in history at the University of * six hours of electives program in the spring semester of their junior year. Notre Dame will have two options. The first major A student in the History Honors Program will take The study of history provides an ideal context option consists of 10 three-credit upper-level 11 three-credit upper-division History courses to within which students can sharpen their analytical history courses (300/400s), beginning with an satisfy both the Honors Program and History Major and verbal skills. To encourage this process, every exciting introductory seminar (HIST 300—His- requirements. In addition to taking the introductory history major is required to enroll in at least one tory Workshop), which will plunge students into gateway course (HIST 300—History Workshop) departmental seminar (491–493), a course that will the work of writing history from the moment they and a variety of courses emphasizing geographical require students to engage in extensive research and join the major, through intensive interpretation of and chronological breadth (see the first major option write a major essay. primary source documents. To encourage breadth above), the student will also take two special Honors Qualified students, with the permission of the of historical knowledge, first majors will take a va- seminars. Instead of completing a departmental instructor, may elect courses in the 500 series of the riety of courses emphasizing different chronological seminar, the student will research and write a senior history department (see the Graduate School Bulletin periods and geographical areas. More specifically, thesis, receiving three credits in each semester of the of Information). Work in one of the concentrations they must take one course from four of the five senior year. Each History Honors student will select or area studies programs described below may also be following fields: African/Asian/Middle Eastern his- a field of concentration and will take two additional undertaken in conjunction with the Department of tory; Ancient/Medieval European history (to 1500); courses in this field to complete the program. In the History. Modern European history (from 1500); United spring of the junior year, the student will enroll in States history; Latin American history. One of the an Honors Program Methodology Seminar (HIST History Honors Program for the Class of 2005 and four courses must contain substantial material on the 494H), designed to introduce the student to the Before. The History Department offers a special period before 1500. In addition, to encourage depth various methods historians utilize to analyze and program of study, the History Honors Program, for in a particular field of interest, first majors will also write about the past. (Students admitted to the Hon- the most talented and motivated history majors. declare a concentration consisting of three courses. ors Program, but studying abroad during the spring Each fall semester, the junior class of history majors (These concentrations must be approved by the semester junior year, will be exempt from HIST will be invited to join; those selected will begin the major’s advisor by the beginning of the senior year.) 494H. They must, however, register a thesis topic program in the spring semester of their junior year. First majors will also take an elective in any field they and advisor with the Undergraduate Studies Office The student in the History Honors Program will choose. To complete their coursework, first majors by the end of that semester.) In the fall of the senior take 33 hours (11 courses), rather than 24 (eight will take a departmental seminar (HIST 491, 492, year, the student will enroll in an Honors Program courses), of upper-division history courses to satisfy or 493), which will offer the opportunity to conduct Reading and Discussion Colloquium (HIST 495H), both the Honors Program and history major require- primary research and produce a substantial paper. intended to introduce the student to basic issues of ments. In addition to taking two courses in each The second option is a supplementary ma- critical interpretation and historiography through a of the three standard distribution fields (Americas, jor, consisting of eight three-credit upper-level specific field. In the fall and spring of the senior year, pre-1600 Asia/Africa/Europe, post-1600 Asia/Africa/ history courses (300/400s). The supplementary the student will work on a thesis (up to 50 pages) Europe), the student will also take two special Hon- major is designed for those majoring in other depart- under the supervision of a specific faculty member. ors seminars. Instead of completing a departmental ments but also interested in pursuing a program of The student will register for HIST 499H (three seminar, the student will research and write a senior study in history. To encourage breadth of historical senior thesis credits) each semester of the senior year. thesis. Each History Honors student will select a knowledge, supplementary majors will take a vari- Note: The History Honors Program is generally field of concentration (pre-1600 Europe, post-1600 ety of courses emphasizing different chronological open only to those pursuing the first major option. Asia, the Americas, Intellectual History, etc.) and periods and geographical areas. More specifically, will take an additional three hours (one course) in they must take one course from four of the five this field to complete the program. In the spring of following fields: African/Asian/Middle Eastern his- the junior year, the student will enroll in an Honors tory; Ancient/Medieval European history (to 1500); Program Methodology Seminar (HIST 494H), 150 151
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designed to introduce the student to the various 115. The Growth of the American Nation 180. History University Seminar methods historians utilize to analyze and write about (3-0-3) Waldstreicher, Turner, Brady (3-0-3) Staff the past. [Students admitted to the Honors Program, A survey of the social, cultural, and political An introduction to the seminar method of in- but studying abroad during the spring semester history of the British North American Colonies struction which explores the major methodologies junior year, will be exempt from HIST 494H. They and the United States to the close of the Civil of the historical discipline and which accents the must, however, register a thesis topic and advisor War. Organized around the question of American organization and expression of arguments suggested with the Undergraduate Studies Office by the end “nationhood, “ topics include Native American, by readings in historical topics. of that semester.] In the fall of the senior year, the European, and African encounters; regional 206. Castles and Courts in Medieval Europe student will enroll in an Honors Program Reading development and divergence; imperial conflict (3-0-3) Boulton and Discussion Colloquium (HIST 495H), intended and revolution; constitutional development and This course will examine the high period in the to introduce the student to basic issues of critical argument; democratization and its implications; history of the castle—a combination of fort and interpretation and historiography through a specific religious impulses and reformism; immigra- residence—of the castellany or district subjected to field. In the fall and spring of the senior year, the tion and nativism; the importance of land and the domination of a castle, and of the household and student will work on a thesis (up to 50 pages) under westward expansion; slavery and emancipation; court of the kings, princes, and barons who built the supervision of a specific faculty member. The sectional division and Civil War. such residences and organized their lives and their student will register for HIST 499H (three senior 116. The Development of Modern America activities within their various structures. It will first thesis credits) each semester of the senior year. (3-0-3) Blantz, McGreevy, Miscamble, Bederman, consider the castle as a form of fortification, review Brady briefly the history of fortifications before 900, and Phi Alpha Theta. Students who have completed at A survey tracing the major developments in Amer- examine the ways in which lords and their build- least four major-level courses in history, earning ican society and culture from 1865-present. Topics ers steadily improved their defensive capabilities in a grade point average of 3.5 or above, and whose will include Reconstruction and its consequences; response to new knowledge and to new methods cumulative grade point average is at least 3.2, Progressive era reforms, the Great Depression and tools of siegecraft. It will then examine the rela- are eligible for the Notre Dame chapter of Phi and World War II, the 1960s and recent shifts in tionship of the castle to the contemporary forms of Alpha Theta, the History Honor Society. The American foreign and domestic policy. non-fortified or semi-fortified house, and finally its History Department initiates new members once relationship to the lordly household (the body of ser- a semester. 121. Ancient Greece and Rome vants organized into numerous departments associat- (3-0-3) Mazurek ed with particular rooms or wings of the castle) and Course Descriptions. The following course de- In this course, first-year students will explore the with the court (or body of soldiers, officers, allies, scriptions give the number and title of each course. history and culture of ancient Greece and Rome students, and temporary guests) who filled the castle Lecture hours per week, laboratory and/or tutorial through study of texts central to the Classical Greek when the lord was present. The course will conclude hours per week and credits each semester are in and Latin literary traditions. Major authors to be with an examination of the history of the castellany parentheses. The instructor’s name is also included. read include Homer, Sophocles, Plato, and Vergil. as a form of jurisdiction. The course will concentrate Important topics to be considered throughout the 111. Western Civilization I on the castles of the British Isles and France, but will semester include concepts of the divine; heroism (3-0-3) Noble, O’Leary examine the great variety of types found throughout and virtue; concepts of gender; democracy, empire, A survey of the central themes in Western Civiliza- Latin Europe. and civic identity. Students should come away from tion from ancient Mesopotamia to the Renaissance. the course with deeper appreciation for the Classical 214. Europe from the French Revolution Emphasis will fall upon problems of social organiza- to World War I roots of their own social, intellectual, and religious tion, especially the mutual obligations and respon- lives. (3-0-3) Bergen sibilities of individuals and states; evolving concepts This course explores Europe from 1789 to 1945, 150 of justice; aesthetic standards; religious ideas and 150. Modern Russia 1600 to Present years that included both the peak of European world institutions; basic philosophical concepts; different (3-0-3) Hamburg, Lyandres power and its unprecedented wars of self-destruc- kinds of states and the ideologies that defined and This course is an introduction to the turbulent tion. We will address the wars, revolutions, ideas, sustained them. political and cultural history of modern Russia. social movements, and the individuals that shaped Lectures will treat such topics as the rise and fall of 112. Western Civilization II Europe from the French Revolution to Hitler. the Russian empire, the bloody legacy of the Soviet (3-0-3) Bergen, Crago, Hamburg, Kselman Nationalism, liberalism, conservatism, socialism, Union and Russia’s current experiment with consti- This course will examine important topics in Eu- imperialism, racism, antisemitism, and feminism tutional government and capitalism. ropean history from the Renaissance to the present: are among the intellectual and political trends to be the evolution of statecraft in Machiavelli’s Florence; 155. Collapse of European Communism examined. The course will include lectures as well as the impact of the Reformation on European society (3-0-3) Crago small group discussions based on reading of primary and political life; the Scientific Revolution and Why did certain countries become communist sources and literary works by writers such as Shelley, the Enlightenment; the French Revolution and its regimes after World War II? And how did com- Marx, Flaubert, Dostoevsky, Ibsen, Freud, Kafka, aftermath; the development of liberalism, socialism, munism collapse there? This course will explore the Woolf, and Levi. We will also watch several classic feminism and nationalism in the 19th century; the rise and fall of communism in Eastern Europe from films. evolution of 20th-century warfare; the Russian Revo- World War II to 1989. Emphasis will be placed on 222. Burned at the Stake: Medieval Heresy lution of 1917; the bloody history of fascism and the Hungarian, Czech, Polish, and Yugoslav experi- (3-0-3) O’Leary Nazism; the Holocaust; the “atomic age,” the Cold ences. Students will examine the period by reading This class will cover the principal heresies of the War and the collapse of the Soviet empire. traditional historical and political writings as well as Middle Ages, beginning with the teachings and examining literature and films from the period. The developments of early heretical movements. Students reading includes approximately five books. Although will investigate what constituted a heresy and how a lecture class, the instructor has reserved Fridays for “orthodox” Christianity responded to such chal- in-class discussion. Students will also be expected to lenges. Requirements include participation in class sit for a midterm and final examination and to com- discussion, a final exam, and a paper on a topic of plete a 10- to 15-page research paper. the student’s choice. 152 153
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224. The Holocaust 250. Modern Russia to the Present 305. Greek History (3-0-3) Bergen (3-0-3) Hamburg, Lyandres (3-0-3) Vacca In this lecture/discussion class we will study the Nazi This course is an introduction to the turbulent The primary purpose of the course is to provide a German program of mass killings that has come political and cultural history of modern Russia. basic narrative history of Greece from the Bronze to be known as the Holocaust. We will explore the Lectures will treat such topics as the rise and fall of Age through the Roman conquest. Another purpose ideas, decisions, and actions that culminated in the the Russian empire, the bloody legacy of the Soviet is systematic insight into special problems of two murder of an estimated hundred thousand people Union and Russia’s current experiment with consti- key phases of Greek development, the archaic and deemed handicapped, half a million Roma (Gypsies), tutional government and capitalism. classical periods. The rapid growth of the city-state and six million European Jews. The role of historical 258. American Art: History, Identity, Culture and the cultural ideals and problems that led to the prejudices, the impact of National Socialist ideol- (3-0-3) Schlereth invention of philosophy and tragedy are considered. ogy and leadership, and the crucial factor of the Introductory and historical overview of the role that The course then takes up the institutions and poli- war itself will all be considered. We will address the several arts (architecture, painting, sculpture) played cies of democratic and imperialistic Athens and the experiences of those targeted for annihilation as well in American cultural history, 1640-1940. In addition political theories they embodied. The class ends with as the actions of perpetrators and the role of others: to surveying major high style trends, attention will a look at the new Hellenistic world and the impact bystanders, witnesses, and rescuers. At the same time also be given to selected regional, folk, vernacular of Greek values on Christianity. we will examine how attacks on other groups — for and popular artistic traditions. 306. Roman History example, homosexuals, Polish intellectuals, Soviet 261. American Catholic Experience (3-0-3) Mazurek prisoners of war, Jehovah’s Witnesses, and Afro- An introduction to ancient Roman history, tracing Germans —fit into the overall Nazi scheme for a (3-0-3) Appleby, Cummings A survey of the history of Roman Catholicism in the development of Roman civilization through “new world order.” The legacy of the Holocaust after political, religious and social institutions of the 1945 will be discussed as well. the United States from colonial times to the present, with emphasis on the 20th-century experience. The Republic and Empire. Students read original sources 235. Irish American Experience first half of the course covers the Catholic missions in translation as well as secondary works by modern (3-0-3) Dolan and settlements in the New World, Republican-era historians. For sophomores only. Catholicism’s experiment with democracy, and the 307. Middle Ages I This course will examine the history of the Irish in immigrant church from 1820 to 1950. The second (3-0-3) Boulton, Van Engen the United States. In many respects the Irish are the half of the course focuses on the preparations for, This course is designed as a topical introduction to great success story in American history. They have and impact of, the Second Vatican Council (1962– European history between 500 and 1000. It will moved from the shantytowns of urban America to 65). Assigned reading includes a packet of articles examine the evolution of various forms of economic the board rooms of Wall Street. Along the way they and primary sources about the Liturgical Renewal, systems, societies, and civilizations in Western Eu- have left their mark on American politics, literature, Catholic Action, social justice movements and other rope during this period, concentrating on France, religion and the labor movement. These are the areas preconcilliar developments. Italy, England, and Germany. History majors as well that the course will study. Since the story must begin 265. Visual America as students interested in a historical introduction to in Ireland, one-third of the course will examine the medieval civilization are welcome. history of modern Ireland so that the students can (3-0-3) Schlereth better understand the Irish experience in the United This course explores dimensions of several types 308. Middle Ages II States. After studying the famine of the 1840s, of visual expression: popular photography, genre (3-0-3) Constable, Van Engen the course will turn to the theme of emigration in and historical painting, chromolithography, com- This course is designed as a topical introduction to order to bring the Irish to the United States. Then mercial arts in American culture history from Louis European history between 1000 and 1500. It will it will study the great themes of Irish American his- Daguerre’s development of photography in 1839 to examine the evolution of various forms of economic tory—politics, literature, religion and labor. The the public exhibition of television at the 1939 New systems, societies, and civilizations in Western Eu- heart of the course will be the century of immigra- York World’s Fair. rope during this period, concentrating on France, tion, 1820–1920. 270. The Civil Rights Movement Italy, England, and Germany. History majors as well as students interested in a historical introduction to 240. Vikings (3-0-3) Pierce medieval civilization are welcome. (3-0-3) O’Leary There may not be a term in American society which The Vikings are notorious in European history for is as recognized yet misunderstood as “civil rights.” 309. Muslims and Christians in the Medieval World plunder and pillage, pagan savagery, and horned Often civil rights are conflated with human rights, (3-0-3) Constable helmets. Participants in this lecture-and-discussion even though each is distinct from the other. During The encounter between Christianity and Islam began course will study the impact of Viking invaders in the semester, we will trace the Civil Rights Move- in the seventh century A.D., the time of the Prophet Europe and North America over four centuries, ment in the United States during the 20th century Muhammad. Within a few centuries, Islamic rule and will consider whether Scandinavians made any and its lasting impact on American society. We will had spread across the southern Mediterranean world real contribution to the societies they terrorized. do so using as many media as possible. Fortunately, from Syria to Spain. This shift initiated a long term Discussion (including heated debates) will be based we will have the opportunity to study an important relationship—sometimes hostile and sometimes on medieval primary sources from England, Ireland, part of American history in significant detail. The peaceful—between Christians and Muslims in these France, and Russia. Scandinavian life at home and time span we cover will not be that great, but the is- regions. The neighboring presence of Islam had an the possible reasons for migration will also be con- sues we investigate challenge the founding principles enduring influence on medieval Christian theology, sidered, as background to the more exciting events of American society to its core. philosophy, medical knowledge, literature, culture, abroad. The importance of archaeological evidence 285. King Arthur in History and Literature imagination, art, and material life. Likewise, devel- (including art), and modern treatments of Vikings in (3-0-3) Boulton opments in Christian Europe and Byzantium, espe- film and literature, will also be included. This course, intended to introduce undergraduates cially the Crusades, affected the Islamic world. This to one of the major themes as well as to the inter- course will trace the history of the Christian-Muslim disciplinary approaches characteristic of Medieval relationship, from its beginnings in the early medi- Studies, is a team-taught examination of the devel- eval period until the Renaissance (15th century). The opment and influence of the legend of Arthur, King heritage of this medieval encounter still has profound of Britain, both in history and in literature. resonance in the modern world of today. 152 153
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310. 100 Years’ War (1337–1453) life in individual cities, including London, Paris, 327. Making of the Irish Nation II (3-0-3) Staff Cairo and Constantinople, in order to consider (3-0-3) Smyth This course surveys the history of France and Eng- variations in urban society and institutions in differ- This course will consist of lectures and readings land during the 14th and early 15th centuries. Major ent regions. examining Irish political history and Anglo-Irish themes include the dynastic claims of English kings 316E. The Development of Modern America relations from 1801 up to and including the current upon the crown of France, the Black Death, the rise Blantz, McGreevy, Miscamble, Bederman, Brady conflict in contemporary Northern Ireland. At- of the Burgundian state, the growth of a middle For students intending to seek certification in sec- tention will be given to religious conflict, the devel- class, the question of growing national identity, and ondary teaching through the Saint Mary’s Education opment of romantic and revolutionary nationalism, new trends in the arts. Program only. the changing nature of Anglo-Irish relations, the 311. Gender/Sexuality/Power: Medieval Europe See HIST 116. Irish American dimension, and the special problems of the north. (3-0-3) Biddick 320. The Making of Modern Europe 332. History of the U.S. South, 1876–Present What has gender to do with sexuality and how can (3-0-3) Staff we think about its entanglements in terms of a his- This course traces the development of Europe as it (3-0-3) Pratt tory of power? How do shifting borders between emerged from the Middle Ages and slowly teetered This survey relies on cultural, social, and political what counts as masculine and what counts as forward to the modern era. Our focus will be on analysis to develop an understanding of the region feminine produce other kinds of bodies in medieval the growth of the modern state. From an interdisc- and its identity. Circumstances and events unique to societies: bodies that don’t matter? Using original iplinary perspective we investigate critical changes the South will be evaluated in context of the com- sources and material remains produced from the in politics, science, economics, religion and the arts mon experiences of the United States. third through 15th centuries, together with current which helped usher in the new European system. 333. British History: 1660–1800 feminist and queer theory, students will think about Attention will also be paid to the segments of society (3-0-3) Smyth the work of gendered embodiment and the produc- who stood apart from many of these innovations This course of lectures and readings concentrates tion of bodies that don’t matter. affecting the European state. We will seek to under- on British history from the restoration of monarchy 311E. Western Civilization I stand the place of women, Jews and other “outsiders” in 1660 to the great crisis detonated by the French (3-0-3) Noble, O’Leary in this new European order. Revolution and war in the 1790s. The other themes For students intending to seek certification in sec- 323. History of Modern Mexico addressed include Protestant dissent, political ideolo- ondary teaching through the Saint Mary’s Education (3-0-3) Beatty gies, the role of parliament and the rise of the radical Program only. This course examines the complex nation that is parliamentary reform movement. See HIST 111. Mexico in the 20th century, its challenges and its 343. Intellectuals and Politics 312E. Western Civilization II prospects. Focusing primarily on the period since in Latin American Society Bergen, Crago, Hamburg, Kselman 1870, we will study the social, economic, political (3-0-3) Jaksic For students intending to seek certification in sec- and cultural forces that have shaped the history of This course will discuss the role of intellectuals in the ondary teaching through the Saint Mary’s Education the United States’ southern neighbor. politics of modern Latin America. It will identify and define who is an intellectual in Latin America, review Program only. 325. Enlightenment In Europe the range of their concerns, and ascertain the impact See HIST 112. (3-0-3) Sullivan of their ideas on their respective nations. Themes 314. England Since 1789 By studying works as diverse as Vico’s New Science, to be addressed include the role of intellectuals in (3-0-3) Sullivan Mozart’s Don Giovanni, Voltaire’s Philosophical nation-building in 19th-century Latin America, the The course involves reading and thinking about Dictionary, Turner’s Sun Rising Through Vapour and participation of intellectuals in electoral politics, and discussing both the history and the historical Laclos’s Dangerous Liaisons, we first try to map the their role in university reform movements, and their interpretations of some major elements in the de- sheer variety of the cultural achievements of Eu- opposition to military dictatorship, among others. velopment of modern English politics, society, and ropeans, from Dublin to Naples and Koenigsberg Intellectuals will also be seen in the larger context of culture. to Madrid, during the long 18th century (c. 1687- such movements as liberalism, positivism, Marxism, 1807). Then we critically analyze some of the major 315E. The Growth of the American Nation and Christian democracy, among others. Waldstreicher, Turner, Brady scholarly efforts to reduce and organize into some unitary movement, usually called “the Enlighten- 345. Europe from the French Revolution For students intending to seek certification in sec- to World War I ondary teaching through the Saint Mary’s Education ment,” the stubborn complexity, and frequent contradiction, of the ways in which self-consciously (3-0-3) Kselman Program only. During this time Europe changed dramatically in See HIST 115. modern, or enlightened, Europeans in their prose, poetry, paintings, and music represented power, ways that shaped the 20th century: political reform 316. Medieval Towns and Urban Life knowledge, faith, emotions, history, and progress. movements advocating nationalism, democracy, and (3-0-3) Constable socialism challenged established regimes; the indus- This lecture course will cover the structure and 326. Irish History I trial revolution led to massive changes in society and development of urban centers in Europe and the (3-0-3) Smyth the economy, including the emergence of a large and Mediterranean world from the Late Antique period This course consists of lectures and readings exam- affluent middle class and an industrial proletariat; until the 14th century. The course will begin with a ining Irish political history from the beginning of the European states consolidated power and mobilized general discussion of modern urban theory together Tudor Reconquest to the enactment of the legislative popular support and an advanced technology for with ancient and medieval conceptions of what union in 1801. Attention is given to colonization, wars in Europe and throughout the world, into makes a “city.” From this point, we will track the religious conflict, the Ulster Plantation, political and which they expanded as colonial powers; writers, history of urban life in medieval Europe, Byzantium constitutional reactions to British government poli- artist,s and composers reacted to the changes and and the Islamic World, with lectures devoted to cies, and the rise of Protestant patriotism. conflicts with novels, paintings, songs, and sympho- urban geography, architecture, society, economy and nies that, in their variety of styles, suggest the vitality demography. We will also look in depth at medieval and anxiety of this period. 154 155
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346. Making Australia 361M. Origins of American Political Traditions 375. Anglo-American Thought (3-0-3) Miscamble (3-0-3) Waldstreicher (3-0-3) Turner This course will provide both a broad coverage of The ideas, movements, and structures that shaped A survey of the intellectual history of Britain and Australian history and an analysis of some issues and the development of American politics (and, arguably, English-speaking America from around 1600 to the developments of special significance in contemporary American society) from the late colonial period until mid-19th century, including European backgrounds Australia. the eve of the Civil War. Topics will include theories and contexts. Emphasis on writings about religion, 348. Modern Japan of politics and society (monarchy, colonialism, re- government, natural science, education and human (3-0-3) Thomas publicanism, liberalism, democracy); political parties nature. This introduction to modern Japanese history and their ideologies; constitutionalism; presidential 377. Engendering War, Business, and Law focuses on political, social, economic, and military leadership; social movements; rebellions; national- (3-0-3) Biddick affairs in Japan from around 1600 to the early post- ism, regionalism and localism; and the popular polit- During the 12th century the Anglo-Norman royal World War II period. It considers such paradoxes as ical practices that made politics part of everyday life. court made revolutionary advances in killing, count- samurai bureaucrats, entrepreneurial peasants, upper- 369. Jacksonian America ing and judging at the same time that they class revolutionaries, and Asian fascists. The course (3-0-3) Graff patronized the emergence of Arthurian romance in has two purposes: (1) to provide a chronological and This course explores the early 19th-century history historical writing. History textbooks usually com- structural framework for understanding the debates of the United States, from the close of the War of partmentalize the history of war, accounting, the law, over modern Japanese history, and (2) to develop 1812 to the coming of the Civil War (1815–1850). and romance. This course, instead, asks what they the skill of reading texts analytically to discover the Although the era and course take their name from have in common, specifically, how they were engen- argument being made. The assumption operating President Andrew Jackson, we will cover much dered on the bodies of imaginary dead maidens, can- both in the selection of readings and in the lectures is more than national politics and affairs of state. We nibalized Muslims, and tortured Jews. that Japanese history, as with all histories, is the site will explore the birth of mass political parties, con- 378. Women and Religion in U.S. History of controversy. Our efforts at this introductory level flicts between nationalism and sectionalism, early (3-0-3) Cummings will be dedicated to understanding the contours of industrialization and the rise of class conflict, the The course is a survey of women and religion in some of the most important of these controversies development of slavery and antislavery, changing America during the nineteenth and twentieth cen- and judging, as far as possible, the evidence brought gender roles and the rise of feminism, evangelical turies. Among others, we will consider the following to bear in them. religion and reform, and Native American resistance themes: how religion shaped women’s participation 352. Gilded Age and Progressive Era and removal. The course will emphasize active par- in reform movements such as abolition, temperance, (3-0-3) McGreevy, Cummings, Pratt ticipation by students through regular discussion and and civil rights; how religious ideology affected Through discussion and lectures, students examine frequent writing assignments. women’s work, both paid and unpaid; the relation- the emergence of a recognizably modern United 371. Survey of African American History I ship between religion, race, and ethnicity in women’s States. Topics examined will include the emergence (3-0-3) Pierce lives; female religious leaders; and feminist critiques of the corporation, progressive reforms, the changing This course is a survey of the history of African of religion. We will examine women’s role within contours of American religion, the character of the Americans, beginning with an examination of their institutional churches in the Protestant, Catholic and New South, the battle for women’s suffrage, devel- west African origins and ending with the Civil War Jewish traditions, as well as raise broader questions opments in the arts, and American involvement in era. We will discuss the 14th and 15th centuries, about gender and religious belief. How did religious the First World War. west African kingdoms, forms of domestic slavery belief affect women both as individuals and in com- 353. Polish and Lituanian Commonwealth and west African cultures, the Atlantic slave trade, munity? How could religion be used to both rein- (3-0-3) Crago early slave societies in the Caribbean, slavery in co- force and subvert prevailing gender ideology? This course will survey the history of the Polish and lonial America, the beginnings of African American 379. European Women in the 20th Century Lithuanian Commonwealth from its origins in the cultures in the north and south during and after the (3-0-3) Bergen 1386 dynastic union of Jogailo, Grand revolutionary era, slave resistance and rebellions, the This course explores European history of the 20th Duke of Lithuania, with Hedvig, the daughter of political economy of slavery and resulting sectional century as it has been shaped, experienced and Polish king, Louis the Great (1370–1382), through disputes, the significance of “bloody Kansas” and the interpreted by women. Using a variety of sources the transformation into a political union at Lublin Civil War. —memoirs, government documents, novels, films in 1569 to the collapse of the Commonwealth which 372. Survey of African American History II and newspaper accounts—we will examine women’s culminated in three partitions at the end of the (3-0-3) Pierce lives from the turn of the century to the present day. 18th century. Special emphasis will be placed on the This course will survey the history of African Amer- Themes to be addressed include women and war, the political processes which transformed the Common- icans from 1865 to 1980. Specifically, this course women’s movements, wealth and poverty, paid and wealth into one of the most democratic countries in will focus on the problems of Reconstruction in unpaid work, women’s bodies and reproductive is- the world, but also ultimately contributed to its de- the South after the Civil War, the adjustments and sues, ethnicity, religion, and popular representations cline. Attention, too, will be paid to the wars which reactions of African Americans to freedom, the of femininity. Rather than provide a generalized sur- ravaged the Commonwealth, including those with economic exploitation of sharecropping, northern vey, the course will focus on different societies and Muscovy, Sweden, the Ottoman Empire, and with black communities at the end of the 19th century, regions as case studies for specific issues. the peoples of what today is modern Ukraine. the migration of black Southerners to northern ur- 380. East-Central Europe I 360M. Media and American Culture from the Age of ban areas, black political leadership, the Civil Rights (3-0-3) Crago Print to the Internet Movement, current examples of institutional racism A survey of the history of East-Central Europe from (3-0-3) Waldstreicher and affirmative action in America. A.D. 966 to the partitions of Poland. The lecture This course examines the myths and realities of will place special emphasis on the political, social media in the American past and present, paying and cultural histories of Poles, Czechs, Slovaks, Cro- particular attention to the ways in which old media ats and Hungarians. and new have combined to change our lives, and the ways different groups of Americans have used various media to make history. 154 155
HISTORY
380M. United States Labor History (3-0-3) Graff This course will examine the history of paid and unpaid labor in the United States from colonial times to the near present. We will seek to understand how working people both shaped—and were shaped by—the American Revolution, the debates over slavery and free labor culminating in the Civil War and Reconstruction, the rise of big business, the creation of a national welfare state, the Cold War-era repression of the left, and continuing debates over the meanings of work, citizenship, and democracy. Throughout the course, we will devote considerable time to the organizations workers created to advance their own interests, namely the labor movement. We will also pay special attention to the complicated yet crucial connections between work and racial and gender identities. Specific topics may include: slavery, farm labor, women’s domestic work, trade unions, questions of industrial democracy, the role of radicalism and the challenges confronting work- ers in the current era of corporate globalization and anti-sweatshop activism. 381. East-Central Europe II (3-0-3) Crago A survey of the history of East-Central Europe from the partitions of Poland to the outbreak of World War II. The lecture will place special emphasis on Kathleen A. Biddick, professor of history the political, social and cultural histories of Poles, Czechs, Slovaks, Croats, and Hungarians. 382. Eastern Europe Since 1945 385M. American Political Traditions Since 1865 the end of the “cold war” and the major role of Euro- (3-0-3) Crago (3-0-3) McGreevy pean countries throughout the world in the contem- The course surveys the emergence of communist Students will investigate the political debates—and porary period. Naturally, the role of individuals in Eastern Europe in the wake of World War II and simultaneous examinations of democracy’s char- these broad transformations will not be neglected. then explores the seminal developments which con- acter—that have animated American reformers 388. Environment and Environmentalism in tributed to the collapse of communism. Emphasis and intellectuals since the Civil War. The focus will History will be placed on the Hungarian, Czech, Polish, and be on these political traditions, not the studies of (3-0-3) Hamlin Yugoslav experiences. Students in the course will voter behavior or policy implementation that also This course is an introduction to the new field of examine the evolution in Eastern European society constitute an important part of political history. The environmental history. In recent decades, historians by reading traditional historical and political writings course will begin with discussion of the character of have begun to actively explore the past sensibilities of as well as drawing on literary and film accounts of Reconstruction, and move through the “social ques- various groups toward the quality of their air, water the period. tion” of the late 19th century, Progressive reform in and land; the passionate discussions of philosophers, the early 20th century, the New Deal, the origins of 383. 19th- and 20th-Century Polish History theologians and social and natural scientists about modern conservatism, and various post-World War (3-0-3) Crago resource use, the safety of the environment, and II social reform movements. Readings will include This course will examine the history of Poland since long-term prospects for humanity; and the customs, court cases, memoirs, speeches and a sampling of the the partitions of the Polish state (1772) until con- laws and managerial systems that guided use of the philosophical and historical literature. temporary times. environment. Historians have also increasingly paid 386. Europe Since 1945 attention to the ways environmental factors have 384. Modern European Diplomacy (3-0-3) Wegs affected the course of history: the effects of the distri- (3-0-3) Crago This course will include discussion of the history, bution of water, wood and minerals and of changes This course will investigate some of the main prob- politics and culture of the post-World War II period. in climate or endemic disease. This course ranges lems in the history of European relations from the Beginning with the destruction wrought by the war, widely in methodology from the history of ideas to middle of the 19th century to the present. The em- it will examine closely the tie between the economic- paleoclimatology, geographically from the ancient phasis will be on the patterns of political interaction political resurgence of Europe, and the development near east to modern America, topically from wood- between and among the European powers (Britain, of the “cold war.” Important subjects that will be cutting rights in medieval France to the rise of the France, Germany, Austria-Hungary, Russia and covered include the development of the European organic farming movement and water-allocation laws Italy). We shall also examine their respective military Union, the development of consumer societies, the in the 20th-century American West. strategies, both in peacetime and in war, and whether 1968 turmoil in both the West and East, the estab- those strategies changed over time. Our other con- 391. Religions in China lishment and eventual collapse of the dictatorships in cern will be to place European relations with the (3-0-3) Murray Russia and Eastern Europe, the growing internation- context of the great-power system as a whole. This course will examine the religions of China from alization of European economies after the 1960s, the both the historical and cultural perspective. It will “normalization” of politics and societies after 1970, focus on Confucianism, Taoism, and Buddhism. 156 157
HISTORY
392. History of Christianity to 1500 405. Chivalry, Faith and Splendor: 413. History/Fantasy/Colony (3-0-3) Sullivan The Court of Burgundy, 1363–1519 (3-0-3) Biddick A survey of the development of Christianity from (3-0-3) Boulton What is the relation of history, fantasy, colony? late antiquity to the eve of the 16th-century Refor- This course will examine the relationships between Using two major texts written in the 12th century mation. Emphases include processes of Christian-iza- political power, Catholic Christianity (both official (History of the Kings of Britain and History and tion, definitions of prescribed and proscribed beliefs and popular), chivalry, and the fine arts, in the court Topography of Ireland), we will analyze the fabrica- and practices, institutional elaboration, relations of Dukes of Burgundy of the Valois line: the richest tion of Englishness and the other within not only in with imperial and royal authority, impact of and and most influential court of Latin Christendom of the 12th centry but also as a repeating problem in on culture, and varieties of religious behaviors. Al- its day. It will be team-taught by members of several history, fantasy, colony in 19th- and 20th-century though the history of the Latin (Catholic) church is relevant departments. Britain. highlighted, the dynamics and consequences of its 409. Renaissance Europe Some other course materials include two films: separation first from the Oriental and then from the (3-0-3) Meserve Handsworth Songs (Black Audio Collective) and Orthodox churches will be examined. The course This course will focus primarily on the city-states of Robin Hood: Prince of Thieves. We also will question aspires to achieve a routine of interactive lectures. Italy, especially Florence and Venice, from roughly how major British cultural institutions, such as the 393. History of Christianity II, 1300 to 1550. We will explore the social and eco- Public Record Office, represent themselves on the 1500 to the Present nomic foundations of the Italian Renaissance, its Web and compare that representation with their (3-0-3) Sullivan artistic and intellectual expressions (humanism and contested histories. Students will work together in A course surveying the development of modern Neoplatonism), and the structures of power and the group discussion and reports. Christianity, with emphasis on the West. Subjects life of the family within the city-states. We will also 414. Early Imperial Russia, 1700 to 1861 include ideas and movements of reform, church devote attention to cultural and political develop- (3-0-3) Hamburg, Lyandres government and structures, missionary enterprises, ments in Germany, France, England and Spain, This course will analyze crucial developments in the forms of spirituality and worship, and the political particularly the spread of humanism north of the political and cultural history of early imperial Rus- role and cultural impact of Christianity. Alps and the development of centralized monarchies, sia—that is, Russia from the late 17th century to the 394. Medieval Middle East monarchies that would help to put an end to the mid-19th century. Among the questions treated will (3-0-3) Cobb Italian Renaissance. be the unitary state in late 17th-century Russia, the This course offers a survey of Middle Eastern history 410. The Reformation religious schism between Orthodox and Old Believ- from the rise of Islam in the seventh century A.D. (3-0-3) Gregory ers, the making of the empire under Peter the Great until the rise of Mongol successor polities in the This course examines the great religious convulsion and Catherine the Great, the rise of the serf system, 15th century. The course is structured to cover polit- that gripped Europe in the 16th and 17th centuries. comparisons between serfdom and American slavery, ical and cultural developments and their relationship Chronologically, however, we will begin in the late the Napoleonic wars, the development of political with broader changes in society during the formative medieval period as we consider important changes opposition to the autocracy, and the abolition of centuries of Islamic civilization. that were occurring in European culture and society serfdom. 395. Modern Middle East culminating with Europe’s first Reformation, not in 415. 20th-Century Russian History (3-0-3) Cobb Germany but in Bohemia. We conclude by consider- (3-0-3) Hamburg, Lyandres This course surveys Middle Eastern history from ing the relaxation of religious tensions in the late This course will examine some of the most impor- 1500 to the present. The primary themes to be 17th century and concurrent growth of toleration tant ideas, events, and personalities that shaped covered include the emergence and demise of the and skepticism. Throughout the course we will con- Russian and Soviet history from the beginning of the last Muslim unitary states; European colonial and sider religion as a dynamic that has a broad impact last tsar’s reign in 1894 to the emergence of the So- imperial penetration of the Middle East in the on society affecting not only personal belief but also viet Empire at the end of the Second World War. In 19th century; the social and cultural impact of im- the politics, social patterns, and the intellectual and particularly, we will explore the role of politics and perialism; state-building in the 20th century; new cultural production of the early modern world. ideology in Russian society, the origins of Leninism ideologies/nationalisms; contemporary problems of 412. Politics and Religion in Medieval Europe and the creation of the first socialist state as well as political and economic development. We will also (3-0-3) Van Engen the experience of Stalinism and the Nazi-Soviet War. consider the most important movements of Islamic This course considers the intersection between politi- 416. American Thought, Belief, and Values Since reform and revival over the past two centuries. cal action and religious claims in medieval Europe. 1865 404. Mediterranean World, 400-1400 Virtually all the powers–kings and popes, princes (3-0-3) Marsden (3-0-3) Constable and bishops—claimed to act on religious principle A study of Americans’ most characteristic American This lecture course covers the history of the Medi- and in accord with transcendent notions of virtue intellectual, moral, and religious beliefs, especially terranean world from the fifth to the 15th century, or world order. Yet they fought bitterly with each as expressed by leading thinkers, and of why these from the fall of Rome to the fall of Constantinople. other, with words and with swords, and mutually beliefs have flourished in the American cultural It examines both elements of unity and diversity condemned one another. The course will begin with setting. Topics will include questions such as the found around the shores of the medieval Mediterr- the showdown between emperors and popes known competing authorities of faith and science, the search anean. Many features, including climate, agriculture, as the Investiture Contest, then take up pivotal fig- for truth in a pluralistic society, professional and a common Greco-Roman cultural heritage, and the ures like Pope Innocent III, King Frederick II, and popular philosophies including pragmatism and post sea itself served to unify the Mediterranean region, Pope Boniface IX, and conclude with sections on the modernism, moral authority in democratic culture, while others, such as religion and politics, created Spiritual Franciscans and on conciliarism. social science and law, the relation of individuals tensions and disunity. This course surveys the politi- to communities, the relation of American material- cal history of Southern Europe, Byzantium, and the ism to American beliefs, the outlooks of diverse Islamic world and looks at specialized topics such as sub-cultures, African-American outlooks, feminist the crusades; commercial exchange; intellectual con- perspectives, competing religious and secular faiths, tacts between Christianity, Judaism and Islam; the and roles of various forms of Christianity and other impact of the plague; Mediterranean families and the religious beliefs in American life. position of women; and Mediterranean food. 156 157
HISTORY
417. Dostoyevsky’s Russia 423. 20th-Century German History 427. Medieval Spain (3-0-3) Hamburg, Lyandres (3-0-3) Bergen (3-0-3) Constable This course will focus: 1. on Dostoyevsky’s life, his This course examines modern Germany from na- This course, a smaller reading plus discussion course, religious and ideological beliefs as articulated in tional unification in 1871 to the recent unification of examines the history of Spain in the Middle Ages. major fictional and nonfictional works, his contribu- the two Germanies and beyond. We will investigate Topics to explore include the arrival of Islam, the tions to 19th-century debates about Russia’s place in cultural, political and social dimensions of Germa- Christian Reconquest, Iberian Jewish life, Iberian the world and its historical “mission”; and 2. on the ny’s dynamic role in Europe and in the world. economy and urban life under Christian rule, the Russian social, religious and ideological context(s) in 424. Holocaust idea of Iberian society, and Jews and Muslims under which Dostoyevsky operated. The reading will likely (3-0-3) Bergen, Wegs Christian rule. include Dostoyevsky’s Notes from the House of the In this lecture/discussion class we will study the Nazi 428. Anglo-Saxon England Dead, Notes from the Underground, Crime and Pun- German program of mass killings that has come (3-0-3) O’Leary ishment, The Idiot, and Brothers Karamazov. to be known as the Holocaust. We will explore the Who are the English? In this course we will explore 418. Modern Russian Society and Culture I ideas, decisions, and actions that culminated in the origins of England, and discuss the social, cul- (3-0-3) Lyandres murder of an estimated hundred thousand people tural, and political changes taking place on the island This course examines selected critical issues in the deemed handicapped, half a million Roma (Gypsies), of Britain from the pre-Christian era until the 12th foundations of modern Russian society and culture and six million European Jews. The role of historical century. Beginning with an exploration of Celtic from the late 19th through the first half of the 20th prejudices, the impact of National Socialist ideol- Britain, we will then analyze the principal Anglo- century. Lectures and discussions include such topics ogy and leadership, and the crucial factor of the Saxon kings and their achievements; the historical as late Imperial politics and society, cultural inno- war itself will all be considered. We will address the significance of English poems such asBeowulf ; the vation of the “Silver Age,” World War I, Revolutions experiences of those targeted for annihilation as well lasting effects of the Vikings in England; and the of 1917, creation of socialist society and culture, and as the actions of perpetrators and the role of others: Norman conquest of England in the 11th century. the experience of the Stalinist terror. bystanders, witnesses, and rescuers. At the same time General themes will include the problems associated we will examine how attacks on other groups—for with Anglo-Saxon Christianity, how the English por- 420. Austria from the Hapsburgs to Haider example, homosexuals, Polish intellectuals, Soviet trayed their own history, England’s relationship with (3-0-3) Wegs prisoners of war, Jehovah’s Witnesses, and Afro-Ger- her neighbors (e.g. Scotland, Wales, Ireland, and The course will examine the political, social and mans—fitted into the overall Nazi scheme for a “new France), and the contributions of medieval England cultural history of Austria. It will begin with Austria’s world order.” The legacy of the Holocaust after 1945 to European history. dominant position in Europe under the Habsburgs will be discussed as well. after the Napoleonic wars and continue with the 429. Late Imperial Russia struggle against Germany for dominance in Europe 425. France: Old Regime to Revolution (3-0-3) Hamburg in the late 19th century and the destruction of the (3-0-3) Kselman This course examines Russian history from the end Habsburg Monarchy in World War I. The 20th In 1700, France, under the Sun King, Louis XIV, of serfdom in 1861 to the revolutions of 1917. The century section will include Austrian fascism in the was the most powerful state in Europe. Louis’ court instructor will acquaint students not only with the interwar period, the Second World War, Austria’s at Versailles was a brilliant cultural center envied political history of Russia in this turbulent period, rebirth following the war and present political, social by the rest of Europe, whose kings saw France as a but also with topics that are sometimes neglected and cultural history including the emergence of a model to be emulated. In 1789, the French Revo- in broad surveys: the resemblances between Russian right-wing populist group led by Jorg Haider. Course lution challenged and eventually destroyed the serfdom and American slavery; the history of family requirement will include a midterm and final exami- monarchy, but the power of France nonetheless grew. life, gender relations and sexuality in Russia; the role nation and an extended historical essay. By 1800, France under the leadership of the consul of religion in defining Russian identities; the psy- Napoleon was expanding rapidly in Europe and 421. Europe in the Nazi Era chological underpinnings of political radicalism and would eventually control an empire that included (3-0-3) Bergen terrorism; the difficult relationships between various Spain, Italy and much of central Europe. This course This class will explore Germany and those parts of ethnic groups in the “prison of peoples.” Course examines French history from the establishment of Europe under German control between 1933 and requirements will include: a short essay, a midterm the Bourbon family on the throne in 1589 to the rise 1945. An important focal point will be the Holo- examination and a final examination. No prior of Napoleon in 1790s, with about one-third of the caust and its origins, course and context. Topics to be knowledge of Russian history required. class concentrating on the revolutionary events that covered include National Socialist ideology; Hitler’s began in 1789. The course is organized around ma- 430. Italian Renaissance, 1400–1650 rise to power; European antisemitism; women’s and jor political developments and seeks to understand (3-0-3) Meserve men’s roles in the Third Reich; persecutions of ho- how the monarchy, so potent in 1700, could have This course charts the story of European exploration, mosexuals, Jehovah’s Witnesses, Communists, Slavs collapsed less than a century later. conquest, diplomacy and exchange in the early mod- and others and their relation to the Shoah; World ern period, from about 1400 to 1650. Although the War II in Europe; the so-called Euthanasia program 426. Modern France European experience of the Americas was largely one and the attack on Europe’s Gypsies; ghettoization, (3-0-3) Kselman of conquest and domination, elsewhere in the world deportation and murder of Jews; collaboration, res- This course will examine the political, social and Europeans faced the perils of military aggression cue and resistance inside and outside Germany; the cultural developments in France from Napoleon (as waged, for example, by the Ottoman Empire) collapse of the Nazi empire. through the present. After a review of the legacy or found themselves at a cultural disadvantage (as of the Revolution of 1789, students will explore 422. Germany and Austria Since 1870 Jesuit missionaries and European merchants felt, for the continuing importance of the revolutionary (3-0-3) Wegs example, in China and Japan). Drawing on primary tradition in France, which led to major upheavals in The German history segment will include the im- sources including letters, diaries, account books, 1830, 1848, 1870, and 1968. The political history perial period of Bismarck and Emperor Wilhelm II, atlases, travel narratives and political manifestos, of France will be discussed in a context of social World War I, the Weimar Republic, the Nazi period we will examine the various ways Europeans went and economic development which produced class and the post-1945 period. The Austrian segment abroad in the early modern world—as pilgrims or conflict that the state tried to control in a variety of will consider the decline and fall of the Habsburg crusaders, as merchants or explorers, as conquis- ways, ranging from the repression of dissent to oc- Monarchy, the interwar turn to authoritarianism, the tadors, missionaries or, sometimes, as converts, casional flirtation with socialism. Social and political Nazi occupation and the post-1945 recovery. refugees or prisoners of war. Key issues to explore developments will also be related to changes that oc- include European ideologies of crusade, conversion curred in private life, in family relations, and in the use of leisure time. 158 159
HISTORY
and colonization; the image of the noble savage 440M. The Vikings 444. African History Since 1800 and the politics of European identity (including the (3-0-3) O’Leary (3-0-3) Osborn problems associated with “going native” or “turning The Vikings are notorious in European history for This course on the social and political history of Af- Turk”); the impact of geographical discoveries on plunder and pillage, pagan savagery, and horned rica begins by investigating the legacies of the trans- European thought and the Scientific Revolution, and helmets. Participants in this lecture-and-discussion Atlantic slave trade and the dynamism that shaped the growing importance of the exotic and the rare course will study the impact of Viking invaders in the era of so-called legitimate commerce Jihads, the in European economic, cultural and artistic life. Just Europe and North America over four centuries, and rise of new states, cash crop production, missionary what did Europeans discover in the “Age of Discov- will consider whether Scandinavians made any real movements, the intensification of domestic African ery,” and how did their findings change the culture contribution to the societies they terrorized. Discus- slavery, and the growth of European and black settler of Europe itself? sion (including heated debates) will be based on communities contributed to 19th-century processes 431. The Nobility of Medieval England medieval primary sources from England, Ireland, of change in Africa. By the start of the 20th century, and France France, and Russia. Scandinavian life at home and European powers laid claim to and colonized almost (3-0-3) Boulton the possible reasons for migration will also be con- the whole of Africa. The attempts by Europeans to This course is intended both to introduce students sidered, as background to the more exciting events control Africans and their cultural, economic, and to the historiography of the dominant stratum of abroad. The importance of archaeological evidence social lives often took brutal forms, but Africans English society from the time of the Anglo-Saxon (including art), and modern treatments of Vikings in nevertheless hindered and resisted the colonial invasions of the fifth and sixth centuries to the film and literature, will also be included. project in both covert and overt ways. Analyzing Eu- Tudor period and to the problems and methods of 442.19th-Century Ireland ropean education, labor, and political policies sheds historical research and analysis relative to the period (3-0-3) Staff light on how the colonial state sought to remake Af- and area in question. The course will concentrate on Drawing on monographs and general studies, this ricans and how African colonial subjects developed the period after the Norman Conquest of 1066 and course invites students to consider how different alternative inter- pretations and possibilities for the will examine the development of the various strata social groups experienced the profound changes that future, as nationalist movements demonstrate. This of the noble class in England after that event: the transformed 19th-century Ireland. Although the course will conclude by focusing on independence baronage and peerage, the knightage and the lesser course traces political developments, it pays equal movements and the challenges faced by post-co- “gentry” of squires and gentlemen. attention to socioeconomic and cultural issues, lonial African nation-states. Case Studies include the Democratic Republic of Congo (Congo-Zaire), 433M. Europe Between the Wars including the shift from high fertility to sexual re- straint; patterns of emigration, consumption and so- Kenya, Nigeria, Sierra Leone, Senegal, South Africa (3-0-3) Bergen and Tanzania. Between the end of the First World War and the cial unrest; improvements in education and literacy; beginning of the Second, there were only 20 years. linguistic change; changing devotional practices and 444M. History of Chile But during this short period were Hitler, Stalin, the cultural “revival” in the late 1800s. (3-0-3) Jaksic Great Crisis, the League of Nations, and much more. 442M. The Emergence of Nationalism Chile is generally considered as an exceptionally Understanding the present requires a knowledge of in Latin America stable and even prosperous country when compared these pivotal years. (3-0-3) Jaksic with many of its neighbors in the region. This course will explore the politics, culture, and economy of 435. Medieval Ireland This course provides an introduction to the major themes of 19th-century Latin American history. It Chile since independence in order to assess whether (3-0-3) O’Leary the country is unique, or has shared many of the This course comprises a survey of the history and provides an overview of the colonial background to the independence struggle that engulfed the region difficulties and challenges of other Latin American culture of the Irish and the other Celtic peoples from nations. The readings, lectures, and discussions will the Neolithic era to approximately A.D. 1500. We in the early part of the century, describes the moti- vations, and in many cases reluctance, of the colonies cover such topics as Chilean independence, wars and will explore the main documentary sources in trans- revolutions in the 19th century, as well as labor un- lation—mythological and historical, ecclesiastical to disengage from the Spanish empire, and the lega- cies and opportunitities for the construction of a new rest, political mobilization, and state-led economic and secular—as well as discussing the importance of development. The course will also cover the Pino- the archaeological evidence. social, political and economic order in the region. The course examines the influence of regionalism in chet dictatorship and human rights, and the return 436M. Foreign Influences In Medieval Ireland the emergence of the new nations, and pays particu- to democracy in the 1990s. In addition to textbooks, (3-0-3) O’Leary lar attention to the impact of liberalism on social, students will use other sources, such as novels and This course is a broadly-based exploration of Ireland political and economic structures in the region. films to explore different facets of Chilean history. and her neighbors from the eighth century to the 443. African History to 1800 445. Modern China 16th. Beginning with the long-term consequences of (3-0-3) Murray Viking activity in Ireland and England, students will (3-0-3) Osborn This course introduces students to major themes in The course will provide a general survey of Chinese consider in detail the reasons behind the Norman history from 1644 (the establishment of the Qing conquests of Ireland and Britain, and the profound African history to 1800. It investigates agricultural and iron revolutions, states and empires, religious dynasty) to the present. It will highlight China’s French political, social and cultural influence on the evolution from a period of strength and unity during region. We will then focus on Irish interprovincial movements, and patterns of migration and labor exploitation. The latter part of the course focuses on the last dynasty to a period of disunity and weakness warfare, especially the extent to which the real during the revolutionary period 1911–l949, back to Brian Boru corresponded to the saintly champion Africa in the era of trans-Atlantic slave trade. Ques- tions to explore include: What was the effect of the a period of strength under the Communist govern- portrayed in some historical sources. We will assess ment from 1949 to the present. Special attention relations among Ireland, England, Wales and France slave trade on Africa? How did the slave trade shape the formation and destruction of African states? will be given to the problems of economic mod- by examining questions of church and state; and ernization, the role that foreigners have played in investigate why propaganda and “forged” history How did the slave trade influence social systems, gender relations, cultural practices, religious beliefs, this process, and the relationship of both to cultural became predominant in the British Isles in the 12th development. century. The course also includes analysis of English and demographics in Africa? colonization in Ireland from English, Irish and Scot- tish perspectives; and assessment of Gaelic politics and culture during the Tudor conquest. 158 159
HISTORY
448. War/Money/Romance: 1100–1200 453. The New Nation, 1781–1841 456. The United States, 1900–1945 (3-0-3) Biddick (3-0-3) Waldstreicher (3-0-3) Blantz During the 12th century, the royal court of England This course examines the social, political, and The purpose of this course is to study the political, made revolutionary advances in killing, counting, cultural history of the United States from the rati- diplomatic, economic, social and cultural develop- and judging at the same time that they patron- fication of the Constitution to the beginnings of the ment of the United States from 1900 to 1945. ized the emergence of Arthurian romance. History political crisis over expansion and slavery. It covers The principle topics to be investigated will be the textbooks usually compartmentalize the history of the democratization of politics and the problems Progressive Period legislation of Presidents Theodore war, accounting, the law, and romance. This course, of national independence in the wake of the Revo- Roosevelt, William Taft, and Woodrow Wilson, the instead, asks what they may have in common, spe- lution; territorial expansion; economic change; the causes and effects of World War I, the cultural devel- cifically how they were engendered on the bodies of development of regional, class, religious, racial, opments of the 1920s, the causes of the Wall Street imaginary dead maidens, cannibalized Muslims, and ethnic, and gendered subcultures; slavery and resis- Crash and Great Depression, the New Deal legisla- tortured Jews. tance to slavery; and the new political and reform tion of President Franklin Roosevelt, the diplomacy We will study breakthroughs in royal accounting movements that respond to the era’s deep and lasting of the interwar period, and the home front during procedures as a powerful formal rhetoric with links changes. World War II. to law and war. As a formal rhetoric capable of ab- 453M. Ancient Japan 457. United States Since World War II stracting space, accounting transformed the social (3-0-3) Thomas (3-0-3) Blantz space of the body, household, and court and also This course examines the development of Japanese The purpose of this course is to study the political, inaugurated new notions of social time. culture from earliest times to the early 19th century diplomatic, economic, social and cultural devel- We also will consider how the same court patron- in the context of the major political and social forces opment of the United States from 1945 through the ized new forms of Arthurian romance. We will ask that molded the country’s history. Major periods and presidency of Ronald Reagan. Although the military how romance renders violence and forgets the vio- cultural epochs to be examined include a courtier and diplomatic history of World War II will be lence prepetrated by Christians elsewhere, especially culture during the Heian period (794–1185), a considered by way of background, the principal top- on the Crusades (First Crusade, 1096–1102; Second samurai culture developing in the 12th century on, ics of investigation will be the Fair Deal Program of Crusade, 1147–1149; Third Crusade, 1189–1192; a Zen culture during a medieval age, the Christian President Truman, the Cold War, the Korean Con- Fourth Crusade, 1202–1204). Finally, we will ques- century, a bourgeois culture and an urban popular flict, the Eisenhower Presidency, the New Frontier, tion how accounting and violence intersect with the culture during the Tokugawa period (1603–1868). Vietnam, President Johnson’s Great Society, the Civil treatment of Jewish communities residing in Eng- Japan’s relations with other Asian and European na- Rights Movement, the Nixon Years, the social and land during the 12th century. tions is also examined to understand Japan’s receptiv- intellectual climate of this postwar era, and the presi- 451. Colonial America ity to cultural influences from abroad and its effort dencies of Jimmy Carter and Ronald Reagan. (3-0-3) Slaughter to synthesize them with native taste. 458. U.S. Presidents: FDR to Clinton This course considers the history of New World 454. Era of the Civil War, 1848–1877 (3-0-3) DeSantis exploration and settlement by Europeans from the (3-0-3) Pratt, Waldstreicher, Graff A study of the personalities, style, policies and per- 15th to the 18th century. It examines the process of In the mid-19th century the American political formances of American presidents from Franklin colonization in a wide variety of cultural and geo- system collapsed. Divergent visions of the American D. Roosevelt to Bill Clinton as they developed the graphic settings. It explores the perspectives of Indi- ideal plunged north and south into the bloodiest modern American presidency and made it the most ans, Europeans, and slaves with a particular emphasis war in the Republic’s history. This lecture course important elective office in the world. on the consequences of interracial contacts. We will examines the roots of the nation’s sectional division, discuss the goals and perceptions of different groups 461. Colonial Latin America the disintegration of mechanisms for political com- and individuals as keys to understanding the violent (3-0-3) Beatty, Jaksic promise, the structures and policies of the wartime conflict that became a central part of the American This course provides an introduction to the major Confederate and Union governments, the strategic experience. Lectures, class discussions, readings, and themes of Latin American colonial history, includ- conduct of the armed conflict, the societies at war films will address gender, racial, class, and geographic ing the discovery, conquest, and settlement of the and the Union’s first hesitant steps toward recon- variables in the peopling (and depeopling) of English New World, the institutional framework established struction and recovery. North America. by the Iberian countries to advance their economic, 455M. Concepts of Nature and the Environment in political, and religious interests in the region, and 452. Revolutionary America Japan and Europe various aspects of Latin American society and culture (3-0-3) Slaughter (3-0-3) Thomas until independence in the early 19th century. This course examines the American Revolution as The purpose of this course is to explore Japanese 462M. Latin American History II both a process of change and an event with profound concepts of nature in comparison with those of consequences for the history of the American people. the West and then to ask how these concepts effect (3-0-3) Beatty, Jaksic It emphasizes conditions and consequences of the modern Japan’s understanding of environmental The goal of this course is to enable students to un- Revolution for common people and for those living protection. In other words, this course combines derstand contemporary Latin America — its struc- at the fringes of economic subsistence and political intellectual history and environmental history in Ja- tures, problems and alternatives — by placing them power—laborers, women, slaves, and Indians—in pan and Europe. We discuss the relationship among within a historical perspective. Economic growth, addition to the ambitions of the founding fathers. nature, divinity, and human beings in the Bible and integration into the world market, social change, The long-term preconditions for revolution are Shinto and Confucian texts. We read radical agrari- authoritarian rule, reform and revolution are some considered within the contexts of domestic and anist Ando Shoeki and see how his vision of the of the themes that will be treated. Examples will be international politics. We will focus on the conflict natural state compares with that of his French coun- drawn from the histories of Mexico, Cuba, Brazil, that was the heart of the Revolutionary experience terpart, Rousseau. We consider how nature shapes Bolivia, Chile, Argentina, and Central America. and that was the fundamental legacy of the war for political history in Hegel and Maruyama. Finally, American society. we try to figure out what the claim that the Japanese love nature means both in terms of aesthetics and na- tionalism and in terms of environmental protection. 160 161
HISTORY
464. Society and Culture in the High Middle Ages 472. U.S. Foreign Policy Before 1945 imperial China. The third unit will focus on medi- (3-30-3) Van Engen (3-0-3) Miscamble, Brady cine in contemporary China and will feature the This course will introduce students to major topics This course covers the main developments in Amer- experiences of Elisabeth Hsu, a student of Chinese in current historical debates about the European ican foreign policy from the Spanish American War medical anthropology who as a part of her doctoral middle ages, focusing upon the 12th and 13th cen- in 1898 through World War II. It traces the emer- research enrolled as a student in Yunnan Traditional turies. The readings will juxtapose primary sources gence of the United States as a major world power Chinese Medical College between September 1988 with current interpretations. The major topics to be and examines in some detail how the United States and December 1989. We will conclude the course covered include the founding of universities and the became involved in two world wars. with a brief examination of the influence of Chinese thought of schoolmen, the forming of court culture 473. U.S. Foreign Policy Since 1945 medicine on the contemporary world. and vernacular lyric, new religious groups and a (3-0-3) Miscamble, Brady 479. American Religious History literature of devotion and mysticism, animal tales as This course covers the main developments in Amer- (3-0-3) Appleby, Cummings allegories for society, and history-writing as a form of ican foreign policy from World War II through the This course will review the interaction between social critique. Bush presidency. The principal topics of investiga- religion and America from at least four sets of per- 468. American Indian History tion will be wartime diplomacy and the origins of spectives: the perspectives of Native Americans, New (3-0-3) Staff the Cold War; the Cold War and containment in England Puritans and their descendants, Catholic This course examines the complicated history of Europe and Asia: Eisenhower/Dulles diplomacy; and Jewish immigrants, and 20th-century social American Indian relations with the British North Kennedy-Johnson and Vietnam; Nixon-Kissinger reformers. American colonies and the United States. Beginning and detente; Carter and the diplomacy of Human 481. Catholicism in 20th-Century America with a brief survey of American Indian cultures, we Rights; Reagan and the revival of containment; Bush (3-0-3) Appleby will focus on relations along the moving frontier and the end of the Cold War. The course examines the patterns of Catholic intel- between the two peoples. Topics include mutual ad- 474. American Peace Movement lectual life, religious culture, social engagement, and aptation and exchange, invasion and resistance, envi- Since World War II public presence in the United States throughout the ronment and economics, racism and ethnic identity. (3-0-3) DeSantis 20th century. Themes receiving special attention in Covering almost half a millennium, the course will This course examines the emergence of the Modern the lectures and class discussions will include the give roughly equal time to the four centuries that fol- American Peace Movement between the two World U.S. Catholic response to the theory of evolution lowed the first serious attempt at British colonization Wars and its development in the Nuclear Age since and to the social sciences, the rise and decline of (1585). Almost two-thirds of the course will there- World War II. It examines the shifting patterns of Thomism as the philosophical framework of Catho- fore deal with peoples east of the Mississippi River in support for the peace movement, the curious ways lic thought and education, Catholic participation in the years before 1838. Americans have searched and worked for peace, and the labor movement and the civil rights movement, 469. History of American Women I some of the important peace groups and leaders. the new theologies and social ethics of the ’60s, (3-0-3) Bederman 477. Premodern China the impact of the Second Vatican Council, shifting This course surveys the social, cultural and political (3-0-3) Murray modes of public Catholicism, and the Catholic cul- developments that shaped American women’s lives The course will provide a general survey of Chinese ture wars of the 1980s and 1990s. from the colonial period to 1890. It will analyze history from the Shang Dynasty (1766–1027 B.C.) 482. Technology of War and Peace both the ways American culture defined women’s to A.D. 1600 Besides highlighting the major devel- (3-0-3) Hamlin place during different historical periods and the ways opments of each dynasty, the course will devote This course surveys the impact of military technolo- women themselves worked to comply with or to special attention to the Confucian and Legalist gies on world history. Topics include the rise of gun- resist those definitions. Topics include preindustrial underpinnings of the Chinese empire, the influence powder weaponry and the fortification revolution in society, transformations in work and family life, of Buddhism on Chinese society, the emergence of the early modern period, navalism, particularly in industrialism and class formation, slavery, women’s gentry culture and the civil service examination sys- the 19th century, the role of military technologies in culture and the emergence of a woman’s movement. tem, and the phenomenon of “barbarian” conquest European colonial expansion, and the science-based Throughout, stress will be laid on the importance of and cultural interaction. military of the 20th century, leading up to the age of class, race and ethnicity in shaping women’s histori- nuclear weapons. The course considers also military cal experience. 478M. History of Chinese Medicine (3-0-3) Murray technologies as deterrents, and issues of war and 470. History of American Women II In light of the contemporary currency of certain peace as stimuli to technological development. (3-0-3) Bederman Chinese practices in the field of alternative medicine, 483. Sensibility, Mind, and Culture in Late Medieval This course surveys women’s relationship to the this course will explore the phenomenon of Chi- Europe social, cultural and political developments shaping nese traditional medicine in both its historical and (3-0-3) Van Engen American society from 1890 to the present, concen- contemporary settings. The first unit, Medicine in This course studies the culture and thought of medi- trating on developments in women’s activism and in Ancient China, will explore the earliest medical ideas eval Europe on the eve of its transition into the mod- popular culture. Topics include the new woman and of the Chinese and will demonstrate how the state’s ern world, focusing on the 14th and 15th centuries. Progressivism, the transformation of feminism in the political unification gave rise to a correlative cosmol- This era is often depicted as a time of extremes, of 1920s, women’s paid and unpaid labor, the “femi- ogy that not only included Heaven and Earth, but mystics, sophisticated court masques, impenetrably nine mystique,” the Women’s Liberation Movement also human beings as integral elements of an organic difficult scholastic thought, and the dance of death. of the 1960s, and changing gender roles in recent de- cosmos. The second unit will explore the influences Because contemporaries proved unusually articulate cades. Particular attention will be paid to the impact and contributions of Taoism (Daoism) and Bud- in expressing their passions and worries in literature of class, race and ethnicity on issues of gender. dhism to Chinese medicine and will explore what and art, historians can examine their sense of life 471. U.S. and the Vietnam War it meant to be both physicians and patients in late and of death with care. Combination of lectures (3-0-3) Miscamble, Brady and discussions; readings in primary and secondary This course examines the participation of the United materials. States in its “longest war”: the conflict in Vietnam. The course is taught primarily from an “American” as opposed to a “Vietnamese” perspective. 160 161
HISTORY
486. Medicine in Modern History 491, 492, 493. Seminar Series in History 491G. Americans in Paris and Vice Versa (3-0-3) Hamlin All history majors must take one seminar, though (3-0-3) Kselman An exploration of themes in European and American the faculty encourages majors to take at least two. Americans love to go to Paris and love to return medicine. This course integrates the perspectives Juniors, in particular, should consider enrolling in with stories about how difficult the Parisians were. and issues of social history—who were the medical a seminar during the spring semester. Each seminar This typical tourist experience suggests a long-stand- practitioners, who were their patients, what relations treats a special theme by reading, discussion, and ing love-hate relationship between France and the existed between these groups, how have the realities writing of a paper based on original research. En- United States that will be the subject matter of this of illness and death figured in the lives of ordinary rollment in each seminar is limited to 18. seminar. Ranging from diplomatic to cultural his- people in different places and times—with the per- 491A. United States in the 20th Century tory, we will begin with some general readings about spectives and issues of the history or medicine as a (3-0-3) Blantz the history of French-American relations. Students science: What understandings of the human body The purpose of this course is twofold. First, it per- will then focus on particular topics based on their and its ills have practitioners had, what tools have mits the student to gain a greater familiarity with interests and produce a seminar paper of about 25 they developed and used for intervening in illnesses? several of the major topics in 20th-century American pages based on research in primary sources. Topics include the humoral pathology, epidemics history—the Progressive Period of Theodore 491H. Ireland in the Age of Revolution as social crises, the rise of pathological anatomy, the Roosevelt and Woodrow Wilson; the Wall Street (3-0-3) Smyth germ theory and public health, the transformation of Crash of 1929 and Great Depression that followed; This seminar focuses on the crisis of Irish politics the hospital, the history of nursing, changing modes the New Deal legislation of Franklin Roosevelt; the and society in the final quarter of the 18th century. of health care, finance and administration, relations origins of World War I and World War II; the Cold It consists of close readings and discussion of sec- between “regular” doctors and sectarian medical tra- War; the domestic legislation of Presidents Harry ondary and contemporary literature, mapping the ditions such as homeopathy and osteopathy. Truman, Dwight Eisenhower, John Kennedy, and road from reformism, through radicalism to 487. Technology in History Lyndon Johnson; the Civil Rights Movement and revolution. (3-0-3) Hamlin the Feminist Movement; Richard Nixon and Wa- 491J. Latin American Independence Movements A thematic survey of the history of technology, tergate; aspects of 20th-century American culture; (3-0-3) Jaksic from the Neolithic discovery of agriculture to the and the presidency of Ronald Reagan. Second, and This seminar will focus on the breakdown of the information age. Topics include the chemistry and more importantly, the course offers each student the Spanish empire in Latin America and the emergence metallurgy of antiquity (high-tech ca. 1000 B.C.), opportunity to research and produce a major paper of new nation-states in the region in the first technology in Christian theology; the power revo- on a topic of one’s own choosing in 20th-century quarter of the 19th century. Contrary to common lution of 1200; arms races from the 15th century on- American history. expectations, the former colonies did not form a ward; the marriage of art and science; the industrial, 491F. Notre Dame History united nation but rather split into 10 different agricultural, transport and communications revo- (3-0-3) Turner, Blantz republics that developed their own unique histories, lutions; the American system of manufactures; the This seminar will offer the student the opportunity only to split further apart during the course of the evolution of the engineering profession; and modern to research an aspect of Notre Dame history of his or century. This seminar will examine the origins and efforts to plan the technological future. These topics her particular interest—academic program, student actors of the independence movements, the devel- form the basis for exploring the following themes: life, administrative decision, etc. Research topics opment of an ideology of emancipation, and the How does technology change? How did we get might include Father Sorin’s rebuilding of the Main variegated causes of fragmentation. where we are — do we have the technology now that Building after the fire of 1879; priest-chaplains serv- 491M. The United States and the Cold War we must have, should have, or need to have? What ing in the Civil War; Notre Dame during World guides technical creativity? How have social effects of (3-0-3) Miscamble, Brady War I or World War II; Rev. Julius Nieuwland, This course will examine the various issues sur- technologies been assessed and dealt with? How have C.S.C., and the discovery of synthetic rubber; Notre technologies fundamentally changed ordinary life rounding the United States and the Cold War, from Dame’s Minims Department (grade school); Notre its inception to the tearing down of the Berlin Wall. and societal organization? Dame’s Preparatory School (high school); Notre 488. Sex, Sexuality, and Gender in the United States Dame’s Manual Labor School; immigrant scholars 491N. Jerusalem to 1890 on the Notre Dame faculty in the 1930s; Holy Cross (3-0-3) Cobb (3-0-3) Bederman religious as Japanese prisoners of war in World War This research seminar provides an in-depth exami- Sexuality, like other areas of social life, has a history. II; the inauguration of the Great Books Program; nation of the city of Jerusalem and its diverse his- Yet historians have only written about the history of Rev. John J. Cavanaugh, C.S.C., and the Kennedy torical experiences from the rise of Islam to sex for the last forty years or so. This course will both family; Rev. Theodore Hesburgh, C.S.C., and the the present (c. 600–2000). This course is primarily introduce students to a variety of current themes in Civil Rights Commission, etc. After some introduc- student-driven: students will lead portions of dis- the history of sexuality and invite them to consider tory readings on the history of the University, the cussions, present their research, and constructively how they themselves might research and write that principal work of the course will be the research, in critique the work of their peers. history. The class will survey recent topics in the primary and secondary sources, and the writing of a 491P. Europe in the Two World Wars history of sexuality from first colonial settlement to paper of approximately 30 pages, and a presentation (3-0-3) Bergen the end of the Victorian era. Issues we may consider of the paper for class discussion. Students in this seminar will devote much of their include different religions’ attitudes toward sexual- time to producing a major research paper on some ity (the Puritans were not anti-sex!), how different aspect of European history in the age of the world cultures’ views of sex shaped relations between colo- wars. Substantial work with primary sources is nists and Indians, why sex was an important factor required. As a group we will also read and discuss in establishing laws about slavery in Virginia, birth some important studies by scholars of World Wars control and abortion practices, changing patterns I and II. of courtship, men who loved men and women who loved women, and why the average number of chil- dren in American families fell by 50 perent between 1790 and 1890. 162 163
HISTORY
491V. Women and Gender in the United States, first be stipulated by the instructor, and will subse- 494H. Honors Methodology 1929–1984 quently be of the student’s own choice. Students will Staff (3-0-3) Bederman present the findings of their research as the basis for History Honors Program students only. This research seminar will cover changing gender leading a class discussion. The semester’s work will In the spring of the junior year, the History Honors relations in the United States from the Great De- conclude with a 20-page essay on a subject negoti- student will enroll in this Reading and Discussion pression to the end of the Reagan era. Students will ated between the student and the instructor. colloquium. The course is intended to introduce the read and discuss recent books and articles covering 492C. U.S. Catholic History student to basic issues of critical interpretation and a variety of topics that may include gender relations (3-0-3) Cummings historiography through a specific field. This course during the Great Depression, whether World War II This seminar is designed with two goals in mind: to will rotate between various divisions within the was a turning point for women’s work, The Feminine introduce students to the major events and themes department. (Those studying abroad will take this Mystique, women in the civil rights movement, the in the history of American Catholicism, and to help course in the spring of the senior year.) women’s liberation movement of the 1960s and students organize, research, and write an original 495H. Honors Colloquium 1970s, changes in masculinities and their relation (or work of historical scholarship. During the first half Staff lack of relation) to the women’s movement, the gay of the semester, we will read and discuss a variety of History Honors Program students only. rights movement, and changes in women’s workforce primary and secondary sources concerning the fol- In the fall of the senior year, the History Honors stu- participation and family life. During the latter half lowing topics: immigrant and ethnic Catholicism; dent will enroll in this course, where he or she will of the semester, students will concentrate on produc- the experience of Catholic women, especially women complete a research paper of up to 25 pages. Like the ing a substantial paper, based on original primary religious; Catholic devotional life; Catholic social Reading and Discussion colloquium, this seminar source research, on a topic of their choice selected in movements; and the relationship between Catholics will rotate among the department’s various divisions. consultation with the instructor. and the broader American society. We will explore To encourage breadth of knowledge, the Method- 491X. Sem: Nationalism in Europe some of the major historical interpretations of the ology seminar and the Reading and Discussion (3-0-3) Crago Catholic experience, and become familiar with meth- colloquium will be offered in two different fields in This course will begin with several joint sessions ods of historical research. During the second half of successive semesters. devoted to an examination of the role nationalism the semester, students will work independently (in 498. Special Studies has played in shaping modern European history. consultation with the instructor) to prepare their (0-1-3) Staff Given the broad nature of the course, emphasis will research papers. At the end of the semester, they will Prerequisite: Written consent of instructor. be placed on the theoretical underpinnings of na- share their findings with other participants in the Independent study, writing and research under the tionalism and on how national mythology influences seminar through an oral presentation. historiography. The second portion of the course of- direction of a faculty member. 492D. Occupation of Japan fers students an opportunity to conduct research on 499H. Honors Thesis (3-0-3) Thomas topics approved by the instructor. Staff After years of fierce fighting in the Pacific, the victo- History Honors Program students only. 491Y. Heretics and Friars, Mystics and Nuns rious Allies occupied Japan from August 1945 until In the fall and spring of the senior year, the His- (3-0-3) VanEngen 1952. The “Basic Initial Post-Surrender Directive” tory Honors student will work on a thesis (up to From about 1100 until about 1400, European charged military occupiers and their civilian auxil- 50 pages) under the supervision of a specific faculty society witnessed wave after wave of new religious iaries with democratizing the former enemy empire. member. This directed writing course will satisfy the movements. These energies yielded groups and This course examines three aspects of this effort, seminar requirement (HIST 491, 492, or 493) of the teachers of all stripes, men and women regarded as namely the political, economic, and cultural restruc- major and will be written within the student’s field heretics and as saints. This course will treat the most turing of Japan. We will explore the goals, methods, of concentration. important of these, from the Cistercian monks who and mix-ups of the (mostly) American attempt to rejected the established ways of their fellow Benedic- recast Japanese society in a democratic mold and the tines around 1100, to Francis of Assisi’s lay penitents Japanese response. The Big Question—one that we and preachers, to suspect beguines in the Lowlands will return to again and again in our discussions— and the Rhineland mystics. The emphasis will fall is, what is democracy and how is it created and upon studying texts from these religious teachers and sustained? actors that will help us get at the aspirations of these 492E. Europe in the Nazi Era new religious, while setting them into their social (3-0-3) Bergen and cultural environments. This research seminar will address issues related to 492A. Republicanism the rise, expansion, and defeat of Nazism between (3-0-3) Smyth 1933 and 1945. Although Germany occupies a “Republicanism” refers principally, but not exclusive- central place in this history, we will focus on the ly, to republican ideas in the English-speaking At- Europe-wide impacts of Nazi ideas and aggression. lantic world in the period 1600–1800. After looking Students will read and discuss key works in the field briefly at republican ideology in the ancient world dealing with topics such as Hitler’s rise to power, Eu- and in renaissance Europe, the seminar will move to ropean diplomacy in the 1930s; the course of World the substance of the course: the English “classical” re- War II; Nazi occupation practices; the Holocaust publicans of the 17th century, such as Marchamont and other programs of mass killing; women and the Nedham, John Milton, and James Harrington; the war effort; popular consensus, collaboration, and transmission of their ideas to 18th-century America; resistance; and the immediate postwar period. At the and, finally, the particular version of republicanism same time, each student will write a major research as it developed in Ireland in the same period. This paper, based on primary sources, that explores in seminar course is discussion-based. Members of the depth some aspect of this crucial period of European seminar are expected to research topics, which will at history. 162 163
MATHEMATICS
Program of Studies. Students in the College of Arts Second Semester Mathematics and Letters may pursue a major in mathematics Introduction to Philosophy 3 with a concentration in honors. (Note that this Core Course 3 Chair: program should not be confused with the Arts and Theology 3 Steven A. Beuchler Letters/Science Honors program and that several MATH 262: Honors Algebra II 3 Associate Chair: concentrations, including Honors, are available with MATH 266: Honors Calculus IV 4 Alex A. Himonas a major in mathematics in the College of Science.) ———
Director of Graduate Studies: The mathematics major in arts and letters aims 16 Federico Xavier (on leave 2003–04) to give the student a thorough liberal intellectual Junior Year Director of Undergraduate Studies: discipline and to furnish an adequate background for First Semester Juan Migliore other fields of study. At the same time it prepares the Theology 3 William J. Hank Family Professor of Mathematics: student for graduate work in mathematics, and many MATH 361: Honors Algebra III 3 William G. Dwyer of those who have taken the program have entered MATH 365: Honors Analysis I 3 Charles L. Huisking Professor of Mathematics: graduate schools in that field. Others have entered Elective 5 Julia F. Knight philosophy, medicine, law, economics and industrial History or Social Science 3 Rev. Howard J. Kenna, C.S.C., management. ———
Memorial Professor of Mathematics: Students intending to follow this major in the 17 Israel M. Sigal College of Arts and Letters must declare their inten- Second Semester John and Margaret McAndrews Professor tion to the advisor indicated by the mathematics de- Philosophy 3 of Mathematics: partment and the dean of arts and letters at advance MATH 362: Honors Algebra IV 3 Francois Ledrappier registration in the spring of their freshman year. MATH 366: Honors Analysis II 3 Vincent J. Duncan and Annamarie Micus Duncan Students must have completed or be completing sat- English/American Literature 3 Professor of Mathematics: isfactory work in MATH 165 and 166. The program Elective 3 Andrew Sommese of their studies is subject in its entirety to approval ———
Notre Dame Professor of Applied Mathematics: by the advisor. 15 Joachim J. Rosenthal Students whose first major is in the College of Senior Year John A. Zahm, C.S.C., Professor of Mathematics Arts and Letters may also pursue a second major in Stephen A. Stolz First Semester mathematics. See “Mathematics As a Second Major” Kenna Associate Professor of Mathematics: Mathematics Electives 6 in the College of Science section of this Bulletin. Xiaobo Liu (on leave 2003–04) Electives 9 ——— Professors: 15 Mark S. Alber; Steven A. Buechler; Jianguo Cao; THE PROGRAM OF COURSES Francis X. Connolly; Leonid Faybusovich; Alex- First Year Second Semester ander J. Hahn; Alex A. Himonas; Alan Howard; First Semester Mathematics Electives 6 Bei Hu; Juan Migliore; Timothy O’Meara English 3 Electives 9 (Kenna Professor of Mathematics, emeritus, and History or Social Science 3 ——— provost emeritus); Richard R. Otter (emeritus); MATH 165: Honors Calculus I 4 15 Barth Pollak (emeritus); Mei-Chi Shaw; Brian Natural Science 3 Smyth; Dennis M. Snow; Nancy K. Stanton; Language: (French, German or (At least six credits of mathematics electives must be Wilhelm Stoll (Duncan Professor of Mathe- Russian recommended) 3 at the 400 level.) matics, emeritus); Laurence R. Taylor; E. Bruce Physical Education — Williams; Pit-Mann Wong; Warren J. Wong Course Descriptions. See “Mathematics” in the Col- ——— (emeritus); Frederico Xavier (on leave 2003–04) lege of Science section of this Bulletin.
Associate Professors: 16 Mario Borelli; Peter A. Cholak; John E. Derwent; Jeffrey A. Diller; Matthew J. Dyer; Samuel R. Second Semester Evens; Michael Gekhtman; Abraham Goetz Language: French, German or Russian 3 (emeritus); Matthew Gursky; Brian C. Hall; University Seminar 3 Qing Han; Cecil B. Mast (emeritus); Gerard K. MATH 166: Honors Calculus II 4 Misiolek; Liviu Nicolaescu; Sergei Starchenko; Natural Science 3 Vladeta Vuckovic (emeritus) Electives 3 Assistant Professors: Physical Education — Katrina D. Barron; Karen A. Chandler; Richard ——— Hind; George McNinch; David P. Nicholls (on 16 leave spring 2004); Claudia Polini Sophomore Year First Semester Core Course 3 Language: French, German or Russian 3 Fine Arts Elective 3 MATH 261: Honors Algebra I 3 MATH 265: Honors Calculus III 4 ——— 16 164 165
MEDIEVAL STUDIES
The Medieval Institute Undergraduate Programs. A. Two semesters of a language appropriate to Medieval Studies The liberal arts were first cultivated as a university Medieval Studies. 6 or 0 credits curriculum during the Middle Ages; thus, the un- Robert M. Conway Director of the Medieval Institute: dergraduate programs in Medieval Institute offer an Two semesters of a language appropriate to Medieval Thomas F.X. Noble ideal context in which to pursue them in the modern Studies forms a prerequisite for any major. Normally, Director of Undergraduate Studies: world. Medieval Studies foster close reading, precise Latin will form the language component in the Calvin M. Bower textual analysis, careful writing, and vigorous discus- program, but the student is encouraged to study Faculty of the Institute: sion. Medieval Studies therefore provide not only a Greek, Hebrew, or Arabic if his or her interest lies in Professors: solid foundation for graduate study, but also—and Eastern Europe or in Arabic culture. Syriac may be The Rt. Rev. Abbot Astrik Gabriel (emeritus); even more significantly—a superb liberal arts edu- taken if the student has a strong interest in Eastern Stephen Ellis Gersh (philosophy) cation relevant to a wide variety of personal and liturgies and patristic studies. If the student counts Librarian: professional goals. The objective of undergraduate two semesters of Latin, for example, as the college re- Marina Smyth programs in the Medieval Institute is to introduce quirement, the prerequisite is fulfilled, but the credit Associated Faculty: students to medieval culture and to the disciplinary does not apply to the major; if, on the other hand, Professors: and interdisciplinary skills necessary for the serious the student uses another language to meet the college Kathleen A. Biddick (history); Alexander Blachly pursuit of the liberal arts in general and medieval requirement, two semesters of Latin may be added to (music); Maureen McCann Boulton (Romance studies in particular. the major. Courses in an appropriate language above languages: French); Calvin M. Bower (music); 300 may be counted below in G. Keith R. Bradley (classics: Roman history); Rev. Undergraduate studies in the Medieval Institute David Burrell, C.S.C. (philosophy); Theodore J. may follow one of four tracks: B. Both courses from the Medieval History Cachey (Romance languages: Italian); Lawrence sequence (307 and 308) 6 credits S. Cunningham (theology); Rev. Brian E. Daley, 1. The Major in Medieval Studies S.J. (theology); Kent Emery Jr. (liberal studies: 2. The Supplementary Major C. An interdisciplinary course 3 credits philosophy); Alfred J. Freddoso (philosophy); 3. The Major in Medieval Studies with Specialist Dolores Warwick Frese (English); Michael Option Normally, this course should be one offered within Lapidge (English); Ralph M. McInerny (phi- 4. The Minor in Medieval Studies the Medieval Institute. losophy); Jill Mann (English); Katherine O’Brien O’Keeffe (English); Charles Rosenberg (art All four of these programs enable students to take a D. One course in Medieval Art History, Music history); Dayle Seidenspinner-Núñez (Romance wide variety of courses focused on the intellectual, History, or Vernacular Literature 3 credits languages: Spanish); Daniel J. Sheerin (Classics: cultural, and religious heritage of Europe. Students Latin); Michael Signer (theology); John have access to the resources of the collection and staff E. One course in Medieval Philosophy or Van Engen (history) of the library that forms the core of the Medieval In- Theology 3 credits Associate Professors: stitute, located on the seventh floor of the Hesburgh Joseph Amar (Classics: Arabic); Charles Barber Library; they also are encouraged to participate in F. One advanced seminar (400 level or above) in (art history); W. Martin Bloomer (classics: the intellectual life of the Medieval Institute, par- Medieval Studies 3 credits Latin); John C. Cavadini (theology); Olivia ticularly to attend the institute’s lecture series and to Remie Constable (history); Robert Coleman (art engage guest scholars, faculty members, and graduate This course will be selected carefully in consultation history); JoAnn Della Neva (Romance languages: students, as well as undergraduate colleagues. Un- with the undergraduate advisor. The course normally French); Rev. Michael Driscoll (theology); dergraduates in the institute compete for the Michel will be taken in an area in which the student has a Stephen Dumont (philosophy); Paula Higgins Prize, awarded to an outstanding paper written by an strong background and, in certain cases, even may be (music); Rev. John Jenkins, C.S.C. (philosophy); undergraduate on a medieval topic, and participate a graduate-level seminar. Blake Leyerle (theology); Christian R. Moevs in the unique graduation ceremony sponsored by the (Romance languages: Italian); Gretchen Rey- institute. G. Four (or two) further courses in Medieval dams-Schills (liberal studies: philospohy); Susan Studies chosen from any of the participating Guise Sheridan (anthropology, archaeology) 1. The Major in Medieval Studies. disciplines. 6 or 12 credits Joseph P. Wawrykow (theology); Albert Wimmer Students wishing to major in Medieval Studies (German) build their program of studies from courses of- These courses should be chosen in consultation Concurrent Associate Professor: fered by the 10 departments that participate in the with the undergraduate advisor, so that they both D’Arcy Jonathan Boulton (history) interdisciplinary program of the Medieval Institute: strengthen the student’s principal interests and Assistant Professors: (1) Anthropology; (2) Art, Art History, and Design broaden the student’s background and disciplinary Asma Afsaruddin (Classics: Arabic); Kirsten (art history); (3) Classics (Latin); (4) English (Old skills. Upper-level courses in an additional foreign Christensen (German); Paul Cobb (history); and Middle English); (5) German and Russian (Old language may fulfill this requirement. (Cf. require- Meredith Gill (art history); Li Guo (Classics: and Middle High German); (6) History; (7) Music ment A: If Latin is counted as credit in the major, Arabic); Encarnacion Juarez (Romance lan- (musicology); (8) Philosophy; (9) Romance Lan- two further courses meet this requirement.) guages: Spanish); Mary Keys (political science); guages and Literatures (Old and Middle French, Old Julia Marvin (liberal studies); Maura Nolan Provençal, Spanish and Italian); and (10) Theology. Total credits for major: 36 (English); Aideen O’Leary (history); Thomas While students are encouraged to explore various directions in all these departments, the fundamental Pruegl (theology) requirements for the major in Medieval Studies are Postdoctoral Teaching Fellow: as follows. Daniel B. Hobbins Mellon Fellow: Florin Curta 164 165
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2. The Supplementary Major. 3. The Medieval Studies Major—Specialist Op- P. Requirements determined by specialist: Many students pursuing a major in one of the tion (in Either History, English, or Comparative 3 or 6 credits departments that participate and contribute to the Literature) 1. For history: two semesters of medieval survey in one broad mission of the Medieval Institute may wish to discipline or two disciplines. (6) supplement and strengthen their primary major with Students with an interest in medieval culture and a 2. For English, one medieval English survey. (3) a second major in Medieval Studies. The following clear disciplinary focus in Comparative Literature, 3. For comparative literature: one medieval literature program is available to students as a supplementary English, or History may pursue the Medieval Stud- survey. (3) major. ies Major with specialist option. The goal of this program is to prepare students for advanced studies Q. Two or three additional courses in the spe- A. Two semesters of a language appropriate to by providing them with (1) a broad overview of the cialist discipline (if only one seminar was taken Medieval Studies 6 or 0 credits major events and developments of the Middle Ages, under F) 9 or 6 credits (2) a grounding in the topics and approaches to See qualifications stated above under major. medieval studies in one particular discipline, (3) an Total credits for major with specialist option: 36 introduction the study of medieval culture in two or B. Both courses from the Medieval History se- three other disciplines, and (4) certain basic 4. The Medieval Studies Minor. quence (307 and 308) 6 credits skills (linguistic, methodological and theoretical) The Minor in Medieval Studies allows students necessary for the serious pursuit of medieval studies who are also committed to other programs of study C. An interdisciplinary course 3 credits on the graduate level. Twelve courses are required in to pursue their interests in medieval culture by this curriculum, distributed as follows. combining a focused group of courses treating the Normally, this course should be one offered within Middle Ages with a Major and/or a Supplementary the Medieval Institute. A. Two semesters of a language appropriate to Major in other departments. Medieval Studies 6 credits D. One course in Medieval Art History, Music Requirements: History, or Vernacular Literature 3 credits Normally, Latin (any level) will form the language Five courses treating aspects of the Middle Ages component in the program, especially if the student distributed among three disciplines. Students are E. One course in Medieval Philosophy or is specializing in English or Comparative Literature. encouraged to use at least one course offered in the Theology 3 credits The student may study Greek or Arabic if his or her Medieval Institute itself as one of the “disciplines.” interest lies in Eastern Europe or in Arabic culture. While the minor has no specific language require- F. One advanced seminar (400 level or above) in ment, the student is encouraged to use courses in a Medieval Studies 3 credits B. Both courses from the Medieval History language to complete the minor. Minors are taken sequence (307 and 308) 6 credits seriously in the Medieval Institute and participate This course will be selected carefully in consultation fully in the graduation ceremony sponsored by the with the undergraduate advisor. The course normally C. An interdisciplinary course 3 credits institute. For further details, see the listing under will be taken in an area in which the student has a Minors. strong background and, in certain cases, even may be Normally, this course should be one offered within a graduate-level seminar. the Medieval Institute. Most courses in the major and minor programs are drawn from participating departments, and full G. Two further courses in Medieval Studies D. One course in Medieval Art History, Music course descriptions should be sought in the relevant chosen from any of the participating disciplines History, or Vernacular Literature 3 credits sections of the Bulletin. For additional information 0 or 6 credits on specific programs in the institute and availability Vernacular Literature is highly recommended for and sequence of courses, see the director of under- These courses should be chosen in consultation students whose specialist discipline is English or graduate studies. with the undergraduate advisor, so that they both Comparative Literature. strengthen the primary field of interest and broaden Course Descriptions. The following list of courses the student’s background and disciplinary skills. Up- E. One advanced seminar (400 level or above) in gives the number and title of each course. Lecture per-level courses in an additional foreign language Medieval Studies 3 credits hours per week, studio hours per week, and credits may fulfill this requirement. each semester are in parentheses. The instructor’s This course will be selected carefully in consultation name is also included. Total credits for supplementary major: 30 with the undergraduate advisor and the advisor in 180. University Seminar the student’s primary field. The course normally will Because medieval studies is an interdisciplinary pro- be taken in an area in which the student has a strong gram, this seminar, depending on the expertise of the background and, in certain cases, even may be a instructor, will introduce students to the paradigms graduate-level seminar. of medieval philosophy, history or literature and in doing so will satisfy the respective University require- F. One seminar in the history, methodology, ment. In addition, each course contains a significant or theory of the history or literature 3 credits writing component with a minimum of 24 pages required of each student. 206. Castles and Courts (3-0-3) J. Boulton See HIST 206. 241. Music History I: Medieval and Renaissance (3-0-3) Bower See MUS 241. 166 167
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285. King Arthur in History and Literature 377. Engendering War, Business, and Law 431C. Latin Love Elegy (3-0-3) D.J. Boulton, M. Boulton (3-0-3) Biddick (3-0-3) Mazurek See HIST 285. See HIST 377. See CLLA 431. 301. Ancient and Medieval Philosophy 390. Medieval Middle East 432A. Chaucer: Canterbury Tales (3-0-3) Burrell, Dumont, or Freddoso (3-0-3) Staff (3-0-3) Mann See PHIL 301. See HIST 394. See ENGL 432A.. 302. Medieval German Literature 391. Islam: Religion and Culture 434. Medieval Ireland (3-0-3) Wimmer (3-0-3) Afsaruddin (3-0-3) O'Leary See GE 315. See MELC 390. See HIST 434. 307. Middle Ages I 395. Christian Theological Traditions I 434E. Medieval Drama (3-0-3) Staff (3-0-3) Cunningham, Wawrykow (3-0-3) Frese See HIST 307. See THEO 395. See ENGL 434. 308. Middle Ages II 408. Late Antiquity 438A. Medieval Romance (3-0-3) Van Engen (3-0-3) Noble (3-0-3) Nolan See HIST 308. See HIST 408. See ENGL 438 411B. Dante I: The Inferno 309. Muslims and Christians in the Medieval World 438B. Falling in Love in the Middle Ages (3-0-3) Ferrucci (3-0-3) Constable (3-0-3) Mann See ROIT 410. See ENGL 438A.. 310 A. Hundred Years’ War (1337–1453) 412. Politics and Religion in Medieval Europe (3-0-3) Hobbins 439. Classics of the Italian Renaissance (3-0-3) Van Engen See HIST 310. (3-0-3) Cachey See HIST 412. 311. Gender, Sexuality, and Power in the Middle See ROIT 439. 412A. Renaissance and Baroque Poetry Ages 440. Trecento: Giotto to the Duomo of Spain (3-0-3) Biddick (3-0-3) Gill (3-0-3) Juarez See HIST 311. See ARHI 441. See ROSP 412. 316. Medieval Towns and Urban Life 440H. The Vikings 413A. History/Fantasy/Colony (3-0-3) Constable (3-0-3) O’Leary (3-0-3) Biddick See HIST 316. See HIST 440M. See HIST 413. 318. Survey of Spanish Literature I 441A. Jews and Christians Through History 416. From Roland to the Holy Grail (3-0-3) Seidenspinner-Núñez (3-0-3) Signer (3-0-3) Boulton See ROSP 318. See THEO 441. See ROFR 416. 325. Latin Literature and Stylistics 442. 15th-Century Italian Renaissance Art 421. Introduction to Old French and Anglo-Norman (3-0-3) Krostenko (3-0-3) Rosenberg (3-0-3) Boulton See CLLA 325. See ARHI 442. See ROFR 421. 330. Survey of Medieval Art 443. Northern Renaissance Painting 422. Dante I (3-0-3) Barber (3-0-3) Rosenberg (3-0-3) Cachey or Moevs See ARHI 330. See ARHI 443. See ROIT 421. 337. Journey in Medieval Literature 445. Jews and Christians Throughout History 422A. Medieval Theology: An Introduction (3-0-3) Bays (3-0-3) Signer (3-0-3) Prügl See ENGL 337. See THEO 441. See THEO 422A. 345. Introduction to Italian Literature I 448. War/Money/Romance: 1100–1200 423. Dante II (3-0-3) Moevs (3-0-3) Biddick (3-0-3) Cachey or Moevs See ROIT 345. See HIST 448. See ROIT 422. 360. Canon and Literature of Islam 457. Byzantine Art 427. Medieval Spain (3-0-3) Afsaruddin (3-0-3) Barber (3-0-3) Constable See MELC 360. See ARHI 433. See HIST 427. 370. Modeling Sanctity: The Saint in Image 461A. Petrarch and Text 428. Anglo-Saxon England (3-0-3) Cachey, Moevs (3-0-3) Gill (3-0-3) O’Leary See ROIT 432. See ARHI 370. See HIST 428. 471. The Vulgate and Related Texts 371E. Survey of Spanish Literature I 430A. Beowulf: Text and Culture (3-0-3) Bower (3-0-3) Siedenspinner-Núñez (3-0-3) O'Brien O'Keefe Readings in Latin of the Vulgate, texts by Jerome See ROSP 318. See ENGL 430. associated with this translation, and readings from 371F. Survey of French Literature I 430C. Introduction to Old English Augustine (de doctrina christiana) concerning how (3-0-3) M. Boulton (3-0-3) O’Brien O’Keeffe scriptures should be read. See ROFR 371. See ENGL 430C. 472. Martyrs and Monastic Lives 371I. Survey of Italian Literature 431. Late Antique and Early Christian Art (3-0-3) Leyerle (3-0-3) Moevs (3-0-3) Barber See THEO 356. See ROIT 345. See CLLA 431. 166 167
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473. The Romans and Their Gods The major in performance waives the college require- (3-0-3) Bradley Music ments for a second social science and a course in the See CLAS 472. fine arts. Chair: 474. Family and Household in the Roman World Paul Johnson (3-0-3) Bradley The requirements for a 54-credit music history Professors: See CLAS 475. major are: Alexander Blachly; Calvin M. Bower; William 475. Introduction to Christian Latin Cerny (emeritus); Craig J. Cramer; Kenneth CLASS CREDITS (3-0-3) Sheerin W. Dye; Ethan T. Haimo; Paula M. Higgins; Music History Survey I-III 9 See CLLA 475. Eugene J. Leahy (emeritus); Luther M. Snavely Theory I-V 15 475B. Medieval Latin Texts (emeritus); Susan L. Youens Musicianship I-IV 4 (3-0-3) Wouters Associate Professors: Applied Lessons 8 See CLLA 473. Karen L. Buranskas; Paul Johnson; Rev. Patrick Advanced History 9 Maloney, C.S.C. (emeritus); Carolyn R. 476. Medieval Latin Survey Counterpoint 3 Plummer; Georgine Resick; Peter H. Smith (3-0-3) Sheerin Orchestration 3 Assistant Professors: See CLLA 475. Senior Honors Thesis 3 John Blacklow; Mary Frandsen; James S. Phillips — 481. The Medieval Book (emeritus) Music total 54 (3-0-3) Bower Associate Professional Specialist: Collegiate/University Requirements 60 A historical survey of the medieval book as a cul- Daniel C. Stowe; Rev. George Wiskirchen, Electives 6 tural, archeological, artistic, and commercial object C.S.C. (emeritus); Lawrence H. Dwyer —— from about A.D. 300 to 1500. Visiting Assistant Professional Specialist: Total 120 482. Medieval Art Seminar Lane W. Weaver (3-0-3) Barber Adjunct Faculty: The requirements for a 54-credit music theory See ARHI 482. John Apeitos; Darlene Catello; Babette Reid; major are: Darrel Tidaback; Lane Weaver 483. Renaissance Art Seminar CLASS CREDITS (3-0-3) Rosenberg Program of Studies. The Department of Music Music History Survey I-III 9 See ARHI 483. offers students a variety of musical experiences in Theory I-V 15 486. Der Artusroman/Arthurian Epic accordance with its two objectives: (1) to provide all Musicianship I-IV 4 (3-0-3) Christensen students, regardless of their major, knowledge and Applied Lessons 8 See GE 486. training in music through introductory, historical Advanced Theory 9 491. Jerusalem and theoretical courses, through participation in Counterpoint 3 (3-0-3) Cobb large and small ensembles and through applied Orchestration 3 See HIST 491N. instrumental or vocal study; and (2) to provide Senior Honors Thesis 3 intensive curriculum and training for the student — 495F. French Senior Seminar who chooses music as a major. Music total 54 (3-0-3) M. Boulton, Della Neva Four areas of specialization are offered for ad- Collegiate/University requirements 60 See ROFR 495. vanced training in music and are recommended for Electives 6 495I. Italian Senior Seminar those students wishing to pursue graduate study in —— (3-0-3) Cachey, Moevs the field.These are the specializations in music Total 120 See ROIT 495. history, music theory, and sacred music, each of which requires 54 hours, and the specialization in 497. Directed Readings The requirements for a 54-credit major in sacred performance, which requires 69 hours. (3-0-3) music are:
The requirements for a 69-credit performance CLASS CREDITS major are: Music History I-III 9 Theory I-IV 15 CLASS CREDITS Musicianship I-IV 4 Conducting I-II 4 Music History Survey I-III 9 Music of the Catholic Rite 3 Theory I-V 15 Counterpoint or Orchestration 3 Musicianship I-IV 4 Senior Seminar in Sacred Music 3 Applied Lessons 24 Applied Music 13-15 Performance Specialization 15 ——— Recitals (junior and senior) 2 Total 54-56 — Music total 69 Students considering these programs should contact Collegiate/University Requirements 51 the department as early as possible, preferably in the ——— freshman year. Given the number of credits required Total 120 for these specializations, it is difficult to complete the curriculum if the student does not begin intensive musical studies in the freshman year. 168 169
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In addition to its programs leading to degrees ap- The Department of Music also offers an 18-credit 107. Symphonic Winds (Spring semester) propriate for further professional study in the field, minor. (1-0-1) Dye the Department of Music offers a 36-credit pro- The Symphonic Winds prepares and performs tradi- gram in music, usually taken as a supplementary The requirements for a minor are: tional and contemporary works for band in a smaller, major. This program allows for the study of the basic wind ensemble setting, rehearsing twice per week, foundations of music while pursuing a major in CLASS CREDITS with a short concert tour and two concerts during another field. Music History Survey I-III (choice of 2) 6 the semester. Theory I-II 6 107B. Symphonic Band (Spring semester) The requirements for a 36-credit performance Applied Lessons 6 (1-0-1) Dye major are: ——— The Symphonic Band prepares and performs tradi- Total 18 CLASS CREDITS tional and contemporary works for band in a large
Music History Survey I-III 9 concert ensemble setting, rehearsing twice per week, All of the major degree programs have require- Theory I-IV 12 with a short concert tour and two concerts during ments beyond the course work. These can include re- Musicianship I-II 2 the semester. citals, juries, piano proficiency and so forth. Students Applied Lessons 13 110. Chamber Ensemble should contact the department for details. — (V-0-1) Staff All students who wish to participate in large or small Music Total 36 This ensemble is organized according to the needs ensembles must qualify through audition. Students Collegiate/University Requirements 60 of those who audition through the regular process at who elect courses in music may do so with permis- Electives 24 the beginning of each semester. It consists of those sion of the student’s dean or faculty advisor. Applied ——— for whom the larger ensembles are inappropriate. music lessons are available to all students, with or Total 120 Admission by audition. without credit; a fee of $190 is required of students for the 14 half-hour lessons per semester. (Fees are 110A. Percussion Ensemble The requirements for a 36-credit theory/history charged to the students’ accounts, and no partial (V-0-1) Sanchez major are: refunds are made after the third full week of class.) Admission by audition. CLASS CREDITS 121D. Jazz Ensemble Music History Survey I-III 9 Course Descriptions. The following course de- (V-0-1) Dwyer Theory I-IV 12 scriptions give the number and title of each course. Open through audition. Musicianship I-II 2 Lecture hours per week, laboratory and/or tutorial Applied Lessons 7 hours per week and credits each semester are in 170. Collegium Musicum Additional History/Theory 6 parentheses. The instructor’s name is also included. (V-0-1) Stowe — A select choir that concentrates its performances in Music Total 36 MUSIC ORGANIZATIONS the medieval and Renaissance repertoire. Admission by audition. Collegiate/University Requirements 60 100. Band (Marching-Varsity) Electives 24 (V-0-1) Dye, Dwyer 203. Chorale ——— Performs for athletic events and special functions. (V-0-1) Blachly Total 120 Admission by audition. A select group devoted to the singing of diversified sacred and secular literature. Performs at Notre The requirements for the 36-credit major in sacred 101. Orchestra Dame and on tour. Admission by audition. music are: (V-0-1) Stowe Performs music from the 18th to the 20th century in 407. Brass Ensemble (1-0-1) Dwyer CLASS CREDITS several concerts a year. Admission by audition. 102. Chamber Orchestra 403. Wind Ensembles Music History I-III 9 (V-0-1) Blachly (1-0-1) Dye Theory I-IV 12 An ensemble of 10-15 players drawn primarily from 427D. Opera Workshop Musicianship I-II 2 the ranks of the Notre Dame Orchestra. Admission (1-0-1) Resick Music of the Catholic Rite 3 by audition. A group devoted to the performance of classical op- Applied Music 10 eras. Admission by audition. 103. Glee Club — (V-0-1) Stowe Music total 36 Notre Dame’s traditional all-male choir. Admission APPLIED MUSIC INSTRUCTION Collegiate/University Requirements 60 by audition. 210. Piano Class Electives 24 (1-0-1) Staff ——— 107. Fall Concert Band (Fall semester) Total 120 (1-0-1) Dye A class for beginners in piano. The Fall Concert Band prepares and performs tradi- 213. Guitar Class tional and contemporary works for band in a large (1-0-1) Staff concert ensemble setting, rehearsing once per week A class for beginners in guitar. with one concert near the end of the semester. 214. Voice Class 107B. Fall Concert Winds (Fall semester) (1-0-1) Resick (1-0-1) Dye A class for beginners in voice. The Fall Concert Winds prepares and performs 308. Harp traditional and contemporary works for band in a small, wind ensemble setting, rehearsing once per (V-0-V) Staff week with one concert near the end of the semester. Prerequisite: Musical background. Individual instruction. 168 169
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309. Viola 408. University Band 121/221. Introduction to Jazz (V-0-V) Staff (1-0-1) Dye (3-0-3) Dwyer Prerequisite: Musical background. This ensemble will provide a traditional concert A music appreciation course requiring no musical Individual instruction. band experience for brass, woodwind and percussion background and no prerequisites. General coverage 310. Piano players in the Notre Dame community, preparing of the history, various styles and major performers of and performing a wide variety of music. One concert (V-0-V) Stablein jazz, with an emphasis on current practice. per semester. Prerequisite: Musical background. 123/223. Music of the Catholic Rite Individual instruction according to the level and 410. Piano (3-0-3) Frandsen ability of the student. (V-0-V) Stablein A study of the music composed for the Mass, the Lessons for advanced students. Office hours (primarily Vespers), and the Requiem 311. Organ Mass from the Middle Ages to the present day. The (V-0-V) Cramer 411. Organ musical repertoire of each era is examined both Prerequisite: Musical background. (V-0-V) Cramer from a purely musical standpoint and in light of the Individual instruction. Lessons for advanced students. reactions of various popes, from John XXIII through 312. Harpsichord 412B. Harp Pius X, to the sacred music of their day. Documents (V-0-V) Catello (V-0-V) Staff on sacred music issued after Vatican II also are Prerequisite: Musical background. Lessons for advanced students. examined in relation to postconciliar church music Individual instruction. 412D. Harpsichord for both the choir and the congregation. 313. Classical Guitar (V-0-V) Catello 125/225. Current Jazz (V-0-V) Staff Lessons for advanced students. (3-0-3) Dwyer Prerequisite: Musical background. 413. Guitar A study of the jazz performers and practices of today Individual instruction. (V-0-V) Staff and of the preceding decade — the roots, stylistic de- 314. Voice Lessons for advanced students. velopments and directions of individual artists, small combos and big bands. (V-0-V) Resick 414. Voice Prerequisite: Musical background. (V-0-V) Resick 126/226. American Music Individual instruction. Lessons for advanced students. (3-0-3) Staff An appreciation-level course that will concentrate 315A. Violin 415A. Violin upon the major stylistic and historical developments (V-0-V) Plummer (V-0-V) Plummer of American music since the colonial period. Prerequisite: Musical background. Lessons for advanced students. Individual instruction. 127/227. Gender, Race, Class, and Sexuality 415B. Viola (3-0-3) Higgins 315C. String Bass (V-0-V) Staff This course adopts a cultural studies approach, (V-0-V) Staff Lessons for advanced students. Prerequisite: Musical background. focused on issues of gender, race, class, and sexuality, Individual instruction. 415C. String Bass to the study of a wide selection of both classical (V-0-V) Staff and popular musics, ranging chronologically from 316. Cello Lessons for advanced students. pastourelles from the Middle Ages to the music (V-0-V) Buranskas 416. Cello videos of Madonna, with special attention to two Prerequisite: Musical background. operas: Mozart’s Don Giovanni and Bizet’s Carmen. Individual instruction. (V-0-V) Buranskas Lessons for advanced students. Students will learn how to listen to and recognize 317. Brass common musical practices composers and musicians (V-0-V) Dwyer 417. Brass use—specific uses of melody, rhythm, meter, tempi, Prerequisite: Musical background. (V-0-V) Dwyer harmonic scales and chord progressions, dynamics, Individual instruction. Lessons for advanced students. and instrumentation—and to explore critical modes of interpreting them within specific ideological 318. Woodwinds 418. Woodwinds frameworks. (V-0-V) Dye (V-0-V) Dye Prerequisite: Musical background. Lessons for advanced students. 180. Fine Arts University Seminar Individual instruction. 419. Percussion The nature and principles of music in cultural con- text. Recent topics have included Mozart, Beethoven, 319. Percussion (V-0-V) Dye and Schubert; Gender and Sexuality in Opera; Im- (V-0-V) Dye Lessons for advanced students. pressionism in Music; Music of J.S. Bach. Prerequisite: Musical background. Individual instruction. COURSES 228. 20th-Century Music (3-0-3) Johnson 401. String Performance Techniques 120/220. Introduction to Classical Music An introduction to the history and ideas of Western (1-0-1) Buranskas, Plummer (3-0-3) Stowe classical music from 1900 to 1998. Performance class/master class format designed to Historical survey of Western art music from the give string students opportunities to perform. Middle Ages to the present, with emphasis on the study of selected significant vocal and instrumental works. 170 171
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229. Music of the 18th Century 425-426. Conducting I and II (3-0-3) Frandsen (2-0-2) Ginter Philosophy Introduction to the major composers and musi- Prerequisite: Individual approval. cal genres of the 18th century. Composers studied Basic techniques of instrumental and choral con- Chair: include Vivaldi, Bach, Handel, C.P.E. Bach, Gluck, ducting. Opportunities for practical experience. Paul J. Weithman Mozart, and Haydn; musical genres studied include Michael P. Grace Professor of Medieval Studies: 432. 20th-Century/Music Theory IV the cantata, concerto, sonata, fantasia, quartet, Ralph McInerny (3-0-3) Haimo, Johnson opera, and oratorio. Readings include reactions and F.J. and H.M. O’Neill Professor of Science, Prerequisite: Approved background. Intended for criticisms of 18th-century listeners, and writings of Technology and Values: music majors. modern music scholars. Kristin Shrader-Frechette The theoretical and historical sources and devel- 230. Theory for Non-Majors Rev. Theodore M. Hesburgh Professor opment of music from Debussy to the present. of Arts and Letters: (3-0-3) Haimo, Smith 461. Counterpoint Rev. David Burrell, C.S.C. A one-semester survey of the structure of tonal mu- (3-0-3) Haimo, Johnson, Smith McMahon/Hank Professor of Philosophy: sic. Topics covered include chord formation, voice Karl Ameriks leading, harmonic progression, cadences, dissonance Prerequisite: Approved background. Visiting McMahon/Hank Professor of Philosophy: treatment and form. The technique of writing counterpoint and the use of contrapuntal devices. Jaegwon Kim 231-232. Music Theory I and II Rev. John A. O’Brien Professor of Philosophy: (3-0-3) Haimo, Johnson, Smith 463. Composition Alvin Plantinga; Philip L. Quinn Prerequisite: Musical background. (V-0-V) Haimo, Johnson John Cardinal O’Hara Professor Emeritus A systematic approach to the understanding and ma- Prerequisite: Approved background. of Philosophy: nipulation of the basic materials of music. Required Creative writing in various forms, conventional and Rev. Ernan McMullin (emeritus) of and intended for music majors and minors, but contemporary. Private instruction only. John Cardinal O’Hara Professor of Philosophy: open to students with sufficient musical background. 486. Vocal Pedagogy Peter Van Inwagen 233-234. Musicianship I and II (1-0-1) Resick George N. Shuster Professor of Philosophy: (2-0-1) Stowe Basic techniques of vocal pedagogy. Michael J. Loux Exercise and mastery of basic skills in music: me- Senior Research Professor: 495. Senior Recital Alasdair C. MacIntyre lodic, harmonic, rhythmic and keyboard. To be (V-0-1) Staff taken along with Theory I and II. Required of all Professors: students intending to major in music. 498. Special Studies Joseph Bobik; Fred Dallmayr; Marian A. (V-0-V) Staff David; Cornelius F. Delaney; Michael R. 241-242-243. Music History I, II and III Prerequisite: Approval of the chair. DePaul; Michael Detlefsen; John Finnis (3-0-3) Blachly, Bower, Frandsen, Higgins, Youens An individualized course in directed studies under (concurrent); Thomas P. Flint; Alfred Freddoso; A survey of music. The study of the major forms and personal supervision of the teacher. Stephen Gersh (concurrent); Gary M. Gutting; styles in Western history. Required of music majors Vittorio Hösle (concurrent); Don A. Howard; 499. Undergraduate Thesis Direction and minors, but open to students with sufficient Lynn Joy; Edward Manier; Mark Roche (V-0-V) Staff musical background. (concurrent); Kenneth Sayre; James P. Sterba; 251. Music Theory III Stephen H. Watson; Paul J. Weithman (3-0-3) Haimo, Johnson, Smith Associate Professors: Prerequisites: Music Theory I and II. Patricia Blanchette; Sheilah Brennan (emerita); Studies in advanced harmony. Stephen Dumont; Paul Franks; Rev. John Jenkins, C.S.C.; Janet A. Kourany; Vaughn 253-254. Musicianship III and IV R. McKim; John O'Callaghan; David K. (2-0-1) Stowe O’Connor; William Ramsey; Michael Rea; Exercise and mastery of more advanced skills in Rev. Herman Reith, C.S.C. (emeritus); Gretchen music: melodic, harmonic, rhythmic, keyboard and Reydams-Schils (concurrent); John Robinson; score-reading. To be taken along with Theory III and W. David Solomon; Leopold Stubenberg; Ted A. IV. Required of all students majoring in music. Warfield 335. Music Theory V Assistant Professors: (3-0-3) Haimo, Johnson, Smith Timothy Bays; Anastaia Gutting (concurrent); Prerequisite: Theory I-IV. Anja Jauernig; Thomas Kelly; Lenny Moss; Fred A study of the procedures for harmonic, melodic, Rush; Rev. Charles Weiher, C.S.C. (emeritus) rhythmic and formal analysis. Professional Specialists: 395. Junior Recital Montey G. Holloway; Alven Neiman (V-0-1) Staff 409. Chamber Music (1-0-1) Buranskas, Plummer Study and performance of selected chamber compo- sitions. Intended for music majors or with special permission. 170 171
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Program of Studies. There are two ways to major in Course Descriptions. The following course de- 210. Simone De Beauvoir philosphy: Regular philosophy majors are required scriptions give the number and title of each course. (3-0-3) Shrader-Frechette to take eight courses in philosophy beyond the Lecture hours per week, laboratory and/or tutorial An analysis of the philosophical writings of the great- general two-course University requirement. Three hours per week and credits each semester are in est feminist theorist of the 20th century, perhaps specific courses must be included among the eight: parentheses. The instructor’s name is also included. of all time. The main focus of the course is on The a two-semester sequence of courses in the history Second Sex, but the readings also include The Ethics 101. Introduction to Philosophy of philosophy, Ancient and Medieval Philosophy of Ambiguity, Old Age, and The Woman Destroyed. (3-0-3) Staff (PHIL 301) and Modern Philosophy (PHIL 302), A general introduction to philosophy, with emphasis 215. Gender, Politics, and Evolution and a course in formal logic (PHIL 313 or, for on perennial problems such as the existence of God, (3-0-3) Manier qualified students, PHIL 513. The logic require- human freedom and moral obligation. The course is An examination of ethical/political models of gen- ment can also be fulfilled by MATH 210, though also intended to sharpen the student’s skills of criti- der-neutral access to public and domestic requisites this course does not count toward the eight courses cal thinking. Satisfies the University requirement for for the development of basic human capabilities, and required for the major). In addition, regular majors a first course in philosophy. For first-year students a comparison of these models with current studies must take at least two courses at the 400-level on only. of the significance of human sexual dimorphism in some topic in contemporary philosophy and three evolutionary psychology. upper-division electives. Students in the Arts and 180. Philosophy University Seminar Letters Prepro- fessional Program or the Arts and (3-0-3) Staff 216. Ancient Wisdom and Modern Love Letters Engineering Program who take the regular A general introduction to philosophy, with emphasis (3-0-3) O’Connor major in philosophy are required to take seven rather on perennial problems such as the existence of God, An examination of contemporary issues of love than eight philosophy courses beyond the two-course human freedom and moral obligation. The course is and friendship from the perspective of ancient University requirement but otherwise must fulfill all also intended to sharpen the student’s skills of critical philosophy. Course materials range from Plato and other requirements for the major. thinking. Satisfies the University requirement for a Aristotle to Shakespeare and contemporary film. Honors philosophy majors are required to first course in philosophy. 219. A Brief History of Time, Space, and Motion take 10 courses in philosophy beyond the general 195. Honors Philosophy Seminar (3-0-3) Jauernig two-course University requirement. In addition to (3-0-3) Staff An examination of the historical evolution of the the courses taken to satisfy the regular major require- A general introduction to philosophy, with emphasis philosophical conceptions of time, space, and mo- ments, honors majors must take one additional 400- on perennial problems such as the existence of God, tion from Plato to Einstein. Special attention will level seminar in a contemporary area of philosophy human freedom, and moral obligation. The course is be paid to the influence of developments in physics and write a senior thesis (PHIL 499) in the fall se- also intended to sharpen the student’s skills of critical on this evolution in philosophical theorizing (and mester of the senior year. The senior thesis will count thinking. Satisfies the University requirement for a vice versa). as a regular three-hour course and should be planned first course in philosophy. For students in the Arts 221. Philosophy of Human Nature with the director of undergraduate studies during the and Letters/Science Honors Program. (3-0-3) Weiher, Moss semester prior to its writing. The honors major is in- 201. Introduction to Philosophy An examination of some competing views of human tended primarily for students planning postgraduate (3-0-3) Staff nature based on classical readings ranging from Plato study, and a minimum grade point average of 3.5 is A general introduction to philosophy, with emphasis to the present day. expected, though exceptions are possible. Students in on perennial problems such as the existence of God, the Arts and Letters Preprofessional Program or the 222. Images of Humanity: Existentialist Themes human freedom, and moral obligation. The course is Arts and Letters Engineering Program who take (3-0-3) Ameriks, Watson also intended to sharpen the student’s skills of critical the honors major in philosophy are required to take An examination of fundamental questions about the thinking. Satisfies the University requirement for a nine rather than 10 philosophy courses beyond the nature of human beings and their destiny-based on first course in philosophy. two-course University requirement but otherwise a critical examination of the work of pivotal existen- tialist thinkers: Kierkegaard, Marcel, and Sartre. must fulfill all other requirements for the major. IMAGES OF HUMANITY Students majoring in other departments may 225. Images of Humanity: Scientific Perspectives complete a supplementary major in philosophy 205. African Philosophy (3-0-3) Howard, Ramsey by taking six courses beyond the two-course Uni- (3-0-3) Chukwuelobe An inquiry into the conception of a person suggested versity requirement. These six courses must include This course explores such issues as myth and its rela- by the results of modern science. Such issues as the the history of philosophy sequence (PHIL 301 and tionship to philosophy, reality as a whole as a princi- mind-body problem, the problem of human freedom 302) and two additional courses at the 300-level ple that underlies the African universe, the question and the uniqueness of human rationality will be or higher, selected in consultation with one of the of ancestors, being and knowing. It will explore the dealt with in light of research findings in neuro- philosophy department’s faculty advisors. Students development of African Philosophy through three physiology, psychology, linguistics, biology, and the in the Program of Liberal Studies may complete the periods: the traditional/classical, the colonial, and physical sciences. supplementary major with five rather than six cours- the contemporary/post-colonial. es beyond the University two-course requirement 206. Philosophy and Psychiatry but otherwise must fulfill all other requirements for (3-0-3) Manier the second major. Philosophy also contributes to a A comparative analysis of first-person narratives number of interdepartmental concentrations in the of life with mental disorder and a comparative College of Arts and Letters. Details can be found in evaluation of anthropological, philosophical, and the Arts and Letters section of the Bulletin on Inter- biomedical perspectives on the lived experiences of disciplinary Minors Within the College. mental illness. 172 173
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226. Images of Humanity: Aesthetics and the 237. Philosophy and Classical Physics 245. Medical Ethics Philosophy of Art (3-0-3) Howard (3-0-3) Solomon (3-0-3) Rush A survey of the history of natural philosophy and An exploration from the point of view of ethical An introductory course in the application of philo- physics from antiquity to the end of the 19th cen- theory of a number of ethical problems in contem- sophical methods to questions of aesthetics and art. tury, but with an emphasis on the philosophical is- porary biomedicine. Topics discussed will include The first part of the course will concern the history sues that arise in this history, meaning questions euthanasia, abortion, the allocation of scarce medical of aesthetics, concentrating on the views of Plato, of metaphysics, epistemology and scientific resources, truth-telling in the doctor-patient rela- Aristotle, Horace, Aquinas, Kant and Hegel. The methodology. tionship, the right to medical care and informed second part of the course will consider contemporary 238. Philosophy of Education consent and human experimentation. approaches to problems such as the nature of aes- (3-0-3) Neiman 246. Ethics and Business thetic properties and categories, what distinguishes An introduction to issues in philosophy of educa- (3-0-3) Holloway art from other things, and the role of critical inter- tion such as religion and education, education and This course aims at helping the student recognize the pretation in the experience of art. politics (including global politics), the value of social moral aspects of business decisions on the personal 227. Ways of Knowing and empirical sciences for the study of education, the level and of business institutions on the social level. (3-0-3) David, Stubenberg problem of indoctrination etc. 247. Environmental Ethics This course examines a number of “ways of know- 239. Minds, Brains and Persons (3-0-3) DePaul, Sterba ing”: mathematical, scientific, historical, literary, le- (3-0-3) Jenkins, Stubenberg The course will be an attempt to come to grips crit- gal and theological, in order to determine significant This course will treat some central issues in the ically with the moral significance of contemporary differences and similarities. The course will draw philosophy of mind, such as freedom of the will, concern for ecology and the environment. upon the experience students have had in different personal identity and the relationship between mind major fields of study. It is thus primarily designed for 248. Modern Science and Human Values and body. upper-level students. (3-0-3) Quinn Applications of ethical theory to moral problems cre- 228. Philosophy and the Arts MORALS AND POLITICS ated by science, such as distributing scarce medical (3-0-3) A. Gutting 236. Classics of Political and Constitutional Theory resources, experimenting with animals, teaching A consideration of the nature of art and the aesthetic (3-0-3) Flint creationism and dealing with computer invasions of using both philosophical texts and works of art An examination of a number of the fundamental privacy. drawn from a wide variety of media (painting, litera- texts in political and constitutional theory, with an ture, film, architecture, etc.). 251. Modern Physics and Moral Responsibility emphasis on works of special importance to the Brit- (3-0-3) Howard 229. Death and Dying ish and American political systems. An examination of such questions as: What are the (3-0-3) Warfield 241. Ethics moral responsibilities of the scientist? Should the This course examines metaphysical and ethical issues (3-0-3) DePaul, Holloway, Warfield scientist be held accountable for what might be done associated with bodily death. Metaphysical issues An examination of the relationship between thought with the results of his or her scientific research? Does taken up in this course include the following: What and action in light of contemporary and traditional the scientist have any special role to play, as a citizen, is death? Is death a bad thing? Is there any hope for accounts of the nature of ethics. in public debate about science policy? Should the survival of death? Ethical issues to be discussed in- scientist sometimes simply refuse to engage in some clude suicide, euthanasia and abortion. 242. Basic Concepts in Political Philosophy (3-0-3) Bays, Weithman kinds of research because of moral concerns about 232. Women: Alternative Philosophical the consequences of that research? Perspectives An introduction to important thinkers and problems of political philosophy. Basic concepts to be consid- (3-0-3) Kourany 254. Morality and Modernity ered are equality, liberty and authority. An examination of some of the most pressing (3-0-3) Solomon problems currently confronting women, the more 243. Moral Problems An examination of the complex relation of morality important theories, from the ultraconservative to the (3-0-3) Sterba, Warfield and modernity, both to moral critiques of modernity radical feminist, that have been proposed to explain An introduction to the field of moral philosophy, and to the claim that morality is a particularly mod- these problems and the concrete proposals for change with major emphasis on contemporary moral ern phenomenon. in society suggested by such theories. issues. 256. Science, Technology, and Society 233. Theories of Sexual Difference 244. Philosophy of Law (3-0-3) Shrader-Frechette, McKim (3-0-3) Kourany (3-0-3) Robinson, Warfield This course focuses on the many ways in which An examination of the following questions: What An examination of the relationship between fair science and technology interact with society and ex- kind of differences separate men and women? procedures and just outcomes in the judicial process, plores the character of the value-laden controversies Are these differences natural or are they socially a study of the conditions under which punishment is which such interaction frequently produces. produced, and are these differences beneficial to us morally defensible, an investigation of the extent to or are they limiting? What does equality mean for which the state may regulate the private affairs of its people characterized by such differences? citizens, and a consideration of the role that moral 234. Self and World theory has to play in the process of constitutional interpretation. (3-0-3) Dumont A general introduction to the fundamental questions about the nature of the world and our place in it, the area of philosophy called metaphysics. 172 173
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270A. Chinese Mosaic: Philosophy, Politics, Religion 269. Thought of Aquinas 354. Gender and Science (3-0-3) Jensen (3-0-3) McInerny, Neiman (3-0-3) Kourany This is a special topics class that provides an A general introduction to Aquinas’ overall philo- An exploration of the ways in which science is gen- introduction to the diverse lifeways constituting sophical view. dered, starting with the ways in which women have the puzzle of the Chinese people. The course will 290. Philosophical Issues been excluded from science, and moving through chart this terrain of current Chinese imagination as (V-0-V) Staff such issues as the invisibility and shabby treatment it has been shaped from the contending, and often In exceptional circumstances with written permission of women with the products of scientific research, contentious, influences of religion, philosophy, and of instructor and approval of philosophy director of the contributions of women to science and whether politics, introducing students to the heralded works undergraduate studies, students are permitted to take these are different in kind from the contributions of of the Chinese intellectual tradition while requiring a tutorial with a faulty member on a particular issue men, and the differential effects of science on men’s critical engagement with the philosophic and reli- in philosophy. Readings will be assigned and writing and women’s lives. gious traditions animating this culture. Thus, as they assignments required. 357. Introduction to the Philosophy of Biology learn about China, students also will reflect on how (3-0-3) Moss Chinese and Westerners have interpreted it. SPECIALIZED ELECTIVES An examination of key concepts and controversies 272. Chinese Ways of Thought 301. Ancient and Medieval Philosophy in contemporary biology. The meaning of gene, (3-0-3) Jensen (3-0-3) Burrell, Freddoso, Jenkins, O’Connor organism, and environment and their interrela- A special topics class on religion, philosophy, and This course will concentrate on major figures and tionships in the context of development, evolution- the intellectual history of China. persistent themes. A balance will be sought between ary theory, and ecology are closely considered. scope and depth, the latter ensured by a close reading 389. Philosophical Issues in Physics PHILOSOPHY OF RELIGION of selected texts. (3-0-3) Howard 261. Philosophy of Religion 302. Modern Philosophy This course is intended for non-science students (3-0-3) Bobik, Van Inwagen (3-0-3) Ameriks, David, Delaney, Kremer, Solomon who desire to begin an examination of the origins of A discussion of some basic issues: the nature of the An examination of the perennial tension between the modern laws of physics and for science students philosophy of religion, the notion of God, grounds reason and experience as exemplified in classical who wish to know the actual route to the discovery for belief and disbelief in God, faith, revelation, reli- modern rationalism and empricism; its subsequent and broader implications of the formal theories with gious language and knowledge, verification, synthesis in Kant. which they are already familiar. immortality. 303. 19th- and 20th-Century Philosophy 400. Plato’s Phaedrus 263. Science and Religion (3-0-3) Ameriks, Watson (3-0-3) O’Connor (3-0-3) Rea A survey of developments in philosophy since Kant. An advanced seminar focused on reading Plato’s An examination of the interrelation and tension Readings in both the Continental and Anglo- Phraedrus in Greek. Undergraduates must have between contemporary science and traditional American traditions. completed CLGR 325. Graduate students must religious belief. have completed at least three semesters of Greek. 304. History of Ethics 264. Faith and Reason Class meetings will be about equally divided (3-0-3) Solomon between translations and interpretations. (3-0-3) Freddoso, Jenkins A survey of Western philosophical ethics from 401. Socrates and Athens This course will deal with the relation between faith Socrates to Nietzsche. Major figures and schools to and reason. Some questions to be discussed are: Can be discussed include Socrates, Plato, Aristotle, the (3-0-3) O’Connor, Vacca the doctrines of the faith conflict with the deliver- Stoics, the Epicureans, Augustine, Aquinas, Hobbes, A study of the moral upheaval in Athens during the ances of reason found in philosophy and science? Is Butler, Hume, Kant, Mill, Marx and Nietzsche. Peloponnesian War, using Thucydides, Aristophanes, it possible to defend the doctrines of the faith against Euripides, and Sophocles as primary sources. Then, the objections of nonbelievers in a non-question- 313. Formal Logic an examination of Socrates as responding to that cri- begging way? How might one go about constructing (3-0-3) Blanchette, Detlefsen, Shin sis, using Alcibiades I, Gorgias, and other dialogues. An introduction to the fundamentals and techniques an apologetics for the Christian faith? Authors to be 403. Plato read include St. Thomas Aquinas, G.K. Chesterton of logic for majors. This course does not satisfy the University requirement. (3-0-3) Sayre and C.S. Lewis. A detailed and systematic reading, in translation, 267. Philosophy of Judaism 326. God, Philosophy, and Universities of the fragments of the pre-Socratics and of the fol- (3-0-3) Neiman (3-0-3) MacIntyre lowing Platonic dialogues: Euthyphro, Apology, Crito, An attempt to come to a reasonable understand- Enquiry and teaching in Catholic universities have Meno, Protagoras, Phaedo, Republic, Phaedrus, Sympo- ing of the philosophy of Judaism as presented in aimed at understanding how the universe—physical, sium, and Theaetetus. animal, and human—is ordered to God. One task Abraham Joshua Heschel’s masterwork, God in 404. Aristotle Search of Man: A Philosophy of Judaism. of philosophy in the Catholic tradition has been to show how the various secular disciplines both (3-0-3) Loux 268. God and Persons contribute to such understanding and remain in- An examination and evaluation of Aristotle’s phi- (3-0-3) O’Callaghan complete without theology. This course examines the losophy, with special emphasis on the logical, phys- Members of western culture living in the present age question of how this task is to be carried out. ical, and metaphysical writings. are, whether they like it or not, inheritors of a long 406. The Ethics of Thomas Aquinas 352. Ethics, Ecology, Economics, and Energy history of reflection upon the stellar achievements of (3-0-3) Freddoso human reason and the demands of revealed religion. (3-0-3) Sayre A critical examination of the following hypotheses: A seminar on the philosophical thought of Aquinas, The purpose of this course is to engage that history focusing upon the first part of the second part of the philosophically. A number of traditions of reflection (1) that continuing economic growth requires ever- increasing consumption of energy, (2) that increasing Summa Theologiae, viz., the treatises on happiness, will be considered, contemporary, modern, ancient, action, passion, habit, virtue, sin, law and grace. and medieval. energy consumption results in increasing degradation of the biosphere, and (3) that increasing degradation of the biosphere poses an increasing threat to human existence. 174 175
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407. Descartes and Locke (3-0-3) David An attempt to understand and an evaluation of the opposing views of Descartes, the figurehead of modern rationalism, and Locke, the figurehead of modern empiricists. 408. Kant (3-0-3) Ameriks, Jauernig, Franks An examination of the background of Kant’s work, followed by a tracing of some of the principal themes of the Critiques, especially the major themes of The Critique of Pure Reason. 409. Philosophy and Literature Seminar (4-0-4) O’Connor, Ziarek, Watson This intensive four-credit seminar is the introduction to the concentration in philosophy and literature and will pursue interdisciplinary approaches to literary, theoretical and philosophical texts. 411. Agustine and William James (3-0-3) Neiman A course devoted, for the most part, to a careful reading of significant parts of Augustine’s Confessions and James’ The Variety of Religious Experience. The goal is to come to an understanding of what these two great philosophers and psychologists can teach us about the spiritual quest. 412. Hume’s Ethics and Philosophy of Mind Paul J. Weithman, professor and chair of philosophy (3-0-3) Joy An exploration of how modern philosophers in 421E. Chesterton 425. Topics in Philosophy of Religion the British empiricist tradition developed new (3-0-3) Freddoso (3-0-3) Warfield theories of moral psychology and human action. An exploration of the thought of Gilbert Keith An examination of central topics in contemporary Chief among them was the Scottish philosopher Chesterton (1874–1936) perhaps the best philsophy of religion and Christian philosophical David Hume. Catholic apologist of his time. The course will theology. 418. Kierkegaard and William James feature Chesterton’s two greatest apologetic works, 427. Advanced Moral Problems (3-0-3) Neiman Orthodoxy and The Everlasting Man. (3-0-3) Sterba An examination of the views of Kierkegaard and 422. Epistemology An in-depth discussion of three very important mor- James on the traditional philosophical ideas of mean- (3-0-3) David, Stubenberg al problems of our time: affirmative action, animal ing and truth, knowledge and explanation. The aim of this class is to provide an understanding rights, and sexual harassment. 418E. Kierkegaard of the fundamental issues and positions in the con- 428. Seminar in Medical Ethics (3-0-3) Neiman temporary theory of knowledge. (3-0-3) Solomon This course will be devoted to a central theme in 423. Ethical Theory An examination of a number of the most important Kierkegaard’s ethics, i.e. his discussion of the reli- (3-0-3) Solomon, Sterba systematic contributions to medical ethics in recent gious commandment to love God and thy neighbor A systematic study of philosophical foundations years. Authors covered will include Tom Beau- as thyself. We will proceed by way of a slow and care- of morality, drawing from major historical devel- champ, Jim Childress, H. Tristram Engelhardt, Stan- ful reading of his Works of Love. opments. Basic concepts of classical ethics will be ley Hawerwas, Dan Callahan, and Al Jonsen. We will 419. Maritain: Science, Metaphysics, Mysticism developed—human nature, happiness or fulfillment, pay special attention to the relation between disputes (3-0-3) Neiman freedom, virtue—and their place in relation to moral within medical ethics and more general disputes in An attempt to better understand one particular type judgment will be examined. Special attention to sub- moral philosophy. of knowledge—i.e, the grace-infused type of contem- jectivism vs. objectivism on the question of ethical 429. Philosophy of Mind plation best exemplified by mystics such as St. John norms and principles. (3-0-3) Ramsey, Stubenberg, McKim of the Cross. 424. Metaphysics Dualist and reductionist emphases in recent analyses 421. Three Catholic Philosophers (3-0-3) Flint, Freddoso, Loux, Van Inwagen of mind. Topics covered will include identity of (3-0-3) MacIntyre An examination of the nature of metaphysics and of mind and body, intentionality, actions and their ex- A study of the enquiries of three 20th-century Cath- those metaphysical issues that have proved central planation and problems about other minds. olic philosophers at work within three very different in Western philosophical tradition. Topics discussed 431. Contemporary Philosophy of Religion philosophical traditions, designed to identify the will include mind-body problem, freedom of will, (3-0-3) Quinn relationship between a commitment to philosophical universals, substance, time, categories and God. A critical examination of the philosophical import of enquiry and Catholic faith. To be considered are some contemporary theories of religion. The course Jacques Maritain’s pursuit of questions opened up by will be organized around the attempt to discover Aristotle and Aquinas, Edith Stein’s progress beyond a meaningful place for religious forms of life in a Husserl in her phenomenological enquiries, and secular culture. G.E.M. Anscombe’s response to Wittgenstein. 174 175
PHILOSOPHY
432. Terrorism and Political Philosophy 442. The Origins of Analytic Philosophy 455. Anselm (3-0-3) Sterba (3-0-3) Blanchette (3-0-3) Flint An exploration of various ethical questions raised by An examination of fundamental writings at the An examination of the major philosophical and terrorism through an evaluation of competing con- beginning of the 20th century that ushered in the theological writings of St. Anselm. His Monologion, ceptions of justice. Some questions to be considered linguistic and logical tradition of analytic philosophy. Proslogion, and Cur Deus Homo will be of central include: How should we understand the terrorism 444. Postmodern Analytic Philosophy concern, but several lesser-known texts will also be that the United States. opposes? Is it something only (3-0-3) Gutting read. Topics discussed in these writings include ar- our enemies have engaged in or have we ourselves A study of several philosophers who combine an guments for the existence of God, the divine nature, and our allies also engaged in terrorist acts? Is terror- analytic commitment to clarity and argument with the Trinity, the Incarnation, freedom (and its com- ism always wrong, or are there morally justified acts an interest in the history and critique of modern patibility with divine foreknowledge), and truth. of terrorism? thought. Philosophers to be considered are Richard 456. Divine Attributes 433. Justice Seminar Rorty, Charles Taylor, Bernard Williams, and Martha (3-0-3) Flint (3-0-3) O’Connor, Solomon, Weithman Nussbaum. A consideration of the attributes Christians have A critical examination of major theories of justice, 448. Philosophy of Language traditionally ascribed to God, such as omnipotence, both deontological (e.g., contract theories) and te- (3-0-3) Blanchette, David, Shin omniscience, omnibenevolence, eternality and sim- leological (e.g., utilitarian and virtue-based theories). The aim of this course is to provide an overview of plicity. The course will examine both the reasons for The seminar focuses on the careful reading of one or the field. Major topics include the relation between attributing such properties to God and the ways in more major theoretical works and requires substan- truth and meaning; truth-conditional semantics; the which philosophers have tried to explicate these tial participation of the students both in the form meaning of sentences, proper names, definite de- concepts. of seminar papers and in oral discussion. This is the scriptions, general terms and indexicals; the relations 457. Wittgenstein core course for the minor in philosophy, politics, and between expressing a belief, making a statement and (3-0-3) Sayre economics (PPE). uttering a sentence. A careful reading and detailed discussion of several 435. Philosophy of Science 449. Existentialism: Philosophy and Literature of Wittgenstein’s works, including Tractatus Logico- (3-0-3) Howard, Kourany (3-0-3) Gutting Philosophicus, Philosophical Investigations, Culture and A detailed consideration of the central method- We will read representative literary and philosophical Value, On Certainty, and Remarks on the Foundations ological and epistemological questions bearing on texts by Sartre (excerpts from Being and Nothingness, of Mathematics. science. Nausea, a few plays), Beauvoir (The Philosophy of 458. Classical Philosophy of Religion 436. Religion and Science Ambiguity, excerpts from The Second Sex, A very easy (3-0-3) Quinn (3-0-3) Gutting, Rea, Plantinga Death, a novel and/or excerpts from A Memoir), and A critical examination of some classical philosophical An examination of the nature and limits of both Camus (Myth of Sisyphus, excerpts from The Rebel, theories of religion. The central focus of the course scientific and religious knowledge, and a discussion The Stranger, The Plague and/or The Fall). will be issues concerning justification and expla- of several cases in which science and religion seem to 449E. Phenomenology nation in religion. either challenge or support one another. (3-0-3) Watson 459. Philosophical Poets: Poetic Philosophers 438. Science and Social Values An introduction to the arguments and themes of (3-0-3) McInerny (3-0-3) Kourany phenomenology, a school of philosophy based on A discussion of the difference between poetic and Some questions to be pursued are: Should Science be the description of lived experience that had a broad philosophical modes of discourse, with special ref- value free, or should it be shaped by the needs and impact on 20th-century philosophy. erence to Dante and Paul Claudel. ideals of the society that supports it? If the former, 452. Contemporary German Philosophy: Habermas 460. Joint Seminar in Philosophy and Theology how can scientists shaped by society contribute to (3-0-3) Moss (3-0-3) Staff it, and what claim to the resources of the society can The course will attempt to cover the “formative” Prerequisite: Six hours in theology; permission is scientists legitimately make? If the latter, how can phase of Habermas’ career extending from his point required. scientists still claim to be objective? of departure from Marx, and his analysis of the This seminar, led by a theologian and a philosopher, 439. Faith and Reason public sphere, through his critique of the human will examine an issue in which the differing ap- (3-0-3) Freddoso sciences and up to the beginning of his theory of proaches of philosophy and theology may prove An examination of some key theoretical issues con- communicative action. fruitful. Both the topic and the instructors will cerning faith and reason. Among these issues are the 453. Philosophy and Theology of the Body change from year to year. nature of faith, the nature of intellectual inquiry, the (3-0-3) Reimers 462. Gender, Politics, and Evolution role of affections in intellectual inquiry, the main The first half of the course will focus on key con- (3-0-3) Manier competing accounts of intellectual inquiry and of the cepts, such as solitude, gift, communion, shame, An examination of ethical/political models of gen- philosophical life. Authors to be read include Aqui- and nuptial significance, in relation to human sexual der-neutral access to public and domestic requisites nas, Descartes, Hume, Mill, Nietzsche, Chesterton being and behavior. The second half will focus on for the development of basic human capabilities, and and Pope John Paul II. the application of these theological concepts to ethics a comparison of these models with current studies 440. Four Moral Philosophers and vocation (marriage and celibacy), including John of the significance of human sexual dimorphism in (3-0-3) Solomon Paul’s reflections of the encyclical Humanae Vitae. evolutionary psychology. A careful reading of basic texts from Aristotle, 463E. Animal Minds and Animal Rights Hume, Kant, and Nietzsche, and an examination of (3-0-3) Warfield the ways in which their views are appropriated for An examination of competing views of the moral purposes associated with the contemporary prob- status of nonhuman animals. Particular attention lematic in normative ethics. is given to views of the relation between the men- tal lives of animals and their moral status. 176 177
PHILOSOPHY PHILOSOPHY AND THEOLOGY JOINT MAJOR
466. 20th-Century Ethics 482. Philosophy of Math (3-0-3) Shrader-Frechette (3-0-3) Blanchette, Bays Philosophy and Theology A survey of a number of central positions and issues An examination of such questions as: How do we Joint Major in contemporary ethical theory, including intuition- come to know truths of mathematics, since we can ism, emotivism, prescriptivism, and the various not see or touch its (apparent) subject matter? Are Director: forms of ethical naturalism. there really such purely mathematical things as num- Jennifer Herdt, theology 470. Environmental Justice bers and functions, or are these just useful fictions? Faculty: (3-0-3) Kristin Shrader-Frechette How are abstract mathematical truths able to play Additional faculty for the joint major Students will examine methodological and ethical such an important role in empirical applications? No are drawn from the departments of particular mathematical background is presupposed. problems in current environmental impact assess- philosophy and theology. ments (EIAs) and technology assessments (TAs). The 483. Ethics of Scientific Research goal of the course is doing project-based philosophi- (3-0-3) Shrader-Frechette Program of Studies. The joint major is intended for cal analyses of current EIAs and TAs that typically An analysis of the ethical theories provided by con- undergraduates who are intrigued by philosophical are used to discriminate against poor people and temporary philosophers to guide scientific research and theological ideas and who have an equal com- minorities. Most noxious and polluting facilities are and an investigation of the different norms provided mitment to both disciplines. It seeks to equip such sited in poor and minority neighborhoods. by alternative ethical theories. The course will cover students to handle theology and philosophy adeptly. 472. Kierkegaard and Newman professional codes of ethics adopted by scientific The major is structured, providing undergraduates (3-0-3) McInerny societies, as well as case studies of ethical problems with a suitable introduction to the study of both An examination of the thought of two 19th-cen- in community ecology, conservation biology, toxi- disciplines, but also flexible, granting students con- tury figures of fundamental importance: Soren cology, and engineering design. siderable scope for the pursuit of their own interests. Kierkegaard (1813–1855) and John Henry Newman 485. Philosophy of Human Biology The joint major offers the opportunity for an (1801–1890). (3-0-3) Moss informed investigation of religious and philosophical ideas and should appeal especially to those who 474. Philosophy and Psychiatry in the 20th Century An examination of the evolution of such things as advanced motor control capable of dancing and intend to pursue graduate work in philosophy or (3-0-3) Manier theology. A course dealing with (1) the intellectual history of mimetic communication, human emotion and sexuality, and human developmental plasticity. The The joint major incorporates the University re- psychiatry from the time of Freud and Kraepelin to quirements in the two departments and most of the the present, (2) the social history of the care of the significance of human biological specificity for ques- tions in the philosophies of language, mind, ethics, formal requirements of the first majors in theology mentally ill since World War II, and (3) the inter- and philosophy. Students in the joint major will take pretation and critique of Freud and psychiatry. and aesthetics will be considered. the two-semester sequence in Christian Traditions 475. Topics in Philosophical Logic: 487. Biomedical Ethics and Public Health Risk and an upper-level course in Scripture. The joint Modal Metatheory (3-0-3) Shrader-Frechette major, however, does not require the one-credit (3-0-3) Bays An analysis of the ethical theories provided by con- proseminar in theology. A consideration of topics in the metatheory of modal temporary philosophers to guide research and prac- Other formal requirements are peculiar to the logic, including basic correspondence theory, and tice in biomedicine. The course will focus on analysis joint major. Students will study a classical language completeness and the finite modal property. of contemporary public health problems created by for two semesters. (For practical as well as peda- 478. Do Faith and Reason Clash?— Religion and environmental/technological pollution and will ad- gogical reasons, this will normally be Greek.) Majors Science dress classic cases of biomedical ethics problems. will also be expected to take the joint seminar offered (3-0-3) Plantinga 488. Nietzsche each spring. Each seminar, led by a theologian and a A course focusing on such questions as: Does current (3-0-3) Rush philosopher, will examine an issue in which the dif- science, or perhaps the method of science imply or A close consideration of Nietzsche’s thought begin- fering approaches of philosophy and theology may suggest that Christian and theistic ways of think- ning with his early work under the influence of prove fruitful. The topic and instructors will change ing of ourselves are out of date or superseded? Are Schopenhauer, through his“naturalistic” or “positiv- from year to year. Finally, each major will submit religion and science two different ways of coming to istic” works, and on to his mature work of the 1880s. a senior thesis prepared under the direction of two know important truths about ourselves? Can they advisors, drawn from each department. At the option conflict? If they do, what is the right response —give 497. Directed Readings of the directors, this thesis may be presented and dis- up the science? Give up the religious ways of think- (V-0-V) Staff cussed in an informal colloquium consisting of the ing? Try not to think about them at the same time? Prerequisites: Dean’s list average, written consent of other students in the joint major. Or what? instructor and approval of department. Advanced The remaining courses in the joint major will be seniors are permitted to take a tutorial with a faculty 480. Ethics and Risk at the discretion of the student. Normally taken at member; readings will be assigned in a particular area the 400 level, there should be an equal distribution (3-0-3) Shrader-Frechette and writing assignments required. An investigation of classical ethical papers, all in con- in the electives between theology and philosophy. temporary, analytic, normative ethics, that attempt 499. Senior Thesis However, students who wish may devote up to six to develop the ethical theory necessary to deal with (3-0-3) Staff hours within the joint major to additional language legitimate imposition of risk of harm. An opportunity for senior philosophy majors to work. These hours may add to the classical language work on a sustained piece of research in a one-to- previously studied, or used to begin another language one relationship with a faculty member. of significance for philosophical and theological work. 176 177
PHILOSOPHY AND THEOLOGY JOINT MAJOR POLITICAL SCIENCE
The joint major differs from a first major in one Program of Studies. The Department of Political discipline and a supplementary major in the other Political Science Science offers its majors a liberal education in an in that the latter requires 55 credit hours, whereas important field of the social sciences. The major aims the joint major requires 60. Furthermore, the joint Chair: at educating the student in basic problems in under- major calls for language instruction beyond what Rodney E. Hero standing politics. The department offers courses in the University requires for all undergraduates. Director of Graduate Studies: four main subfields: American politics, comparative Finally, the joint seminars should prove especially Andrew Gould politics, international relations and political theory. challenging, inviting students to explore important Director of Undergraduate Studies: Students majoring in political science go on to work topics in an interdisciplinary way. These features John Roos in a wide variety of vocations, including government, should make the joint major particularly attractive to Packey J. Dee Professor of Political Science: law, nongovernmental organizations, teaching, students preparing for advanced study. Fred R. Dallmayr politics, journalism and business. Helen Kellogg Professor of International Studies: Requirements in Philosophy: Guillermo O’Donnell Requirements. The major requires a minimum of PHIL 101 or 201, and 2XX-level course (University- Joseph and Elizabeth Robbie Professor 10 courses: an introductory 100- or 200-level course required courses; a higher-level course may be substi- of Political Science: in each of the four subfields, four 300- or 400-level tuted for the latter). Donald P. Kommers (on leave spring 2004) (below 491) courses and two senior writing seminars. Helen Conley Professor of Political Science: When choosing their upper-level courses, students PHIL 301 and 302. History of Philosophy Scott P. Mainwaring (on leave spring 2004) are free to specialize in a subfield or take courses in I and II. William M. Scholl Professor of International Affairs: several different fields. PHIL 313. Formal Logic. A. James McAdams All majors are required to take a senior writing Nancy Reeves Dreux Professor of Political Science: seminar or 500-level course in each semester of their Requirements in Theology: Catherine Zuckert (on leave 2003–04) senior year. These seminars are numbered 491 in the THEO 100 or 200 and 2XX-level course Nancy Reeves Dreux Professor of Political Science: fall and 492 in the spring. Pi Sigma Alpha members (University-required courses). Michael P. Zuckert (on leave 2003–04) may take these courses in the second semester of Packey J. Dee Professor of Political Science: their junior year, with permission. These seminars THEO 395 and 396. Christian Traditions Rodney E. Hero give seniors the opportunity to take small, discus- I and II. Packey J. Dee Associate Professor of Political Science: sion-oriented courses, as well as do more writing in THEO 401 or 411. Upper division scripture course. Christina Wolbrecht their field. The senior thesis can take the place of one Thomas J. and Robert T. Rolfs Assistant Professor of these seminars. Plus: of Political Science: Students on the dean’s list may also take indi- Layna Mosley vidual directed readings. Classical language (normally Greek) — Professors: two semesters. Peri E. Arnold; Sotirios A. Barber; A. J. Beitz- Honors Track. Students in the department may Joint seminar(s). inger (emeritus); George A. Brinkley (emeritus); receive departmental honors. To graduate with de- Alan K. Dowty; Michael J. Francis; Edward A. partmental honors a student must have a 3.55 cumu- Senior thesis. Goerner (emeritus); Vittorio G. Hösle (concur- lative average and a 3.55 average in the major, must Electives (including up to an additional six credit rent); Robert Johansen; David C. Leege (emeri- complete a senior honors thesis or area studies essay hours in language study). tus); Gilburt D. Loescher (emeritus); George with a grade of at least B-plus, and must replace one Lopez; A. James McAdams; Peter R. Moody; of their 300-level courses with an advanced course. Walter Nicgorski (concurrent); Ben Radcliff; The advanced course may be either an additional John Roos; Rev. Timothy R. Scully, C.S.C.; writing seminar, a 500-level course, or the research Raimo Vayrynen (on leave 2003–04); A. Peter design course. Walshe; Catherine Zuckert (on leave 2003–04); Michael Zuckert (on leave 2003–04) Senior Thesis. Students who achieve a grade point Associate Professors: average of 3.5 or above are encouraged to write Michael Coppedge; Andrew C. Gould; Frances a senior thesis in their senior year. This yearlong Hagopian; Anthony M. Messina; Christina project involves working closely with a faculty reader Wolbrecht on original research and offers the opportunity to Assistant Professors: explore more deeply and independently a topic of Louis J. Ayala; Eileen M. Botting; David E. the student’s choice. Campbell; Kathleen A. Collins; Barbara M. Connolly; John D. Griffin; Theodore B. Ivanus Pi Sigma Alpha. Students who have taken a min- (emeritus); Mary M. Keys (on leave 2003–04); imum of four political science courses, who have Keir A. Lieber; Daniel A. Lindley III; Gerry received no grade lower than a B in their political Mackie; Layna Mosley; Mitchell S. Sanders; science courses and who have a cumulative grade Navnihal Singh; Alvin B. Tillery Jr. (on leave point average of 3.55 or above are eligible for Pi 2003–04); Christopher Welna (concurrent) Sigma Alpha, the national political science honor Associate Professional Specialists: society. Joshua B. Kaplan; Rev. William Lies, C.S.C. (concurrent) 178 179
POLITICAL SCIENCE
Course Descriptions. The following course de- 142. Introduction to Comparative Politics 242. Comparative Government scriptions give the number and title of each course. (3-0-3) Staff (3-0-3) Staff Lecture hours per week, laboratory and/or tutorial This course is an introduction to the main themes This course poses three questions in the study of hours per week and credits each semester are in and areas of the comparative politics subfield. The politics: (1) Why are some countries democratic and parentheses. The instructor’s name is also included. course covers issues such as regime type, Leninism others authoritarian? (2) In what ways do democratic and socialism’s collapse, authoritarianism and au- regimes vary from one another? (3) What constitutes COURSES IN THE FIRST YEAR thoritarian collapse, Islam and theocracy, transitions “good” government? In answering these questions, OF STUDIES to democracy, democratic state-building, political we study two different types of mobilization (na- parties and electoral systems, economic reform, and tionalist and developmental) and four countries: the 140. Introduction to American Politics civil and ethnic conflict. Geographically, the course United States, Russia, China, and Great Britain. This (3-0-3) Staff introduces students to the institutions and politics of course cannot be taken if you have already taken This course surveys the basic institutions and most regions of the world. The emphasis is on East POLS 142. practices of American politics. The course aims to Asia, Africa, the former Soviet Union, South Asia, 243. Political Theory make students better informed and more articulate. and Latin America. This course fulfills a political sci- (3-0-3) Staff It examines the institutional and constitutional ence major requirement. framework of American politics and identifies the This course serves as the department’s required key ideas needed to understand the subject and 180E. University Seminar introductory course in political theory, and also as develop a basis for evaluating politics today. The (3-0-3) Staff a University elective. It introduces students to key premise of the course is that American government A seminar for first-year students devoted to an intro- questions in political theory, such as the nature of has advantages and disadvantages alike, which come ductory topic in political science in which writing law, the question of conventional versus natural from the same source—the Constitution and the skills are stressed. It will fulfill the College of Arts moral standards, the relationship between individual American approach to power that it reflects. Themes and Letters social science requirements but does not and community, and the relationship between in- of the course include the logic and consequences of count toward the politial science major. dividualistic- versus community-oriented political checks and balances and the separation of powers; theories. Authors studied include Madison, Aristotle, the causes and consequences of divided government; REQUIRED COURSES IN Aquinas, Hobbes, Locke, Scott Momady, Sophocles, Plato, and Flannery O’Connor. Students will write the importance of procedures and the built-in biases THE MAJOR of institutions and procedures; the ways American three one-page papers analyzing specific cases, and government both fragments and concentrates power; 240. Introduction to American Government then two four-page papers. There is a comprehensive the implications of America’s weak party system; the (3-0-3) Staff final. In Friday discussion groups, students will criti- nomination, campaign-finance, congressional, and This course provides students with an overview of cally apply the materials covered in class to specific budgetary reforms of the 1970s; the ways those re- the American political system. Topics include the cases. presidency, Congress, the Supreme Court, bureau- forms have shaped American politics today; and the ELECTIVE COURSES IN THE trends and tendencies of the past 30 years. Although cracy, separation of powers, federalism, political the course will prepare prospective political science parties, interest groups, the public policy process, MAJOR majors for further study of American politics, its pri- voting, public opinion, and participation. This mary aim is to introduce students of all backgrounds course cannot be taken if you have already taken AMERICAN GOVERNMENT AND and interests to the information, concepts, and ideas POLS 140. POLITICS that will enable them to understand American poli- 241. International Relations 304. Presidential Leadership tics better and help them to become more thoughtful (3-0-3) Staff (3-0-3) Arnold and responsible citizens. This course fulfills a politi- This course provides students with an understand- This course examines the role of the presidency cal science major requirement. ing of historical and current events in world politics. in the American regime and its change over time. 141. Introduction to International Relations As such, the course has three central objectives: to Particular attention will be given to expectations (3-0-3) Staff introduce various theoretical frameworks for analyz- about presidential leadership through the course of This course provides a basic understanding of the ing international political and economic events, to American political history. Beginning with questions major concepts, issues, and theories in international provide an overview of substantive topics in interna- about the original design and role of the presidency, relations. What explains conflict and cooperation in tional relations, and to supply a basic understanding the course turns to consideration of the role of lead- world politics? We will examine competing theories of contemporary international events. We explore ership styles for change and continuity in American of state behavior, briefly review the evolution of substantive issues such as cooperation and conflict politics. Finally, cases of presidential leadership are international history, and discuss enduring and con- in international relations, the causes of war, nuclear studied to comprehend the way leadership and po- temporary issues such as interstate war; civil, ethnic, proliferation, regional free trade agreements, the litical context interact. and religious conflict; proliferation of weapons of causes and effects of economic globalization, and the 305. The American Congress mass destruction; terrorism; international trade and role of international law and institutions. Discussion (3-0-3) Roos finance; globalization; the information revolution; sections use historical case studies and current events This class will expose the student to the practical and international law, organization, and institutions. to illustrate concepts introduced in lectures. This workings of the U.S. Congress, some major theories The ultimate goal of the course is to enhance our course cannot be taken if you have already taken attempting to explain those workings, and some of capacity to think critically about the basic forces that POLS 141. the methods and materials needed to do research on drive international politics, thereby improving our Congress. It will place the study of Congress in the ability to evaluate and shape our world. Discussion context of democratic theory, and in particular the sections use historical and current events to illustrate problem of the way in which the institution across concepts introduced in lectures. This course fulfills a time grapples with the problem of the common political science major requirement. good. 178 179
POLITICAL SCIENCE
307. Race/Ethnicity and American Politics 313. Constitutional Law 383. Comparative State Politics and Policies (3-0-3) Tillery (3-0-3) Kommers (3-0-3) Hero This course introduces students to the dynamics of This course examines the main principles of Amer- This course provides a “critical” examination of poli- the social and historical construction of race and eth- ican Constitutional law, the process of constitutional tics in the states of the United States and does so by nicity in American political life. The course explores interpretation, and the role of the Supreme Court analyzing topics from several theoretical perspectives. the following core questions: What are race and in the American political system. Topics covered are The states (and their local governments) are impor- ethnicity? What are the best ways to think about the presidential war powers, congressional-executive rela- tant political system themselves, “polities,” within impact of race and ethnicity on American citizens? tions, free speech, church-state relations, the right to the U.S. political system, and are major policymakers What is the history of racial and ethnic formation in life (abortion, right to die, and death penalty), race concerning such central public policies as education, American political life? How do race and ethnicity and gender discrimination, and the American federal welfare, and criminal justice, among a host of others. link up with other identities animating political ac- system. A good deal of attention is given over to There is a great deal of variation, yet, at the same tions like gender and class? What role do American recent personnel changes on the Supreme Court and time, notable similarities among the 50 states in their political institutions-—the Congress, presidency, the extent to which these changes are reflected in the political and governmental processes and institutions judiciary, state and local governments, etc.—play in court’s opinions. A background in American national as well as in their public policies. The class takes a constructing and maintaining these identity catego- government is desirable. comparative approach in addressing major issues in ries? Can these institutions ever be used to overcome state politics. That is, the major differences and the 314. Race and the Constitution the points of division in American society? similarities in the states and the causes and implica- (3-0-3) M. Zuckert tions—of the differences and similarities for politics 308. Political Participation This course will cover the decisions of the Su- and public policies are considered. Major topics (3-0-3) Ayala preme Court in the area of race relations, from the examined during the semester include federalism This course is intended to explore some of the causes 19th-century problem of fugitive slaves to current and the constitutional setting, the social and political of citizens’ differentiated rates of political participa- problems involving school desegregation, affirmative environment of states, the major political “actors” tion in American politics, as well as the impact that action and “private” acts of race discrimination. Class —including interest groups, political parties, “direct this has on the representational relationship between will focus not only on court cases but also on the democracy”—the formal institutions of state govern- constituents and legislators. We will begin with a broader constitutional and philosophical ments, and public policies in the states. Integrated theoretical overview of some of the unique aspects of implications. our representational system. Next, we will analyze into these substantive matters are a variety of theo- 318. Introduction to Public Policy the factors that influence the formation of individu- retical perspectives and normative issues. (3-0-3) Ayala als’ political preferences, and their propensity to 404. Interest Groups Politics The objective of this course is to introduce stu- undertake various forms of political participation. (3-0-3) Wolbrecht dents to the process of public policy formation in Then we will turn to an analysis of the formation Interest groups have long been considered central to American politics. The course will be divided into and uses of public opinion. Finally, the class will an understanding of the working of American poli- three parts. The first section will encompass a brief investigate the consequences of using institutional tics. As mediating institutions, interest groups sit at review of some of the more important mechanisms reforms geared toward “direct democracy” to increase the intersection between the public and the political of American politics that affect the legislative process political participation and/or the weight of public decision makers who govern them. Examining if and (political participation, interest groups, congressional opinion on the legislative process. how interest groups facilitate effective representation elections, etc.). We will then engage in a general re- thus tells us a great deal about the functioning and 308. American Voting and Elections view of how such factors have affected the direction quality of American democracy. In this course, we (3-0-3) and tone of federal public policy over the past 30 will consider the historical development of inter- This course will examine voting and opinions, and years. The final two sections of the course will be de- est group politics, the current shape of the interest the linkage between political leaders and the mass voted to detailed analysis of two public policy areas group universe, potential bias in representation and public. Possible topics include an introduction to of particular interest to younger voters: education re- function, membership and group maintenance, strat- electoral analysis; the history of recent electoral pol- form and drug laws. Building on the earlier readings egies and tactics, and above all, the influence and itics; the nature of political participation, especially and the analytical tools developed, we will examine role of interest groups on democratic policy making the rationality of voting turnout and non-electoral the current debates and prospects for reform in these and practice in the United States. We will explore specialization; party identification and opinions, policy areas, with an eye toward understanding the broad theoretical issues, grounded in substantive attitudes and ideology; social groups and cultural political realities of public policy formation. identities; mass media and image campaigns; and cases from the current and historic experience of 316. Constitution and Federalism American group politics. differences between presidential and congressional (3-0-3) Barber elections. 405. Public Policy and Bureaucracy This course takes up our oldest and perhaps our (3-0-3) Arnold 309. Religion and Politics most pervasive constitutional problem: the proper This course explores the process, substance, and (3-0-3) relationship between the powers of the national efficacy of public policymaking and policy imple- An examination of the linkage among religious government and the powers of the states. The root of mentation in the United States. We begin by asking: beliefs, world views, group identifications, political this problem lies in the kind of country and people Why do some problems become public issues while attitudes and behavior, based on literature in political the Constitution commits us to be. Its many branch- others do not? Attention is given to how government science, sociology, psychology and theology. Topics es include political and legal questions relating to the identifies problems and formulates policies meant to include the meaning and measurement of religiosity; regulation of the economy, federal power over the address them. Then we ask, once formulated, how religious and anti-religious values embedded in nation’s morals, race relations in America, the nature policies are implemented. The course will examine American political institutions; religious world views of community in America and the nation’s obliga- government’s “menu” of options for policy imple- and political philosophy; cue giving and political tion to the poor. This course is designed for under- mentation. Student research papers will focus on the mobilization by religious groups, denominational graduates with a background in American national evolution over time of a specific policy, examining traditions, partisanship and issue positions; religious government. how that policy’s implementation affected its impact. movements, social conflict and political coalitions. 180 181
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Requirements for the course include a midterm INTERNATIONAL RELATIONS 324. U.S. Foreign Policy exam, a research paper, and a final exam. During the (3-0-3) Lindley 320. Theories of War semester, students will be required to prepare several The United States is the most powerful state in the (3-0-3) Vayrynen shorter papers as progress reports on their research world today. Its actions are important not just for The course explores major theories of war from papers. Students taking this course already should U.S. citizens, but they also affect whether others go Machiavelli to Martin van Creveld. Rather have taken POLS 140 or 240, Introduction to to war, whether they will win their wars, whether than focusing on military details, the course American Government. It also will be helpful to have they receive economic aid, whether they will go tries to contextualize the theories of war and had an Introduction to Economics course. broke, or whether they will starve. What determines military strategies, to show how they reflect U.S. foreign policy? What is the national interest? 406. American Political Parties economic conditions, technological capabilities, When do we go to war? Would you send U.S. sol- (3-0-3) Wolbrecht dominant political ideologies, and cultural diers into war? If so, into which wars and for what Political parties play many vital roles in American beliefs of each era. Therefore, theories are reasons? How do our economic policies affect others? politics: They educate potential voters about political transformed with changes in these underlying Does trade help or hurt the U.S. economy and its processes, policy issues, and civic duties. They mobi- factors. The emphasis of the course will be on citizens? We first study several theories about foreign lize citizens into political activity and involvement. the conceptions by the 19th- and 20th-century policy. We then examine the U.S. foreign policy They provide vital information about public debates. political and social theorists about the nature, process, including the president, Congress, the bu- They control the choices—candidates and platforms functions, and consequences of warfare. These reaucracy, the media, and public opinion. To see how that voters face at the ballot box. They influence conceptions concern the role of war in state this all works, we turn to the history of U.S. foreign and organize the activities of government officials. formation, bureaucratization of society, economic policy, from Washington’s farewell address through Most importantly, by providing a link between development, and ideological currents. The the World Wars and the Cold War to the Gulf War. government and the governed, they are a central authors to be discussed in detail include Carl We then study several major issue areas, including mechanism of representation. These roles—how well von Clausewitz, Alexis de Tocqueville, Thorstein weapons of mass destruction, trade and economics, they are performed, what bias exists, how they shape Veblen, Joseph Schumpeter, Raymond Aron, and the environment. Finally, we develop and debate outcomes, how they have changed over time—have Henry Kissinger, and Martin van Creveld. The consequences for the working of the American po- forecasts and strategies for the future. This course re- course will also pay attention to the political and litical system. This class explores the contribution quires papers about the history of American foreign economic foundations of deterrence and other of political parties to the functioning of American policy and about a current policy problem, as well as doctrines concerning nuclear weapons. democracy. a comprehensive final. Participation, debate, and oral 321. Regionalism in International Relations 415. Juidicial Politics presentation skills are also important. (3-0-3) Vayrynen (3-0-3) 325. War and the Nation-State The course explores different theories of This course examines the effect of the legal system (3-0-3) Lieber regionalism and its manifestations in international on American politics, government, and society. This course will examine the phenomenon of war relations. Theories range from the early studies We begin by reviewing the institutions, actors, in its broader political, social, and economic context of regional integration in the 1960s through and processes of the legal system, focusing on the since the emergence of the modern nation-state. the focus on regional conflict formations in the institutional and individual influences on judicial The general themes of the course include the impact 1980s to the revival of this area of research in the decision-making. In the second part of the semester, of nationalism, democratization, industrialization, 1990s. Current studies on regionalism view it as we closely analyze the political consequences of legal military professionalization, the nuclear revolution, an outcome of economic processes rather than a decisions in areas such as criminal law, race and edu- and the information and communication revolution cation—including desegregation, school finance, result of governmental decisions. on the development of warfare and the state. Particu- and school choice—abortion, the death penalty, and Regionalism in the Americas, Asia, and lar historical emphasis will be placed on exploring homosexual rights. We conclude by evaluating the Europe can be thus construed as a response to the causes and conduct of World War I and extent to which courts can and should be expected to the forces of globalization, an effort to create World War II. bring about social and political change. both a shelter and a base for expansion vis-a- vis external competitors. In the security realm, 326. International Law 419. Constitutional Interpretation regional cooperation is increasingly focused on (3-0-3) (3-0-3) Barber the prevention and management of local conflicts International law and institutions are increasingly Americans have always debated Supreme Court and the creation of peaceful security communities. important for understanding the nature of world opinions on specific constitutional questions in- In addition to theories, the course covers politics. This course investigates the interaction volving the powers of government and the rights of several regional integration schemes, such as the between international law and international politics. individuals and minorities. The leading objective European Union (EU), the North American Free We examine how international institutions operate, of this course is to acquaint students with the basic Trade Area (NAFTA), the Economic Community the significance of international law to state behavior, issues of constitutional interpretation and to show of West African States (ECOWAS), the Gulf and the connections between international norms how they influence questions involving constitu- Cooperation Council (GCC), the Association and domestic law. The substantive issues addresed in tional rights and powers and the scope of judicial of South East Asian Nations (ASEAN), and this course include trade, human rights, and environ- review. Mercosur in the Southern Cone. mental protection. 327. International Environmental Politics (3-0-3) Connolly This course presents an introduction to the role of states, NGOs, international organizations, scientists, and other actors in international environmental politics. We consider policy instruments such as economic incentives, international treaties, and aid. Case studies include ozone depletion, deforestation, biodiversity, climate change, issues of developing countries, acid rain, trade and the environment, and UNCED. 180 181
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334. International Relations in East Asia (3-0-3) Moody This course is intended to provide the cultural, historical and political background necessary for understanding East Asia’s current conditions and speculating about its prospects. 335. U.S. Relations with Latin America (3-0-3) Francis This class begins with a historical overview of United States relations with Latin America since World War II. It will analyze separately the Latin American politics of the presidents from Kennedy to Clinton. It will also focus on some particular ques- tions, including the role of economic integration, theories of declining hegemony, the Cuban situation, illegal immigration into the United States and other problems. A number of videotapes will be shown during the semester. The form of the class and some of the assignments will be influenced by the size of the class, but at least one piece of research will be required, one group project, a midterm test and a final examination. 336. United Nations and Global Society (3-0-3) Johansen This course explores the United Nations’ responsibil- ity for maintaining international peace and security; the reasons for its successes and failures in peace- keeping, enforcement, and peacebuilding in recent cases; the international legal basis for humanitarian intervention and for preventing crimes against the peace, war crimes, crimes against humanity and other gross violations of human rights; and the ethical challenges posed for people seeking to be good citizens both of their nation and of the world. Students evaluate ways to strengthen the role of international law and organization in preventing war and terrorism while addressing ethical issues related to international peace and security. 339V. Diplomacy of U.S. Foreign Policy (3-0-3) Kamman The United States emerged from World War II in a new peacetime role as a superpower. We had to discover for ourselves how to combine diplomacy Left to right: Daniel Lindley, assistant professor; Alvin Tillery, assistant professor; and military power in a manner consistent with our Christina Wolbrecht, Packey J. Dee Associate Professor democratic principles. While the policy choices were stark in the days of the Cold War, they have become more complex in recent years. 328. International Organizations on the Arab-Israel conflict. It includes the historical Presented by a career diplomat who headed (3-0-3) and cultural background in the region, the foreign U.S. overseas missions in four countries, the course Examination of governance in international rela- policy perspectives of contemporary states and cur- emphasizes case studies and the practical problems tions, including both formal and informal insti- rent diplomatic issues. that have confronted U.S. leaders from the end of tutions. The functioning of organizations such as 332. Arab-Israeli Conflict World War II to the present. The issues treated will the United Nations, International Monetary Fund, (3-0-3) Dowty illustrate the height of tensions in the Cold War, the World Trade Organization, European Union, and This course tracks the Arab-Israeli conflict from emergence of détente and deterrence, and the chal- multilateral development banks. Research papers its origins in the late 19th century to the present, lenges of the global agenda after the end of the Cold on topics including peacekeeping and humanitarian making special use of primary sources that express War. intervention, political conflicts surrounding trade differing perspectives in their full intensity. Current The course aims to help the student understand liberalization, and assessment of economic devel- issues of the conflict will be analyzed in depth with current foreign policy issues, which will be discussed opment programs. the help of current periodical and electronic sources. briefly in class. A research paper (10 pages), a mid- 331. International Relations of the Middle East Classes will include a mixture of lectures, video, and term exam, and a final exam are required. (3-0-3) Dowty role-playing. There will be a midterm exam and a Prerequisite: POLS 141 or 241. short policy paper. This course covers the relations among the contem- porary states of the core Middle East, with emphasis 182 183
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350. Latin American International Relations 341G. Latin American Politics and Economic 346. Democratic Regimes (3-0-3) Hagopian Development (3-0-3) This course examines the international relations (3-0-3) This course surveys the main theoretical and empiri- of Latin America with an emphasis on what During the past few decades, Latin America has cal issues around the topic of democratization. It determines U.S. policy toward Latin America, undergone deep political and economic change. will examine competing conceptions of democracy, and the policies of Latin American states toward the The patterns of political polarization and the imple- the conditions under which democracies emerge and United States, other regions of the world, and each mentation of import substitution industrialization consolidate, and the impact of democratic regimes other. It analyzes recurring themes in U.S.-Latin models that characterized the region were altered by on economic development and political accountabil- American relations, including the response of the the emergence of bureaucratic authoritarian regimes. ity. Because institutions in democratic regimes vary United States to dictatorships, expropriations of From the 1980s on, Latin American nations sought widely from country to country, particular emphasis U.S.-owned property, and revolution. It also studies to reinstall democracy and promote economic devel- will be placed on examining institutional choices and new directions and issues in Latin America’s interna- opment, yet the paths they followed to those ends the subsequent effects of specific institutions—in- tional relations, e.g., trade policy, the environment, have been quite diverse, as have their achievements. cluding presidentialism, parliamentarianism, political migration, and drugs in a post-Cold War world. This course examines those divergent paths during parties, and non-elected institutions such as courts, the past four decades. After introducing students 435. International Political Economy the military, and bureaucracies—on democratic to some contextual information on the region, the governance. Empirical examples will be drawn from (3-0-3) Mosley course will examine the different roads to democratic a broad array of countries in Latin America, Russia, This course examines the interactions between breakdown, the emergence of authoritarian regimes, and Eastern Europe. international politics and international economics. and the contrasting paths to redemocratization and We begin with a brief exploration of the economic 347. Nuts and Bolts of Russian Politics development. rationale for trade and financial relations and then (3-0-3) examine the recent political history of global trade 342V. Culture and Politics in L.A. How are we to understand a return to the symbolism and finance. Topics include global and regional (3-0-3) Weffort of Russian royalty by those who were communists trade liberalization, coordination and cooperation This is a project proposal for the study of Brazilian and now claim to be democrats? The frequent squab- in monetary policy (including the advent of the culture from the point of view of a history of the bles between president and parliament, including the single currency in Europe), causes and implications ideas. I will present the ideas that inspired politi- October 1993 shelling of the Parliament Building? of financial crises, and the linkages among economic cal power and main cultural institutions, like the The high assassination rate for journalists, bankers globalization, environmental regulation, and human Church and European (Portuguese) State in the and police officers? This course focuses on the nuts rights. descobrimento and colonial times; the new national and bolts of Russian politics, including the similari- State at the First and Second Brazilian Empire; the 481. The International Economy ties and differences between Communist Russia and and Domestic Politics Old (and agrarian) Republic; and the Second Repub- the current Russian state. Familiarity with Soviet lic, after 1930 the revolution, driving the country to (3-0-3) Mosley politics is a crucial precondition to analysis of the industrialization and modernization. Even if dealing In this course, we examine the reciprocal interaction modern political scene, so students first develop an with political history, the course will be a history of between the international economy and domestic understanding of the nature of Bolshevik rule and ideas, and this means to work with a small number political processes, with an emphasis on developed its collapse. of writers, thinkers and political leaders. I intend to democracies. The course employs concepts based limit myself to the following: Pero Vaz de Caminha, 351. Politics of Tropical Africa in international relations, international economics Padre Antonio Vieira, Marques de Pombal, Jose Bon- (3-0-3) Walshe and comparative politics. The first part of the course ifacio, Jose de Alencar, Joaquim Nabuco, Gilberto Following an introduction to traditional political introduces the basic concepts needed to analyze the Freyre, Oliveira Vianna e Sergio Buarque de Hol- institutions, the colonial inheritance and the rise of connections between the international economy anda. Those authors will play a reference role for the African nationalism, the course concentrates on the and domestic politics. The second part of the course study of Brazilian thinking on matters and historical current economic and political problems of tropical focuses on the ways in which private (“demand side”) themes relating to the birth and development of Africa. This includes case studies of political orga- actors—industries, firms, and investors—respond the Nation. The course will deal with the following nizations, ideologies and government institutions in to changing international economic conditions. We topics: the “visao do paraiso” and the extractive econ- Ghana, Nigeria, and Tanzania. consider how domestic actors are affected by and re- omy; Indians, Blacks, Priests and Bandeirantes in the 352. Politics of Southern Africa spond to international trade and financial relations. making of a slave society; rationalism (liberal and (3-0-3) Walshe absolutist) facing a baroque culture and the legacies This course focuses on the key state of the region COMPARATIVE GOVERNMENT of counter-reformation; the Empire and the building — the republic of South Africa. After outlining the of a Nation and a liberal State over a slave society; 301. Leadership and Social Change political history of apartheid, the phenomenon of the discovery of the poor and common people in the (3-0-3) Scully Afrikaner nationalism, and the rise of African na- Old Republic (Canudos e Contestado); the corporat- tionalism and the liberation movements, attention Prerequisite: Permission of instructor. ist State and the foundations of modern Brazil. This course is intended to introduce seminar par- turns to the country’s escalating turmoil of the 1980s ticipants to themes in leadership. Through readings, 343. European Politics and Institutions and resulting political transition in the 1990s. South presentations, and other media (such as film and (3-0-3) Gould Africa’s political and economic prospects are also ex- interaction with visitors), the course aims to provide This course considers politics in Europe. We will amined. The semester concludes with a survey of the critical reflections on the nature and sources of dif- examine the literature on three major issues: regional transitions that brought South Africa’s neighboring fering types of leadership and authority, and a deeper integration, origins of modern political authority, territories to independence, the destabilization understanding of the vocation to lead. and industrial political-economy. Readings on the strategies of the apartheid regime and United States European Union, Germany, France, Spain, and con- policy in that region. temporary political debates. 182 183
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354. Political Economy of Post-Industrial States 359. Chinese Politics The Colombian state is, according to varying (3-0-3) Messina (3-0-3) Moody analysts, semi-democratic or semi-collapsed. In re- This course investigates the nexus between politics Study of the contemporary Chinese political system sponse to the crisis, the current U.S. administration and economics in the advanced industrial democ- and process in the light of Chinese history and is making Colombia a focal point of its Latin Amer- racies. After a brief discussion of the theoretical culture. Some of the topics treated include the tradi- ican policy and the third largest recipient of U.S. principles of economic liberalism, the course focuses tional political order; the revolutionary movements; military aid. In this course we examine the current on the impact of economic actors and conditions the rise of communism; Maoism and the rejection of crisis and its antecedents in detail, the U.S. response on politics and the political and economic conse- Maoism; the political structure; leadership, person- to it, and broader U.S.-Colombian relations. In an quences of the organization of the world economy alities, and power struggles; economic policy; social effort to gain an important comparative perspective, along market principles. It concludes by examining policy and movements; problems of corruption and we also will examine the experiences of other coun- the relationship between domestic politics and the instability; and prospects for democratic develop- tries in the region with insurgency and paramilitary project for economic integration in the case of the ment. There will be some attention to Taiwan and movements, refugee and internal displacement crises, European Union. Hong Kong as special Chinese societies. narcotics trafficking, and relations with the United States. This will be a writing-intensive, seminar-style 355. Parties and Party Systems 431. Building the European Union course. (3-0-3) Coppedge (3-0-3) Messina Political parties are the most crucial link between This course introduces the contemporary project for 441. The Political Economy of Latin America state and society in democratic regimes. They are greater economic, political, and security integration (3-0-3) Hagopian responsible for recruiting candidates, devising pro- among the current 15 members of the European This course analyzes the political bases of the devel- grams, shaping the political agenda, aggregating Union within its appropriate historical context, opmental and distributive strategies pursued by sev- interests, organizing the work of legislatures, bar- its current economic and political setting, and its eral Latin American countries in the postwar period gaining with executives, and defending democracy. projected future ambitions. The course is thus very and the relationship between economic crises in the In some countries, they also help to administer much concerned with recent events and important region and political change. It explicitly examines the government programs. Parties around the world European events-in-the-making, including the relationship between regime type and economic poli- vary tremendously in the ways they perform, or implementation of the Amsterdam Treaty, the ex- cies and performance. fail to perform, these functions; yet whether parties pansion of the membership of the European Union 443. German Politics perform these tasks well or poorly, party charac- and EU-sponsored strategies to facilitate democratic (3-0-3) Kommers teristics powerfully influence the quality and stabil- transitions in Eastern Europe. This course examines various aspects of German ity of democracy. This course examines parties in 440. Latin American Politics government and politics, including the party system, comparative perspective, exploring how the nature (3-0-3) Mainwaring elections and voting, patterns of political partici- of parties and party systems affects democratic gov- This course is an introduction to Latin American pation, civil liberties, policymaking institutions, ernance primarily in Europe, Latin America, and the politics. Thematically, we will focus on two of the and foreign policy. The course also deals with the United States. great issues facing this region of the world at the end historical debates over Germany’s past and current 356. Tradition and Modernization in China of the 20th century: democratization and strategies attempts to come to terms with it. It also focuses on and Japan for promoting economic development. After spend- Germany’s constitutional order together with the po- (3-0-3) Moody ing the first part of the course examining these two litical and societal problems arising out of Germany’s This course compares the traditional social, political, issues in a broad way, we will then analyze these same reunification. cultural and economic systems of China and Japan issues, but focused on Brazil, Chile and Mexico. 485. Democracy in the Age of the Net and compares the way in which each system has 440G. Colombia Pol: Drug Runners (3-0-3) McAdams changed in response to the intrusion of the Western (3-0-3) Hinojosa This course focuses on the Internet’s paradoxical powers into east Asia. It concludes with an extended Colombia is a country in crisis. It is home to a civil impact on liberal democracy. We will consider both discussion and analysis of the contemporary situa- war that dates back some 40 years, has one of the the positive contributions the Internet revolution tion in each country. Class requirements will include world’s largest concentrations of internally displaced may have upon our system of government as well as class participation, a midterm examination, two brief people, and is the center of the world’s largest and its possibly negative implications. Topics to be con- discussion papers dealing with material relevant to most sophisticated drug trafficking networks. The sidered include: the contending theory’s of the net’s the course, and a final examination. civil war is being waged by two leftist insurgency impact; the digital divide; the role of the state in 358. Comparative Politics of Eastern Europe movements (the FARC and the ELN) and a right- cyberspace; the rise of the Net communities and new (3-0-3) McAdams wing paramilitary organization (the AUC), all of forms of social mobilization; authoritarianism in an An examination of the principal characteristics of which receive substantial financing from drug traf- age of virtual transparency; and various utopian and Eastern European politics and institutions in the ficking as well as kidnappings and extortion, and all dystopian images of Web-based cultures. post-war era, focusing on the communist experience, three of which were on the State Department’s list of relations with the Soviet Union, and post-1989 terrorist organizations even before September 11. efforts to create stable democracies and capitalist economies. 184 185
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486C. Quantitative Political Analysis 373. Early Modern Political Theory This course engages these questions through select (3-0-3) Coppedge (3-0-3) M. Zuckert readings from the history of political thought. We Students in this course will learn to understand the An examination of the development of modern po- also will consider various 20th-century reflections on most common statistical techniques used in politi- litical theory from Machiavelli to Rousseau, focusing conscience, expressed in essays, plays, short stories, cal science and acquire the skills necessary to use on Renaissance and Reformation individualism, speeches, and declarations. these techniques and interpret their results. Mastery emergence of national sovereignty (Bodin), variants 378. 19th-Century Political Thought of these techniques is essential for understanding of social contract theory (Hobbes, Locke, Rousseau), (3-0-3) Kaplan research on public opinion and voting behavior, and Enlightenment ideas (Voltaire, Diderot). This course surveys the works and themes of selected electoral studies, comparative research on the causes 374. Republicanism and the Origins 19th-century political theorists, including Joseph of democracy. For each topic, students will read of American Liberalism de Maistre, Auguste Comte, Alexis de Tocqueville, works to orient them to key issues and debates. They (3-0-3) Botting G.W.F. Hegel, and Karl Marx. The course focuses will learn the reasoning behind the statistical analysis This course traces the evolution of republican po- on the role of theory in the aftermath of the French in these readings and create their own spreadsheet litical theory, from the ancient Greeks and Romans Revolution. The goal of the course is to understand programs to execute such analyses. They will then to the Italian and Northern European Renaissance the characteristic concerns and approaches of 19th- download and clean datasets actually used in the to the British and French Enlightenments, and ex- century political theory and to consider the relevance published research, replicate selected analyses from plores the legacy of republicanism for the American of those concerns and approaches today. these readings using a statistical package, and write constitutional tradition. Readings may include Plato, 379. Contemporary Liberal Theory short papers evaluating the inferences defended in Aristotle, Polybius, Cicero, Contarini, Machiavelli, (3-0-3) M. Zuckert the published research. Savonarola, Calvin, Milton, Locke, Montesquieu, Ever since the publication of John Rawls’ A Theory Rosseau, Jefferson, Madison, Mill, Rawls, and of Justice in 1971, liberal political theory has ex- POLITICAL THEORY Arendt. perienced a great revival and now is a flourishing 371. Politics, Poetry, and Philosophy in Ancient 375. Machiavellianism Greece enterprise. This course will take Rawls as its point (3-0-3) Staff (3-0-3) C. Zuckert of departure and survey the state of current liberal Machiavelli is notorious for promoting a certain Democratic politics and philosophical investigations political philosophy, considering such thinkers as “hard-nosed realism” in political analysis and prac- of nature—two distinctive components of Western Ronald Dworkin, Joseph Raz, Richard Rorty, and tice. This course explores Machiavellianism in the civilization—were invented in ancient Greece. How Robert Nozick. master himself and in the tradition to which we and why did these distinctive forms of human activ- 382. Non-Western Political Thought give his name. We will read representatives of Ma- ity arise? Are they essentially related to one another? chiavellian republication, including a novel with a (3-0-3) Dallmayr If so, how? To answer these questions, in this course decidedly Machiavellian lesson (Mark Twain’s Tom The course offers an introduction to prominent we will first read the celebration of replacement Sawyer), and conclude with the recent book by John modes of non-Western thought, such as Islam, of military monarchy by the rule of law, based on Mearsheimer, often thought to be the leading Machi- Hinduism, Buddhism, and Confucianism, with a popular consent in the tragedies of Aeschylus. Then avellian analyst of international politics of our day. focus on the political implications of these teach- we will look at Thcydides’ critique of the “poetic” ings. In each case, attention will be given both to account of the origins of political order and the more 376. Feminist Political Thought classical and to modern texts and developments. “imperialistic” description of political necessity he (3-0-3) Wong Among classical sources, consideration will be given gives in his History of the Peloponnesian War. Aristo- This course will examine different ideas, approaches, to Al-Farabi, Averroes, Ibn Khaldun, the Vedas, phanes opposed the politics of war with comedies and issues within feminist political thought. The first Upanishads, some Buddhist sutras, and the Analects; advocating the pleasure of peace. He introduced a part of the course will compare different theoretical among modern or recent developments the focus new element into the discussion of the requirements perspectives, from liberalism to Marxism, that have will be on Islamic “fundamentalism” and secularism, and most desirable form of politics, moreover, by been employed by contemporary feminists. The on Gandhi and Indian nationalism, and on “engaged attacking Socratic philosophy as a corrupting force. course will pay particular attention to the meanings Buddhism” and Chinese communism. ascribed to "woman" and her roles in society. The In the second half of the course, we will, therefore, 383. War and Peace examine Plato’s response to Aristophanes’ critique in second part of the course will examine how women (3-0-3) C. Zuckert his Apology of Socrates and Symposium as well as Pla- have been represented throughout Western political From the time political associations arose in ancient to’s somewhat comic response to Aristotle’s attempt thought, and the values ascribed to them by political Greece, thoughtful observers have asked why the to formulate a comprehensive science of politics in theorists. Finally, in the last part of the course, we people within such societies and also the polities the Politics. In all cases, we will be asking whether will turn to an examination of several contempo- themselves seem always to come into conflict. Are and to what extent the things these ancient authors rary political issues particularly relevant to feminist such conflicts inevitable? Are they necessarily vi- say about political life still hold true for us. thought. olent? Or can conflict be controlled, if not resolved 372. Christian Political Theory 377. Politics and Conscience peacefully? In this course, we will read a variety of (3-0-3) Keys (3-0-3) Keys different attempts to answer these questions in classic This course introduces students to the rich tradition Against a backdrop of large-scale society, mass move- works of political theory by Thucydides, Machiavelli, of Christian reflection on politics and its place in hu- ments, and technological bureaucracy, the invocation Hobbes, Grotius, Montesquieu, and Kant. of “conscience” recalls the individual human person man life. Central questions include 384. Politics and Literature (1) the relation of Christian ethics to citizenship as a meaningful actor in the political sphere. But (3-0-3) C. Zuckert and to the sometimes harsh necessities of political what is conscience, and what are its rights and re- This course involves the study of works of political leadership; and (2) the interplay between reason and sponsibilities? What is it about conscience that ought theory and literature in order to address some of the revelation, philosophy and theology in the various to command governmental respect, and are there any central questions of political theory in the modern theoretical approaches we will study. Readings will limits to its autonomy? What role should conscience play in questions of war and peace, law-abidingness age. The examination of the relation between truth, span the patristic, medieval and contemporary and civil disobedience, citizenship and political lead- faith and politics, and the nature of political action periods and will also include some documents from ership? And how does the notion of conscience con- will form central questions of the course. We will pay 20th-century Catholic social teaching. nect with concepts of natural law and natural rights, special attention to the problems of founding polities nationality and prudence, religion and toleration? and membership in political communities. 184 185
POLITICAL SCIENCE
389. The Enlightenment and Its Revolutions OTHER COURSES 499. Senior Honors Thesis (3-0-3) Botting (0-V-3) Staff 418. Research Design and Methods This course explores the enduring significance of Seniors with a grade point average of 3.5 or above (3-0-3) Staff the Enlightenment and its many revolutions: the are encouraged to write a senior honors thesis. This course reviews approaches to the study of scientific revolutions (Bacon, Newton), the philo- For this project, the student works closely with a social and political phenomena. Students will learn sophical and theological revolutions (Descartes, faculty member on a topic of the student’s choice. to structure a research question and to review pos- Voltaire, Hume, Kant), and the social revolutions in The senior honors thesis builds on the student’s sible methods for answering the questions that are the family and civil society (Wollstonecraft, Smith). coursework, experience, and interests and trains the raised by observing political and social processes. We will examine the legacy, both good and bad, of student to work deeply and independently. Three The course will acquaint students with a variety these Enlightenment revolutions for contemporary credits of this two-semester project fulfill one senior of research methods and with the advantages and American liberalism. writing seminar requirement. The other three credits drawbacks each method introduces. The course is can count toward elective credit but not toward the 471. Justice Seminar designed for junior political science majors inter- major. (3-0-3) Roos ested in writing a senior honors thesis and for other An examination of major theories of justice, both students whose careers may require research skills. 500-Level Courses. Many 500-level graduate courses ancient and modern. Readings include represent- Students will learn to develop research proposals and are open to qualified undergraduates with a grade atives of liberal theorists of right, such as John Rawls, to critically review the research reported in the point average of 3.6 or higher and permission of the as well as perfectionist alternatives. The course also mass media and in more specialized sources. Both instructor. Descriptions of these courses are available serves as the core seminar for the philosophy, politics qualitative and quantitative methods are presented to in the Graduate School Bulletin of Information, as well and economics concentration. help students become critical consumers of research. as in the Political Science Department office. 475. Contemporary Political Theory 491/492. Writing Seminars (3-0-3) Dallmayr These intensive writing seminars are required An introduction to contemporary political phi- courses. Open to senior majors and second-semester losophy as articulated both by American and junior Pi Sigma Alpha members with permission of European thinkers. The main aim of the course is the director of undergraduate studies. to investigate whether our century makes room for The Writing Seminars give seniors the opportunity genuine political thought. Among those discussed to work in a seminar setting, to explore a topic more are Leo Strauss, Michael Oakeshott, Eric Voegelin, deeply, and to gain experience writing in their field. Hannah Arendt, John Rawls, and Juergen Habermas. Recent topics have included Issue Politics, the Con- 476. Continental Political Theory stitution and Public Policy, Constitutional Rights, (3-0-3) Dallmayr African Politics, Israeli Politics, Issues in Democratic This course offers an introduction to the social Politics, Latin American Politics, The Problem of the and political thought of leading representatives of Common Good, Women and Politics, Non-Western Continental philosophy in the 20th century. After Political Thought, Politics and Literature, and The exploring the work of the main “founders” of Politics of Cultural Differences. phenomenology and existentialism (Husserl, Hei- 496. Internships degger, Jaspers), the course will concentrate chiefly (3-0-3) Arroyo on the “French school” of existentialism and existen- The goal of the internship program is to provide tial phenomenology (Marcel, Camus, Sartre, opportunities to integrate coursework with expe- Merleau-Ponty and Ricoeur). The course will riential learning. To this end we sponsor internships conclude with some reflections on contemporary through the Notre Dame area with a variety of post-phenomenology and deconstruction (Foucault, local government or government-related agencies. Derrida). Learning through internships encompasses polishing 495V. Mock Trial your resume, honing your interviewing skills, and (3-0-3) Dwyer improving writing and analytical skills by entering Permission required. the world of work and getting hands-on experience. This course is designed to prepare students to par- All internships are unpaid. Internship credits do not ticipate in the American Mock Trial Association's fulfill the political science major requirements. Per- annual mock trial tournaments. Students will learn mission required. to apply the judicial rules of civil/criminal procedure 497. Directed Readings: Reading and rules of evidence to the 2003-04 national case. and Research Participants will assume the roles of trial attorneys (0-V-0) Staff and witnesses for the plaintiff and defense and will Students with a G.P.A. at the Dean’s list level are el- develop critical analytical and communications skills igible for independent study under the direction of a in preparing and presenting the case through the di- faculty member. Registration requires a “contractual rect examination and cross examination at trial. agreement” with the professor prior to scheduling. 186 187
PROGRAM OF LIBERAL STUDIES
Program of Liberal Studies The program requires writing throughout the Second Semester curriculum, especially in the tutorial classes. In the 346. Literature II: Shakespeare and spring semester of their senior year, all students are Milton/Spenser/Wordsworth 3 Chair: required to write a major research essay under the 348. Political and Constitutional Theory 3 Phillip R. Sloan direction of a faculty advisor. The senior essay offers 382. Great Books Seminar IV 4 Rev. John J. Cavanaugh, C.S.C., students a particularly intensive writing experience Elective 3 Professor of Humanities: and an opportunity to investigate a specialized topic Elective 3 Frederick J. Crosson (emeritus); Michael J. of interest in depth. ______Crowe (emeritus) To accomplish the goals of the program, the stu- 16 Professors: dent must take the entire sequence of courses, each Rev. Nicholas Ayo, C.S.C.; Kent Emery Jr.; building upon the earlier components to achieve Senior Year Walter J. Nicgorski; F. Clark Power; Phillip R. a cumulative and organic educational experience. First Semester Sloan; M. Katherine Tillman For this reason, the program must constitute the 443. Christian Theological Tradition 3 Associate Professors: student’s major. Sufficient electives are available in 445. Intellectual and Cultural History 3 Edward J. Cronin (emeritus); Stephen M. each of the three years, however, to allow outside 481. Great Books Seminar V 4 Fallon; G. Felicitas Munzel; Gretchen concentrations to be completed. Supplementary ma- Elective 3 Reydams-Schils jors are difficult but not impossible to complete and Elective 3 Assistant Professors: usually can be accommodated. ______Steven G. Affeldt; Edmund Goehring; Robert Students must formally apply for entrance into 16 Goulding; Jullia Marvin; Thomas Stapleford; the program by a stated date in the spring of the Fabian E. Udoh first year, and application blanks will be available by Second Semester mid-January. Students interested in entering the pro- 444. Metaphysics and Epistemology 3 Program of Studies. The Program of Liberal Studies, gram are urged to complete the University science, 446. Modern Astronomy/ Notre Dame’s Great Books program, offers an inte- mathematics, and first theology requirement in the Developmental Psychology 3 grated three-year sequence of studies leading to the first year. In some special cases, typically involving 462. Essay Tutorial 3 bachelor of arts degree. Students enter the program international study, a student may begin the program 482. Great Books Seminar VI 4 at the end of the First Year of Studies. at a later date, but in no case after the beginning of Elective 3 Fundamental to the program is a conception of a the junior year. Students admitted to the program at ______liberal arts education that aims to avoid the separa- later stages must be prepared to make up prior com- 16 tion of the humanities, including music and the ponents. natural sciences. The program seeks to provide a uni- Course Descriptions. The following course de- fied undergraduate education in all of the liberal arts. SEQUENCE OF COURSES scriptions give the number and title of each course. For this reason the program is not to be equated with Lecture hours per week, laboratory and/or tutorial a “general humanities” educational program. The Sophomore Year hours per week and credits each semester are in study of literature, philosophy, natural and social First Semester parentheses. The instructor’s name is also included. science, theology, history and fine arts will take place 241. Philosophical Inquiry 3 within a larger unifying conception of the liberal arts 243. Literature I: Poetic Diction 3 SEMINARS 281. Great Books Seminar I 4 that cuts across many of the disciplinary boundaries 180. Literature University Seminar I and II suggested by these names. Because the goal of the Elective 3 (3-0-3) (3-0-3) Staff program education is more than an introduction to Elective 3 This functions as an introductory seminar to the various subject matters, none of the tutorials or semi- ______program and fulfills the University literature require- 16 nars stands alone in the program. The curriculum ment. It is designed to develop the art of careful grows organically over the three years, with each reading, discussion and writing through the reading Second Semester course presuming all of its predecessors. of classic texts. These seminars serve as an introduc- 244. Mathematical Sciences and Although the program emphasizes education in tion to the great books education. the liberal arts, it also considers the liberal arts in Classical Astronomy 3 themselves as insufficient for a complete education. 246. The Bible and Its Interpretation 3 281–282. Great Books Seminar I and II The liberal arts are the critical tools of learning, but 282. Great Books Seminar II 4 (4-0-4) (4-0-4) Staff they are also to be related to the larger search for Elective 3 The introductory seminar sequence is designed to genuine understanding and philosophic wisdom. Elective 3 introduce the student to the great books seminar Philosophy, which explores the basic questions of ______methodology. A discussion format is intended to epistemology, ethics, and politics, is also related to 16 develop the art of discussion and the communication the claims of the Christian tradition. The program Junior Year of complex ideas through readings in the founda- maintains specific tutorials in the various disciplines First Semester tional works of Greek and Latin civilization. Au- to enable these relationships to develop systemati- 341. Fine Arts 3 thors treated include Homer, the Greek dramatists, cally. 343. Mechanics/Life Sciences 3 Herodotus, Thucydides, Plato, Aristotle, Cicero, The normal method of instruction in the 347. Ethics 3 Virgil, Augustine, and Bonaventure. program is through the reading and discussion of 381. Great Books Seminar III 4 primary texts. The student is asked to take an active Elective 3 role in the learning process. Particularly in the semi- ______nar, the authors of the great books are considered to 16 be the primary teachers. 186 187
PROGRAM OF LIBERAL STUDIES
381–382. Great Books Seminar III and IV (4-0-4) (4-0-4) Staff The second seminar sequence deals with the primary works of the High Middle Ages, the Renaissance, and early modern authors through the Enlight- enment. Authors treated include Thomas Aquinas, Dante, Chaucer, Luther, Cervantes, Bacon, Des- cartes, Hobbes, Pascal, Milton, Hume, Rousseau, Swift, Austen, Kant, and Goethe. 481–482. Great Books Seminar V and VI (4-0-4) (4-0-4) Staff The third sequence deals with 19th- and 20th-cen- tury works, including some consideration of the pri- mary works of the Eastern tradition. Authors treated include selected writings of Chinese and Hindu authors, Hegel, Tocqueville, Melville, Tolstoy, Mill, Marx, Kierkegaard, Newman, Darwin, Nietzsche, Freud, Peirce, James, Heidegger, Woolf, Wittgen- stein, Ellison, and Dostoevsky.
LITERATURE 243. Literature I: Poetic Diction (3-0-3) Fallon, Marvin, Weinfield An introduction to poetry through intensive study of several lyric poets writing in English. Through close reading of selected works in English, students will become familiar with central literary devices, including rhythm and meter, image, metaphor, Michael J. Crowe, professor emeritus in the Program of Liberal Studies symbol, paradox and irony. Authors may include Shakespeare, Herbert, Marvell, Keats, Wordsworth, 347. Ethics 444. Metaphysics and Epistemology Yeats, and Eliot. Fall. (3-0-3) Affeldt, Munzel, Power, Reydams-Schils, (3-0-3) Munzel, Reydams-Schils, Tillman 346. Literature II: The Longer Forms Tillman An inquiry into the nature of knowledge and reality, (3-0-3) Fallon, Marvin, Weinfield An examination of modes of moral reasoning and and their relation, based on close study of select writ- Building on the techniques of close reading de- what constitutes the good life, based primarily on the ings of Plato, Aristotle, Aquinas, Kant, Arendt and veloped in Literature I, this course will turn to study of the ethical teachings of some of the main others. Spring. longer literary works. Attention will be focused on philosophers and theologians of the Western tradi- methods by which authors unify long works and on tion. Readings will include Aristotle and Kant and a SCIENCE selection from such authors as Augustine, Rousseau, the expressive power of literary genres, modes, and 244. Mathematical Sciences and Mill and from works on moral development. conventions. The reading list normally will include and Classical Astronomy Fall. works by Shakespeare and at least one of the central (3-0-3) Sloan, Stapleford narrative poets in English (Chaucer, Spenser, Milton, 348. Political and Constitutional Theory: Drawing on a great books approach to science Pope, Wordsworth). Spring. Ancient and Modern through the use of classic texts, the science tutorial (3-0-3) Affeldt, Crosson, Nicgorski courses constitute a distinctive attempt to under- PHILOSOPHY AND THEOLOGY An approach to understanding the fundamental stand the main principles and developments in the 241. Philosophical Inquiry problems of political community and the nature of sciences and mathematics that have most dramati- (3-0-3) Affeldt, Crosson, Nicgorski, Munzel, Rey- various solutions to these, especially the democratic cally influenced humanity’s view of itself and its dams-Schils, Tillman solution. Readings include Aristotle’s Politics, Locke’s universe. Laboratory and observation will be incor- Exercises in philosophical inquiry in the context of Second Treatise, and The Federalist. Spring. porated to bring students into direct contact with the liberal arts tradition, including a study of both 443. Christian Theological Tradition the critical scientific observations and experiments. classical and modern texts and an introduction to the (3-0-3) Ayo, Emery, Udoh The first natural science course explores the founda- tions of Greek natural philosophy through readings forms of logical argument. Fall. A study of the major Christian doctrines in their de- from Plato and Aristotle, and the foundations of 246. The Bible and Its Interpretations velopment, including God, creation and humanity, Greek mathematics through a study of Euclid. These incarnation and redemption, and the sacraments. (3-0-3) Ayo, Udoh principles are then applied to a study of classical The course moves toward a historical and systematic A close study of the Bible. Selected passages will be Ptolemaic and Copernican astronomy. Spring. analyzed in detail. The course will consider the role understanding of Christianity, specifically the Ro- of the Bible in the life of the church, the history of man Catholic tradition. Readings typically include its interpretation and the various approaches of mod- patristic authors, medieval authors such as Aquinas, ern scholarship. Spring. and the documents of Vatican II. Fall. 188 189
PROGRAM OF LIBERAL STUDIES PSYCHOLOGY
343. Mechanics/Life Sciences SPECIAL COURSES (3-0-3) Sloan, Stapleford Psychology 462. Essay Tutorial Building upon the issues developed in Natural Sci- (3-0-3) Staff ence I, this course will focus on the major scientific Chair: This course provides the framework in which se- and philosophical changes of the 17th century that Cindy S. Bergeman niors in the program prepare a substantial essay, established the foundations of modern science in Director of Undergraduate Studies: culminating their three years in the program. Faculty both the physical and biological sciences. Under con- Anré Venter members working with small groups of students help sideration will be the contributions of such authors Andrew J. McKenna Professor of Psychology: them define their topics and guide them, usually on as Descartes, Galileo, Harvey, Boyle, and Newton. John G. Borkowski a one-to-one basis, in the preparation of their essays. Fall. Nancy Reeves Dreaux Professor of Psychology: Spring. 446. Modern Astronomy/Developmental Psychology Naomi M. Meara (emerita) (3-0-3) Power, Sloan, Stapleford 497. Directed Readings Matthew A. Fitzsimons Professor of Psychology: Beginning with a study of Darwin’s Origin of Species, (3-0-3) Staff Scott E. Maxwell this course will first explore the development of evo- 498. Special Studies Notre Dame Chair in Psychology: lutionary theory. This will then be followed into the (3-0-3) Staff E. Mark Cummings foundations of genetics and extended into the explo- Instructor’s written permission and permission of Professors: ration of the relations of the biological and physical chair required. Reading courses in areas of interest to Rev. William A. Botzum, C.S.C. (emeritus); sciences and the origins of molecular biology. The the student. Jeanne D. Day; George S. Howard; Don Pope- second portion of the course will then connect these Davis; Thomas L. Whitman developments to the origins of social science. Spring. Associate Professors: Willis E. Bartlett (emeritus); Julie M. Braungart-Rieker; Laura Carlson; Charles R. FINE ARTS Crowell; William E. Dawson; Bradley S. 341. Fine Arts Gibson; Sheridan P. McCabe (emeritus); Thomas (3-0-3) Goehring V. Merluzzi; Darcia Narveaz; G.A. Radavansky; This course serves as an introduction to the arts, David A. Smith; C. William Tageson (emeritus); aesthetics, critical vocabularies, and ways of seeing Ke-Hai Yuan and hearing of literate Western culture. Principal Concurrent Associate Professor: emphasis is placed on the major genres of Western Julianne C. Turner; Patrick W. Utz art—music from the Middle Ages to the present, Assistant Professors: including the Mass, oratorio, opera, symphony, Alexandra F. Corning; Kathleen Eberhard; Dawn and song—but more important developments in Gondoli; Christof Schuster; Robert L. West the visual arts and relevant literary and intellectual Adjunct Assistant Professors: movements may also be considered. Using various Rita J. Donley; Leonard A. Hickman; Wendy live artistic resources of the Michiana and Chicago Settle; Susan C. Steibe-Pasalich; Robert D. areas, recordings and reproductions, slides and films, White; Mickey Franco as well as important readings on theory, aesthetics Associate Professional Specialist: and criticism, students will develop a conceptual Anré Venter framework through which to evaluate and discuss Adjunct Instructors: the arts. Fall. Roya Ghiaseddin; Kathy Gibney; Alicia Knoedler; Kathleen Kolberg
HISTORY Program of Studies. Psychology is the scientific 445. Intellectual and Cultural History study of the behavior of organisms with a primary (3-0-3) Emery, Munzel, Sloan focus on human behavior. It is concerned with This tutorial will deal with the issue of history and the biological and environmental determinants of historical consciousness and its relation to the cur- behavior as reflected in the study of physiological, riculum. The first portion of the course will examine sensory, perceptual, cognitive, motivational, learn- the issues of historiography and the use of historical ing, developmental, aging and social processes. The analysis in the contextualized reading of texts. From undergraduate program seeks a balance between this foundation, the issue of history will be explored exposure to basic psychological principles and the- with reference to authors such as Augustine, Bossuet, ories and their extension to the applied areas such as Montesquieu, Kant, Hegel, Ranke, and Eliade. Fall. child education, counseling, mental retardation and behavioral deviancy. The undergraduate courses are intended to meet the needs of students who plan to (1) major in psy- chology and later attend graduate school in psychol- ogy or affiliated fields, (2) major in psychology as part of a general cultural program, (3) obtain train- ing in psychology as a special supplement to their major interest or (4) use psychology to satisfy social science requirements or electives. 188 189
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One of the department’s main features is an em- Course Descriptions. The following course de- 305. Leadership, Culture, and Community phasis on opportunities for close faculty-student in- scriptions give the number and title of each course. (3-0-3) Pope-Davis volvement in research projects at the undergraduate Lecture hours per week, laboratory and/or tutorial This course is designed to give students exposure to level. The research specialties in which majors may hours per week and credits each semester are in some of the present day Notre Dame legends in lead- become involved range from basic research in such parentheses. The instructor’s name is also included. ership. Students will participate in discussions with areas as psychophysics, human and animal learning, Notre Dame and South Bend leaders such as athletic child development, aging and psycholinguistics, to 111. Introductory Psychology FY coaches, University administrators, presidents, applied research in a community setting. Students (3-0-3) Gibson, Utz, Staff deans, and faculty of various disciplines. This is a planning to do graduate work in psychology will A broad coverage of the methods and findings which rare opportunity to discuss culture, community, and plan their program in close coordination with their characterize scientific psychology, including a de- leadership issues with proven professionals, philan- faculty advisors. scription of historical and recent developments in the thropists, and prominent community figures. areas of learning and motivation; perceptual, cogni- During the semester students will be asked to Undergraduate major. The psychology major re- tive and physiological processes; social, personality examine issues of differences and conflict that can quires a minimum of seven three-credit courses, two and child development; and abnormal behavior and arise when cultural, community, and leadership styles four-credit courses (341 and 342) and one one-credit clinical treatment. Open to first-year attempt to co-exist. Potential ways of course (300), and, therefore, a minimum of 30 credit students only. addressing these issues will be proposed and eval- hours. 180. Social Science University Seminar uated. The specific requirements comprising the min- (3-0-3) Staff Approximately 12 speakers from the Notre Dame imum 30 credit hours are as follows. All majors These seminars are designed for further under- and South Bend community will be invited to pres- are required to take three credits of PSY 111, In- standing of the myriad ways psychology is embedded ent their personal histories as it relates to their pro- troductory Psychology (for freshmen), or PSY 211 in the biological, social and cultural contexts of one’s fessional development, leadership style, culture, and or 211A, Introductory Psychology (for upperclass everyday life. communities in which they work. Speakers will also students) as a prerequisite for the content psychology address issues of cultural differences and similarities 211. Introductory Psychology SJS courses. In addition, all psychology majors are re- that may lead to conflict and how they are resolved. (3-0-3) Staff quired to take PSY 341, Experimental Psychology I: 310A. Soc Con Sem: Children and Poverty A broad coverage of the methods and findings Statistics (four credits), and PSY 342, Experimental (1-0-1) Brandenberger which characterize scientific psychology, including Psychology II: Research Methods (four credits). Refer to “Center for Social Concerns” in the front a description of historical and recent developments Majors then have a choice in that they are required section of this Bulletin. in the areas of learning and motivation; perceptual, to complete two of the following four courses in the cognitive and physiological processes; social, person- 310C. Soc Con Sem: Leadership Ethics Social and Developmental Processes (CLASS A): ality and child development and abnormal behavior (1-0-1) Brandenberger PSY 350, Developmental Psychology; PSY 352, So- and clinical treatment. Open only to sophomores, Refer to “Center for Social Concerns” in the front cial Psychology; PSY 353, Personality; and PSY 354, juniors and seniors. section of this Bulletin. Abnormal Psychology. Similarly, majors are required to complete two of the following four courses in the 211A. Introductory Psychology PSI 341. Experimental Psychology I: Statistics Biological and Learning Processes (CLASS B): PSY (0-0-3) Crowell (3-2-4) Ghiaseddin, Gibson, Schuster, Venter, 355, Physiological Psychology; PSY 356, Learning This course covers the same content as PSY 211 but Wenger and Memory; PSY 357, Sensation and Perception; is taught using an individualized, self-paced method An introduction to the analysis and evaluation of and PSY 359, Cognition. In their senior year each of instruction. This method is a variant of the Per- experimental data, with particular emphasis upon major must take two content courses at the 400 sonalized System of Instruction (PSI) format and in- measures of central tendency, variability and covari- level, which are small, in-depth discussion-oriented cludes features such as self-paced learning, emphasis ability and their relationship to psychological theory seminars generally in the instructor’s specific area of upon mastery of the written rather than the spoken and explanation. expertise. All 400-level seminars are designated writ- word, frequent testing and an option to retake unsat- 342. Experimental Psychology II: Methods ing-intensive courses, satisfying the College of Arts isfactory quizzes. (3-3-4) Collins, Carlson, West and Letters writing requirement. (See the introduc- The department requires that Introductory Psy- Prerequisite: PSY 341. tory portion of the Arts and Letters section.) PSY chology (PSY 111, PSY 211, or PSY 211A) pre- A continuation of Psychology 341, with emphasis 498, Special Studies, cannot be used to satisfy the cede its 300- and 400-level courses. on the design and methods of execution of psycho- 400-level major requirement. Finally, in the semester logical research. Training in writing reports in profes- 300. Psychology: Science, Practice, and Policy following their declaration of a major in psychology, sional format is also provided. new majors are expected to participate in a one-cred- (1-0-1) Venter it-hour seminar called PSY 300, Psychology: Science, This one-credit seminar introduces the depart- 345. Dynamical Systems Analysis Practice, Policy, which provides an introduction to ment’s programs and faculty research interests as (3-0-3) Boker the department and the faculty. well as the profession of psychology. The goal is to Questions posed by researchers in psychology require encourage more active reflection on how psychology studying evolving behavior over time. Dynamical Note: PSY 398 or PSY 498, Special Studies cannot can be useful, both personally and professionally; systems methods were developed to study just such be used to satisfy any of the 300 level or 400 level also to present the major tensions within contem- evolving systems and can be helpful in both experi- courses. However, these credits are strongly recom- porary psychology as well as its potential impact on mental design and analysis of resulting data. This mended for any students intent on pursuing a grad- public policies in the decade ahead. course presents methods that can be used to analyze uate career in psychology. In addition, even though intra-individual variability from a dynamical systems Introductory Psychology (PSY 111, PSY 211, or PSY perspective. Recently developed techniques such as 211A) is a prerequisite for the content area courses, mutual information, state-space embedding, fractal it does not fulfill any of the 30-credit-hour require- dimension, and surrogate data tests are presented ments for the major. along with more traditional time series and linear statistical methods. 190 191
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350. Developmental Psychology 388. Computers in Psychological Research 392. Sign Language (3-0-3) Braungart, Gondoli and Education (3-0-3) Stillson Major theories and research findings on social, (3-0-3) (3-0-3) Crowell The American Sign Language class is designed to emotional and cognitive development are covered. Permission of instructor required. introduce basic vocabulary and simple sentence Although emphasis is on the time from birth to Possible projects include: education, work pro- structure for conversational use. A cultural view early adulthood, some research on adulthood and ductivity, decision making, database management, is presented to examine traditions and values. A the elderly is included. Attention is given to how expert systems, knowledge retrieval, data analysis and linguistic view is presented to introduce structure, different environments enhance or hinder healthy experiment control. Projects may require campus syntax and manual alphabet. Experiential activities, development. mainframe computer or microcomputers, particu- receptive and expressive exercises andfluency oppor- larly the Macintosh or IBM PC. Same as CAPP tunities are incorporated into the format. This is an 352. Social Psychology 481C. introductory class for students with no prior knowl- (3-0-3) Venter edge of American sign language. An introduction to the major theoretical orientations 390B. Practicum in Developmental Dysfunction within the field of experimental social psychology (3-0-3) Whitman 397. Directed Readings and a survey of the research findings in selected areas This practicum/seminar is the logical outgrowth of (0-0-3) such as attitude formation and change, affiliation, a long informal relationship that student volunteers Prerequisite: Consent of instructor. interpersonal attraction and social cognition. have had with families in the Michiana community Directed reading is carried out under the supervision who have autistic and other special-needs children. of a faculty member. A typewritten report on the 353. Psychology of Personality The practicum aspect of the course will involve reading is required. (3-0-3) Kelly students going into a family home and working in 398. Special Studies An introduction to personality development from a structured program with an autistic child for, on (0-V-V) Staff birth to old age. Emphasis is given to the role of he- average, three times a week and a total of six to seven Prerequisite: Consent of instructor. Majors only. redity and environment in personality development hours. In addition, students will meet in class once Independent research carried out under supervision and the importance of motivation, traumas, learning, a week for discussion on a range of topics relating of a faculty member. A typewritten report of a perception, thought, creativity and abnormality for to autism, including issues regarding its definition, research literature or an experimental study is an understanding of personality function. assessment, etiology, and treatment, as well as topics required. 354. Abnormal Psychology regarding the impact of autism on the family, com- (3-0-3) Gibney munity resources, and social policy. A number of The following advanced courses and seminars are Defines the concept of abnormal or maladaptive classes will feature discussions led by parents of autis- primarily for majors; however, non-majors may behavior; reviews the principles involved in human tic children. This class is recommended particularly enroll with the consent of the instructor. development and adjustment and describes the com- for students interested in child clinical psychology, 401. Advanced Statistics mon clinical syndromes, their causes and treatments. education, developmental psychology, and social (3-0-3) Maxwell work. 355. Physiological Psychology This course extends PSY 341 in two respects. First, (3-V-3) Crowell 390C. Applied Behavior Analysis additional attention is given to the logic of inferen- An introduction to the biological bases (3-0-3) Whitman tial statistics. Special focus is placed on the purpose, of behavior, with a major emphasis being placed Applied behavior analysis is a field of inquiry that strengths, and limitations of hypothesis testing, espe- upon the neurological correlates of behavior. May be investigates the factors that influence human be- cially as it is used in psychological research. Second, offered with lab section. havior and uses this knowledge to develop effective this course considers statistical analysis of data from educational and therapeutic programs. This course 356. Learning and Memory more complex data structures than typically covered will introduce the students to concepts, techniques, (3-0-3) Radvansky, West in PSY 341. The goal of this part of the course is and methodology associated with this field. Students A survey of the theories and methods relating to to heighten students’ awareness of the variety of will observe ABA programs being used in home set- basic processes in learning and memory from both research questions that can be addressed through a tings to teach children with autism and then have wide range of designs and accompanying analyses. biological and cognitive perspectives. the opportunity to design and implement such The orientation of the entire course focuses much 357. Sensation and Perception programs with this same population. The course is less on the computational aspects of analyzing data (3-0-3) Dawson, Gibson, Wenger especially recommended for students interested in than on the conceptual bases of what can be learned Includes a diverse range of topics, from sensory developmental psychology, clinical psychology, and from different approaches to data analysis. processes and perceptual development to sensory de- special education. 405. Children and Poverty: privation and visual illusions. Emphasis is on 391. Marital Communication Developmental Implications auditory and visual perception. (3-0-3) Smith (3-0-3) Brandenberger 359. Cognitive Psychology This seminar begins with a review of general prin- Examines the impact of rising levels of child poverty (3-0-3) Carlson, Eberhard, Gibson, Radvansky ciples of behavior therapy as applied to marital and related concerns from the perspective of devel- A lecture course presenting a cognitive approach to problems. Following this, practical readings on how opmental and social psychology. higher processes such as memory, problem solving, to improve marital functioning will be covered. The 407. Leadership and Social Responsibility learning, concept formation and language. seminar will conclude with a service learning experi- (3-0-3) Brandenberger ence that involves creating and delivering a marital 385. Practicum in Teaching Technology This course examines leadership and empowerment communication and problem-solving workshop (3-0-3) Crowell issues from multidisciplinary perspectives, focusing to couples at The Robinson Community Learning Prerequisite: Consent of instructor. on the role of the leader within organizations that Center, a Notre Dame Center for Social Concerns An introduction to and experience in applying the promote service, social action or other forms of community agency. principles and methods of behavior instruction in social responsibility. Alternative models of leadership the classroom. are explored, with attention to value and moral implications. 190 191
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408. Cross-Cultural Psychology Theoretical (e.g., biological, psychoanalytic, 453. Behavioral Pediatrics (3-0-3) Pope-Davis humanistic, exis-tential and behavioral) (3-0-3) Whitman, Kohlberg The general purpose of this course is to examine perspectives on resiliency are evaluated along This course is directed toward premedical students and learn to talk about issues of culture and race in with relevant empirical research. Fictional and interested in pediatric medicine and psychology the United States from a psycho-social perspective. nonfictional examples of resilient individuals are majors interested in health psychology. It exposes Culture and race are not synonyms. So, we will be examined. An important focus of the course is areas of psychology, biology and medicine pertinent examining some of the ways that each affects the on thinking about how resiliency can be fostered to children. Specific emphasis is placed on studying quality of our psychological functioning. through parenting, education, therapy and social infants who are at risk for developmental problems. The goals of this course are to learn to recognize policy. Specific techniques for managing routine 453A. Psychology and Medicine and appreciate culture in ourselves and others; to and exceptional stressors will be discussed. The (3-0-3) Kolberg examine the different ways that cultural and racial course is especially recommended for students This course has two basic objectives. First, it exam- socialization influence behavior, to consider how interested in clinical, counseling, educational and ines from a lifespan and psychobiological perspective culture and race relate to various psychological developmental psychology. the factors that place individuals at different stages of constructs, and to understand the ways in which 427. Formal Representations of Psychological life at risk for illness and assist them in maintaining racism and ethnocentricism operates in everyday Hypotheses I their health. In addition, it addresses a variety of life. To accomplish these goals, we will use readings, (3-0-3) Wenger challenging psychological and social issues that group discussions, lectures, films, and each other to This course serves as an introduction to methods physicians and other healthcare professionals must expanding our awareness of how culture and race for representing hypotheses regarding psychological face in the practice of medicine. The course covers a operates in our everyday life. As a student in this processes and phenomena as mathematical and/or range of topics dealing with health issues related to class, you will be encouraged to share your ideas and computational models. Emphasis is placed on different stages of human development (childhood, life experiences. stochastic models, and analytic and computational adolescence, and adulthood), disabled populations, 410. Psychology of Discrimination tools for constructing and exploring such models, in culture and gender, stress, physician-patient inter- (3-0-3) Corning the context of particular psychological phenomena, actions, death and dying, professional ethics, and This course is intended to facilitate students’ un- will be introduced. Issues of model identifiability social policies relating to health care. The course is derstanding of discrimination and prejudice from and testability will be emphasized. Students will be primarily intended for students intending to enter a social-psychological perspective. The psycho- responsible for constructing and exploring medical school. logically-based causes, correlates, and consequences the predictions of a formal representation of a hy- Most classes will involve brief formal presenta- of discrimination and prejudice will be examined pothesis in their own area of expertise or interest. tions by the instructors and invited guests, followed via the application of social-cognitive theories and 435. Psychology of Religion by discussion of assigned readings pretinent to the research to the real experiences of stigmatized group (3-0-3) Suthakaran day’s topic. In addition, students will be exposed, via members. As such, this course is intended to help Introduction to the major issues, theories, and a limited practicum, to a variety of medical students better understand the major psychological research in the psychology of religion through criti- settings. principles underlying prejudiced attitudes and cal analysis of classical and modern literature from 456. Mental Health and Aging discriminatory behavior; become acquainted with Western and Eastern cultures. Topics discussed will (3-0-3) Bergeman current research on the causes, correlates, and conse- help illuminate the role of religion as a powerful An introduction to the mental health problems of quences of prejudice and discrimination; and engage meaning system that can affect the lives of individu- the elderly. Etiologies of mental health disorders as in more objective examination of one’s own attitudes als in terms of their beliefs, motivations, emotions, well as therapeutic interventions will be discussed. and behaviors. and behaviors. A major focus of this course will be 457. Behavioral Genetics 422. Human Resiliency in the area of religious identity development where (3-0-3) Bergeman (3-0-3) Whitman various developmental theories of religion will be An introduction to the principles necessary to un- As part of being alive, human beings confront utilized to understand how religious identity unfolds derstand genetic and environmental influences on routine stressors, major life challenges and severe across time. development, with an overview of the methods and traumas. Individuals vary considerably in their 450. Moral Development and Character Education research. ability to cope with such events. This course (3-0-3) Narvaez examines a range of stressors (e.g., adolescence, We review research and theory on moral identity 461. History and Systems of Psychology school and job “failure,” divorce, parenting, development and its implications for character devel- (3-0-3) Dawson, Meara, Radvansky chronic illness and disabilities, aging, death, opment and education. Students will select an aspect Traces the development of contemporary psychology poverty, prejudice, child abuse, and war) and how of moral character to study, reporting on their find- from its early philosophical origins to the present. people manage them. Particular emphasis will be ings and designing a research study. An emphasis is placed on the era of modern psychol- placed on examining why some individuals ogy (mid-1800s to the present) with considerable 452. Moral and Spiritual Development develop serious problems such as depression discussion of current issues and movements. (3-0-3) Narvaez when chal-lenged and others are resilient, that is, As an introductory course to the field of moral psy- able to meet life’s challenges and grow stronger. chology, we examine major research traditions. We study the theoretical underpinnings, goals, and prac- tices of major approaches to moral education. 192 193
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464. Children/Families in Conflict (3-0-3) Cummings Current trends and findings pertaining to con- structive and destructive conflict within families, and the effects of conflicts within families on children, will be considered. A focus will be on interrelations between family systems (marital, parent-child and sibling), and methodologies for studying these questions. A particular concern will be how positive and negative conflict processes in the marital rela- tionship affects families, marriages and children. The role of interparental conflict in various family contexts (divorce, parental depression, violence and abuse, custody, physical illness or disability), and relations between family and community conflict and violence, will be examined. The positive side of family conflict will be considered, including the elements of constructive marital and family conflict, and psycho-educational strategies for promoting for constructive conflict processes within families. The- ories and models for conceptualizing the effects from a family-wide perspective will also be considered. Requirements: Class attendance, active partici- pation in class discussions and activities, including leading discussions on articles in small groups, par- ticipation and report of the results of small-scale field studies in small groups, completion of a review paper on a topic in this area, and completion of midterm Laura A. Carlson, associate professor of psychology and final in-class exams. 465. Seminar in Counseling Theories 470B. Infant Development and Dysfunction 480A. Motivation and Academic Learning (3-0-3) Kelly (3-0-3) Whitman (3-0-3) Turner This seminar will address the following questions: Addresses physical, emotional, cognitive and social Traditional studies of learning have focused almost Does counseling work? If so, how does counseling factors that influence infant development, particu- exclusively on cognitive, or “cold,” processes. Recent help people reduce their symptoms of depression, larly as disruptions in those factors place infants at research on learning illustrates how “hot” processes anxiety and other types of problems? We will discuss risk for developmental problems. also influence thinking and academic learning. In this course, we focus on how social, motivational, several of the key traditional and nontraditional 470C. Adolescent Development and emotional influences interact with cognitive pro- theories of counseling and show how these theories (3-0-3) Gondoli cesses to affect academic learning. Social influences are applied to clients’ problems. Focuses on adolescent development within vari- will include students’ social goals in school, friend- ous social contexts, including family, peer groups 466. Professional Psychology: Methods and Practice ships, and family dynamics. Motivational influences and the workplace. Special emphasis on normative (3-0-3) Kelly are explored through the study of major theories development at the transition from childhood to Students will be introduced to the key research of achievement motivation, including attribution, adolescence. methods, empirical findings, and theories from the self-efficacy, intrinsic motivation, “possible selves,” clinical/counseling psychology literature. Prospects 471. Infant and Child Development and goal theories. Emotional factors such as coping for developing and testing new theories of psycho- (3-0-3) Braungart-Rieker mechanisms, test anxiety, and well-being also are therapy will be discussed. Students will be encour- This course focuses on physical, cognitive, and socio- discussed. In addition, we explore how development aged to begin forming concepts for research projects emotional development during infancy and child- affects students’ social, motivational, and emotional and developing their own integrated theoretical ap- hood. Readings will include a textbook and several responses to learning.Child, adolescent, and adult proaches to treating clients. articles. Topics for reading and discussion include models are discussed, and applications to educational 469. Interpersonal Communication Skills methods for studying infants and young children, child settings will be an integral part of the course. (3-0-3) Corning prenatal development, cognitive processes, language 480B. Implications of Psychology for Education Prerequisite: Consent of instructor. development, emotional processes, parent-child rela- (3-0-3) Turner The Human Relations Training Program provides tionships, and peer relationships. Examines the manner in which cognitive and devel- instruction and experience in developing effective 475. Seminar: Psycholinguistics opmental psychology can inform educational prac- communication and basic helping skills. Attending, (3-0-3) Eberhard tice, especially instruction. empathy, respect, immediacy, self-disclosure and self- An interdisciplinary seminar with emphasis upon 482. Seminar: Memory exploration are studied and practiced in small-group student participation covering topics such as linguis- format. Open only to juniors and seniors. (3-0-3) Staff tics, memory and perception for language stimuli, Introductory lectures followed by reading and dis- child language, bilingualism and social psychology cussion of selected topics in the area of memory. of language. 192 193
PSYCHOLOGY ROMANCE LANGUAGES AND LITERATURES
483A. Developmental Psychobiology 485C. Autism (3-0-3) Kolberg (3-0-3) Whitman Romance Languages Historical overview and current research on selected This seminar discusses topics related to develop- and Literatures topics in developmental psychobiology. Explores mental disabilities, with a special emphasis on possible societal benefits of research combining psy- pervasive developmental disorders and autism. Issues Chair: chology and biology in the areas of medicine, mental regarding their definition, etiology and treatment are Dayle Seidenspinner-Núñez health and education. also discussed. Vice Chair and Director of Graduate Studies: 483C. Philosophy and Psychiatry 488C. Living Healthy Lives Theodore J. Cachey (3-0-3) (3-0-3) Howard Assistant Chair Mental illness is something we experience subjec- Didactic material and experimental activities perti- and Director of Undergraduate Studies: tively, “socially construct” and attempt to understand nent to daily living, particularly to normal crises and Paul McDowell through various scientific or therapeutic models (the transition stages. Topics include marriage, divorce, Professors: psychodynamic, the biomedical, etc.). The course career changes, childbirth, retirement; the resources José Anadón; Maureen Boulton; Theodore J. juxtaposes these perspectives for the sake of exploring available at crisis points, such as therapy, pastoral Cachey; Bernard Doering (emeritus); Julia V. the possibilities of both integrating them and high- support, community agencies, etc.; some common Douthwaite (assistant provost for international lighting the resources they offer for mutual criticism. behavioral problems, like substance abuse, depres- studies); Kristine Ibsen; Charles E, Parnell Assignments and format: One or two longer sion and stress; and related topics. (emeritus); Dayle Seidenspinner-Núñez; John P. papers on topics chosen by student in consultation Welle 495. Practicum in Diversity Education with instructor (multiple drafts recommended). Two Associate Professors: Moss take-home examinations, including the final. Inter- Paul F. Bosco (emeritus); JoAnn DellaNeva; This is a one-credit course designed to instruct active critical discussion of short papers on assigned Ben Heller; Carlos Jerez Farrán; Louis students in the theory of diversity education while reading. MacKenzie; Christian R. Moevs; María Rosa training them in the art of facilitating diversity dis- Olivera Williams; Catherine Perry; Alain 483E. Stress: Med and Management cussions. The theoretical framework for the material Toumayan (3-0-3) Kolberg in the course comes from the “theory of oppression” Assistant Professors: This course is concerned with stress, its effect, and and the various individual, institutional, cultural, Samuel Amago; Thomas Anderson; Vittoria coping mechanisms from a biological as well as a and systemic manifestations of that oppression. Bosco (emerita); Ayo Abiétou Coly; Sébastien psychological viewpoint. The application portion of this course entails the Dubreil; Andrew P. Farley; Isabel Ferreira-Gould; 1. We explore the nature of stress itself. What ex- presentation of diversity programs in a required Encarnación Juárez ; Colleen Ryan-Scheutz actly is stress? How do issues of control and person- course (Concepts of Wellness) for first-year students. Research Professor: ality enter into the perception of stress? Can we have The structure of the Practicum in Diversity Educa- Hugo Verani physiological stress without the perception of stress? tion course includes theory instruction/training Distinguished Visiting Professors in Italian Studies: We examine some speical types of stress such as long- before the semester break and making presentations/ Franco Ferrucci (2003–04); Piero Boitani term or serious illness and work-related stress. facilitating diversity discussions for the remaining (2002–03) 2. We cover the stress response and the effect portion of the semester. Associate Professional Specialists of this response on the level of the whole organism and Concurrent Lecturers: (fatigue, irritability, insomnia, cognitive difficulties, 498. Special Studies: Reading and Research Geraldine Ameriks, Marie-Christine Escoda- etc.). (0-V-V) Staff Risto; Janet Fisher-McPeak; Sr. Mary Louise 3. We examine the link between stress and disease Prerequisite: Senior standing and permission of in- Gude, C.S.C., Isabel Jakab; Patrick I. Martin; on the level of organ systems such as the cardio- structor. Majors only. Paul McDowell; Barbara J. Mangione vascular system, the immune system, the gastrointes- Independent reading and/or research carried out un- Assistant Professional Specialists and tinal system, and the endocrine system. der supervision of a faculty member. A typewritten Concurrent Lecturers: 4. We examine the biological and psychologi- report is required discussing research literature or an Kevin Bauman; Lisa Caponigri; María Coloma; cal basis of common coping mechanisms such as experimental study. This course may not be used to Kelly Kingsbury; Giovanna Lenzi-Sandusky; cognitive therapy, social support, drug therapy satisfy the 400-level requirement. Elena Mangione-Lora; Ivis Menes; Odette (self-prescribed and physican-prescribed), alcohol, 499. Senior Honors Thesis Menyard; Laura Ramírez-Krueger; Andrea exercise, meditation, and sleep. The major aim is to (3-0-3) (3-0-3) Merluzzi Topash Ríos; Patrick Vivirito understand the mechanism, evaluate the efficacy in These two seminars assist the senior major to pro- alleviating the stress response, and any potentially pose, execute and write an honors thesis. The first Program of Studies. The Romance languages derive harmful effects. semester is devoted to the development and presen- from Vulgar Latin spoken throughout the Roman 5. We examine theory and practices of mobilizing tation of the proposal, and the second to its exe- Empire. A major course of study is offered in French, support in stressful circumstances. cution, writeup and subsequent presentation. Italian and Spanish. The study of foreign languages, Class performance will be based on two examin- literatures, and cultures provides educational oppor- ations, one term paper (approximately 15–20 pages), tunities relevant to an increasingly interdependent and classroom participation. Students also will keep world. A crucial component of a liberal education, a stress and health diary. the acquisition of foreign-language skills enhances our powers of communication and serves to in- troduce us to the enduring cultural achievements of other peoples. Moreover, the study of a foreign language broadens our mental horizons, encourages us to think and act more globally, and stimulates our understanding of the traditions of other nations. 194 195
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Elementary and intermediate courses develop The Supplementary Major in French PROGRAM IN ITALIAN LITERATURE the students’ ability to understand, speak, read and and Francophone Studies AND CULTURE write a foreign language with facility and confidence. The requirements for a supplementary major in Students can take advantage of the latest in foreign French and Francophone Studies include competen- The Major in Italian language technology in the Language Resource Cen- cy in the language and successful completion of 24 The major requires 30 credits or 10 courses at the ter to increase their fluency in the target language. credit hours or eight courses at the 200 level or above 200 level or above, including no more than two Upper-division courses present a wealth of literary, (202 level or above for students entering in 2003). 200-level courses (ROIT 215 counts as two courses historical, and cultural traditions and emphasize the Of these eight courses, five must be in literature/ for the major), ROIT 371 (Introduction to Italian nature and development of national cultures. Many culture studies and at least half of the major courses Literature I), ROIT 372 (Introduction to Italian courses focus on the literature and culture of certain must be taken in residence at Notre Dame. Required Literature II), ROIT 495 (Italian Seminar), and a historical periods, others trace the development of among these 10 courses are: ROFR 310 (Textual minimum of four elective ROIT courses in Italian literary genres or examine a theme across periods and Analysis), ROFR 371 (Survey of French Literature literature or culture at the 300 or 400 level. ROIT genres, and still others inculcate the critical and ana- I), ROFR 372 (Survey of French Literature II), and 310 (Textual Analysis/Advanced Grammar Review) lytical skills necessary for an informed interpretation two courses at the 400 level. Supplementary majors is recommended for all majors. The tenth course of foreign language texts. may elect to take ROFR 495 (Senior Seminar) in may be another ROIT course in Italian literature or Participation in Notre Dame’s international study their senior year as one of the 400-level courses with culture, or a course on an Italian subject in another programs in Chile, France, Italy, Mexico, and Spain the permission of the instructor. It is expected that discipline (for example, Architecture, Art History, (see the International Study Programs section of these five required courses be taken in residence History). A maximum of two of these elective this Bulletin) is highly recommended although not at Notre Dame. The requirement of ROFR 372 courses may be conducted in English or with texts in required to pursue a major in Romance Languages (Survey of French Literature II) may be waived if translation. Equivalent Italian language, literature, or and Literatures. Majors and supplementary majors in students take both ROFR 373 and ROFR 374 in culture courses from foreign study programs or other French, Italian, and Spanish must complete 50 per- Angers, that is, two advanced courses on 19th- and universities may be substituted by permission. Fifty cent of their credit hours in the major in residency 20th- century French literature. Any other substitu- percent of the credits for the major must be taken in at Notre Dame and meet the following program tions will require the approval of the Undergraduate residence at Notre Dame. requirements. Coordinator in French. AP credits may not be ap- plied to the major. The Supplementary Major in Italian PROGRAM IN FRENCH Supplementary majors are expected to demonstrate AND FRANCOPHONE STUDIES The Honors Track in French competency in the language and to complete 24 French majors with a GPA of at least 3.7 in the ma- credits or 8 courses at the 200 level or above, includ- The Major in French and Francophone Studies jor may be admitted into the honors track by invi- ing no more than two 200-level courses (ROIT 215 The requirements for a major in French and Franco- tation. In addition to completing the major, students counts as two courses for the supplementary major), phone Studies include competency in the language will either take a graduate course as an 11th course ROIT 371 (Introduction to Italian Literature I) , and successful completion of 30 credit hours or 10 (for first majors) or as a ninth course (for supplemen- ROIT 372 (Introduction to Italian Literature II), courses at the 200 level or above (202 level or above tary majors), or, by invitation, write an honors thesis, ROIT 495 (Italian Seminar), and a minimum of for students entering in 2003). Of these 10 courses, which will count as an 11th or a ninth course. three elective ROIT courses in Italian literature or six must be in literature/culture studies and at least culture at the 300 or 400 level. ROIT 310 (Textual half of the major courses must be taken in residence Combined B.A./M.A. Program in French Analysis/Advanced Grammar Review) is recom- at Notre Dame. Required among these 10 courses The Department of Romance Languages and Lit- mended for all majors. A maximum of one of these are: ROFR 310 (Textual Analysis), ROFR 371 (Sur- eratures offers its majors in French the opportunity elective courses may be conducted in English or with vey of French Literature I), ROFR 372 (Survey of to participate in its graduate program through a texts in translation (a second only by special permis- French Literature II), and at least two courses at the combination B.A./M.A. degree in French. This sion). Equivalent Italian language, literature, or 400 level, one of which would be a Senior Seminar program requires students to take 30 credit hours at culture courses from foreign study programs or other (ROFR 495). It is expected that these five required the 200 level or above during the normal four-year universities may be substituted by permission. Fifty courses be taken in residence at Notre Dame. The undergraduate period, followed by a total of 30 percent of the credits for the major must be taken in requirement of ROFR 372 (Survey of French Litera- credit hours of graduate courses taken during the residence at Notre Dame. ture II) may be waived if students take both ROFR fourth and fifth years of residence. Six credit hours 373 and ROFR 374 in Angers, that is, two advanced can be counted toward both the undergraduate and The Minor in Italian courses on 19th- and 20th- century French litera- graduate degrees. During their senior year, partici- The minor in Italian comprises 15 credits or 5 cours- ture. Any other substitutions will require the ap- pants in this program take two graduate courses, take es at the 200 level or above, including at least three proval of the Undergraduate Coordinator in French. the qualifying exam given to all first-year graduate courses at the 300 or 400 level. Four of the five AP credits may not be applied to the major. students, and apply to the Graduate School for courses must be in Italian language and/or literature; admission during the Spring semester. B.A./M.A. the fifth course may be a course on Italian literature students are eligible for a teaching fellowship during taught in English or a course on an Italian subject their fifth year that includes a tuition waiver and a in another discipline (for example, Art History, generous teaching stipend. Well-qualified students Architecture, History). Courses from foreign study who are interested in this program should contact programs or other universities may be substituted by the Director of Graduate Studies and/or the Gradu- permission, but at least two courses for the Italian ate Coordinator in French at the beginning of their minor must be taken in residence at Notre Dame. junior year. 194 195
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The Honors Track in Italian The Supplementary Major in Spanish Major in Romance Languages and Literatures Italian majors are admitted into the honors track by Supplementary majors in Spanish are required to The undergraduate major in Romance Languages invitation. The honors track major consists of 33 complete 24 hours or eight courses at the 200 level and Literatures is designed for qualified students credits or 11 courses, including all the requirements or above (202 level or above for students entering who wish to major in two programs (French, Ital- for the major, a GPA in the major of at least 3.5, In 2003), including the required core sequence ian, or Spanish). Cross-cultural in focus, the major plus a substantial final essay, to be written in Italian described above or equivalents and one 400-level recognizes the importance of studying the correspon- for a graduate course or an Honors Directed Reading course. Equivalent courses from international study dences and differences among various Romance lit- Tutorial, which will constitute the eleventh course. programs or other universities may be substituted eratures and cultures and of reexamining traditional with departmental approval. Fifty percent of the disciplinary boundaries. The Combined B.A./M.A. Program in Italian credits for the supplementary major must be taken in The requirements for a major in Romance Lan- The Department of Romance Languages and Litera- residence at Notre Dame. guages and Literatures include competency in two tures offers its majors in Italian the opportunity to languages and successful completion of 36 credit participate in its graduate program through a combi- Interdisciplinary Minors hours or 12 courses at the 200 level and above (202 nation B.A./M.A. degree in Italian. This accelerated Spanish majors are encouraged to pursue allied level or above for students entering In 2003), which program requires students to take 30 credit hours at courses offered through Area Studies and other must be distributed equally between the two respec- the 200 level or above during the normal four-year interdisciplinary minors. Spanish courses offer a tive language programs as follows: undergraduate period, followed by a total of 30 particularly appropriate complement to the Latin (1) Two survey courses in each language and lit- credit hours of graduate courses taken during the American Studies, Latino Studies, and European erature program (French or Italian); Spanish requires fourth and fifth years of residence. Six credit hours Studies programs. See section on Interdisciplinary either four survey courses (two in peninsular and two can be counted toward both the undergraduate and Minors in this Bulletin for more details. Majors may in Latin American) or a combination of two survey graduate degrees. During their senior year, partici- also apply one 400-level ROPO course in Luso- courses in one area and two 400-level courses in the pants in this program take two graduate courses, the Brazilian culture and literature toward their elective other area; qualifying oral exam given to all first-year graduate credits with prior approval by the Undergraduate students, and apply to the Graduate School for Coordinator in Spanish. (2) Textual Analysis in one program; admission during the Spring semester. B.A./M.A. (3) Two 400-level courses in each program (if the students are eligible for a teaching fellowship during The Honors Track in Spanish survey requirement in Spanish is fulfilled with two their fifth year that includes a tuition waiver and Spanish majors are admitted into the honors track 400-level courses, these courses may count for the a generous teaching stipend. Students should have by invitation. The honors track major consists of 33 400-level requirement in Spanish); a strong academic record and substantial progress credits or 11 courses including all the requirements toward their Italian major completed by the second for the major, a GPA in the major of at least 3.7, and (4) One senior seminar in one program; semester of their junior year. It is imperative that stu- enrollment in one graduate seminar in the Spring (5) Two elective courses at the 200 level or above in dents interested in this program contact the Director semester of the student’s senior year. the department (any exception requires permission). of Graduate Studies and/or the Graduate Coordina- tor in Italian at the beginning of their junior year. The Combined B.A./M.A. Program in Spanish Placement in Language Courses. For French and The Department of Romance Languages and Litera- Spanish, there is a departmental placement exam PROGRAM IN IBERIAN tures offers its majors in Spanish the opportunity to for students who have not already demonstrated AND LATIN AMERICAN STUDIES participate in its graduate program through a combi- language proficiency through national standardized nation B.A./M.A. degree in Spanish. This accelerated testing, such as the AP or Achievement tests. Stu- All majors in Spanish are required to take a core program requires students to take 30 credit hours at dents with previous experience are required to take sequence consisting of ROSP 310 (Textual Analysis) the 202 level or above during the normal four-year one of these tests before enrolling in their first course and one course in each of the following areas of undergraduate period, followed by a total of 30 in those languages. The normal prerequisite for a Spanish and Spanish American Literature: ROSP credit hours of graduate courses taken during the 300-level course is at least one 200-level course or 371 (Early Peninsular), ROSP 372 (Modern Pen- fourth and fifth years of residence. Six credit hours permission of the instructor. The normal prerequisite insular), ROSP 381 (Early Spanish American) and can be counted toward both the undergraduate and for a 400-level course is at least one 300-level course ROSP 382 (Modern Spanish American). These graduate degrees. During their senior year, partici- or permission of the instructor. courses may be substituted with equivalent 400-level pants in this program take two graduate courses, the courses with departmental approval. AP credit may qualifying oral exam given to all first-year graduate Policy Regarding Romance Language Placement not be applied toward the major. students, and apply to the Graduate School for Examination. The placement examination is admission during the spring semester. During their designed to place each student at an appropriate level The Major in Spanish fifth year, B.A./M.A. students are eligible for a teach- within a language sequence. It is therefore open to The major in Spanish requires 30 credits or 10 ing fellowship, which includes a tuition waiver and first-year students and sophomores. Juniors and se- courses at the 200 level or above (202 level or above a generous teaching stipend. Students should have a niors must obtain the permission of the Department for students entering in 2003), including the re- strong academic record and should have made sub- of Romance Languages and Literatures to register quired core sequence described above or equivalents, stantial progress toward their Spanish major by the for the test. two 400-level courses (at least one of which must second semester of their junior year. It is imperative be in Spanish or Spanish American literature), and that students interested in this program contact the Course Descriptions. The following course ROSP 495 (Senior Seminar). Equivalent courses Director of Graduate Studies and/or the Graduate descriptions give the number, the title and a brief from international study programs or other universi- Coordinator in Spanish at the beginning of their description of each course. Lecture or class hours per ties may be substituted with departmental approval. junior year. week, laboratory or tutorial hours per week and cred- Fifty percent of the credits for the major must be its each semester are in parentheses. Not all courses taken in residence at Notre Dame. are offered every year. 196 197
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FRENCH 231F. French Through Acting 264. Facets of French, France, and the French (3-0-3) McDowell (3-0-3) MacKenzie 101–103. Beginning French I and II Prerequisite: ROFR 201, ROFR 201F, or higher. By Prerequisite: ROFR 201, ROFR 215, or higher. By (4-0-4) Staff permission only. permission only. For students who have had no previous exposure A nontraditional approach to conversational French Actually four mini-courses—Conversation, Images to French. An introductory, first-year language se- that asks students to create scenes for a weekly soap of France in Current Cinema, Strategies and Tactics quence with equal focus on the four skills: speaking, opera centered on a large cast of student-created of Analysis, and Oral Interpretation—ROFR 264 is listening, reading and writing. An appreciation for characters who live together in an apartment build- intended to serve as a bridge between the language French culture is also encouraged through readings ing in France. Scenes are performed in class for sequences and the offerings at the 300 and 400 lev- and discussions. This course is to be followed by workshop on phonetics, gestures, and choice of idi- els. Not designed for international study returnees. ROFR 201F or ROFR 215. oms. Not designed for international study returnees. 265. The Francophone World 115. Intensive Beginning French for Study Abroad 235F. French Composition and Stylistics (3-0-3) Coly (6-0-6) Staff (3-0-3) Staff Prerequisite: ROFR 202, ROFR 215, or higher. By This course covers the material of ROFR 101 and Prerequisite: ROFR 202, ROFR 215, or placement permission only. 102 in one semester, with classes five days per week. by exam. This course will introduce students to French-speak- Equal emphasis is placed on spoken and written This course is designed to meet the needs of students ing cultures outside of Europe, including the Carib- French. ROFR 115 counts as two courses and is who, having progressed beyond the basic principles bean, Africa, South East Asia, the Indian Ocean, designed for highly motivated students. It is to be of French grammar, are interested in exploring those and French Polynesia. We will explore the history followed by ROFR 201F or ROFR 215. linguistic resources that contribute to a fluent idio- of French contact with these regions (colonialism), 201F–202. Intermediate French I and II matic writing style. the treatment through literature of this relationship, (3-0-3)(3-0-3) Staff and conclude with an analysis of the cultural and 240. French Phonetics Prerequisite: ROFR 102, ROFR 115, or placement political concept of francophonie. Not designed for (3-0-3) Fisher-McPeak by exam. international study returnees. Prerequisite: ROFR 202, ROFR 215, or higher. ROFR 201F fulfills the language requirement. An introduction to the study of French phonetics. 266. Tahiti and Other French Islands of the Pacific This is an intermediate second-year language se- Recommended for those considering a career in (3-0-3) Fisher-McPeak quence, with equal focus on oral and written produc- teaching. Prerequisite: ROFR 202, ROFR 215, or higher. tion. It includes a review of basic grammar and then This course is designed to build French language 245F. French for Business (Le français des affaires) transitions into more difficult features of French. skills in the areas of listening, speaking, reading, and (3-0-3) Menyard Students learn to discuss and write about French cul- writing, while simultaneously learning about the Prerequisite: ROFR 201, ROFR 215, or higher. tural topics, current events, and literary texts. peoples, cultures and geography of the French islands In this course, students travel to the Francophone 205. Angers: Atelier Préparatoire (French Overseas Territories) in the Pacific region. Business World, in order to acquire cultural and (1-0-1) McDowell Readings will be taken from cultural texts about his- linguistic tools and develop their communicative This mini-course prepares students accepted for tory and life in the islands, as well as from literature. proficiency and cultural awareness in business-related study abroad in Notre Dame’s program in Angers, Music and arts of the region will also be explored situations. Videos and the WWW are important France. Students are prepared for various cultural through a variety of media. components of this course. For business students, and day-to-day challenges that await them in Angers. this would fulfill a requisite in the International 310. Textual Analysis: The Art of Interpretation The course begins the week after spring break. This Business Program. (3-0-3) Staff course does not apply to an overload. Prerequisite: Two or more 300-level courses, or place- 260F. French Civilization and Culture 215. Intensive Intermediate French for Study Abroad ment by exam. (3-0-3) Escoda-Risto (6-0-6) Staff Introduction to French techniques of formal analysis Prerequisite: ROFR 202, ROFR 215, or higher. Prerequisite: ROFR 102, ROFR 115, or placement of literary texts through detailed study of content An introduction to the scope and variety of French by exam. and form. Application to prose, poetry, and theater. culture. Geared especially toward those desiring to ROFR 215 fulfills the language requirement. Includes significant written and oral component. continue studies in language and culture but prefer- This course covers the material of ROFR 201F and Required of all majors. ROFR 310 should be com- ring to de-emphasize the literature component. ROFR 202 in one semester, with classes five days per pleted by the end of junior year. Readings at an intermediate level in history, art, week. Equal emphasis is placed on spoken and writ- culture, and society will be the basis for lectures and 320F. Advanced Grammar and Writing ten French. ROFR 215 counts as two courses and discussions. Not designed for international study (3-0-3) Dubreil, Menyard fulfills the language requirement. returnees. Prerequisite: Intermediate competence in French, i.e., 230F. Conversational French equivalent of ROFR 202 or ROFR 215. 262. Le Tour de France des régions (3-0-3) Staff This advanced-level course, taught in French, is de- (3-0-3) Escoda-Risto Prerequisite: ROFR 202, ROFR 215, or placement signed for students returning from abroad who wish by exam. Prerequisite: ROFR 202, ROFR 215, or higher. A to further improve their speaking and writing skills This course is designed to further develop the historical, artistic, and gastronomical tour of the and for students already in the 300–400 sequence student’s conversational skills and grasp of a wide va- French provinces. Intermediate-level readings will who seek additional assistance with writing skills and riety of styles and registers in French. Spoken French help define the identity of each region and its contri- grammar. It emphasizes clarity and correctness of the will be practiced through various types of classroom bution to the national mosaic, which is France. Not language through weekly writing assignments and activities and assignments. Emphasis will be on top- designed for international study returnees. through class discussions of the themes, style, and ics of current interest. rhetorical structures in a varied group of texts—liter- ary, political, cultural, and critical. 196 197
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360. French Headline News: The Hidden Daily Life 421F. Love Poetry of the Renaissance 432F. Autour/Auteurs de Port Royal of the French (La France à la une: la vie privée des (3-0-3) DellaNeva (3-0-3) MacKenzie Français au quotidien) Prerequisite: ROFR 310. A study of works reflecting a Jansenist worlview: (3-0-3) Dubreil This is an in-depth study of the love poetry of Pascal’s Lettres provinciales and Pensées; La Ro- Prerequisite: Two semesters of French beyond ROFR Scève, DuBellay, Ronsard and their contempo- chefoucauld’s Maximes; La Bruyère’s Caractères; 201F, or equivalent. raries. Racine’s Andromaque and Phèdre; and LaFayette’s Beyond France’s institutions and cultural icons, La Princesse de Clèves. how do French people really live on a day-to-day 422. Life, Love, and Literature basis? This class will enable students to enter French in Renaissance Lyons 435F. Topics in 17th-Century French Literature homes through the back door. Students will exam- (3-0-3) DellaNeva (3-0-3) MacKenzie ine articles selected from the current-year issues of This course focuses on the city of Lyons, the cultural The format of this course will allow for a variety of French national newspapers through a Web-based center of the French Renaissance. Literary works in- approaches—e.g., thematic or generic—or will focus curriculum. This information will be supported by clude extensive readings from the city’s major poets, on the work of a particular author. major theoretical texts shedding light on the various Scève, Du Guillet, Labé, as well as excerpts from the 436F. Fate, Freud, and Phèdre works of Rabelais, Marot, and Du Bellay. Cultural themes at the core of France’s social, political, and (3-0-3) MacKenzie topics include the role of women in Lyonnais society, cultural landscape. This is an investigation of Racine’s Phèdre, Euripides’ art, music, royal pageantry, banking, printing, and Hippolytos and Seneca’s Phaedra. The course will 371–372. Survey of French Literature the presence of Italians in Lyons. and Culture I and II focus on issues such as fate, free will, original sin, (3-0-3) (3-0-3) Staff 423. Life, Love, and Literature in the Reign and sexuality. of Francis I Prerequisite: Two or more 300-level courses or place- 440. What Is Enlightenment? Approaches to a (3-0-3) DellaNeva ment by exam. Concept This course will include selections from the early Reading of selections and complete works of out- (3-0-3) Douthwaite court poets known as the “Rhetoriqueurs,” Rabelais, standing French authors from major genres and peri- This course explores some of the major ideas that Marot, and Marguerite de Navarre (sister of Francis ods. All majors are required to take this sequence, or animated “Enlightenment” thought. Authors to be I). The cultural component of this course studies the equivalent advanced courses. Students are expected studied include Fontenelle, Voltaire, Maupertuis, art, music, and architecture of the châteaux of the to have already taken ROFR 310 or to take ROFR Bougainville, Rousseau, Mme. de Graffigny and Loire Valley and Fontainebleau. Special attention 310 concurrently with the first survey taken. Laclos. is given to the role of Francis I as an initiator of the 398. Special Studies French Renaissance and to the religious unrest of 441. The French Revolution: A Cultural Approach (3-0-3) Staff the times. (3-0-3) Douthwaite Prerequisite: Junior standing, dean's list. 424. The Renaissance Woman This interdisciplinary seminar explores diverse facets 405. Literature and Opera (3-0-3) DellaNeva of revolutionary culture, including politics, religion, (3-0-3) MacKenzie Women in French Renaissance culture are studied, art history, cuisine, fiction and films about the events An examination of literary texts and the operas they with special emphasis on the works of women writ- of 1789–1800. engendered. Authors and composers may include ers such as Marguerite de Navarre, Louise Labé, and 445. Topics in 18th-Century Literature Molière, Beaumarchais, Mérimée, Dumas, Mozart, Pernette Du Guillet. This course may be offered in (3-0-3) Douthwaite Puccini, Bizet, Rossini, Verdi, and others. This English as LLRO 424. This is a concentrated study focusing on the works course may be offered in English as LLRO 405F. of a single author, treatment of a specific theme, or 425. Topics in French Renaissance Literature development of a particular genre in 18th-century 411. Introduction to Old French and Anglo-Norman (3-0-3) DellaNeva literature. (3-0-3) Boulton This is an in-depth study of a particular theme, au- An introduction to the literary language of France thor, or genre in Renaissance literature. 449. Prose Fiction of the 18th Century during the 12th to the 14th century. Taught in (3-0-3) Douthwaite English. 427F. Life, Love, and Literature in the World of the Baroque We explore the development of the genre and the 415. Topics in Medieval Literature (3-0-3) DellaNeva literary themes reflected in outstanding works of this (3-0-3) Boulton This course focuses on the literature of the last quar- period. Authors studied include LeSage, Prévost, A concentrated study of a particular author, theme, ter of the 16th century, including the late poetry of Marivaux, Diderot, Rousseau, Laclos and Bernardin or genre of Medieval French literature. Ronsard, his rival Desportes, Montaigne, and the de Saint-Pierre. 416. From Roland to the Holy Grail religious poets D’Aubigné, Du Bartas, La Ceppède, 450F. Remaking French Culture (3-0-3) Boulton and Sponde. Cultural topics include the Reforma- (3-0-3) Dubreil This is a survey of medieval French literature from tion movement and the esthetic of the Baroque. This course examines American remakes of French 1100 to 1300, including the epic, the romance, 430F. Reading Versailles films as well as their French sources. Students will ex- drama, and poetry. (3-0-3) MacKenzie plore the differences between French and American filmmaking with regard to cinematography, editing 418. Medieval French Romance The political, social, and artistic phenomena techniques, and production. Close examination of (3-0-3) Boulton resumed in the word Versailles, approached from particular scenes and sequences will be used as a basis This is a survey of the development of the medieval a number of perspectives: historical, architectural, for cross-cultural exploration. French romance from the 12th to the 14th century. mythological, in painting, and in literature. This course may be offered in English as LLRO 418. 419. Love and War in Late Medieval France (3-0-3) Boulton The literature of 14th- and 15th-century France is examined in its social and political context. 198 199
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459F. French Theatre Production 476. Women’s Voices in 20th-Century 487. African and Caribbean Women Writers: (3-0-1) McDowell and Contemporary Prose Soupirs, murmures, et cris Students transform into actors of the Illustre Théâtre (3-0-3) Perry (3-0-3) Coly de l’Université de Notre Dame du Lac in a creative col- This course examines the gendered notions of In this introduction to Francophone African and laboration that has come to be known as the French “voice” and “silence” in the narrative prose of French Caribbean women writers, we explore the various play. We rehearse during the fall semester, and per- and Francophone women authors from the 20th discursive strategies they employ to subvert the liter- form the play in late January. Students from all levels century to the present. Works by Anna de Noailles, ary and cultural traditions that kept their voices from are encouraged to audition; theatrical experience is Gérard d’Houville (Marie de Régnier), Colette, Sim- being heard. This course focuses on the importance not expected. one de Beauvoir, Anne Hébert, Marguerite Duras, of voice in women’s constructions of a space of au- Nicole Brossard, Sylvie Germain, Amélie Nothomb, thority and agency. 462F. Tradition and Revolution in French and essays in French feminist criticism. Romanticism 490F. Le Couple maudit (3-0-3) Perry 478. From Existentialism to Post-Structuralism (3-0-3) MacKenzie This course focuses on writers’ attempts during the (3-0-3) Toumayan This course focuses on the numerous pairs of star- first half of the 19th century to find new ways of This course will examine the elaboration of the crossed lovers found in French literature, includ- understanding the self, the relationship between humanist doctrines of Camus, Malraux and Sartre. ing texts such as Bérénice, Les Liaisons dangereuses, the individual and society, the role of literature in It will then focus on the systematic challenges to this La Princesse de Clèves, Manon Lescaut, Adolphe, politics, and religious identity. Works by Constant, humanism, by such authors as Beckett, Blanchot, Carmen, Madame Bovary, Eugénie Grandet and Un Chateaubriand, Hugo, Lamartine, Musset, Vigny, Genet and Levinas. Amour de Swann. Balzac, Stendhal. 482F. Littérature issue de l’immigration 491F. Voyages in Literature 464F. 19th-Century Short Story (3-0-3) Coly (3-0-3) Douthwaite (3-0-3) Perry, Toumayan This is an introduction to the literary productions This is a topography of voyage literature encompass- The development of the genre of short narrative in by African, Caribbean and Asian immigrants to ing 17th-, 18th-, and 19th-century authors. France. We will examine recurrent themes and forms 19th-century France is examined. Works by Balzac, 492. Representations of the Feminine in immigrant literature, and different ways in which Nerval, Barbey d’Aurevilly, Flaubert, Gautier, Méri- in French Literature they are redefining French literature. Writers in- mée, Maupassant, Nodier and Villiers de l’Isle Adam (3-0-3) Perry will be considered. clude: Farida Belghoul, Azouz Beggag, Soraya Nini, Calixthe Beyala, Bolya Baenga, Gisèle Pineau, and We study male-constructed images of the “other” in 465F. Topics in 19th-Century Literature Linda Lê. feminine guise, and responses from female writers to (3-0-3) Perry, Toumayan such portrayals, from the late 18th to the early 20th Topics will range from the oeuvre of a single author 484. Nègres, Africains, Négropolitains centuries. Works by Bernardin de Saint-Pierre, Cha- (e.g., Baudelaire, Hugo) and certain major texts to (3-0-3) Coly teaubriand, Lamartine, Balzac, Mérimée, Baudelaire, specific cultural, literary, and poetic problems (ritual This is an introduction to selected works from dif- Flaubert, Barrès, George Sand, Marceline Desbordes- and theatre, history as literature). ferent regions of Francophone Africa (North, West, Valmore, Anna de Noailles, Colette. Central, and East Africa). Close readings within 469. Literature of the Fin-de-Siècle and the Belle Époque the historical and social contexts of these works 494F. French Travelers to North Africa (3-0-3) Perry will enable students to understand representational (3-0-3) Perry Late 19th- and early 20th-century French prose and strategies of identity, ideology, race, gender, class, This course explores works by French writers and poetry is studied, in conjunction with the music and sexuality. The course will also consider the ques- artists who visited or resided in the North-African of Wagner and the philosophies of Schopenhauer, tion of how Francophone texts broaden the field of countries of Morocco and Algeria from the early Nietzsche, and Bergson. Works by Baudelaire, Huys- French studies. 19th through the late 20th centuries. We will ex- mans, Rachilde, Verlaine, Mallarmé, Barrès, Gide, amine a variety of works, including diaries, letters, Proust, Anna de Noailles, Colette, Valéry. 485F. Topics in Francophone Literature paintings, travel narratives, short stories, novels, and (3-0-3) Coly, Perry 471F. 20th-Century and Contemporary Novel studies on Orientalism and Islamic culture. Topics will range from the oeuvre of a single author (3-0-3) Perry, Toumayan (e.g., Hébert, Nothomb, Condé, BenJelloun, Dje- 495. Senior Seminar: Topics in French and We engage in extensive readings of novels from the bar) and certain major texts to specific cultural and Francophone Literatures and Cultures beginning of the 20th century to the present, includ- literary problems. (3-0-3) Staff ing such authors as Gide, Proust, Colette, Sartre, Required of all first majors. Camus, Robbe-Grillet, Duras, and Le Clézio. 486. Women’s Voices in 20th- and 21st-Century French Prose 498. Special Studies 473. 20th- Century and Contemporary Poetry (3-0-3) Perry (3-0-3) Staff (3-0-3) Perry, Toumayan This course examines the gendered notions of Prerequisite: Senior standing, dean’s list. Prerequisite: ROFR 310. “voice” and “silence” in the narrative prose of French We engage in extensive readings of works by major 499. Senior Thesis and Francophone women authors from the 20th to (3-0-3) Staff poets of the 20th century, from the symbolist move- the 21st centuries. Works by Anna de Noailles, Gé- ment to the present. Prerequisite: Senior standing, 3.7 GPA in the French rard d’Houville (Marie de Régnier), Colette, Simone major. 475F. Topics in 20th-Century de Beauvoir, Anne Hébert, Marguerite Duras, Nicole This course may cover an in-depth study of a and Contemporary Literature Brossard, Sylvie Germain, Amélie Nothomb, and es- particular author, theme, genre, or century. In ad- (3-0-3) Perry, Toumayan says in French feminist criticism. dition to primary texts, some critical material will Prerequisite: ROFR 310. be required reading. This course culminates in a Topics will range from the oeuvre of a single au- substantial research paper. thor (e.g., Proust, Valéry, Colette, Sartre, Camus, Duras, Le Clézio) and certain major texts to specific cultural, literary and poetic problems. 198 199
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ITALIAN 202B. Art and Culture 310. Textual Analysis and Advanced Grammar This course builds on the communicative, linguistic (3-0-3) Staff 101–102. Beginning Italian I and II and cultural bases provided in ROIT 101–201. It This is a fifth-semester advanced grammar review (4-0-4) (4-0-4) Staff includes a systematic review and the continued study and introduction to the critical analysis of Italian This is an introductory, first-year language sequence of more complex grammatical structures and con- literary texts. It is recommended that this class be with equal focus on the four skills: speaking, listen- cepts with a new cultural context. Students learn and taken before ROIT 371 or 372. ing, reading and writing. An appreciation for Italian use language through the study of Italian artworks culture is also encouraged through readings and class 371. Introduction to Italian Literature I through the centuries, and as woven into other art (3-0-3) Cachey, Moevs discussion. The sequence is to be followed by ROIT forms such as literature and film. 201 or ROIT 215. Prerequisite: A 200-level Italian course. 202C. Italian Stylistics and Culture An introduction to the major writers, genres, and 105–106. Beginning Italian for Architects An advanced, fourth-semester language course critical issues of Italian literature from its origins (3-0-3) (3-0-3) Staff designed to further develop the student’s conversa- through the High Renaissance. Besides the tre An introduction to Italian similar to 101–102, but tional skills and grasp of a wide variety of styles and corone (Dante, Petrarch, Boccaccio), we will read with a greater emphasis on practical information. registers in Italian. Spoken and written Italian will works ranging from St. Francis and the duecento po- necessary for architects planning an international be practiced through various classroom activities and ets (Giacomo da Lentini, Guido Cavalcanti) through study experience. assignments. Readings include a wide array of liter- the humanists (Poliziano, Lorenzo de’Medici), and 115. Intensive Beginning Italian for Study Abroad ary and nonliterary texts (newspapers and magazines, the great figures of the High Renaissance (Machia- (6-0-6) Staff short fiction, and so on). velli, Ariosto), in their historical, cultural, geographi- This course covers the material of ROIT 101 and 202D. Italian Mass Media cal and artistic (including musical) context. Taught 102 in one semester with classes five days per week. This course allows the student to develop linguistic in Italian. Equal emphasis is placed on spoken and written skills through the study of authentic language mate- 372. Introduction to Italian Literature II Italian. ROIT 115 counts as two courses and may be rials including popular music, newspapers, television, (3-0-3) Moevs, Ryan-Scheutz, Welle taken in conjunction with ROIT 201 or ROIT 215 and film. Spoken and written Italian will be prac- This course introduces students to major writers and to fulfill the language requirement. This course is ticed through a wide variety of class activities and literary movements in 18th, 19th, and 20th-century designed for highly motivated students. assignments. Italy, including Goldoni, Leopardi, Foscolo, Man- 201. Intermediate Italian I 202E. Italian Popular Culture zoni, Verga, Pirandello and many others. Taught in Italian. (3-0-3) Staff This course explores various aspects of Italian Prerequisite: ROIT 102 or 115. ROIT 201 fulfills the language and culture by incorporating a variety of 398. Special Studies language requirement. Internet and media materials with reading of short (3-0-3) Staff This is an intermediate second-year language course literary texts. Students learn about Italian culture Prerequisite: Junior standing, dean’s list. with equal focus on oral and written production. (popular music, sports, television, film, literature, 411–412. Dante I and II The course includes a review of basic grammar and journalism, and folklore). Written assignments and (3-0-3) (3-0-3) Moevs, Cachey then transitions into more difficult features of Ital- discussions focus on cultural diversity, stereotypes, An in-depth study, over two semesters, of the entire ian. Students learn to discuss and write about Italian and social trends. cultural topics, current events, and literary texts. Comedy, in its historical, philosophical and literary 202F. Culture, Custom, Buone Maniere context, with selected readings from the minor works 202 (A-M). Intermediate Italian II: Italian Writing This course focuses on conversation and compo- (e.g., Vita Nuova, Convivio, De vulgari eloquentia). and Culture Courses sition skills through a variety of oral activities, in- Lectures and discussion in English; the text will be (3-0-3) Staff cluding class discussions based on assigned readings read in the original with facing-page translation. Stu- Prerequisite: ROIT 201. on contemporary Italian culture, practice of new dents may take one semester or both, in either order. This fourth-semester course is designed to explore vocabulary and idiomatic constructions, individual 411B. Dante’s Inferno: The Prison various aspects of Italian culture while consolidating and group presentations, and scene playing. language skills, introducing more advanced grammar (3-0-3) Ferrucci and idioms, and providing experience in speaking 202G. Attitude: Italian Style The course will be a journey inside the ultimate and writing. 202 courses are designed as a bridge to In-class emphasis on the development of oral nightmare in the whole history of literature: Dante’s 300-level courses for students who have completed proficiency and conversation skills, homework Inferno—a prison for eternity, accurately subdivided ROIT 201 and for students preparing to study in assignments aimed at practice of advanced gram- like a model-dungeon, perfectly organized, with no Italy. mar, reaction papers designed to improve written possible evasions, no bribery to the guardians, no expression: all of these will help the student to gain 202A. Tragicomedy, Opera, Short Story, and Film leagues between inmates, crossed through by two confidence while increasing understanding of the traveling poets, one of them relating about their trip This course explores the role of irony and humor as deep culture of contemporary Italy. with outstanding precision, the other guiding him coping mechanisms in tragic situations. Students after rescuing him and becoming one of the great will read opera libretti as literature, view and analyze 215. Intensive Intermediate Italian for Study Abroad characters of the entire poem. We will study this several films, and read short stories and excerpts from (6-0-6) Staff great metaphor of a cosmic incarceration created by longer works by contemporary authors. The course This course is an accelerated language and culture Dante’s genius, and the amazing variety of the world will include a trip to a dress rehearsal at the Lyric course, combining the study of more complex lan- of the convicted felons, and the philosophical ideas Opera of Chicago. Grammar review, regular written guage structures, communication tasks and cultural that rule this descent into the womb of the Earth homework and compositions will complement dis- concepts in a stimulating daily classroom environ- where Lucifer, the utmost convict, lies. cussion, presentations, and exams. ment. If you have completed ROIT 115 or ROIT 102 successfully and are ready for a challenge, this course may be the perfect continuation for you. It completes the language requirement and is also rec- ommended for students who wish to advance their linguistic preparation significantly before going to Rome. 200 201
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413. Petrarch 461. Spotlight on Pirandello 476. Italian Women Writers (3-0-3) Cachey, Moevs (3-0-3) Welle (3-0-3) Ryan-Scheutz The course will explore fundamental themes in Pe- The literary, theatrical, and cinematic works of Luigi This course explores the development of female trarch’s writings in Latin, especially the Secretum and Pirandello within the context of Italian culture and discourse in the works of female writers across the the epistles and in the Triumphs and the Canzoniere. society between the 1880s and the 1930s, and as an centuries, with a focus on the 20th century. We trace Contemporary critical approaches will be employed integral force of Italian and European modernism. and identify the subtleties and variations among in the analysis of the Canzoniere. 462. Teatro del Novecento women’s voices within the Italian literary canon. Discussions, presentations, and assignments will 414. Boccaccio (3-0-3) Welle examine themes such as motherhood, autobiography, (3-0-3) Cachey, Moevs An exploration of the rich tradition of theatre, and feminism. A textual analysis of the Decameron, with emphasis drama and spectacle in modern Italian culture. on structure and themes. Different critical ap- Topics include: the verismo theatrical tradition of 495. Italian Seminar proaches will be used in the analysis of individual Giovanni Verga, Nino Martoglio, and Salvatore Di (3-0-3) Staff tales, their relationships to the frames and their Giacomo; the Meditterranean tragedies of Gabriele Prerequisite: A 300- or 400-level course taught in reflection on Boccacio’s society. d’Annunzio and the aesthetic and political implica- Italian. tions of his poetics of spectacle; Futurist theatre and An in-depth study of a particular author, theme, 421I. La Letteratura di Viaggio: storia e critica the European avant-garde; Pirandello’s theatrical art genre or century. In addition to treating the primary (3-0-3) Cachey and European modernism(s). In the second half of texts, some critical material will be required reading. This course examines major Renaissance Italian nar- the 20th-century figures include Ugo Betti, Edoardo This course culminates in a substantial research pa- ratives of the Age of Discovery. It concentrates on De Filippo, Pier Paolo Pasolini, Natalia Ginzburg, per. Taught in Italian. the theoretical and practical problems involved in Dario Fo, and Dacia Maraini. The variety theatre, 498. Special Studies attempting to read historical texts as “literary the dialect theatre and the relationship between the- (3-0-3) Staff artifacts.” atre and cinema will also be examined. Class require- Prerequisites: Senior standing, dean’s list. 422. Machiavelli and Guicciardini ments include thorough preparation of dramatic (3-0-3) Cachey texts and critical materials, attendance at a number 499. Thesis This course will compare and contrast major works of film screenings outside of class, a number of brief (3-0-3) Staff of these “classical” Italian Renaissance authors. papers and oral presentations, a midterm and a final Prerequisites: Senior standing, dean’s list. 440. Afieri, Foscolo, and Leopardi exam. The class will be conducted in Italian. (3-0-3) Moevs 463. Modern Italian Fiction PORTUGUESE A study of selected works from the three greatest (3-0-3) Welle 101–102. Beginning Portuguese I and II poets of the Neoclassical and Romantic period, with Major works of Italian fiction from the 19th century (4-0-4) (4-0-4) Ferreira-Gould, Teixeira particular attention paid to the tension and fusion in until the present are analyzed in relation to Italian This is an introductory, first-year language sequence their thought between Enlightenment and Romantic society and culture within the contexts of European with equal focus on speaking, listening, reading, and conceptions of self, humanity and nature. history and literary movements. writing. An appreciation for the diverse cultures of 441. Manzoni 470I. The Italian Lyric the Portuguese-speaking world is also encouraged through readings, music, videos, and class discussion. (3-0-3) Moevs (3-0-3) Moevs The sequence is to be followed by ROPO 201. A close reading of the Promessi Sposi in its historical An in-depth textual analysis of selected lyric master- and cultural context, with special attention given pieces from the breadth of the Italian tradition, from 105–106. Portuguese for Spanish Speakers I and II to its artistic and social aims as a novel at once his- Cavalcanti to Montale. Taught in Italian. (3-0-3) Ferreira-Gould, Teixeira This course sequence is designed for students with torical, political, and self-consciously Catholic. 471. The Italian Short Story at least intermediate-level proficiency in Spanish. 450I. Italian National Cinema (3-0-3) Welle Classroom activities emphasize the acquisition of (3-2-3) Welle Readings in short prose fiction beginning with Boc- basic language structures, vocabulary, and sound Conducted in English, this course examines the con- caccio’s Decamerone and reaching to our times with systems, as well as the active use of spoken language cept and reality of “national cinema” in the Italian special emphasis on narrative techniques, the literary in context. Students are introduced to the cultures of case. A history of one of the world’s most renowned periods, language and critical theories. the Portuguese-speaking countries through current national cinemas focusing on the construction of 473. Ariosto e Calvino: “un’idea di letteratura” video, printed media, music, and short fiction. national identity in film. (3-0-3) Cachey 115. Intensive Beginning Portuguese for Study 457. Cinema e Scrittori This course examines Lodovico Ariosto’s Orlando Abroad (3-0-3) Ryan-Scheutz Furioso in the light of Italo Calvino’s reading of (6-0-6) Ferreira-Gould An in-depth study of a particular Italian filmmaker the poem and the recent “Calvinian” reading of the Designed for highly motivated students, this inten- (Pasolini, Fellini, Antonioni, Wertmueller) or group poem by one of Italy’s leading philologist-critics, sive language course meets five days a week, covers of filmmakers and their relationship rto art with vari- Corrado Bologna (La macchina del Furioso). We will the material of ROPO 101 and 102, and counts as ous literary works, trends and groups. begin with a reading of Calvino’s Six Memos for the two courses. Along with the acquisition of language 458. Cinema e letteratura Next Millennium and then move on to a reading of skills, ROPO 115 emphasizes the active use of spo- (3-0-3) Ryan-Scheutz, Welle the Furioso. ken Portuguese in context. ROPO 115 and ROPO Conducted in Italian, this course analyzes Italian 474. Comedy, Italian Style! 201 together fulfill the language requirement and films and literary works in studying points of inter- (3-0-3) Welle prepare students to study abroad in Brazil. section and divergence between film and literature. An examination of Italian comic traditions in theatre 459. Italian Theatre Workshop and cinema within the contexts of history, politics, (3-0-2) Ryan-Scheutz, Colangelo and society. The popular film genre “comedy Italian A full immersion language experience for the style” is analyzed, together with film comedies from study, practice, production and performance of the silent period through the 1990s. authentic Italian texts. Includes analytical and writing components. 200 201
ROMANCE LANGUAGES AND LITERATURES
201. Intermediate Portuguese I SPANISH 220E. Intermediate Grammar Review (3-0-3) Ferreira-Gould, Teixeira (3-0-3) Staff Prerequisite: ROPO 101–102, ROPO 105–106 or Students with prior coursework in Spanish who have Prerequisite: ROSP 202, ROSP 215, or placement ROPO 115. ROPO 201 fulfills the language require- not taken the AP or SAT II exam in Spanish must by exam. ment. take the departmental placement exam. For the date Emphasis on refinement of oral and written language Through selected readings in Portuguese, Brazilian, of the next placement exam as well as a guide to the competence. This course is especially appropriate and Lusophone African literatures, films, newspaper new course numeration in Spanish please consult the for first-year students with advanced proficiency in and magazine articles, and popular music, students departmental Web page at www.nd.edu/~romlang. Spanish. It is also open to students coming through discuss a variety of cultural issues and expand their 101–102. Beginning Spanish I and II the regular language sequence who may need ad- vocabulary. Particular attention is placed on review- (4-0-4) (4-0-4) Staff ditional review of grammar points, although in most ing major topics of Portuguese grammar and devel- This is an introductory, first-year language cases these students would find ROSP 235 or ROSP oping students’ writing abilities. sequence with equal focus on the four skills: 320 more appropriate. 202. Intermediate Portuguese II speaking, listening, reading, and writing. An 230E. Conversational Spanish (3-0-3) Ferreira-Gould, Teixeira appreciation for Hispanic cultures is also encour- (3 -0-3) Staff This is a continuation of ROPO 201, but it may be aged through readings and class discussion. The Prerequisite: ROSP 201 or placement by exam. taken separately. 202 is a fourth-semester language sequence is to be followed by ROSP 201 or ROSP This course is designed to further develop the stu- course designed to develop facility in speaking, read- 215. dent’s conversational skills and grasp of a wide vari- ing and writing at an advanced level. Discussions 115. Intensive Beginning Spanish for Study Abroad ety of styles and registers in Spanish. Spoken Spanish and writing assignments are based on the readings, (6-0-6) Farley, Ameriks will be practiced through various types of classroom which consist of short stories, a memoir, and news- This course covers the material of ROSP 101 activities and assignments, with special attention to paper articles. Emphasis is on speaking and writing and 102 in one semester with classes five days conversation and vocabulary building. Emphasis will skills, as well as a grammar review. per week. Equal emphasis is placed on spoken be on topics of current interest. Principles of gram- 441. Short Fiction across the Atlantic: Brazil, and written Spanish. ROSP 115 counts as two mar will be applied to structured conversations and Portugal, and Lusophone Africa courses and may be taken in conjunction with compositions. (3-0-3) Ferreira-Gould ROSP 201E or ROSP 215 to fulfill the language 235E. Composition and Stylistics This is a comparative study of short prose fiction in requirement. This course is designed for highly (3 -0-3) Staff the Portuguese-speaking world, with special empha- motivated students. Prerequisite: ROSP 202, ROSP 215, or placement sis on theoretical issues related to this literary genre. 201E–202E. Intermediate Spanish I and II by exam. Authors studied include Machado de Assis, João (3-0-3) (3-0-3) Staff Intended to develop writing proficiency through Guimarães Rosa, Clarice Lispector, Mário de Sá-Car- Prerequisite: ROSP 102, ROSP 115, or placement by literary and nonliterary texts from Spain and Spanish neiro, Miguel Torga, and Luandino Vieira. Texts and exam. ROSP 201E fulfills language requirement. America while continuing to promote the develop- discussions in English. This is an intermediate second-year language se- ment of oral skills in Spanish. ROSP 235, 220, or 442. Immigrant Voices in Modern Brazilian quence with equal focus on oral and writing skills. 320 are highly recommended for students interested Literature It includes a review of basic grammar and then in the Spanish first or supplementary major. (3-0-3) Ferreira-Gould transitions into more difficult features of Spanish. 245. Spanish for Business This course examines literary perspectives on the Eu- Students learn to discuss and write about Hispanic (3-0-3) Caponigri ropean and non-European immigrant experience in cultural topics, current events, and literary texts. Prerequisite: ROSP 201 or placement by exam. Brazil. Readings from literature, literary and cultural 211E. Spanish for Heritage Speakers This course is designed for the student who wants theory, cultural studies, history and anthropology. (3-0-3) Staff to learn and study Spanish terminology, phrases and Authors studied include Moacyr Scliar, Samuel Prerequisite: Placement by exam or by permission. cultural conventions used in business situations in Rawet, Nélida Piñon, and Milton Hatoum. Texts This course of intensive grammar study, reading, and Spain and Latin America, and among the U.S. Span- and discussions in English. writing is designed for those who may speak Spanish ish- speaking population. 455. Brazilian Film and Popular Music with some fluency but need additional work on their 246E. Spanish for the Medical Profession (3-0-3) Ferreira-Gould grammar and writing skills. It is most appropriate (3-0-3) Jakab This course offers social, cultural, and historical per- for students who speak some Spanish in the home Prerequisite: ROSP 201 or placement by exam. spectives on Brazil through film and popular music. but whose primary language is English. The goal This course introduces students who have mastered Topics include the reception of Cinema Novo and is to work toward becoming fully bilingual and to the rudiments of Spanish grammar to a vocabulary post-Cinema Novo films, bossa nova, samba, and strengthen the command of written Spanish and the allowing them to discuss medicine and health care Tropicália. Special attention will be paid to Tropicália mechanics of composition and style. in Spanish. (a movement with key manifestations in literature, 215. Intensive Intermediate Spanish 260. Studies in Culture: Spain cinema and popular music) and the circumstances for Study Abroad (3-0-3) Kinsbury, Menes surrounding its creation, the repressive military (6-0-6) Ameriks, Ramirez-Krueger Prerequisite: ROSP 202, ROSP 215, or placement regime that governed Brazil from 1964 to 1985. The Prerequisite: ROSP 102, ROSP 115, or placement by exam. class is offered in English by exam. This class will explore the geographical, historical ROSP 215 is an intensive intermediate course that and political factors that have contributed to the covers the material from ROSP 201 and ROSP 202 development of contemporary Spain. in one semester with classes five days per week. Equal 265. Studies in Spanish-American Culture emphasis is placed on spoken and written Spanish. (3-0-3) Staff The course includes a review of major grammar Prerequisite: ROSP 202, ROSP 215, or placement points, literary readings, and cultural readings. by exam. ROSP 215 counts as two courses and fulfills the lan- An introduction to the scope and variety of Spanish guage requirement. American culture. Readings at an intermediate level in history, art, culture, and society. 202 203
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310. Textual Analysis 408. Introduction to Spanish Linguistics 438. Modernismo y Generación del ’98 (3-0-3) Staff (3-0-3) Farley (3-0-3) Jerez-Farrán Prerequisites: Two or more 200-level courses or place- Through problem solving, interactive lectures, and A study of the most representative literary works ment by exam. group projects, this course introduces students to the from these two movements, against the background This is an upper-division course for students with varieties of Spanish spoken today. No prior exposure of social, national, and ideological crises in turn-of- advanced preparation. It serves as the introduction to linguistics is required. the-century Spain. to the analysis and explication of Spanish-language 411. Medieval Spanish Literature 441E. Spanish Avant-Garde Literature literary texts. Short texts in prose, poetry, and theatre (3-0-3) Seidenspinner-Núñez (3-0-3) Jerez-Farrán from a variety of periods and countries within the This course is intended to introduce the student to An analysis of avant-garde literary movements in Hispanic world are read, presented, and discussed. the literature of medieval Spain. The texts will be Spain, including works by authors such as Valle- The course is a recommended prerequisite for the discussed and analyzed in the light of both medieval Inclán and the members of the Generation of 1927. survey courses, and must be completed by the end of and modern critical concepts, and with a view to the junior year. Majors who have already taken 442. Modern Spanish Poetry developing an understanding of the medieval culture (3-0-3) Jerez-Farrán upper-division courses in Spanish should substitute of which they were a part. this course with a 400-level literature elective. A close reading and analysis of the major Spanish 415. Topics in Medieval Spanish Literature poets of late 19th- and 20th-century Spain, with em- 320. Advanced Grammar and Writing (3-0-3) Seidenspinner-Núñez phasis on Machado, Jiménez, Lorca, Alberti, Guillén (3-0-3) Staff A concentrated study focusing on the works of a and other poets from post-Franco Spain. Prerequisites: Two or more 200-level courses or place- particular author, treatment of a specific theme, or ment by exam. 443. Modern Spanish Novel development of a given genre in the Spanish Middle (3-0-3) Jerez-Farrán A further refinement of Spanish speaking and writ- Ages. ing skills, this course is designed for students return- Major novels of contemporary Spain examined with- ing from abroad who wish to further improve their 421. Spanish Golden Age Theater in the context of the social, political and intellectual proficiency in Spanish, and for students already in (3-0-3) Juárez, Seidenspinner-Núñez crises from the time of the Spanish-American War the 300–400 sequence who seek additional assistance A critical evaluation of representative Golden Age of 1898 to the post-Franco period. Includes works with writing skills and grammar. plays will highlight the major themes, their intensely by Baroja, Unamuno, Cela, Martin-Santos, Laforet, national character and the strengths and limitations Matute, Goytisolo and Montero. 367. Nations in Motion: Latino/Latina Literature of their conventions. in the United States 444. Recent Developments in the Spanish Novel (3-0-3) Moreno-Anderson 422. Renaissance and Baroque Poetry of Spain (3-0-3) Amago This course focuses on the analysis of literary works (3-0-3) Juárez This course represents a panoramic view of contem- by Mexican American, Cuban American, Puerto Ri- A close reading of traditional and Italianate poetry porary peninsular narrative. Authors discussed in- can, and Dominican American authors. Some read- that includes villancicos, romances, and the works clude Nuria Amat, Rosa Montero, Juan José Millas, ing knowledge of Spanish recommended. of Garcilaso de la Vega, Fray Luis de León, San Juan and Javier Cercas. de la Cruz, Góngora, Quevedo and Sor Juana Inés 371. Survey of Spanish Literature I 445. Topics in Contemporary Spanish Literature de la Cruz. (3-0-3) Juárez, Seidenspinner-Núñez (3-0-3) Staff A survey of Spanish literature through 1700. Read- 423. The Picaresque Novel An in-depth study of a particular theme, author or ings of selected texts in prose, poetry, and theater (3-0-3) Juárez genre in Contemporary Spanish Literature from the medieval, Renaissance, and baroque peri- An introduction to a unique Spanish genre, the 446. Spanish Short Story ods. Picaresque novel, or literature of the delinquent, (3-0-3) Jerez-Farrán with major focus on the Spanish Golden Age mas- 372. Survey of Spanish Literature II Close examination of the evolution of the short story terpieces: Lazarillo de Tormes, Guzmán de Alfarache (3-0-3) Jerez-Farrán, Amago in Spanish literature from the 19th to the 20th cen- ,and El Buscón. A survey of Spanish literature from the neoclassical tury, with emphasis on contemporary authors. period to the present. Readings include a selection 424. Don Quijote 447. Modern Spanish Theater of texts by the most representative poets, playwrights (3-0-3) Juárez (3-0-3) Jerez-Farrán and novelists of each of the literary periods under A close textual analysis of Cervantes’ novel in its A survey of Spanish theatrical expressions from the study. literary, historical, and cultural contexts. early 19th century to the present, which includes 381. Survey of Spanish American Literature I 425. Topics in Golden Age Spanish Literature neoclassical, romantic and realist theatre and the (3-0-3) Anadón, Anderson, Heller (3-0-3) Staff technical innovations of contemporary playwrights A general introduction to and survey of major An in-depth study of a particular theme, author or such as Benavente, Lorca, and Valle-Inclán. works of colonial and 19th-century literature up to genre in Golden Age literature. 453. Gender and National Identities in Contemporary Modernismo. 434. 19th-Century Spanish Novel Spanish Cinema 382. Survey of Spanish American Literature II (3-0-3) Staff (3-0-3) Jerez-Farrán (3-0-3) Anderson, Heller, Ibsen, Olivera-Williams A study of the development of the Spanish novel, Discussion of films from the period immediately A survey of literary trends and major figures in mod- which is examined as an aesthetic expression of the preceding the final demise of the Franco dictatorship ern Spanish-American literature from 1880 to the long process of consolidation of the bourgeois social to the present with an emphasis on issues of gender present. Readings of selected texts in prose, poetry order in 19th-century Spain. and national identity. and theatre. 436. Literature, Society and Politics in 19th-Century 454. Recent Spanish Cinema 398. Special Studies Spain (3-0-3) Staff (3-0-3) Staff (3-0-3) Staff The course examines recent developments in Spanish Prerequisite: Junior standing, dean’s list. A study of the cultural and social issues of 19th cen- film since the 1980s. Films discussed include works tury Spain through various texts (from short stories by Carlos Saura, Alejandro Amenábar, and Pedro to novels, from political declarations to newspaper Almodóvar. articles). 202 203
ROMANCE LANGUAGES AND LITERATURES
455. Film and the Latin American Imaginary (3-0-3) Heller This course considers the issue of Latin American identity through films from various national tradi- tions, including Cuba, Chile, Mexico, and Brazil. Class discussions consider how shared cultural ele- ments are represented in Latin American film and how these representations challenge assumptions about identity politics. 463. Chronicles of the Spanish Conquest (3-0-3) Anadón A course on the major chronicles of the discovery and conquest of America by Spanish and Latin American authors. 464. Colonial Spanish American Poetry (3-0-3) Anadón Close readings and discussion of selected works of poetry by major authors from colonial Latin America. 465. Topics in Colonial Latin American Literature (3-0-3) Anadón An in-depth study of a particular theme, author or genre in colonial Latin American literature. 471. Does the Nation Have a Woman’s Face? (3-0-3) Olivera-Williams A study of the national imaginary depicted in 19th- century Spanish American fictional prose and essays. Catherine Perry, associate professor of French Special attention will be given to gender issues and historical events. 487. New Readings in Modern Caribbean Literature 495. Senior Seminar 481. Modern Spanish American Novel (3-0-3) Anderson, Heller (3-0-3) Staff (3-0-3) Ibsen This course will analyze a selection of works from a Prerequisite: Senior Spanish majors only. This course A study of novels in the context of major literary wide range of genres by representative authors from may cover an in-depth study of a particular author, currents and historical events, from the avant-garde Cuba, the Dominican Republic, and Puerto Rico, theme, genre or century. In addition to treating through the “postmodern” novels of the late 20th written from the early 20th century to the present. primary texts, some critical material will be required century. reading. The course culminates in a substantial re- 488. Pop Culture: Caribbean search paper. May be taken either fall or spring term. 483. Great Spanish American Poets of the 20th (3-0-3) Anderson Century In this class, we study a number of aspects of popular 498. Special Studies (3-0-3) Olivera-Williams, Heller culture in the modern Hispanic Caribbean (Cuba, (3-0-3) Staff This course will focus on the principal trends of Puerto Rico, Dominican Republic), including litera- Prerequisites: Senior standing, dean’s list. Spanish America lyrical production through close ture, music, film, and art. 499. Thesis readings of poetry from the avant-garde to the pres- (3-0-3) Staff ent. 490. Studies in Spanish American Culture (3-0-3) Staff 484E. Modern Spanish-American Theater This course considers the issue of Latin American ROMANCE LITERATURES (3-0-3) Olivera-Williams identity through a variety of media, including film, Combines a study of the development of the dra- The following courses are taught in English. There literature, and popular culture. Focus may be on a are no prerequisites. matic genre in Spanish America with close readings particular region or genre. of plays mirroring major historical events and special problems in Spanish American literature. 491. Spanish American Short Story 180. Literature University Seminar (3-0-3) Anderson, Ibsen Cultural and literary crossroads in the Francophone, 485. Topics in Contemporary Spanish American A survey of the development of the short-story genre Italian and Hispanic worlds. Restricted to first-year Literature in Spanish America. Close readings of works by rep- students. (3-0-3) Faculty resentative authors. An in-depth study of a particular theme, author, or 385F. King Arthur in History and Literature genre in contemporary Spanish American literature. 492. Mexican Literature (3-0-3) Boulton (3-0-3) Ibsen A team-taught examination of the development and 486. Contemporary Women’s Fiction in Spanish America Combines an overview of the historical develop- influence of the legend of Arthur, King of Britain, (3-0-3) Olivera-Williams ment of prose, poetry and theatre in Mexico, with a both in history and in literature. close look at special problems and issues in Mexican An overview of contemporary women writers, their 404E. Outspoken Readings in Literature literature. fiction, and their situation within their respective (3-0-3) Jerez-Farrán cultures. A study of literary representations of homosexuality from the classical period to modern times that in- tersect with other major contemporary themes such as theories of gender construction and the history of sexuality, sexual deviance, and heterosexism. 204 205
ROMANCE LANGUAGES AND LITERATURES SOCIOLOGY
405F. Literature and Opera 450I. Italian National Cinema (3-0-3) MacKenzie (3-0-3) Welle Sociology This is an examination of literary texts and the op- Taught in English, this course traces the evolution eras they engendered. Authors and composers may of the Italian cinema from its origins to the present. Chair: include Molière, Beaumarchais, Mérimée, Dumas, Representative film classics and genres are studied in Daniel Myers Mozart, Puccini, Bizet, Rossini, Verdi, and others. their cultural, political, and economic contexts. William R. Kenan Jr. Professor of Sociology: Joan Aldous 411I–412I. Dante I and II 458I. Italian Film and Literature William P. and Hazel B. White Professor (3-0-3) Moevs, Cachey (3-0-3) Welle of Sociology: An in-depth study, over two semesters, of the entire Italian films and literary works are analyzed to study Maureen T. Hallinan Comedy, in its historical, philosophical and literary the points of intersection and divergence between Eugene Conley Professor of Sociology: context, with selected readings from the minor works film and literature. Jorge Bustamante (e.g., Vita Nuova, Convivio, De vulgari eloquentia). 470F. Modern French Literature in Translation Julian Samora Chair in Latino Studies: Lectures and discussion in English; the text will be (3-0-3) Toumayan, Perry Gilberto Cárdenas read in the original with facing-page translation. This is a study of major works of 19th- and 20th- Professors: 416F. From Roland to the Holy Grail century French literature, including works by Baude- Fabio B. Dasilva (emeritus); Eugene W. Halton; (3-0-3) Boulton laire, Flaubert, Proust, Valéry, Malraux, Camus, J. Samuel Valenzuela; Andrew J. Weigert A survey of medieval French literature from 1100 to Sartre, Beckett, Duras, and Hébert. Associate Professors: 1300, including the epic, the romance, drama and 487F. African and Caribbean Women Writers Kevin J. Christiano; Robert M. Fishman (on poetry. leave 2004); David S. Hachen Jr.; C. Lincoln (3-0-3) Coly Johnson; David M. Klein; Richard A. Lamanna 417F. Words and Music Writings by women from the Francophone (emeritus); Felicia LeClere; Daniel Myers; (3-0-3) Boulton cultures of North (the Maghreb) and sub- Lynnette P. Spillman; Robert H. Vasoli A study of the relationship between words and mel- Saharan Africa and the Caribbean (Martinique, (emeritus); Michael R. Welch (on leave fall ody in Medieval Latin and French poetry. Guadeloupe and Haiti) are examined. An 2003); Richard A. Williams 418F. Arthurian Romance examination of the political and sociological Concurrent Assistant Professor: circumstances in which women have produced (3-0-3) Boulton Mark L. Gunty A study of the medieval romances of the Arthurian literature in these national spaces, their respective Assistant Professors: ideological stances, attempts at constructing Round Table, in French, German, Spanish, Italian, William J. Carbonaro (on leave); Rory McVeigh; cultural and political identities and the emergence and English. Vibha Pinglé (on leave); David Sikkink; David of a feminist aesthetics. Taught in English. 420I. The Italian Renaissance Yamane Crosslisted with ROFR 487F. (3-0-3) Cachey Adjunct Professor: A critical analysis of the highest achievements of the Rev. Leonard F. Chrobot Italian Renaissance in literature and related areas. Visiting Instructor: Focus on representative authors, e.g., Petrarch, Boc- Monique Payne caccio, Alberti, Leonardo, Castiglione, Machiavelli, Director of Undergraduate Studies: Michelangelo, Guicciardini, Vasari and Cellini and Ann R. Power on leading impulses in the arts, philosophy and Assistant Professional Specialist: religion. Ann R. Power 421F. Lyric Poetry of the Renaissance Program of Studies. The Department of Sociology (3-0-3) DellaNeva has a national reputation and its scope of interest is A study of three major lyric poets of Italy, France, worldwide. Yet it also is intensely concerned with the and England: Petrarch, Ronsard, and Shakespeare. U.S. cultural and social experience and its problems. 424F. The Renaissance Woman The requirements for a sociology major reflect (3-0-3) DellaNeva a program that offers both structure and flexibility. A study of women in the Renaissance, both as au- The program is designed to acquaint the student thors of texts and as images within texts. with the core of the discipline and with areas of specialization which can be studied in some depth. Sociology deals with human interaction on the group level wherever it may occur: in family and business, law and politics, medicine and religion, and a host of other settings. What can you do with a so- ciology degree? Notre Dame’s survey of alumni who majored in sociology revealed that they are employed as university professors, corporation executives, real estate agents, insurance agents, consultants, poli- ticians, medical administrators, teachers, social work- ers, business managers, religious ministers, and many other occupations. 204 205
SOCIOLOGY
The requirements for the sociology major are as Of particular interest to students in recent years 122. Introduction to Social Psychology follows. have been the Gender Studies Interdisciplinary Ma- (3-0-3) Welch, Johnson, Myers (a) Every student is encouraged to take SOC jor (GSC2) or Minor (MGSC), the program of the Analysis of important human processes including 102, Understanding Societies; SOC 201, The Socio- International Institute for Peace Studies (IIPS), the perceiving and knowing other people, attitudes and logical Enterprise; or SOC 304, Principles of Sociol- Computer Applications Program (CAP2), the Hes- attitude change, conformity and nonconformity, co- ogy. Neither course is required but recommended as burgh Program in Public Service (MHES), and the operation and competition with others, leadership in a good foundation for the sociology major. Program in Social Work at Saint Mary’s College. All groups, attraction and love, aggression and violence, (b) Students must take a minimum of 25 credit of the above are readily combined with a sociology prejudice. hours (usually eight courses and the proseminar— major. 180. Social Sciences University Seminar one credit) offered by the department. Students are Students pursuing a major in sociology must (3-0-3) Christiano, Hachen, Klein, Sikkink, Carbon- urged to start their major as early as possible but can meet all requirements for the major or equivalent aro, Spillman, McVeigh declare a major or change majors at any time as long courses. Additional courses from other departments An introduction to the seminar method of instruc- as they are able to fulfill the requirments. and programs may be accepted as fulfilling the tion, accenting the organization and expression of (c) The requirments for the major are the fol- major, provided they meet with the approval of the arguments suggested by readings in sociology. Each lowing four courses: sociology department. The department tries to be of the seminars treats a particular sociological topic, SOC 300. Foundations of Sociological Theory flexible when working out an individual student’s such as family life, social problems, the urban crisis, SOC 302. Research Methods program, and with the advisor’s recommendation, poverty. SOC 303. Statistics for Social Research other modifications also are possible. SOC 390. Proseminar (one credit) The department has an active Epsilon Chapter 201. The Sociological Enterprise Required courses should be taken as soon as of Alpha Kappa Delta, the international sociology (3-0-3) Yamane possible, especially before taking any 400-level honor society. Especially through the AKD, as well Sociologists like to watch people do things with and courses. as through informal meetings in faculty homes and to one another, and then try to explain how and (d) Each major must take a minimum of two field trips, majors make strong friendships with other why they do them. We are the voyeurs of social life. 400-level lecture or seminar courses. Internships majors having common interests. Students interested This course invites students to become part of this (SOC 496) and Independent Studies (SOC 497) do in the various phases of the program sociological enterprise of observing and explaining not fulfill this requirement. are encouraged to contact the director of Under- the social world. It presumes no previous exposure (e) A maximum of six credit hours of internship graduate Studies (Room 823 Flanner Hall) at any to sociology as an academic discipline, though we all can be used as electives to meet the 25-hour require- time. bring with us a life’s worth of experiences of living ment for the major. Normally a student The department also encourages students to join in society and we will draw upon those experiences should take an appropriate lecture course in prepa- the University of Notre Dame Sociology Club. The throughout the course. ration for the internship. purpose of this club is to enrich the sociology major. 202. Today’s Organizations The department prides itself on its program of This student organization sponsors activities ori- (3-0-3) Hachen close personal advising, in which each major can ented to careers in sociology and sociology-oriented Examines macrosociological topics such as social build a program of courses with the help of a faculty careers, to becoming professionally active while in evolution theories of industrial societies, the his- advisor and Undergraduate Director. Advisors will- college, and to student interests in society, as well as torical development of capitalism, hierarchical dif- ingly give much time to aid students in planning to purely social activities. ferentiations within a society (social classes, social their course schedules and careers. Each major is status, urbanization) and the bureaucratic structures assigned to a faculty advisor whose own academic Course Descriptions. The following course de- of organizations. Will enable students to analyze interests dovetail with those of the student. Each stu- scriptions give the number and title of each course. their societal structure in terms of history, present dent, working closely with a faculty advisor, can map Lecture hours per week, laboratory and/or tutorial configuration and dynamic processes. out a personalized program of study that will satisfy hours per week and credits each semester are in 218. Ethnicity, Gangs, and Organized Crime the department’s requirements for the major and parentheses. The instructor’s name is also included. (3-0-3) Staff simultaneously accommodate the student’s academic This course examines the intersection of ethnicity, interests and career aspirations. 102. Understanding Societies gangs, and organized crime from both a historical The department also insists that its students have (3-0-3) Hachen and sociological viewpoint. We will undertake a ba- ample opportunity to develop further their scientific This course will show you how sociology can help sic survey of criminological theories as they apply to and creative writing skills. Thus, all faculty are urged you understand societies by looking at how people ethnic and group crime; we will attempt to explain to require intensive writings in each class. Indeed, connect with each other through social relation- and define organized crime, with a particular empha- SOC 300 (Foundations of Sociological Theory), ships, groups, networks and organizations. Through sis on ethnic Mafias; and we will examine the phe- required of all sociology majors, is designated by the this introductory course you will discover answers nomenon of ethnic gangs in the United States today. sociology department as a “most intensive” writing to many questions you might have about societies course. and social interactions such as: How are stereotypes 219. Sociology of Race and Ethnicity The sociology major can be pursued along with undermined? Where do identities come from? What (3-0-3) McVeigh another major. Many of our students combine soci- do people do when they experience role conflict? This course provides an overview of some of the ology with a major in business, economics, political How are ideas and information diffused through net- classic and contemporary sociological understand- science, preprofessional, psychology, theology, etc. It works? Why are there bureaucracies? How can you ings and perspectives of race and ethnicity. We will is important to note that students in the Mendoza figure out what is of value in another culture? Why focus particular attention on the racial/ethnic groups College of Business who wish to major in sociology are some people more powerful than others? Who is common to the United States, broadly categorized as in addition to their business major do not have to in the middle class? How have race relations changes? African, Asian, European, and Hispanic Americans. meet all the other requirements of the College of Why do women earn less than men? How are some The course will cover areas of identity and culture Arts and Letters. societies changing as a result of computer technol- and will address issues such as racism, immigration, ogy and the Internet, social movements, and the fact assimilation, segregation, and affirmative action. We that women are having fewer children and people are will use printed texts as well as film clips; some as- living longer? signments may include movie viewing. 206 207
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220. Social Psychology 279. Introduction to Latinos in American Society 306. Race and Ethnicity in America (3-0-3) Welch, Williams, Myers, Johnson (3-0-3) Cárdenas (3-0-3) McVeigh An analysis of important human processes, including Cannot take if previously taken SOC 473. This course focuses on race and ethnic relations in perceiving and knowing other people, attitudes and This course will examine the sociology of the the United States. Current cases involving racial and attitude change, conformity and nonconformity, co- Latino experience in the United States, including ethnic issues will be presented and discussed in class. operation and competition with others, leadership in the historical, cultural and political foundations Readings and materials will present three approaches groups, attraction and love, aggression and violence, of Latino life. We will approach these topics to the study of majority-minority group relations, prejudice. Specifically designed for sociology and comparatively, thus attention will be given to the the emergence and maintenance of group dominance other liberal arts majors and will emphasize theory various experiences of a multiplicity of Latino and minority-group adaptations to modes of domi- and research. As a result, it is not recommended for groups in the United States. nance, including separation, accommodation, ac- students having had SOC 122, as the content may 300. Foundations of Sociological Theory culturation and assimilation. Class participation and overlap. (3-0-3) Fishman, Pinglé, Yamane students’ experiences will be 228. Social Inequality and American Education Limited to sociology majors. emphasized. (3-0-3) Carbonaro This course surveys the history of social thought in 309. Culture and Society: Sociological Approaches Many have claimed that the American educational the United States and Europe since the 19th century. (3-0-3) Spillman system is the “great equalizer among men.” In other Emphasis is given to major theorists who have con- In this class we will examine cultural dimensions words, the educational system gives everyone a tributed to such principal movements of sociological of important social processes, and we will survey chance to prosper in American society regardless of theory as Marxism, structural-functionalism, social contemporary sociological approaches to analyzing each person’s social origins. In this course, we explore Darwinism, pragmatism and symbolic interaction- culture. Examples will include readings on home and the validity of this claim. Do schools help make ism. work, social hierarchies, political culture, media and the arts, and social change. American society more equal by reducing the impor- 302. Research Methods tance of class, race, and gender as sources of inequali- (3-0-3) Gunty, Hachen, LeClere, Carbonaro, 320. Sociology of Aging ty, or do schools simply reinforce existing inequalities Williams (3-0-3) Klein and reproduce pre-existing social relations? Topics Limited to sociology majors. With life expectancy increasing and birth rates covered include unequal resources among schools, Begins with discussion of scientific method, concep- declining, the populations of Western cultures have sorting practices of students within schools, parents’ tualization of research problems and measurement. been rapidly aging. What are the implications of this roles in determining student outcomes, the role of The course then explores the dominant modes of aging process for social institutions (the family, econ- schooling in determining labor market outcomes for social science research: field work and participant omy, government) as well as for the individual well- individuals, and the use of educational programs as a observation, survey and interviewing, experimental being of the elderly? What does the future hold for remedy for poverty. designs and evaluation research. those of us who will spend an increasing proportion 232. Social Problems of our lives past age 65? These and other questions 303. Statistics for Social Research (3-0-3) Johnson are addressed in this course, which focuses on the (3-1-4) Johnson, Myers, Gibbons Analysis of selected problems in American society social, economic and personal challenges facing all of Limited to sociology majors. such as crime, narcotic addiction, alcoholism, delin- us in the latter half of the life cycle. Designed to teach students how to interpret and quency, racial and ethnic conflict, prostitution and critically evaluate statistics commonly used in the 326C. Technology and Social Change others. Discussions, debates, films, tapes and read- social sciences and in many areas of the business and (3-0-3) Alpert ings. medical world to describe, project and evaluate. Fo- This class examines how technology has often served 234. Criminal Justice cus is upon a conceptual understanding of what the as the catalyst for social change for hundreds—in- (3-0-3) McVeigh statistic does, what it means and what assumptions deed, thousands—of years. The course is divided This course is intended to introduce the student are being made in its use. The course requires only into several sections, some of which will trace from to various aspects of the criminal justice system, high school arithmetic and is not mathematically a historical perspective the social impact of specific including the police, the prosecutor, the courts and difficult. technologies—some predating the Industrial Revolu- parole. The primary focus will be on a sociological 305C. Leadership, Culture, and Community tion, such as the clock, the stirrup, and the pulley. analysis of crime and the workings of the criminal (3-0-3) Pope-Davis Other course sections will examine technology and justice system. Topics will include social perception This course is designed to give students exposure to social change in specific contexts—e.g., the medical of the criminal justice system, relations between some of the present day Notre Dame legends in lead- and communication contexts. The first portion of members of the criminal justice systems and the ership. Students will participate in discussions with the class will be devoted to some of the basic issues community, treatment of women and minorities in Notre Dame and South Bend leaders such as athletic in our collective understanding of technology and the criminal justice system, and current events. coaches, University administrators, presidents, social change. Issues such as deskilling of workers, 242. Marriage and Family deans, and faculty of various disciplines. This is a institutionalization of technology into society, and (3-0-3) Klein rare opportunity to discuss culture, community, and innovation will be examined, as will various ap- Changing family patterns, sex roles, sexuality, leadership issues with proven professionals, philan- proaches to understanding technology, such as the premarital relationships, marriage and divorce, par- thropists, and prominent community figures. social construction of technology and technological determinism. enthood, childhood and family interaction are some During the semester students will be asked to exam- of the topics. Singles, dual-career families, alternative ine issues of differences and conflict that can arise marriage forms and the future of marriage and fam- when cultural, community, and leadership styles at- ily are also taken up. tempt to co-exist. Potential ways of addressing these issues will be proposed and evaluated. Approximately 12 speakers from the Notre Dame and South Bend community will be invited to pres- ent their personal histories as it relates to their pro- fessional development, leadership style, culture, and communities in which they work. Speakers will also address issues of cultural differences and similarities that may lead to conflict and how they are resolved. 206 207
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327. Historical Memories and the Developments 331. The Sociology of Time 341. Witnessing the Sixties Bridging Latino and Latin American Cultures (3-0-3) (3-0-3) Giamo (3-0-3) Orozco Every Notre Dame student knows about time pres- The purpose of this interdisciplinary course is This course introduces students to the political pro- sure. Have you ever wondered why? We tend to twofold: to examine the social context and cultural cesses affecting the development and transformation accept Time as a physical fact that is given, to which change of the sixties, on the one hand, and on the of Latin identities in the Americas. The length and we must adapt. But the study of Time is one of the other to explore the various journalistic represent- arduous path to the development of Latin America fastest growing areas of sociology. Time is socially ations of events, movements, and transformation. and the Hispanic Caribbean identities began with constructed, it is part of the foundation of social life We will focus on the manner in which each writer the conquest of the New World. and it affects the shape of every other social insti- witnessed the sixties and explore fresh styles of writ- It began with the miscegenation of races and tution—and it varies from society to society. In this ing, such as the new journalism popularized by Tom cultures and continued with the multiple and never course we will study how and why Time can vary Wolfe. Major topics for consideration include the ending attempts of establishing democratic national and how differences in the institution of Time af- counterculture and the movement—a combination states from south of the Rio Grande to the Patago- fect people’s lives. A few of the topics we will study of civil rights and anti-war protest. nia. are the fundamental difference between cyclical and 346. Today’s Gender Roles The political dynamics in Latin America have linear time; why some societies are clock watching, (3-0-3) Aldous maintained a constant movement of people and while others move to a more natural rhythm; and, Prerequisite: Sociology course. cultures. Civil wars, dictatorships, social exclusion, how it came to be that “time is money.” Current changes in male and female roles and the hunger but also the dreams of a better life constantly 332. Criminology reasons for these changes are examined. Existing gen- rupture the ties that link the people from their (3-0-3) McVeigh der differences, various explanations for them and homeland. The United States is the magnet and re- Crime data, crime causation theories, criminal be- proposals for change are discussed and evaluated. cipient of thousands of Latin Americans who entered havior systems, criminal procedure and corrections. legally or illegally into the country. Their process of 347. Global Society Firsthand knowledge of courts, police jails and pris- assimilation and acculturation has transformed their (3-0-3) ons is encouraged. Optional field trips. original identities while at the same time has trans- “Globalization” is the buzzword of the new millen- formed Latinidad in American society. 333. Social Deviance nium— but what does it mean? (For example, some This course should be of interest to both Latino (3-0-3) Welch, McVeigh critics say that “globalization” means the “McDon- and Latin American students. In this course, students will discuss deviant people aldization” of the world.) Economics is increasingly 329. Therapeutic Jurisprudence and activities with special attention paid to the pro- global, but is a global society even possible, let alone (3-0-3) Staff cess whereby deviance is defined. Discussions will inevitable? How do society and economy interact in Therapeutic jurisprudence (“TJ”) looks at how laws focus on issues of social power, moral entrepreneur- a world made ever smaller by technology — and, can impact social life and at how laws and policies are ship, and human variation. anyone control this process? How will globalization social forces, producing both intended and unin- 335. Sociology of Education affect America and Americans? How will it affect real tended consequences in society. These consequences (3-0-3) Sikkink, Hallinan, Power, Carbonaro people, wherever they are from? Who would benefit can be positive, negative, or both. The objectives of This course focuses on the relationship between from a global society, and who would not? To answer this course are to identify and explore the various education and society. In the course, a variety of these questions we will aim to penetrate behind consequences of laws and policies based on the his- theoretical approaches and contemporary issues in both the hype and the horror stories about “glo- tory and use of laws and to develop empirical studies the field of education will be discussed. Topics to balization,” and clarify this amorphous concept in to analyze these consequences. be addressed include, but are not limited to, gen- concrete terms. To do this, we will use a broad range The first portion of the course will be devoted der and race inequalities in education, the role of of readings and other media to explore the many to an overview of TJ principles and how these prin- schools as agents of selection and socialization, and dimensions of our topic. Class time will be used for ciples can be applied to laws and policies. Different the nature of educational reform movements. Class mini-lectures, discussions and presentations. Grades perspectives – those of the various legal actors – will participation and the experiences of students will be will be based on a series of short discussion papers, be examined, along with how legal actors can impact emphasized. periodic exams and an optional research paper. the effects of laws and policies. The aim for this por- 338. Poverty, Inequality, and Social Stratification 363. Social Concerns Seminar: Cultural Diversity tion of the course is to develop a method of critical (3-0-3) Myers (1-0-1) Lies review of laws and policies. The second portion of Social inequality is a prominent and persistent fea- Prerequisite: Permission from Center of Social the course will look at societal influence on laws, ture of modern society. Social stratification theory Concerns. interactions between different policies, and how the attempts to explain the causes of inequality and the The purpose of this course is to begin to analyze the effects of a law or policy can be assessed through reasons for its persistence. This course will address social forces that contribute to ethnic and cultural empirical research prior to enactment. such questions as: Why are some people rich and diversity and to related tensions, including rac- some people poor? Why does inequality persist? ism. Students participate in a five-day program at Who gets ahead? Can men and women get the same selected Chicago sites that provide an orientation to jobs? Do different races have the same opportunities? a culturally diverse community. Students engage in Is inequality necessary? Potential topics include discussion on relevant issues with local residents and inner-city and rural poverty, welfare dependency, community leaders. homelessness, status attainment and occupational mobility, racial and ethnic stratification, gender stratification and class theory. 208 209
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367. Chilé in Comparative Perspective (3-0-3) Valenzuela This course provides a detailed analysis of the devel- opment of the Chilean economy, society and policy since independence from Spain in 1818, drawing se- lected comparisons with other national experiences. It then discusses the validity of theoretical statements on central questions in the social science literature by examining them in light of the Chilean case. The main issues to be examined are the reasons for the successes or failures of Third World development, the origins and breakdowns of democracies, the char- acteristics of authoritarian regimes, and processes of restoring democracies. 369. Carribean Diasporas (3-0-3) Richman Born out of the violent processes of conquest and enslavement, Caribbean societies have developed cultures with roots in Africa and Europe, but with distinctive American identities. This course examines the development of Creole societies in the French, Spanish, Dutch, and British Caribbean in response to colonialism, slavery, and, most recently, trans- nationalism. The recent exodus of as much as 20 percent of Caribbean populations to North America and Europe has afforded the rise of new transna- tional modes of existence. Caribbean communities now span multiple sites across nation-states. Con- stant comings and goings of messages, people, spirits, gifts, and money keep members of host and home communities actively involved with one another’s lives. They creatively appropriate the same technolo- gies of communication, media, and travel that have aided the rapid shifts of capital in the Caribbean and around the globe. This course will explore the consciousness and experience of Caribbean diasporas through ethnography and history, religion, literature, music, and culinary arts. 370. Self and Society (3-0-3) Johnson You are an outcome of your past social environment, yet you can be independent of it. The goal of this course is to help you think reflectively about society and your place in it, to be aware of the values in- volved in people’s perspectives on social issues, and to become aware of the social processes that define who you are. We spend most of our lives in a “taken for grant- ed” world. We are taught certain values and ways of acting in different situations. Our values and behav- Daniel Myers, chair and associate professor of sociology ioral patterns become a “natural” response to people and events that we encounter daily. A concrete aim 371. Catholicism in Contemporary America in this course is to increase your conscious reflection 372. Religion and Social Life (3-0-3) Yamane and decision-making in everyday life. Enhanced self- (3-0-3) Christiano This course offers a sociological overview of the awareness entails self-knowledge—how you learn, Critical examination of the social and sociopsy- Roman Catholic Church in the United States since your behavioral style, and your values. This course in chological aspects of religion in the modern world. World War II. Recent trends will be examined at the applied social psychology should have practical value Special attention is given to the current theoretical societal, organization, and individual levels of analy- as you enter more fully into a culturally diverse and and research issues. sis. Topics include: the involvement of the Church in fragmented world. public life, the causes and consequences of the priest shortage, and increasing individualism and personal- ism among lay Catholics. 208 209
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373. Religion and Labor Management 378. Migration, Race, and Ethnicity 402. Population Dynamics (3-0-3) Staff in 21st-Century America (3-0-3) Williams This course examines current faith-based movements (3-0-3) Woodrow-Lafield Demography, the science of population, is concerned seeking to promote workplace justice and greater Migration from Latin America and Asia over with virtually everything that influences, or can be management/labor cooperation. The collaboration 1970–2000 brings a new heterogeneity for the influenced by, population size, distribution, pro- of unions and managers is essential, in the face of United States that mirrors the global popula- cesses, structure or characteristics. This course pays so many disadvantages for U.S. companies (e.g., tion. Now, the consequences of this migration particular attention to the causes and consequences trade imbalance, foreign government subsidization, are reflected in federal statistical policy to expand of population change. Changes in fertility, mortal- market competition, plant revitalization, profit official population categories of five categories ity, migration, technology, lifestyle and culture have margins, labor costs, and reinvestment). Industrial- on race and two on ethnicity. This course is an dramatically affected the United States and the other society literature reveals the crucial role of workers, introduction to these U.S. populations of Whites, nations of the world. These changes have implica- in terms of motivation, job performance, morale, Blacks or African-Americans, American Indians or tions for a number of areas: hunger, the spread of ill- productivity, job satisfaction, and the prospects for Alaskan Natives, Native Hawaiians or Other Pacif- ness and disease, environmental degradation, health industrial democracy—worker co-ownership and co- ic Islanders, and Latinos or Hispanics as to histori- services, household formation, the labor force, mar- management. Sociology of religion literature reveals cal context, social and economic characteristics, riage and divorce, care for the elderly, birth control, the collaborative nature of the major U.S. religious and current research and policy issues. Migration poverty, urbanization, business marketing strategies groups in social issues such as civil rights, poverty, in the post-1965 era of Asians and Latinos created and political power. An understanding of these is and labor-management crises. The history and teach- new racial and ethnic communities geographically important as business, government and individuals ing of Catholic, Jewish, and Protestant groups in the concentrated in California, Texas, Florida, New attempt to deal with the demands of the changing United States evidences concern about issues such as York, Illinois, and Arizona. Conceptualization and population. humanization in work-healthy and safe conditions, quantification involve new challenges increasingly 403. International Migration: Mexico adequate wages, fringe benefits, the right to organize relevant for governmental and private sectors, and the United States I for collective bargaining, and worker participation nationally and for communities. Scholars are more (1-0-1) Bustamante in management and ownership. The course stresses attentive to changing identities and population Three-week course consisting of six sessions of three the possibilities, responsibilities, and strategies in heterogeneity for social institutions of family, hours each. Different conceptual approaches pre- interfaith coalitions with enlightened business and education, and government. The 2000 Census sented in lecture format. One session links various labor groups for more cooperative and productive and population projections show the future themes with the cause of Mexican immigration labor-management. population as considerably different from that of to the United States. Another is dedicated to the 375. Polish Americans the past. These topics hold relevance in contem- historical analysis of Mexican immigration to the (3-0-3) Chrobot porary discussions of world population growth, United States. A third attempts to link the historical A study of the cultural and racial pluralism of immigration policy, social change, globalization, context with a theoretical approach and another American society through the focus of the Polish and environment. session will be dedicated to the professor’s own American experience; a review of the social and his- 390. Proseminar theoretical approach in contrast with the others pre- torical background, the immigration experience, and (1-0-1) Power viously discussed. Fall. adaptation to the American experiment in terms of Limited to sociology majors. 403A. Social Demography of the U.S. Latino family, religion, education, work, and government. Introduction to library and social research laboratory Population 376. Sociology of Religious Conversion resoures; the career options available to sociology (2-0-2) Woodrow-Lafield (3-0-3) Yamane graduates; preparations for graduate, law or profes- This course is an introduction to the social demogra- Prerequisite: SOC 302. sional schools; and relationship of sociology to social phy of Latino or Hispanic populations in the United This course is a practicum in which students par- work, psychology and other disciplines. States as to historical background, sociological fields, ticipate in a research project on religious conversion 391A. Intermediate Analysis and current statistics and studies. First, in exploring being conducted by a sociology faculty member. of Collective Contention I the demographic perspective on the Latino popula- In the first third of the course, students will learn (3-0-3) Myers, McVeigh tion, a strikingly young and increasing segment about the theory and methods relevant to the social Prerequisite: Permission of instructor. Enrollment in of the U.S. population, the processes of fertility, scientific study of religious conversion. In the second SOC 391B in spring semester is required. mortality, and migration are presented. Next to be two-thirds of the course, students will be personally This course is a yearlong class examining theoretical addressed is the literature on conceptualizing and involved in the collection and analysis of data on developments and empirical analysis of collective quantifying the U.S. Latino population, legal frame- conversion to Roman Catholicism through the Rite contention. Students will conduct intensive research works for residence status of migrants, and Latinos of Christian Initiation of Adults. A final paper that projects involving thorough literature review, formal in the context of social institutions of family, educa- reports on the data analysis is required. The empha- proposal, statistical and interpretive analysis, and the tion, and government. In the future, the changing sis of the course is on the collection and analysis of writing of a professional research report. Latino population is expected to contribute to a U.S. primary data within an ongoing sociological study. population profile different from the U.S. popula- 398. Special Studies Failure to complete any aspect of the data collection tion of the past century. Thus, the course is relevant (V-V-V) and analysis will result in a failing grade. in contemporary discussions of immigration policy, globalization, and environment. 210 211
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403B. Latino Economic Development: and ethnocentricism operates in everyday life. To 416. Visual Sociology: Research and Policy accomplish these goals, we will use readings, group Exploring Society Photographically (2-0-2) Rochin discussions, lectures, films, and each other to expand (3-0-3) Cárdenas This course examines the Latino experiences in the our awareness of how culture and race operates in This course will examine the uses of photography United States and the underlying conditions of La- our everyday life. As a student in this class, you will and film in sociology and will explore the impact of tino workers, businesses and communities. It begins be encouraged to share your ideas and life experi- visual expression on society. This includes introduc- with a profile of Latino workers by age, gender, edu- ences. tory work in documentary photography and film, cation, immigrant make-up and occupation in the 411. The Legacy of Exile: gender advertising, ethnographic film, political cin- labor market. Students will learn how to use federal Cubans in the United States ema, muralism and social protest art. This is a sociol- and state data to examine Latino workers, income (3-0-3) Grenier ogy course and will emphasize the study of societal and occupation status. Students will learn about the This class deals with one of the most visible and aspects of photography, film and artistic expression, industrial and occupational classification systems political of all U.S. immigrant groups: Cubans. The rather than technique, without ignoring the relation- used by the federal government to study workers theme of the class is that the Cuban presence has ship between the two aspects. We will not emphasize and working conditions. They will also study related been shaped by the experience of exile. In under- the technical/lab training in photography. This public policies of the feral government that govern standing the case of the Cuban immigration to the course, while broad in scope, will rely on content over the human rights, economic status, and eco- United States, the students will gain insight into the that is very heavily grounded on a social problem nomic well being of all U. S. workers. dynamics of U.S. immigration policy, the differences context as is found in the United States, the Ameri- 404. International Migration: between immigrants and exiles, inter-ethnic relations can Southwest, Mexico, and Latin America. Mexico and the United States II among newcomers and established residents, and the Homework and projects will include: (1) a short (1-0-2) Bustamante economic development of immigrant communities. essay on documentary photography and the study A three-week course which refers to a review of basic The class will explore the long tradition of Cuban of social problems and issues or photography assign- questions on international migration, with em- immigration to the United States, the elements of ments (black and white), print-slide work; and (2) phasis on immigration to the United States and the Cuban culture which have emerged and reinforced other creative work. methods through which these questions have been this tradition of migration, the impact that Cubans Evaluation: Two exams will be given; no final. adequately or inadequately answered. The numbers, have had on the Miami area as well as the changes The exams will constitute 40 percent of the grade: impact, nature, structure, process and human experi- within the community as it develops into a well-es- short essay, critiques, and class participation, 20 ence will be discussed in terms of the research meth- tablished minority group within the United States. percent of the grade; and projects 40 percent of the ods commonly used to approach them. Spring. The class will juxtapose elements of Cuban grade. Students should have access to their own equipment (i.e., camera) and will be responsible for 405. Exploring Identities culture which are well known in the United developing and printing (yourself or commercially) if (3-0-3) Pinglé States—anti-Castro sentiments, economic success a photo project is chosen. How do we define ourselves? What are the vari- and political conservatism—with a fresh analysis of Required readings: John and Malcolm Collier, ous components of one’s identity and how do we the diversity among Cuban-Americans, including Visual Anthropology, University of Albuquerque Press, begin to understand these issues sociologically? the second generation. In addition to exploring rich 1987; Carl Fleischhauer and Beverly W. Brannan These themes form the outlines of this course. We ethnography, fascinating vignettes and case studies, (ed.), Documenting America 1935-1943, University will explore identities, their formation, and their this class provides an opportunity to examine issues of California Press, 1988; Alan Trachtenberg, Read- consequences; in post-colonial and in Western of current importance within sociology and an- ing American Phonographs, Noonday, 1990. societies, in peaceful and in societies experiencing thropology, such as social change, transnationalism, ethnic/racial conflict, among women and men, and displacement, and regional impact of immigration in 419. Self, Society, and Environment in developed and in developing countries. Drawing an easy to understand manner. (3-0-3) Weigert on novels, films, autobiographies, and sociological 413. Cultural Sociology This course introduces students to social psy- arguments we will piece together a framework for (3-0-3) Spillman chological aspects of the natural environment. understanding the identity landscapes of which we In this class we will examine cultural dimensions Issues considered include interacting with differ- are a part. of important social processes, and we will survey ent environments, symbolic transformations of environments, competing accounts and claims 407. Honors Tutorial contemporary sociological approaches to analyzing concerning environments. With an overview of (3-0-3) Staff culture. Examples will include readings on home basic information, these issues are discussed from Prerequisite: Permission of instructor. and work, social hierarchies, political culture, media the perspectives of individual self and sociocultural Intensive independent study and research on and the arts, and social change. This class cannot be institutions. The course touches on alternative ways selected sociological topics, generating a scholarly pa- taken if SOC 309 has previously been taken; course of envisioning, interacting, and valuing human-envi- per. May be based on special field experience under content may overlap. ronment relations with an eye toward individual and supervision of an instructor. 415. Political Sociology collective change. 409C. Cross-Cultural Psychology (3-0-3) Valenzuela, Fishman (3-0-3) Pope-Davis This course explores the impact of social forces The general purpose of this course is to examine and societal dynamics on politics. Major themes and learn to talk about issues of culture and race in include sociological explanation for the emergence the United States from a psychosocial perspective. and stability — or crisis and breakdown — of de- Culture and race are not synonyms. So, we will be mocracy; the extent to which election outcomes and examining some of the ways that each affects the policy choices are shaped by societal dynamics or quality of our psychological functioning. remain independent of social determination; equal- The goals of this course are to learn to recognize ity in shaping political life; and the impact of both and appreciate culture in ourselves and others; to social consensus and social conflict in the political examine the different ways that cultural and racial arena. This course explores theoretical debates and socialization influence behavior, to consider how empirical work, focusing on the national experience culture and race relate to various psychological con- of various countries including the United States. structs, and to understand the ways in which racism Students will be encouraged to develop their own thoughts about important questions for research. 210 211
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420. Organizations 427. Culture and Power 432. Blues and American Culture (3-0-3) Hachen (3-0-3) Spillman (3-0-3) Halton Organizations are complex and multifaceted entities. How do norms, values, symbols and rituals operate Blues and jazz are two distinctive musical expressions Organizations are more than just collections of peo- to dominate or empower? In this class we will of American culture which also reflect American ple behaving and interacting in certain ways. Orga- examine a number of important classical and con- social life. Growing out of the African American nizational behavior and interactions are structured by temporary texts which offer answers to this question, experience, the blues provide a focus through which rules and procedures, jobs and occupations, author- which has been a theme of recent work in a variety to see many aspects of 20th-century social history ity relations, goals and strategies, technologies and of fields in sociology. At the same time we will ex- in America, from the changing identities of African distributions of power. Within our organizations, amine concrete cases, selected from studies of devel- American culture to problems of racism, poverty, not only are orders given and tasks accomplished, opment, deviance, gender, mass communi- cations, industrialization and urbanization. This course but also decisions are made, conflicts occur and are organizations, social movements, and stratification. will draw from a variety of written and audiovisual sometimes resolved, and control is exercised. Finally, Some reading assignments will be demanding; how- materials to explore the ways in which blues both organizations interact with other organizations and ever, some class time will be allocated to work with expresses the American experience and provides an actors in their environment. These interactions can assigned readings. indicator of American society. The course will trace lead to changes in organizational goals, strategies and 428. Social Ties, Social Networks, Social Capital the evolution of the blues in Chicago and interweave structures or changes in the environment in which (3-0-3) Fishman that evolution with the sociology of Chicago. the organization operates. This course examines three fundamental and inter- 433. Transnational Societies and Cultures Given the complexity of organizations, it is not related sociological concepts, each of which offers us (3-0-3) Staff surprising that there are numerous theories of orga- an approach to the study of social connections and This course analyzes how cultural identities and be- nization. In the first half of the course we will discuss their impact on the human experience. Social ties, haviors are formed in the context of global systems. various theoretical approaches. The objective will be social networks and social capital overlap substan- Through specific case studies, students explore how to critically analyze these theoretical approaches by tially in their scholarly usage but the concepts are differing social groups construct their cultures in comparing the different characteristics of organiza- far from identical. We will review theoretical and interaction with other cultures and how, in so doing, tions that each theory discusses. The second half of methodological literature on all three concepts as these groups are both responding to and shaping the course will deal with specific aspects of organiza- well as major empirical studies that examine the global agendas. Focusing on linkages between local tion (goals and strategies, technology, environments, world through one or more of these perspectives. We and international systems, this course investigates decision making, conflict, power and control). The will explore both theoretical and practical arguments issues such as the globalization of Western media, the objective is to develop a more complete understand- for the selection of one or more of these conceptual rise of transnational corporations and their effects ing of the complex nature of organizations and to approaches as the basis for studying how social con- on indigenous economies, population displacement compare organizations along a variety of dimensions. nections shape the human experience. The course (e.g., refugee populations), tourism and its effects 421. Food and Poverty is intended to stimulate a critical reading of recent on local populations, the growth of transnational (1-0-1) Johnson literature on contemporary society and to assist stu- social movements (particularly those active in human Food and Poverty will examine the relationship dents who wish to use one or more of these concepts rights policy), the role of missionaries in the creation between food and poverty in the United States and in their work. of transnational society, and the effects of “free trade” around the world. Students who enroll in this course 429. Conflict and Social Life and structural adjustment policies in the Third are expected to participate in World Hunger Day in (3-0-3) Klein World. This course exposes students to different mid-October. This is an international event that is This course focuses on theory and research con- theories of globalization and discusses why the study sponsored by the Food and Agricultural Organiza- cerning the nature, causes, consequences, prevention of regional, national, and international linkages has tion of the United Nations. Participants in this one- and resolution of social conflicts. Conducted in a become a critical component of contemporary an- credit seminar will help plan local events to increase seminar format, each student reads a unique set of thropological research. awareness of issues related to hunger. materials, summarizes them in class and discusses 434. The Schooled Society 423. Race, Ethnicity, and Identities the ideas presented by others. Every student selects (3-0-3) Hallinan, Sikkink, Carbonaro (3-0-3) Pinglé one institutional setting or social context for special This seminar focuses on the structure and orga- How do we define ourselves and why? What does focus. Then students write and present during the nization of schooling in American society, and the this definition say about our society? How are peace- seminar a critical review of issues in their chosen societal forces that influence decisions about schools ful social relations maintained in multicultural soci- areas. and student learning. These forces include legislation eties? What contributes to ethnic and racial conflict? 431. The Fifties governing schooling, and cultural and religious Drawing heavily on social theory, and focusing on (3-0-3) Halton norms that impact schools. The course will cover the the experiences of Yugoslavia, Sri Lanka, South Afri- The 1950s witnessed unprecedented prosperity in role of schools in society, the political, economic and ca and the United States, this course will explore the the United States, as well as major transformation of social dimensions of schooling, education reform issues of identity, race, and ethnicity. The grade for American society related to the Cold War, the rise and its underpinnings, and the transformation of the class is based on class presentations, a midterm of suburbs, the baby boom, the flowering of forms higher education. exam, and a final paper. of popular culture, the spread of mass culture, and 438. Race Relations in the United States 425. Ethnicity in America the demise of high modernist culture. This course (3-0-3) McVeigh (3-0-3) Chrobot will explore the many-sided manifestations of culture This course focuses on racism and race relations in A study of the ethnic and racial formation of Amer- and changes of American society associated with the the United States. Current cases involving racial ican society and cultural pluralism; a review of the decade of “the fifties.” issues will be presented and discussed in class. Read- theory and history of ethnicity, its policy impli- ings, discussion and lectures will examine the back- cations for family, education, economics, religion, ground and current status of the dominant ethnic government and international relations; in-depth minority groups in the United States today. The issue study of one ethnic group of choice. of race will also be viewed in relationship to police practices, housing patterns, economic opportunities, gender relations and politics. Class participation and student experiences will be emphasized. 212 213
SOCIOLOGY
441. Family Policy Seminar 444. State Formation and Society: Class is interactive in nature, and in addition to (3-0-3) Aldous Contrasting Paths in England and France the normal reading and writing, students will do The seminar covers family policy in the United (3-0-3) Valenzuela an anthropological class project on a topic of their States and in other countries with a concentration in Whether it is the development of democracy under choice concerning global crime and corruption. the United States. There is comparison of the back- a monarchy or a republic, the effects of religion on 448. Sociology of the Body politics, intellectual and cultural styles, the charac- ground, content and consequences of policies in the (3-0-3) Halton teristics of the legal system, the extension of suffrage various countries. Such provocative topics as welfare The human body, that extraordinary organic basis to men and to women, the creation of party systems, policy, parental leave and child care are discussed. of the self and its sign-making abilities, remains very the formation and development of the labor move- The relation between families and the work setting much present in human communication and culture. ment, the relationship of the military establishment or families and government will also be addressed. Though many of our cognitive beliefs may have been to the head of state, or simply the matter of overall A discussion format is used. Students write a term developed in civilized societies and their cultural political stability, France and England offer the most paper on some aspect of family policy. It is directed conventions, the self reaches deep into the human interesting contrasts among advanced Western Eu- especially for juniors, seniors, and graduates. body, and that body was refined over many tens ropean countries. This course examines the political 442. Family Development of thousands of years of hunter-gatherer life, and and social history of the two countries and tries to (3-0-3) Klein developed over an even longer period of hominid, tease out these differences while trying to explain Family Development is directed to the sociology, primate, and mammalian evolution. them. psychology, counseling, preprofessional, nursing, This course aims to focus directly on the organic social work and other majors who will necessarily 445. World Families human body itself as a center of self and society. be working with or seeking to understand families (3-0-3) Aldous We will explore a variety of readings related to the in the course of their occupations. The course cov- Families in different parts of the world and of dif- human body as organic matrix of meaning, and ers change in families, from the time couples marry ferent historical periods are studied to gain perspec- that reveal bodily bases of social life, such as Ashley until their dissolution by divorce or death of one of tive on American family changes. Current variations Montagu’s Touching: On the Significance of Skin, or the spouses. Parent-child relations beginning when in families are examined. issues of human development. We will also explore children are born until parents’ death, changes in 446. Family Problem Solving the body as a source of self-originated experience sibling relations as persons age, as well as the devel- (3-0-3) Klein through class “practice” sessions, and ways con- opment of the marital union, will be examined. The In-depth analysis of the processes families use to temporary techno-culture seems to seek to displace family cycles of childless and one-parent families will solve the problems they face. Material is drawn from bodily based experience. also be included. Students have the opportunity to the social psychology of small groups, the sociology 449. Sociology of Masculinity apply the course material on family careers to their of format organizations, and research and theory (3-0-3) Gunty own families within the context of marriage, occupa- directly concerned with family problem solving. This This seminar explores the social construction of tional and educational plans. They do a case history course is designed for students who plan on working masculinity and its many forms, both traditional and of a family to gain experience in using the family with families professionally. emerging, through readings, movies, discussions and development approach. writing assignments. Members of the seminar will 446C. Global Crime and Corruption seek a better understanding of shifting roles, identi- 443. Deviant Behavior (3-0-3) Staff ties and social structures that influence the way both (3-0-3) McVeigh As the world of the 21st century globalizes, so too males and females develop the meaning of masculin- This course is concerned primarily with the socio- does crime. Millions of people and trillions of dollars ity. Topics include socialization, role conflicts, gender logical conceptions and theories of deviance. At the circulate in illicit economies worldwide. This repre- violence, sexuality, the impact of fathering and men’s onset, deviance is differentiated from those phe- sents power blocks larger and more powerful than movements. The masculinities in the United States nomena designated as social problems and social dis- many of the world’s countries. and around the world. It is intended to complement organization. The remainder of the course focuses on This class will look at what constitutes the illegal the study of gender in other disciplines, but some fa- deviant acts and deviants. Various responses are ex- today, who is engaged in crime and corruption, and miliarity with basic concepts in sociology is strongly plored to questions such as: Who are deviants? What what kinds of economic, political and social powers recommended. does it mean to be a deviant—to the deviant himself, they wield. It will also look at the societies and cul- as well as to others? What common social processes tures of “out-laws.” For example, internationalization 450. Educational Stratification in Theory and experiences do most deviants undergo? has influenced crime in much the same ways that and Practice Various theories or models of delinquency, crime, multinationals and nongovernmental organizations (3-0-3) Payne suicide, sex deviation, and drug use are used to aid have: criminal networks now span continents, forge As we now embark into a new millennium and in constructing a sociological understanding of devi- trade agreements and hone foreign policies with oth- compete on a global scale, it is important that we ance, the analysis of deviant acts, and the formation er criminal organizations, and set up sophisticated understand how our educational system works, the of deviant careers or roles. systems of information, exchange, and control. An- ways it combats and perpetuates the existing social thropology—with its studies of cultures—provides hierarchy, and the ways that we can improve it. This a dynamic approach to the illegal: what customs course is designed to address these three important inform law abiders and criminals, what values guide issues. The first half of the course is devoted to learn- their actions, what behaviors shape their worlds? ing and critiquing existing theories of social stratifi- The course will explore the many kinds and levels of cation in general and educational stratification, more criminality and corruption: how do we consider the specifically. The second half of the course analyses differences (or similarities) among, for example, drug actual educational practices and their relationship and arms smugglers, white collar corruption, gem with stratification. runners or modern day slavers, and governmental or multinational corporate crime? What impact does each have on our world and in our lives? What solu- tions exist? 212 213
SOCIOLOGY
452. Theoretical Criminology 458. Comparing European Societies 465. Religion in Postwar America (3-0-3) McVeigh (3-0-3) Fishman (3-0-3) Yamane This course will introduce you to theoretical inter- This course offers students a review of major patterns This course surveys the major developments in pretations of criminal behavior, empirical research of difference, along with some similarities, among religious life in the United States since the 1950s on crime in diverse contexts, and policy debates on the 15 member states of the European Union. De- through an in-depth examination of several of the crime control and punishment. Our intent will be to spite the larger contrasts with the United States, and most important recent books on the subject, such raise critical questions and to challenge commonly the pressures toward convergence generated by the as: Wade Clark Roof’s Spiritual Marketplace, Tom held views about the nature of crime and punish- process of European integration, European societies Beaudoin’s, Virtual Faith, Christian Smith’s American ment in the United States today. As students of remain remarkably different from one another on a Evangelicalism, and Helen Berger’s A Community sociology, we will operate under the assumption that number of dimensions including: the overall level of Witches. With these works as the backdrop, each crime and punishment are social phenomena; they and form taken by employment and unemployment, student will research and write her family’s religious can only be understood by analyzing their relation- systems of social protection and welfare state organi- history across three generations. ship to the broader social, political, and cultural con- zation, demographic trends ranging from extremely 467. Global Food Systems text in which they exist. We shall explore a variety of low birth rates in most of southern Europe to signifi- (3-0-3) Johnson theoretical perspectives, both classical and contem- cantly higher birth rates further north, the connec- This is a course on food in society. The role which porary, that attempt to uncover the causes, etiology, tions between urban and rural life, and the impact food plays in the life course of a society may seem and solutions of the problem of criminal behavior. of education on inequalities. The role of institutions, self-evident or commonplace to some. Yet food is This class cannot be taken if the student has cultures, national histories and policies in account- more than the physical substances which sustain previously taken SOC 332, because of content ing for this pattern of difference will be reviewed. life. Food is intertwined with religion and central to overlap. The course will also examine the combinations of many rites and rituals. Food is linked to medicine, 453. Building Democratic Institutions in First-Wave identities—national, regional, and European—found which was largely based on dietary principles until Democracies among citizens of Europe. Students will be encour- well into the 18th century. Technology related to (3-0-3) Valenzuela aged to develop their expertise on at least one coun- production of food has affected the inequalities Elements of democratic regimes emerged long be- try while also doing comparative reading. found in all societies. The politics of food plays a fore the regimes as such can be identified as being 461. History, Politics, and Society of Chile major role in understanding the “social issues” affect- minimally in place. Beginning with a brief discussion (3-0-3) Valenzuela ing many nations around the globe. This is a fasci- of the essential features of democracies, the course An introduction to the formation and development nating area of study: that which we take for granted examines how and why such institutions emerged, of Chilean National Society. The course begins so much of the time is intertwined with economics, and the critical moments in which the actual transi- by examining the colonial period and the struggle politics, psychology, social life, and law. tions to the new democratic regimes occurred. The for independence. It then focuses on 19th- and 470. Materialism and Meaning in Modern Life course focuses on democratizations that took place 20th- century issues such as the consolidation of the (3-0-3) Halton before the Second World War, and will examine key Central State, the development of Democracy, the In the 20th century, the twin problems of mean- European and Latin American cases. creation of the party and electoral systems, economic ing and materialism have come to the forefront of cycles of growth and stagnation, the break down of 454. Cultural Aspects of Clinical Medicine modern civilization, forming the basis of variety democracy in 1973, the Pinochet dictatorship, and (3-0-3) Wolosin of philosophies and social theories, animating the return to democracy in the 1990s. Class lectures This course focuses on social science approaches revolutionary movements in art, looming as the and discussions will include relevant comparisons to sickness and healing. The medical encounter is silent specter behind mass society and its dramas of with other Latin American and even European examined from anthropological perspectives. The consumption. It is by no means clear that the mas- countries. course emphasizes the difficulties traditional bio- sive technological advances and material gains in medicine has in addressing patients’ expectations for 462. Aesthetics of Latino Cultural Expression advanced industrial societies have contributed to a care. Students serve an internship as patient ombuds- (3-0-3) Cárdenas better way of life—many would say increased mean- man in a local hospital emergency room four hours This course analyzes the philosophy and principles inglessness is the actual result. per week. Students are required to sign a waiver, to underlying the social and political aspects of Latino 471. Protests, Riots, and Movements present evidence of immunizations, and to receive art. a TB skin test. Course requirements include weekly (3-0-3) Myers, McVeigh 463. Nationalism quizzes, two lab reports, and a final exam. This course is concerned with how people act (3-0-3) Staff together to pursue collective political aims via extra- 455. Family I Nationalism embraces a type of identity, a form of institutional forms of behavior: When and why do (3-0-3) Aldous, Klein politics, and a basis for organizing societies. This people go outside the conventional political structure Covers current theoretical and substantive develop- course studies the origins, nature, and possible fu- to address social issues important to them? During ments in the area of family as well as applicable ture of nationalism, overall and in particular cases the course we will examine political behavior rang- research methods. Family research findings relevant that will be determined by students’ interests—for ing from the relatively mild (like a letter-writing to family policy will also be discussed. example, what our responses to September 11 tells us campaign) to the severe (like rioting, looting and about American nationalism. The main assignment killing). We will also discuss aspects of collective will be a research paper on a topic chosen by each behaviors that are less political in nature (like panics student. and fads). Some of the social movements we will dis- cuss include the civil rights movement, the women’s movement, the antiwar movement, the gay and lesbian movement, the pro-life and pro-choice move- ments, and the environmental movement (among many others). In the end, we will try to explain how grievances, resources, the political environment, repression, individual decision making, and move- ment tactics all contribute to the success and failure of protest movements, their impact on social change, and the future of activism. 214 215
SOCIOLOGY
473. Latinos in American Society 479. International Migration and Human Rights 485. Materials and Methods (3-0-3) Cardénas (3-0-3) Bustamante of Demographic Analysis This course will examine the sociology of the Latino This course is an extension from the mini-course to (3-0-3) LeClere experience in the United States, including the histor- a full term offered by Professor Bustamante, with This course is a survey course in techniques widely ical, cultural and political foundations of Latino life. a wider coverage of international migration expe- used in demographic analysis. These techniques We will approach these topics comparatively, thus riences in the world with an emphasis on human include those that describe population structure, attention will be given to the various experiences of a rights. It starts with a historical approach to various analyze demographic dynamics and evaluate demo- multiplicity of Latino groups in the United States. immigration waves to the United States, from the graphic data. In addition, many of the analytic skills and techniques stressed throughout the course have 474. Society and Identity years of the “industrial revolution” to the present. It more general applicability in social science (3-0-3) Weigert focuses on the current debate on the impact of the research. The aim of the course is to acquaint stu- This course looks at sources, dynamics, and conse- undocumented immigration from Mexico and Cen- dents with the nature and structure of a variety of quences of identity in contemporary society. Identity tral America, with a discussion of the gap between techniques and to provide you with the experience in is conceived as definitions of an individual that self public perceptions and research findings. Differences applying those techniques. and others use as a basis for interacting with one between Mexico and the United States’ migration another. Significant outcomes of the way we are de- policies, and its social and economic implications, 491. Social Transformations and Democratization fined are the life chances, evaluations and emotional are discussed. The recent developments within the in Chile meanings we experience. The course format is a context of the United Nations’ Commission of Hu- (3-0-3) Valenzuela discussion. Seminar. man Rights on the relationship between migration This course provides a comprehensive view of the and human rights are also covered. social, cultural, and political transformations that 476. Social Breakdown in American Society 480. Qualitative Methodology have taken place in Chile since 1990. These transfor- (3-0-3) Welch mations have been affected by the consolidation of This course examines the apparent weakening of (3-0-3) Cárdenas The seminar will cover the general topic, with par- democracy and the rapid pace of economic growth the fabric of social life in America that has occurred and modernization in the country. The course draws within the past half-century. It investigates the past ticular attention to ethnography and field work, vi- sual methods, archival research and related strategies. comparisons to the same processes that have oc- influences of both the market economy and the curred in recent years in Central and Eastern Europe. political welfare state on several central societal Heavy emphasis will be placed on cross cultural re- problems, such as the deterioration of interpersonal search in minority communities in the United States. 496. Sociology Internships trust, the erosion of social obligations and informal 481. Research Seminar in Latino Studies (3-0-3)(V-V-V) Power social control, and the lessening of altruistic concern (3-0-3) Cárdenas This is an “experiential” course designed to give stu- for others. Students will discuss the significance of Study of the scope, focus and development of Latino dents some practical experience in the area of urban these problems, as well as potential solutions. Studies. The course will concentrate on the develop- affairs or social welfare either to test their interest, ment of social thought and scholarship, focusing on complement their academic work or acquire work 477. Families and Their Interrelations with Gender Latino Studies as a field of research and academic experience preparatory for future careers. Students (3-0-3) Aldous concentration. The course will also examine the are placed with a community agency in the South A consideration of the part gender plays in family social construction of contemporary Latino identities Bend area and normally work six hours a week as processes like the couple formation through cohabi- and its bearing on Latino Studies. interns under the supervision of an experienced tation and/or marriage, having and rearing children, practitioner. Hours are flexible, usually set to accom- division of labor and the post-children era. 484. Primary Data Collection and Survey modate the interns availability and the needs of the Methodology 478. Chile in Comparative Perspective Seminar host agency. (3-0-3) LeClere (3-0-3) Valenzuela This course will be offered to students in Sociology 497. Independent Study This course provides a detailed analysis of the devel- and other social sciences who have an interest in the (V-V-V) Staff opment of the Chilean economy, society and polity design, implementation, and use of social surveys Prerequisite: Permission of instructor. since independence from Spain in 1818, drawing se- and databases in social science research. The course Intensive study on a special topic to produce a schol- lected comparisons with other national experiences. will include all practical aspects of survey design arly paper, or special investigative experience in the It then discusses the validity of theoretical statements including sample design and selection, questionnaire field, leading to the production of oral and written on central questions in the social science literature design, measurement, mode of administration, field reports reflecting deeper theoretical and empirical by examining them in light of the Chilean case. The methods, data editing and data base development. understanding. main issues to be examined are the reasons for the We will also cover theoretical developments in survey successes or failures of Third World development, methodology including research on cognitive process Graduate Courses. Senior majors may take any the origins and breakdowns of democracies, the char- and questionnaire response, the role of social theory 500-level graduate course with the permission of the acteristics of authoritarian regimes, and processes of in questionnaire design and other specialized topics. instructor. redemocratization. This course will prove useful for both conducting primary data collection and interpreting data from secondary sources. Previous coursework in research methods and statistics will be helpful but not re- quired. 214 215
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Professional Specialists: Summary of the primary major: Theology Regina Coll, C.S.J. (emerita); Sr. Ann S. Goggin, THEO 100, 180, or 200, and a 200-level course R.C.; Rev. Eugene F. Gorski, C.S.C.; Rev. John (University required courses) Chair: A. Melloh, S.M.; Janice M. Poorman; F. Ellen THEO 395 and 396—Christian Traditions I and II John C. Cavadini Weaver (emerita) Acting Chair (2003-04): Associate Professional Specialist: THEO 401 or 411—Hebrew Scriptures or New Lawrence S. Cunningham Rev. Michael E. Connors, C.S.C. Testament Abrams Professor of Jewish Thought and Culture: Assistant Professional Specialist: Electives (15 hours at the 400-level) Rabbi Michael A. Signer Matthew C. Zyniewicz Crowley-O’Brien Professor of Theology: THEO 400—Proseminar (1 credit) Rev. Richard P. McBrien THE THEOLOGY PROGRAM Including the University requirements, the first Catherine F. Huisking Professor of Theology: UNIVERSITY OF NOTRE DAME major thus consists of 31 credit hours. Rev. Brian E. Daley, S.J. Catherine F. Huisking Professor of Theology: At the University of Notre Dame, the study of theol- Summary of the supplementary major: Cyril J. O’Regan ogy is carried out in the spirit of the classic formula- THEO 100, 180, or 200, and a 200-level course John A. O’Brien Professor of Theology: tion of theology as “Faith seeking understanding.” (University required courses) Lawrence S. Cunningham The Theology Department dedicates itself to critical THEO 395 and 396—Christian Traditions I and II John A. O’Brien Professor of Theology: reflection on the historic faith of Catholic Christian- Rev. John S. Dunne, C.S.C. ity in service to our students, to the larger church, to THEO 401 or 411—Hebrew Scriptures or New John A. O’Brien Professor of Theology: the world of the academy, and for the general public. Testament Jean Porter Electives (9 hours at the 400-level) John A. O’Brien Professor of Theology: Why major in theology? Eugene C. Ulrich (on leave 2004) Some students study theology in order to prepare for THEO 400—Proseminar (1 credit) a career in high school teaching or religious ministry. John A. O’Brien Professor of Theology: Including the University requirements, the first ma- Others plan to proceed to graduate work in theology James C. VanderKam (on leave 2003) jor thus consists of 25 credit hours. John Cardinal O’Hara Professor of Theology: or religious studies in anticipation of a university career. Most students, however, major in theology Gustavo Gutierrez, O.P. What other programs are offered? Theodore M. Hesburgh, C.S.C., Professor simply because they find the study fascinating and of Philosophy and Theology: rewarding. As an inherently interdisciplinary field, The Joint Major in Philosophy and Theology Rev. David B. Burrell, C.S.C. theology is an ideal liberal arts major. Through close In cooperation with the Department of Philosophy, William K. Warren Professor of Catholic Theology: study of influential theological and religious texts, the Department of Theology offers a Joint Major in Rev. John P. Meier rituals, and artifacts, students learn about their own Philosophy and Theology. The joint major incorpo- William K. Warren Professor of Catholic Theology: faith and our common culture. rates the formal requirements of a major in theology, Rev. Thomas F. O’Meara, O.P. (emeritus) Many other students elect theology as a second- with the exception of the Proseminar, and adds oth- Professors: ary major whose focus on the central questions of ers. A full description of the joint major is provided Gary Anderson; David Aune; Joseph Blenkinsopp human existence complements and extends their in a separate brochure available at the department (emeritus); Rev. Paul F. Bradshaw (London commitment to their first major in science, engineer- office. Program); Keith J. Egan (adjunct); Josephine M. ing, business, architecture, or in another discipline The Minor in Theology Ford (emerita); Mary Catherine Hilkert, O.P.; within the College of Arts and Letters. Professional The minor is recognized by the University on Rev. Maxwell E. Johnson; Charles Kannengiesser schools increasingly appreciate how such diverse and the student’s transcript. To fulfill requirements for a (emeritus); M. Cathleen Kaveny; Robert A. Krieg; balanced preparation enhances a candidate’s profile. minor, a student must take 12 credit hours beyond Rev. Edward A. Malloy, C.S.C.; Rev. Jerome The Department of Theology welcomes students the required 6 hours (for a total of 18 hours). The Neyrey, S.J.; Rev. Gregory Sterling; William pursuing these varied interests and goals. Students additional 12 hours must be composed of 3-credit Storey (emeritus); Rev. James F. White (emeritus) work with faculty mentors who are renowned leaders courses, which can be taken at the 200-, 300-, or Associate Professors: both in teaching and research, and have the opportu- 400-level. The minor in theology is accepted by J. Matthew Ashley (on leave 2003); John C. nity to explore a wide range of subjects, including the many parochial schools as adequate preparation for Cavadini (on leave 2003-04); Mary Rose history of Christian thought and practice, scripture, secondary school teaching. D’Angelo (on leave 2003–04); Rev. Michael spirituality, systematic theology, liturgy, ethics, Juda- S. Driscoll; David Fagerberg; Jennifer Herdt; Jean ism and the eastern religions. The smaller class size Contact information Laporte (emeritus); Blake Leyerle (on leave of most upper-division courses creates a conducive You may reach Professor Jennifer Herdt, the direc- 2003–04); Gerald P. McKenny; Rev. Don environment for the creative exploration of ideas. tor of Undergraduate Studies in Theology, through McNeill, C.S.C. (concurrent); Bradley J. Dorothy Anderson at the departmental office: Malkovsky; Timothy Matovina; Rev. Leon What are the requirements for the theology major? Mertensotto, C.S.C.; Rev. Matthew Miceli, Beyond the six theology credits required of every (574) 631-7811 C.S.C. (emeritus); Rev. Edward O’Connor, Notre Dame student, primary majors take 25 hours; [email protected] C.S.C. (emeritus); Rev. Hugh R. Page; Rev. supplementary majors take 19 hours. Each of these www.nd.edu/~theo/undergrad/undergraduate.html Mark Poorman, C.S.C.; Maura Ryan; Joseph majors combines formally required courses and elec- tives. Department of Theology Wawrykow; Todd Whitmore; Robin Darling 130 Malloy Hall Young; Randall Zachman (on leave 2003–04) The formally required courses for the primary and supplementary major are identical, and total University of Notre Dame Assistant Professors: Notre Dame, IN 46556-5601 Rev. Michael J. Baxter, C.S.C.; Mary Doak; Rev. 10 credit hours: the two-semester sequence in the Charles Gordon, C.S.C.; Rev. Daniel Groody, history of Christian thought; an upper-division C.S.C.; Rev. Paul V. Kollman, C.S.C.; Hindy scripture course; and the one-credit hour Proseminar Najman; Thomas Prügl; Gabriel Reynolds; offered each spring, which introduces students to the Thomas W. Ryba (adjunct) variety of topics and approaches covered in the study of theology. 216 217
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WRITING INTENSIVE REQUIREMENT The primary assessment tool for theology depart- ment courses numbered 401 and above is papers. Hence, all majors can expect to write the equivalent of 20 to 25 pages per semester in these courses.
Course Descriptions. The following course descriptions give the number and title of each course. Lecture hours per week, laboratory and/or tutorial hours per week and credits each semester are in parentheses. The instructor’s name is also included. 100. Foundations of Theology: Biblical/Historical (3-0-3) Staff This first course in theology offers a critical study of the Bible and the early Catholic tradition. Following an introduction to the Old and New Testaments, students follow major post-biblical developments in Christian life and worship (e.g., liturgy, theol- ogy, doctrine, asceticism), emphasizing the first five centuries. For details on emphases of individual instructors, see the Department of Theology Course Description Booklet or the departmental Web site: www.nd.edu/~theo. 180. Theology University Seminar (3-0-3) Staff This course, prerequisite to all other courses in the theology department, provides an introduction to the critical study of Scripture and to the theologi- cal development of Christian doctrine for the first six centuries. Successful completion of this course satisfies the first of the two University requirements in theology. For details on emphases of individual instructors, see the Department of Theology Course Description Booklet or the departmental Web site. 200. Foundations of Theology: Biblical/Historical (3-0-3) Staff See course description above. For sophomores, juniors and seniors. For details on emphases of individual instructors, see the Department of Theology Course Description Booklet or the departmental Web site. 201. Foundations of Theology (Honors) (3-0-3) Cunningham See description above. BEGINNING COURSES
211. Catholic Morality and the Good Life (3-0-3) Mattison John C. Cavadini, chair and associate professor of theology What is the good life? The answer to this ques- tion, subject of reflection for millennia, depends the good life, from both outside and within the their own response to the question of the good on how one understands the world, and the Catholic tradition. Students will critically engage life. After this historical survey, the final third of human person’s place in the world. Catholic Biblical, theological, and philosophical texts, the course will examine a few contested ethical beliefs about God, creation, the human person, from before time of Christ to the present, which issues in order to understand how competing vi- and Jesus Christ are the source of the Catholic address the question of the good life. Students will sions of the good life play out in varying positions vision of the good life. The purpose of this course be expected describe and charitably evaluate these on difficult moral issues. is to explore different answers to the question of various responses, with an eye toward enhancing 216 217
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220. En/Gendering Christianity 225. Sin and Redemption 228. U.S. Latino Spirituality (3-0-3) D’Angelo (3-0-3) O’Regan (3-0-3) Groody This course is an introduction to feminist ap- This course explores the biblical and theological ac- U.S. Latino Spirituality is one of the youngest proaches to spiritual and philosophical traditions in counts of sin and redemption. Focus will be on the spiritualities among the great spiritual traditions of the Christian West. Beginning from the pastoral and variety of perspectives in the biblical and theological humanity. The course will explore the indigenous, practical issues raised by gender assignments in the accounts with regard to the meaning of sin, its African and European origins of U.S. Latino Spiri- context of religious experience, it addresses major social and individual significance, and on the under- tuality through the devotions, practices, feasts and topics of theological thinking (such as sin, salvation, standing of redemption, its worldly as well as other- rituals of the people. images of God, and Christology) relating historical worldly dimensions, and its scale, whether inclusive 230. The Church We Believe In development and contemporary feminist re-read- or relatively exclusive. An attempt will be made to (3-0-3) Pruegl ings. The approach is both critical (i.e., analytical) distinguish the biblical and theological views from From the New Testament on, the Christian com- and constructive; the primary focus is on Christian the views of other religions both past and present, munity has turned repeatedly to the formulation and and post-Christian theological and literary texts, but and also to engage modern criticism. description of its identity, essence and constitutional some attention is given to other religious perspec- 226ABC. Christian Hope: Confronting Last Things elements. Specifying what is entailed in the claim of tives. (3-0-3) Daley the creed—“I believe in the one, holy and catholic 221. God’s Grace and Human Action As individuals and as a world society, we tend to church”—has been especially necessary at certain (3-0-3) Wawrykow focus our energies on building a happy and secure crucial moments in the history of the Christian What are the respective roles of God and the human future for ourselves; yet in a real sense we live sur- movement. person in salvation? Are ideas of human freedom and rounded by death, threatened by the impermanence Providing an introduction to the main themes of the value of human acts compatible with a belief of our relationships and by the fragility of life on our and problems in ecclesiology (the doctrine about in God as the source of grace and redemption? These planet. A sense of this threat provides much of the the Church), this course will examine the teachings and other questions about salvation have been hotly background for human greed and violence, but it is of leading theologians in the Patristic and Medieval debated by Christian theologians throughout the also the context for human hope. The heart of Chris- period (e.g., Augustine; Aquinas; Luther) and the de- centuries. This course analyzes the positions articu- tian faith is to hope for life in the face of death; it terminations of the last two Vatican councils, largely lated by such figures as Augustine, Aquinas, Luther is to see a lasting value in our historical choices and concerned with such ecclesiological matters as the and Calvin, and examines how they shaped the loves, because Jesus is risen and because he promises constitution of the church, the role of the papacy, Catholic-Protestant debate about the role of good us a share in his resurrection and his life. Christian infallibility, and the universal versus local churches. works, and of God, in salvation. hope can only be expressed in images, since what 231. Catholicism 222. The One Jesus and His Many Portraits: it refers to still lies in the realm of promise; yet the (3-0-3) McBrien The Various Images of Jesus Christian believer can live from that hope now, can A comprehensive exposition of Catholic theology in the New Testament and Beyond love in the freedom it affords, because the Holy from a historical, doctrinal, and ecumenical perspec- (3-0-3) Meier Spirit has been given us by the risen Lord as “a fore- tive. The course addresses the following questions: This course explores the many different faith-por- taste of things to come” (Eph. 1.14). Through faith the interrelationships among faith, theology, and traits of Jesus painted by various books of the New enlivened by the Spirit, we find in our present reality belief; the meaning of human existence (a multidisci- Testament: e.g., from suffering servant abandoned signs of a life without end that is, in a mysterious plinary exploration); the problem of God (revelation, by God through high priest interceding with God way, already ours. This course will study the details religious pluralism, providence, the Trinity, etc.); to Godself. In each case, the course will ask how this of this Christian hope for the future in its origins, Jesus Christ (New Testament data, doctrinal devel- particuliar portrait did or did not have an impact development and implications. It will study “the opment, contemporary views, including a discussion on subsequent Christian faith and what it may say last things”—death, judgment, purgation, heaven of Jesus’ self-consciousness, sexuality, and sinless- to faith in Christ today. The course will combine a and hell—in both their individual and their social ness); the Church (New Testament data, history, lecture format with discussions, readings, and reflec- dimensions, as Christian theology has traditionally Vatican II, mission, sacraments, authority, ministry, tions on the readings. conceived them; and it will try to articulate an un- Mariology, etc.); and Christian existence (ethics, derstanding of these objects of hope as they might 224. Why God Became Human spirituality, eschatology). best be integrated today into Christian thought and (3-0-3) Zachman practice. In addition, it will consider the ways that 232A. Spirituality of the Christian East: Experience, This course will investigate historically and system- a Christian sense of the finality of salvation colors Form, Expression atically the central Christian confession that God and influences all the other aspects of the intelligent (3-0-3) Alexopolous became human in Jesus of Nazareth, especially in reflection on faith we call theology. “Christianity is more than a theory about the uni- light of the death of Jesus on the cross. We will con- verse, more than teachings written down on paper; sider theologians from the patristic to modern eras, 227. Church and Worship it is a path along which we journey—in the deepest including Irenaeus, Athanasius, Anselm, Luther, Pas- (3-0-3) Driscoll and richest sense, the way of life” (Kallistos Ware). cal, Barth, and von Balthasar. Course requirements An analysis of the Church as a community of This course will introduce the student to the Chris- will include four six-page comparative papers and a believers and a social institution, and a study of tian East and will focus on its spirituality as the longer constructive paper. Church liturgy and sacraments. This course will cen- expression of this “journey,” this “way of life.” The ter around three key areas, namely (1) Anthropology: different experiences, forms and expressions of this As humans, why do we feel the need to express our- spirituality will be examined and discussed during selves and our relationship to God through ritual ac- the course, having the writings of the Fathers of the tivity? (2) Theology: What are the Christological and Christian East as a basis, a foundation, and a spring- ecclesiological underpinnings for the sacraments? (3) board for further reflection. History: What is the historical development of each of the seven sacraments? What has remained con- stant in spite of the historical mutations? 218 219
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235. Following Jesus 243. Theology of Marriage 251. Relationships, Sexuality, and Christian Tradition (3-0-3) Daley (3-0-3) Odozor (3-0-3) Poorman Hearing Jesus’ Gospel of the coming Kingdom of This course seeks to introduce participants to the This course is an introduction to the traditions and God, and receiving it as a word of truth and new principal elements in the Catholic Tradition on mar- methods of Christian ethics and Roman Catholic life, has meant, since the time of Jesus, not simply riage by examining the sources of this tradition in moral theology, especially as they are applied to hu- accepting a new way of understanding the world, but sacred scripture, the work of ancient Christian writ- man sexuality and sexual ethics. Following a brief taking on a new pattern of living, “costing not less ers, the official teachings of the Church and recent introduction to current cultural contexts for consid- than everything.” This course will consider how the theological reflection. The method employed in the ering human sexuality, we will compare several theo- Christian tradition, since the time of the Gospels, course is thus historical, scriptural, and thematic. retical bases for sexual morality. We will also consider has understood the person and work of Jesus and The readings selected for this course are intended methods and theories of Christian sexual ethics. will consider the impact this faith in him and in his to expose students to contemporary discussion in Finally, we will turn our attention to a number of message have had, and continues to have, on the way moral theology apropos of these issues, and provide contemporary issues, including marriage, extra-mari- his disciples live in the world. them with the necessary theological tools to critically tal sexuality, contraception, assisted reproduction, 236A. Latin American and U.S. Latino Theologies evaluate a wide variety of ethical positions dealing and homosexuality. (3-0-3) Matovina with marriage in the Catholic tradition. The format of the course will be lecture and This course examines the emergence and develop- 244. Catholic Social Thought discussion. We will employ a number of cases and ment of Latino religion and theology in the United (3-0-3) Pfeil scenarios to prompt discussion and to exemplify States. In particular, the course will explore how U.S. This seminar fulfills the requirement for a second methods and theories. Requirements include at- Latina and Latino theologians have articulated the theology course. It is for students returning from tendance at all class sessions, careful reading of the meaning and implications for Christian living of Summer Service Projects who desire an extended assigned texts, significant contributions in discus- core theological topics such as Christology, evangeli- opportunity for reflection and analysis in addition sions, a five-page reflection paper, mid term and zation, social justice, and liturgy. to the regular SSP course (THEO 360, three cred- final exams, and a 10-page researched essay on an its, graded S/U). Some of the major themes to be issue related to Christian sexual ethics. There may 240. Jesus and Salvation also be several one-page, ungraded essays assigned to (3-0-3) Hilkert discussed are: Christian compassion, discipleship, the mystery of God, and Catholic social teach- promote thought and discussion on specific topics or An exploration of the mystery of Jesus the Christ questions. and the experience of salvation through examination ing. The course culminates with a comprehensive of the life, ministry, death, and resurrection of Jesus research project on a theological question or issue 256. Christian Theology in the Middle East: Origins to the Present (Part I); the development of classic Christian doc- that emerges from the summer and/or other service trine (Part II); and selected contemporary perspec- experiences and is explored with other academic dis- (3-0-3) Amar tives and questions (Part III). ciplines. Students must have participated in a Sum- The spread of Christianity from Jerusalem to mer Service Project during the preceding summer Asia Minor and Europe, and the development of 242. The Mystery of God to enroll in this course. More information about the Christian doctrine that followed upon it, is well (3-0-3) Doak course format, the experiential learning method and documented and well known. Less well known is Who is the God Christians believe in? Beyond the the process of evaluation is explained in the Learning the movement of Christianity east of Jerusalem, acknowledgment that God is a mystery, accepted Agreement and Application Form, which is available and the developments of Christian doctrine that at- in faith and worshipped in reverence, what do at the Center for Social Concerns. tended this movement. This course investigates the Christians claim to know about God? How did the development of Christianity and Christian doctrine 247. The Catholic Experience doctrine of the Trinity develop, and what difference in the Middle East and Central Asia. This approach (3-0-3) Cunningham does it make? involves consideration of the central doctrines of the This course has three quite specific aims: (1) to This course will explore these and related ques- Christian faith (especially the doctrines of Christ, describe that form of the Christian tradition both in tions through study of the development of the the Church, and the sacraments) from the time doctrine and practice which is called Catholic; (2) doctrine of God in Christian theology, giving special they were articulated in the period of the first seven to argue that within the Catholic tradition there are attention to contemporary theological efforts to ecumenical councils, to their development, in both different “ways” of being a Catholic; (3) to outline a re-articulate the doctrine of God in response to the continuity and contrast, in the churches of the East. general way of being a Christian within the Catholic questions and issues of our own day. We will also Students will acquire a sense of the largely untold tradition; we will call that “way” a “spirituality.” consider the contributions of different theological story of the origins and history or Christianity in the Theology 247 will meet weekly for a lecture approaches, especially those emphasizing the Bible, Middle East (a topic especially timely today), we well followed by discussion groups. Attendance will be philosophy, spirituality, or socio-historical location as a grasp of the fundamental Christian doctrines required. Each week a short reflection paper (two as resources for better understanding the Christian at stake in this history as well as the present, as they pages) will be readied for the discussion section. In experience of God. bear on the issue of the reunification of the churches. addition, there will be an essay style midterm and Students will be encouraged to consult with the Readings include documents from the councils, rel- final. instructor about the possibility of an experiential evant theologians, local history, native accounts, and learning project involving theological reflection on archaeological evidence. their own experiences of service, prayer, or worship as resources for better understanding God. 218 219
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257E. Nature and Demands of Christian Love 260. Theology, Ethics, and the Environment 266. Medical Ethics (3-0-3) Lowery (3-0-3) McKenny (3-0-3) Mertensotto This course will examine the place of love in the Does our ecological awareness require radically new A discussion of ethical problems in the medical Christian life, using the love commandments as the theologies and moralities? What moral claims, if profession in the light of natural law and Christian cornerstone of a theology of love. Various aspects of any, do nonhuman entities make on us? Can current moral principles. For premed students. love will be explored so that love for God, love for Christian and philosophical moral theories address 268. A Faith to Die For others, and love for self can be more fully understood these claims? This course raises these questions on (3-0-3) Baxter and brought into harmony. The material will thus both theoretical and practical levels. Theoretically, An introduction to Catholic moral theology, with include a broad survey of theological and philosophi- we will examine various theological and philosophi- an accent on how Catholic belief and practice shape cal writings on love as well as an analysis of relevant cal views of the moral status of nonhuman nature. the Church’s understanding of the moral life. Aspects biblical texts. Four unit tests will be administered, Practically, we will explore the implications of these of Catholic belief and practice to be covered include and students will also compose a final paper which views for issues such as wildreness conservation/ baptism, penance, reading scripture, preaching, will help them to integrate the theoretical facets of preservation, treatment of animals, agricultural prayer, the Eucharist, martyrdom, religious life, mar- love and apply this theory to concrete situations. biotechnology, and others. The diversity of positions riage, and mission. In the context of these beliefs and 259E. From Rome to Wall Street: we will consider will range from those who embrace practices, several leading themes in Catholic moral The Church and Economic Life standard, modern human-centered theologies and theology will be explored (e.g., sanctification, the (3-0-3) Ingrando moral theories to critics (such as deep ecologists, eternal and natural law, and virtues and vices), and The primary purpose of this course is to develop a ecofeminists, and others) who hold that the very several moral issues will be examined (e.g., abortion, critical understanding, via engagement with key texts theoretical stance of our dominant theologies and suicide, capital punishment, economic justice, and and writings in the Christian tradition, of theologi- moral theories is incompatible with a genuinely ethi- war and peace). This course explores an understand- cal interpretations of the relationship between the cal orientation to the environment. ing of the moral life in terms of participation in the church and the economic order. Texts from the Ro- 261. Christianity and Feminist Ethics life, death, and resurrection of Christ, but at the man Catholic social tradition to be studied include (3-0-3) Porter same time it avoids construals of the moral life that Rerum Novarum and Economic Justice for All (the This course is designed as an introduction to Chris- rest merely on pious exhortations (“Jesus says”), as- U.S. Bishops’ Letter on the U.S. Economy). Broad tian ethics that focuses on the relevance of the his- sertions of ecclesial authority (“the Church says”), theological and ethical questions to be considered in- torical Christian tradition to a specific contemporary or invocations of negative moral prohibitions (“thou clude: How have fundamental Christian understand- issue or issues. shalt not”). Thus, the “faith” will be presented as a ings of Creation—including teachings regarding 262. Contemporary Issues in Christian Ethics set of beliefs and practices that are disturbingly radi- human dignity and stewardship—shaped theological (3-0-3) Poorman cal, demanding that Christians die to themselves, interpretations of the relationship between Church The study of contemporary issues and Christian yet also deeply attractive, in that dying serves as a and economy? What is the appropriate role of the responses in the areas of bioethics, sexuality, social passageway to true life. As suggested by the title, a church and individual Christians in the economic justice, and professional ethics. leading emphasis in the course is that only a faith order? Is economic justice a proper concern for the worth dying for can forge a moral life that is truly church? If so, how ought the church and individual 264. Theology and the Arts worth living. Christians work to achieve economic justice? Par- (3-0-3) Joncas Readings include selections from scripture, ticular questions include attention to the tension Christian faith is expressed and shaped by a variety liturgical texts, theological and moral treatises, between the ideal of poverty and the acquisition of of media: the narratives of sacred scripture, the prop- encyclicals, and the documents of Vatican II, plus property by the church and its members and the role ositions of ecumenical councils, the moral witness Augustine’s Confessions, Cantalamessa’s The Eucharist: of women in economic life. Course requirements in- of saints, etc. This course will explore how musical, Our Sanctification, Graham Greene’s The Power and clude significant participation in class discussion and visual, and literary arts have mediated Christian faith the Glory, short stories of Flannery O’Connor, Doro- group work, a community-based learning project, a in a variety of cultural contexts. From theological thy Day’s The Long Loneliness, and Helen Prejean’s mid-semester paper, and a final exam. The instructor perspectives we will explore and analyze musical Dead Man Walking. Evaluation is based on a mid- will work with Gender Studies and Catholic Social compositions such as the Odes of Solomon, Ambro- term, a final, several short papers, and interactive Tradition students to enhance the gender and CST sian hymns, and J. S. Bach’s “Magnificat”; visual class participation. content of the course through discussion and written arts such as catacomb wall-paintings, icons, and the 269. Religion and Psychology assignments. Sistine Chapel ceiling; and literary arts such as The Dream of the Rood, G. M. Hopkins’ poetry, and the (3-0-3) Burrell short stories of Andre Dubus. To show how the quest for psychological explanation can raise issues classically identified as religious, we 265. Corporate Conscience shall explore how the psychological articulation of (3-0-3) Mertensotto, Heppen these issues addresses the “task” of becoming a Chris- This course is a reflection on the Christian moral tian. Beginning with Aristotle’s Ethics to explore the meaning of corporate action and purpose within most common idiom for human action, we jump to business organizations. It deals with an analysis of Kierkegaard’s Sickness Unto Death, and then enter the relation between Christian values and corporate the “psychological revolution” with Sigmund Freud’s policy in order to raise the consequences of orga- Civilization and Its Discontents, followed by Carl nizational policies. The objective is to develop a Jung’s Psychology of the Transference. By that time we comprehensive corporate ethic, which deals with the will be ready to appreciate Sebastian Moore’s The self-interest of the organization, multiple responsi- Crucified Jesus Is No Stranger, testing his work against bilities and a social vision for a more human world. two diaries: Ruzbihan Baqli’s Unveiling of Secrets: For business majors. Diary of a Sufi Master, and Etty Hillesum’s An Inter- rupted Life. A series of exercises (one-page papers) are designed to help us learn the language of these au- thors. A final paper offers a way to link that language with more explicitly theological inquiry. A midterm (in two parts) and a final exam give opportunities for synoptic grasp. 220 221
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272A. The Harp of the Spirit: The Spirituality of 274. Catholic Social Thought: 282. Bioethics Syriac Christianity Discipleship, Loving Action for Justice (3-0-3) Ryan (3-0-3) Amar (3-0-3) Pfeil/Shappell This course explores the importance of religious Human life is experienced fully and authentically This course is for students returning from Summer and moral values for the life and death choices we only when the spiritual life is awakened in an indi- Service Internships or other service experiences who make, individually and as a society. Basic principles vidual. The primary vocation of every human person desire an extended opportunity for reflection and and methods of contemporary bioethics will be is the vocation to the spiritual life. analysis. Some of the major themes to be discussed introduced, and a range of issues considered, e.g., Much of what typifies modern society suffers are: Christian compassion, discipleship and Catholic medical research, physician assisted suicide, health from spiritual deprivation. Much of what passes for Social Teaching. The course culminates with a com- care reform, new genetic technologies, responding to spirituality is not spirituality at all but “self-help.” It prehensive research project on a theological ques- AIDS. Especially recommended for students plan- is based in a tradition, sometimes called “classical,” tion or issue that emerges from the summer and/or ning on a career in medicine or science. Lecture/ that is formulaic, dogmatic, and which gives rise to other service experiences and is explored with other discussion format. Requirements: short papers, distinctions between immanence and transcendence. academic disciplines. More information about the midterm, final. Syriac-Christianity represents the unique phenom- course format, the experiential learning method and 285E. Christian Liturgy and Music enon of a genuinely Semitic form of Christianity the process of evaluation is explained in the Learning (3-0-3) Johnson which returns us to the well-springs of the Christian Agreement and Application Form which is available Music has long played an important role in Christian faith before they were muddied by doctrinal con- at the Center for Social Concerns. This course fulfills liturgy as an artistic expression of the Church’s prayer troversy and philosophical speculation. In Syriac the second theology requirement. and theology. Part I of this course will survey the tradition, Symbol is pre-eminent, and replaces the 275. The Mystery of Being Human historical development of Christian liturgy and its categories of classical theology. Symbolic theology is (3-0-3) Hilkert theological interpretation from the New Testament based in the concrete, historical event; it is inductive This course will explore some key questions of hu- period forward, focusing in particular on the role of and a posteriori.This is not a “class” in the traditional man existence in relation to basic Christian beliefs music and theology of music in liturgy. Part II will sense of the word. It is envisioned as a common jour- about human life and destiny. What is the meaning concentrate on the use of music in liturgy today, ney toward realizing who we are as spiritual beings. of human dignity, personhood, and community in studying various official Church documents on Meetings will follow a discussion format; there light of the Christian claims that we are created in music from Vatican II forward (including Sacrosanc- will be no formal lectures. Students must read the the image of God and baptized into the image of tum Concilium, Musicam Sacram, Music in Catholic assigned material before class and be prepared to talk Christ? How are we to understand the reality of evil Worship, and Liturgical Music Today), and drawing about them. If you have questions about this course, in the world and the fundamental ambiguity of hu- forth principles for determining theologically and you are encouraged to meet with Professor Amar man experience in relation to the symbol of “original pastorally what are the functions and appropriate (631-6276). sin”? What do “graced human existence” and “rela- uses of music in liturgy today. Assessment: there will 273. Vocation and Leadership in Catholic School tionship with God” mean? Do they affect the way be a mid-term exam and a final exam, and students Tradition we experience and live everyday life? How can Chris- will engage in an exercise in practical theology utiliz- (3-0-3) Pfeil tians live in hope in the face of suffering and death? ing participant-observation methods to analyze the This course will invite students to consider the 279. Science and Theology use of music in several liturgical events. Students will meaning of vocation in relation to the social mis- (3-0-3) Ashley develop a final report/analysis of their observations, sion of the church. Beginning with a theological which they will both present in class and submit in understanding of the significance of vocation and 281. War, Law, and Ethics written form. charisms, this course will provide a narrative-based (3-0-3) Pfeil exploration of the vocational journey of prominent This course is designed to explore ethical and legal 286. Literary Catholicism figures in the Catholic social tradition such as Fran- considerations related to war and the use of force. (3-0-3) Gordon cis of Assisi, Dorothy Day, Cesar Chavez, and Oscar Beginning with a historical overview of Christian This course will explore the Catholic theological tra- Romero. The emergent understanding of vocation thinking on war and peace, we will develop an ac- dition primarily as it finds expression in six novels by will be held in conversation with the witness given count of various ethical positions on the use of force, authors whose writing is influenced by that tradition. by leaders from other religious traditions, e.g., including views rooted in the just war tradition The novels discussed will be The End of the Affair Badshah Khan, Gandhi, and Thich Nhat Hanh. and in pacifism. We will also consider the ethical and The Power and the Glory by Graham Greene, The Using the method of service-learning, this course implications of contemporary issues related to the Ball and the Cross by G. K. Chesterton, Silence by will invite students to develop an awareness of their use of force, e.g., sanctions, war crimes, humanitar- Shusaku Endo, Wise Blood by Flannery O’Connor, social justice commitments in light of their own ian intervention, and terrorism. In collaboration and Love in the Ruins by Walker Percy. Among the sense of vocation. PERMISSION IS REQUIRED. with the Center for Social Concerns and La Casa topics to be treated are Jesus Christ, revelation, the More information about the course format is ex- de Amistad, students will have the opportunity to fall of humanity and the problem of evil, the nature plained in the Learning Agreement and Application engage in service learning by working with students of sacraments, and faith as a relationship with a lov- Form which are available at the Center for Social from Washington High School to collect stories from ing God. Concerns. local war veterans as part of the Library of Congress‚ “Veterans History Project.” 220 221
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287. World Religions and Catholicism in Dialogue 290. Christianity and World Religions 325. From Power to Communion: (3-0-3) Gorski (3-0-3) Malkovsky Toward a New Way of Being Church-Based A theological exploration of Hinduism, Buddhism, The purpose of this course is to introduce the on the Latin American Experience Taoism, Judaism, Islam and the relationship of student to the basic teachings and spiritualities of (3-0-3) Pelton Christianity to those religions. The goal of this ex- Hinduism, Buddhism, and Islam. We will approach Prerequisite: Six hours of theology. ploration is specifically (1) to set forth the essential these religions both historically and theologically, This seminar explores the present and the future characteristics of the world’s great religions, (2) to seeking to determine where they converge and differ of the Catholic Church, placing emphasis on how disengage the essential differences between Christi- from Christianity on such perennial issues as death, its future is foreshadowed in the growing ecclesial anity and the other world religions, (3) to identify meaning, the nature of the ultimate Mystery, the interdependence that exists between the churches the distinctiveness of Catholicism within the family overcoming of suffering, etc. We will also examine of North and Latin America. Emphasis is placed on of Christian traditions, (4) to examine historically some traditional and contemporary Catholic and the growing involvement of the laity in Latin Amer- and systematically the Christian theological appraisal Protestant approaches to religious pluralism. Our ica and where this may lead the North American of other world religions. Thus, the course will en- own search to know how the truth and experience of church. In a particular way, attention is given to the able the students to gain a deeper understanding of other faiths is related to Christian faith will be guid- role of small Christian communities. Christianity by “passing over” into and experiencing ed by the insights of important Catholic contempla- 340. Know Your Catholic Faith (series) as well as appraising the different major religious tives who have entered deeply in the spirituality of (1-0-1) Cavadini traditions of the world. To enhance the learning other traditions. By course’s end we ought to have a The department offers a series of one-credit experience, the course will use the BBC film series greater understanding of what is essential to Chris- courses in cooperation with the Office of Campus titled The Long Search. Each of these hour-long films tian faith and practice as well as a greater apprecia- Ministry. focuses on perspectives of the world’s major religions. tion of the spiritual paths of others. Requirements: What does the Church teach? Why does it mat- 288. Liberation Theology Short papers, midterm exam, and final exam. ter? Each one-credit course reflects on a central (3-0-3) Gorski 308. Introduction to Christian Latin feature of the Catholic faith, so that students come An exploration of “liberation theology”—one of (3-0-3) Sheerin away with a clear idea of what the Church holds on the most challenging and influential theological these topics as well as a basic theological and per- 326. God, Philosophy, and Universities: Aquinas, sonal understanding of them. movements since the Second Vatican Council. The Arnauld, Newman initiators of this widespread movement are firmly (3-0-3) Macintyre Social Concerns Seminars (THEO 350–THEO 372). convinced that the liberation of the world’s poor and Inquiry and teaching in Catholic universities have The Department of Theology offers a variety of oppressed—the suffering majority of humanity—is aimed at understanding how the universe—physical, social concerns seminars in collaboration with the the most pressing need of our age. And they are animal, human—is ordered to God. One task of phi- Center for Social Concerns. Permission is required developing a theology that is intended to inspire and losophy in the Catholic tradition has been to show for each of these and is obtained through the center. promote such liberation. They evolve this theology how the various secular disciplines both contribute More information is available at the Center for So- of liberation not only from their reflections on the to such understanding and remain incomplete with- cial Concerns, 631-5319. Bible and other traditional sources, but also from out theology. How is this task to be carried out? We 355. Soc Con Sem: Civil Rights and Social Change their immediate pastoral relationships with the poor shall consider answers by three Catholic philosophers —and from their social-historical-political-economic (3-0-3) Caponigro in different intellectual and cultural situations, Aqui- The purpose of this Seminar is to study key events analyses of the causes of poverty and oppression. nas, Arnauld, and Newman in the hope of learning While this course will treat of the liberation theology and leaders that sparked the broad-based movement how to answer this question today. to secure civil rights in the United States. Students being developed in the United States, it will focus Requirements: Three papers will be required. first and principally on the theology of liberation will visit communities (Atlanta, Birmingham) and There will be no examination. religious institutions that shaped the ideology and rooted in the history of Latin America and found (Crosslisted as PHIL 326.) expressed in the writings of some prominent Latin development of movement in the late 1950s and early 1960s. Participants will also be asked to explore American theologians. These include Clodovis Boff, ELECTIVES Leonardo Boff and Gustavo Gutierrez. The works of the current state of leadership in the civil rights com- these innovative authors are at the heart of liberation 307A–307B. Elementary Hebrew I–II munity, assessing its relevance and potential for con- theology; understanding them is a precondition for (3-0-3) (3-0-3) Ulrich tinued influence on issues of race and discrimination understanding the liberation writings from the USA Prerequisite: Six hours of theology. into the new century. and from other places. This is a two-semester introductory course in biblical 356. Soc Con Sem: Migrant Experiences Hebrew; under normal circumstances, the student (3-0-3) Brandenberger must complete the first to enroll in the second. The This seminar offers a unique immersion into the fall semester will be devoted to learning the gram- lives of migrant farm workers in Florida during the mar of biblical Hebrew. The spring semester will be spring harvest. Students pick tomatoes in the fields divided into two parts. For the first six weeks we will (donating their wages), live with migrant families, finish and review the grammar. In the remaining part assist church and social agencies that serve migrants, of the course we will read and translate texts from and meet with community leaders, never again to the Hebrew Bible, Qumran, and Rabbinic literature. take food for granted. The course will focus on developing reading and comprehension skills in biblical Hebrew through 357. Soc Con Sem: L’Arche Communities the study of biblical texts. In addition, students will (3-0-3) Brandenberger learn how to use reference grammars, concordances, This seminar centers around travel to a L’Arche com- and apparatus to the Biblica Hebraica. The course munity (e.g., Toronto, Canada) to share community encourages students to think about the grammatical life with developmentally challenged persons. forms and their implications for biblical interpreta- Students draw from the philosophy of Jean Vanier, tion. the works of theologian Henri Nouwen and other spiritual writings to augment this participatory learn- ing experience. 222 223
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358. Soc Con Sem: Children and Poverty 360B. Summer Service Learning: Int’l 367. Soc Con Sem: Advanced Studies (3-0-3) Brandenberger/Ashley (3-0-3) Cunningham/Tomas-Morgan/Kollman (1-0-1) Brandenberger/Ashley/Beckman This seminar focuses on concerns that affect the Prerequisite: Domestic service-learning experiences. Prerequisite: One other Social Concerns Seminar. youth of our nation, especially poverty and violence, This three-credit course provides students the oppor- The Advanced Studies Seminar is designed to and examines efforts to foster positive youth devel- tunity to encounter international realities through enhance the students’ study and application of a opment. Immersion in New York City. Participants work with poor and marginalized people. Same aca- particular social concern issue. The experiential read Catholic social teaching focused on youth/ demic requirements as THEO 360 with the addition component of the course will be tailored to the spe- family issues. of area/country specific readings and meetings. cific interest of the student and requires preparation 359A. Summer Service Learning: ACCION 360C. Summer Service Learning: NYSP and orientation, follow-up reflection and associated (3-0-3) Cunningham/Connors (3-0-3) Cunningham/Connors/Pettit readings. The ACCION Internships run 10-12 weeks in mi- The National Youth Sports Program runs for six 368. Soc Con Sem: Contemporary Issues cro-lending offices across the country. weeks on the Notre Dame campus. Students work (1-0-1) Brandenberger/Ashley For junior Business majors only. with low-income children from the South Bend area This seminar allows students to participate in an ex- 359B. Smr SrvLrn Intrn: ACCION in educational enrichment and recreation. Same periential opportunity designed to examine contem- (3-0-3) Cunningham/Groody requirements as THEO 360. porary social problems. Emphasis will be placed on The ACCION Internships run 10-12 weeks in mi- 361. Soc Con Sem: Appalachia understanding issues/conflicts from the perspective cro-lending offices across the country. (1-0-1) Ashley/Loesch of the various participants. Preparation and follow- For junior Business majors only. This seminar involves experiential learning during up sessions are tailored to the specific opportunity. 368A. Soc Con Sem: Discernment 359C. Smr SrvLrn Intrn: Hispanic the semester break. The course is centered on a ser- (3-0-3) Cunningham/Knight-Santoni/Groody vice-learning immersion in the region of Appalachia (1-0-1) Shappell, Cunningham This is a leadership internship for Hispanic studies and provides preparation for and follow-up to that 369. Soc Con Sem: Leadership Issues working 10-12 weeks in a Hispanic/Latino area with experience. Students may focus on particular themes (1-0-1) Knight-Santoni/Brandenberger/Ashley organizations dedicated to empowering local com- (e.g., rural health care, environmental issues) at vari- This course is open to student leaders of various munities. Students will complete the requirements ous sites while learning about the region and rural campus organizations focused on community service of THEO 359 and work with the Center for Social issues. and social action (e.g., student groups affiliated with Concerns to build partnerships with the agencies and 362/SOC 362. Soc Con Sem: Cultural Diversity the Center for Social Concerns, social concerns com- people involved. Application and interview necessary (1-0-1) Outlaw/Brandenberger/Pettit missioners of dorms, etc.). This seminar will examine for participation. The purpose of this course is to begin to analyze the leadership and empowerment issues from a multi- 359E. Smr SrvLrn Intrn: Contemporary Issues positive aspects of ethnic and cultural diversity as disciplinary perspective, focusing on the role of the (3-0-3) Cunningham well as related tensions, including racism. Students leader within organizations promoting community This internship is for students interested in learning will participate in a five-day program during break service, social awareness, and action for justice and more about how the Catholic social teachings are ad- at selected sites that provides an orientation to cul- peace. The course will provide students with an dressed in the work of a church organization, such as turally diverse communities and allows students to opportunity to examine and develop their personal the Catholic Campaign for Human engage in discussions on relevant issues with local leadership styles and potentials through a variety of Development. residents and community leaders. Students partici- experientially based learning experiences. pate in preparation and follow-up 370. Soc Con Sem: Nonviolence 360. Confronting Social Issues: SSPs sessions. (3-0-3) Cunningham/Connors (1-0-1) Brandenberger 363/POLS 496. Soc Con Sem: This three-credit service-learning course takes place This course allows students to explore the theoretical Washington, D.C. before, during, and after student participation in dimensions of nonviolence and the practice of non- (1-0-1) Brandenberger/Loesch/Ashley eight-week “Summer Service Projects” sponsored violence as manifest in contemporary social move- This course centers on a trip to Washington, D.C., by the Center for Social Concerns. The goals of the ments. The course will examine the writings of Jesus, over fall break, during which time students analyze a course are to reflect on the meaning and dynam- Mahatma Gandhi, Martin Luther King, Dorothy significant social issue through contact with various ics of Christian service, compassion and Catholic Day and others. Students participate in a one-week agencies, government offices, and church organiz- social teaching through readings and writing, along experience with faith-based communities involved ations. Students participate in preparation and fol- with discussion and reflection with site supervisors in nonviolent activities, prayer, service, and public low-up sessions. Themes (e.g., Educational Reform, and alumni, and scheduled group discussions upon witness. A one-credit course graded satisfactory or Violence in America) vary each year. return to campus. Writing assignments include a unsatisfactory. journal, reflection paper of six to eight pages and 366. Soc Con Sem: 371. Soc Con Sem: International Issues responses to study questions related to the course Mexico Service-Learning Project (1-0-1) Brandenburger/Tomas-Morgan/Kollman packet. This course is completed during the first five (1-0-1) Brandenberger/Elizondo/Tomas-Morgan This course revolves around international experie- weeks of fall semester and is graded Satisfactory or This seminar involves three weeks of service-learning ntial learning opportunities, examining the culture, Unsatisfactory. Acceptance is based on the student’s in Oaxaca, Mexico. It is designed to expose students community and life of the people encountered, in- application and interview. Contact the Center for to the reality of Latin America through inter-cultural cluding the poor. Students participate in preparation Social Concerns for more information. exchange, shared work experience, and faith reflec- and followup sessions. tion. Students examine the social, cultural, and 360A. Confronting Social Issues: THEO international forces operative in the region through (3-0-3) Cunningham/Connors/Brandenberger discussion, relevant readings, and written reflection. Same as THEO 360 but restricted to theology ma- jors; graded A-F. 222 223
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372. Soc Con Sem: Field Education 395. The Christian Theological Tradition I 401. Hebrew Scriptures (1-0-1) Brandenberger/Ashley (3-0-3) Cunningham, Wawrykow (3-0-3) Ulrich A directed field education experience in theology, Prerequisite: Six credit hours of theology. Prerequisite: Six credit hours of theology. augmented by readings and dialogue with faculty A survey of Christian theology from the end of This course will offer students an introductory- and others. Area of focus and placement determined the New Testament period to the eve of the Refor- level survey of the books of the Hebrew Bible, with by student interest and initiative, in collaboration mation. Through the close reading of primary texts, emphasis placed on the holistic (i.e., theological, with the Center for Social Concerns. Site placements the course focuses on the Christology of such influ- literary, and social-scientific) study of the history, may involve service-learning or related work (at, for ential thinkers as Origen, Athanasius, Augustine, literature, and religion of ancient Israel. The impli- example, La Casa De Amistad, the Center for the Anselm and Aquinas. How do these thinkers un- cations of selected texts in Christian and Jewish Homeless, or other site where the Center has placed derstand the person and work of Jesus Christ? What theological discourse will also be explored. Required a Community-Based Learning Coordinator). A are the Christological problems that they tried to course components include occasional quizzes, three learning agreement will outline specific learning tasks resolve? How do the different Christologies of these unit tests covering the major divisions of the Hebrew and requirements. Special permision (during the thinkers reflect their differing conceptions of the Bible (Pentateuch, Prophets, and Writings), and 20 semester prior to the experience) is required. purpose and methods of “theology?” Some attention pages of writing spanning the following research- 378. Catechism and Catechetics will also be given to non-theological representations related genres (case studies, article reviews, journal, (3-0-3) Cavadini of Christ. How does the art of the early and medieval and critical notes). Fall only. Prerequisite: Six hours of theology. periods manifest changes in the understanding of the 402. Archaeological Foundations of Christianity significance of Jesus. This course is obligatory for all and Judaism in Antiquity 383. The Paschal Mystery in the Latino Community first and supplementary majors but is open to others (3-0-3) Burgh (1-0-1) Elizondo who have completed the University requirements of This course surveys ancient Israel/Palestine (the Holy 385A. Women and Religion in U.S. History theology and who wish to gain a greater fluency in Land) during the biblical period. The class will chal- (3-0-3) Cummings the history of Christian thought. Fall only. lenge students to think critically and creatively about The course is a survey of women and religion in 396. The Christian Theological Tradition II the makeup/construction of previous cultures, their America during the 19th and 20th centuries. Among (3-0-3) Zachman life-ways, and how the components of the culture others, we will consider the following themes: how Prerequisite: Six credit hours of theology. connect and relate to one another. In order to do religion shaped women’s participation in reform The course will examine the development of the this, the student will engage and incorporate theory movements such as abolition, temperance, and civil Christian tradition from the time of the Reformation and method from several fields (e.g., archaeology, rights; how religious ideology affected women’s work, to the present, with special attention to the confes- theology, anthropology, philology, textual studies, both paid and unpaid; the relationship between sional division of the western Christian tradition history, art, and others). This course encourages the religion, race, and ethnicity in women’s lives; female during the Reformation, and the responses which student to use as many available tools as possible to religious leaders; and feminist critiques of religion. post-Reformation Christian traditions make to the investigate and understand the past and its impact We will examine women’s role within institutional secularization of West culture. The objective of this on the present. The class will expose students to the churches in the Protestant, Catholic and Jewish course is to develop an ecumenical understanding of material remains through slides and some physical traditions, as well as raise broader questions about contemporary Christian traditions. Class time each artifacts that will assist them in better comprehend- gender and religious belief. How did religious belief week will consist of two lectures and one student-led ing the theological foundations of Judaism and affect women both as individuals and in community? discussion. Evaluation will be based on discussion, Christianity. How could religion be used to both reinforce and four short papers, and a final exam. Spring only. 404A. Prophets subvert prevailing gender ideology? Course require- (3-0-3) Najman ments include a midterm and final examination, This course will examine different concepts of several short writing assignments, and a final paper ADVANCED COURSES prophecy in the Hebrew Bible and in later Second (10–12 pages) on a subject of the students’ choice. 400. Proseminar Temple traditions. How did prophets, priests and 391. Liturgical Choir (3-0-3) Herdt scribes claim divine inspiration? How did they (1-0-1) Walton Prerequisite: Six credit hours of theology. connect revelation and heavenly journey to tex- This one-credit course will provide an introduction 391A. Women’s Liturgical Choir tual authority and the production of Scripture? to the field of theology, emphasizing its nature and (1-0-1) Throughout the course we will focus mainly upon task, its relation to faith and experience, and its var- biblical texts, but we will also look at claims to 392. Folk Choir ious methods of inquiry. Class sessions will have dis- prophetic authority made in non-biblical wisdom, (1-0-1) Warner cussion format to promote close interaction among apocalyptic and liturgical texts. No prior knowledge all the participants. Five sessions of the seminar will of biblical prophecy, biblical studies, or ancient lan- feature different members of the faculty who will guages is required. discuss the goals and methods of their respective disciplinary areas. During the course students will 411. Christian Scriptures gain the necessary background to begin planning (3-0-3) Neyrey their own programs in theology. Required for all ma- A critical introduction to the Christian Scriptures for jors and supplementary majors, and open to minor, Western readers. In addition to important historical pre-seminarians, and any other interested students. and literary aspects of the New Testament, this Spring only. course aims to interpret those Scriptures in the light of the cultural world of Jesus. This means that read- ers will be learning the essential and relevant cultural models for reading Jesus, Paul, Timothy, etc., in their own culture: basic values (honor and shame), institu- tions (kinship), modal personality (group-oriented) and the like. Spring only. 224 225
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412. The Quest for the Historical Jesus 424A. Monastic Way in the History of Christianity 431A. Christian Ahthropology (3-0-3) Meier (3-0-3) Young The purpose of this course (a lecture course supple- Although often hidden from view, even hidden from (3-0-3) Hilkert mented by readings and discussion) is to introduce view in the church, the monastic way is one of the This course will explore theological perspectives on the student to the major historical and exegetical oldest expressions of Christian devotion to God and how Christians understand human life in light of the problems involved in the quest for the historical Je- neighbor, usually pursued alone communally. The life, death, and resurrection of Jesus. Part One will sus, especially as pursued today in the so-called Third purpose of this course is to explore how Christian focus on Karl Rahner‚s theology of the incarnation Quest. The course will move from initial definitions men and women have lived this life, from earliest as the key to understanding the mystery of being and concepts, through questions of sources and Christianity to the present. To that end, we will human in an evolutionary world. Questions to be criteria, to consideration of major sayings and deeds read the writings of monks of eastern and western considered include: How is human life related to of Jesus that may reasonably be considered historical. Christianity, paying close attention to monastic the rest of creation? What does it mean to be a hu- As time allows, major areas to be treated will include voices from antiquity (such as Anthony, Evagrius, man person? In what sense can human life be called Jesus’ relation to John the Baptist, Jesus’ procla- Basil and Benedict), medieval Christianity (e.g. Ail- a sacrament? Do we have a vocation and destiny? mation of the kingdom as future yet present, his red of Rievaulx, Bernard of Clairvaus, Hildegard of What is the impact of the sin of the world on human realization of the kingdom through deeds of power Bingen as well as Gregory Palamas and Theodore the freedom? What does it mean to be called to com- (miracles) and table fellowship, the various levels Studite) up to the present day (Seraphim of Sarov, munion with God and with all of creation? Part Two or circles of followers (the crowds, the disciples, the Thomas Merton, Mother Maria Skobtsova). The will turn to the reality of suffering in its personal, in- Twelve), various competing groups (Pharisees, Sad- primary format of the class will be discussion, aided terpersonal, social, and global dimensions. In a world ducees), his teaching in relation to the Mosaic Law, by the composition of short essays throughout the of increasing violence, suffering, and ecological the enigma (riddle-speech) of his parables, self-des- course. devastation, how are Christians called to reimagine the symbols of creation in the image of God, original ignation, final days, passion, and death. Obviously, 426A. Topics in Theology: Sacraments it is more desirable that students be allowed time for sin, grace, and hope for the future? (3-0-3) Prügl Based on careful reading of required texts, discussion and questions than that all these topics Pastoral necessity as well as heresies and uncertainties be covered. students will develop a series of thesis statements about the nature of the sacraments made it un- which respond to the reading as well as articulate 420. Women and Christian Origins avoidable for the medieval church to reflect upon its their own developing theological anthropology. (3-0-3) D'Angelo most distinctive liturgical rites. Within the context The final paper, based on those thesis statements, The course is a survey of the New Testament and of the formation and growth of scholasticism, the will be a constructive paper in which the student other literature from its context from a feminist sacraments provided an excellent training ground articulates her or his theology of the human perspective. It will delineate patterns of gender in to test the strength of western theological thought. person or of some dimension of human life (e.g., the theology and structure of these works, attempt Due to the influence of Peter Lombard’s collection of theology of work, play, suffering, sexuality, death). to retrieve the participation of women in the move- patristic “Sententiae” the sacraments finally became Midterm and final examinations will be based on ments behind them, and consider the impact of the a major field within the institutionalized theology the required readings. texts and their contexts in gender relations, sexual at the universities. Our course will focus on those politics and arrangements of race and class in the events and texts of the earlier Middle Ages which 432A. Culture, Religion, and Evangelization 21st century. Participation, three short or one short challenged theologians like Paschasius Radbertus, (3-0-3) Elizondo and one longer paper. Berengar of Tour and Lanfranc of Bec to specify their This course will examine the theological basis of inculturation, its historical development, ecclesial 422E. Medieval Theology: Introduction views about the Eucharist. It will consider the forma- tion of a systematic treatise on the sacraments in the documentation, and the implications for ecclesiol- (3-0-3) Prügl ogy, liturgy, catechesis, and the theological elabora- The Middle Ages brought about a broad spectrum of French schools of the 12th century, and finally pres- ent the synthesis of high scholastic sacramental the- tion. The course will include lectures, videos, class theological thought and literature. Both traditional discussion and practical exercises. and innovative medieval theologians eventually made ology in Thomas Aquinas and Bonaventure. Besides theology a “science.” Though exposing the faith the generic questions on the nature of the sacraments 435. Christian Spirituality to rational inquiry, medieval theology remained a as such, special attention shall also be paid to bap- (3-0-3) Cunningham thoroughly biblical endeavor. The Middle Ages also tism, the Eucharist, confirmation and penitence. This course intends to introduce the student to (1) produced a great number of classics of Christian 428. Topics in Medieval Theology the methodologies for studying Christian spirituality; spirituality. (3-0-3) Staff (2) some theological reflections on the Christian way The course will focus on single theologians as of life “in the Spirit”; and (3) A consideration of the 430A. Theology and Popular Piety in U.S. Catholi- structure of some “schools” of spirituality within the well as on important controversies and theological cism ideas. Particular emphasis will be given to the lead- Christian tradition. Apart from preparation of read- (3-0-3) Matovina ings, class participation, and regular attendance, the ing figures of the 12th and the 13th century, such as This course explores the theological insights inherent Anselm of Canterbury, Peter Abelard, Bernhard of basic course requirement will be to finish in a timely in the religious practices and spiritual traditions of fashion a series of short papers which will reflect Clairvaux, Hugh of Saint Victor, Albert the Great, African American, Latino/a, and European American Bonaventure, Thomas Aquinas and Duns Scotus. topic assignments given by the professor. These short Catholics. Particular emphasis is given to popular papers will bear a family resemblance to take-home 423. Reformation Theology: A Survey piety as a source for theology and to the ways theo- examinations. (3-0-3) Zachman logians and pastoral ministers can critically engage An examination of the development of Christian popular religious traditions. thought from the Council of Constance in 1415 to the First Vatican Council in 1869-70, with special attention given to the impact of the Reformation and the Enlightenment on the formation of Chris- tian theology. 224 225
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436. Conversion to Christianity in Modernity: 441. The Christian-Jewish Encounter: 443. Jewish Spirituality Historical and Theological Perspectives From Disputation to Dialogue (3-0-3) Wolfson (3-0-3) Kollman (3-0-3) Signer This course will explore several central themes that This course will examine the expansion of Christian- In the closing days of the II Vatican Council Nostra have informed the texture of Jewish spirituality ity in the modern period, attending both to various Aetate (Declaration on non-Christian Religions) through the ages. Topics will include: liturgy and historical encounters of Christianity with cultures reversed a negative attitude of the Catholic Church iconic visualization of God; sacred space and time on and peoples in the past five centuries as well as the toward Judaism and the Jewish people. This remark- ritual performance; letter meditation and the magi- theological innovations that accompanied such able change promoted “dialogue” with Jews, and cal imagination; contemplation and mystic union; encounters. Building on a study of several well- positive changes in the ways in which Judaism was textual study and inspired exegesis; divine suffering documented cases from various places and times, an presented in Liturgy and Catechesis. Reactions from and messianic redemption. Material will be selected analysis will be made of the dynamics of conversion the Jewish communities were diverse: from rejection from biblical, apocalyptic, rabbinic, and kabbalistic from theological as well as other perspectives. The to welcoming. sources. larger historical and social consequences of conver- This course will explore a number of issues which (Crosslisted as THEO 543.) sion to Christianity will also be examined emerge from the history of Christian thought and 445. Christian Initiation and Eucharist theology: How did a negative image of Judaism 437A. Miracles (3-0-3) Johnson develop within Christianity? In what ways did these (3-0-3) Cavadini The Rites of Christian Initiation (Baptism, Confir- unfavorable teachings contribute toward violence What is a miracle? Can miracles happen? What is mation, and First Eucharist) and the Eucharistic against the Jews? What is the relationship between their significance? The course will approach these Liturgy as the primary sacramental celebrations of Christian anti-Jewish teachings and Antisemitism? questions using a variety of paradigms, including and in the Church: their biblical and anthropological Is there any correspondence to Christian hostility philosophical, theological, and sociological. We will foundations, historical and theological evolution, within Judaism? In what ways have Jewish authors consider a variety of texts and issues, including the and contemporary forms and celebration in a variety reacted to Christian tradition? Bible, classical exegeses of biblical miracle stories (in of churches. Requirements will include short papers We shall also want to construct a more positive Origen, Augustine, and Gregory the Great) as well and exams. their counterparts in modern scholarship, philo- theology for the future. How can Jews and Chris- 447. Topics in Early Christianity: sophical debates about the status of the miraculous, tians develop religious responses to modernity? In what senses can a study of Judaism by Christians, Mary in the Christian Tradition and recent studies of communities where miraculous (3-0-3) Daley events are alleged to have occurred. We will also or Christianity by Jews, help either community to understand itself better? How can Christians and The good news of Christianity is first of all about consider the canonical process for the investigation Jesus, the risen Lord, and so about us, as his broth- of alleged miracles, as well as literary treatments of Jews develop a theology of “the other” which is not triumphalist, but empathic. ers and sisters – about our future, our world, the the theme. We will ask, finally, What is the religious Church we constitute. Still, Christian preaching and 442. Theology and Medicine significance of wonder? art have repeatedly singled out Mary, the mother of 439. Modern Topics: Natural Religion and Its Critics (3-0-3) Ryan Jesus, as an object for contemplation and loving, per- (3-0-3) Herdt Prerequisite: Six hours of theology. sonal attachment, and Christian theology has repeat- Spurred on by fears of religious warfare and backed An examination of moral problems in medicine in edly focused on her as a symbol for speculation and by emerging successes in the natural sciences, the context of key theological themes, e.g. creation, a subject of debate. So Mariology, although in itself 17th- and 18th-century thinkers turned to reason to providence, the nature of Christian personhood, suf- a secondary area in Christian thought, is central to establish religion on a firm footing. Some drew on fering and redemption, freedom and grace. Various any study Christian religion through the centuries, reason in order to shore up scripture and revelation, normative problems will be explores, e.g. physician- as well as a rich testing-ground for the implications while others sought to arrive at a natural religion that assisted suicide, artificial reproduction, and access to of Christian belief concerning the person of Christ, could displace reliance on revelation. Reason, too, health care. the nature and future of the Church, the reality of was understood in a variety of ways, ranging from 442E. Christian Ethics and Contemporary Culture: sin and redemption, and the importance of male and geometrical deduction to empiricist induction. We God and Morality female images in our experience of and response to will consider deism (Herbert of Cherbury, Toland, (3-0-3) McKenny God’s love. Tindal), British empiricist theology (Locke), and Christian ethics is committed to the claim that God This course will survey the most important mo- German rationalist theology (Leibniz, Lessing). It is the ultimate ground and source of ethics. In the ments in the development of the Church’s under- was not only the definition but also the power of cultures of the modern West this claim has been standing of and feeling for Mary’s role in the mystery reason that came into question, though, and natural repeatedly challenged. Two of the major challenges of our salvation. Beginning with the New Testament religion began to be undermined even as Enlighten- hold that by virtue of its theocentrism Christian eth- and ending with our own time. ment optimism remained at a peak: we will study ics is inimical to rational morality or is implicated 449. Feminist and Multicultural Theologies Butler’s double-edged defense of revelation, Hume’s in cruelty, suffering and evil. This course addresses (3-0-3) Hilkert naturalistic skepticism, Rousseau’s sentimentalism, these two challenges through the reading of biblical An exploration of critical and constructive contribu- Kant’s moral faith, and German Glaubensphilosophie. texts with classical and modern commentaries, Aqui- tions of women to the development of contemporary We will seek to move beyond the caricatures so often nas, Scotus, Kant, Nietzsche, Dostoyevsky, Levinas, Christian theology. Using the writings of feminist, given of the religious thought of this period, appreci- Jonas, Barth, John Paul II, and others. womanist, Latina, mujerista, and Asian women ating its complexity and evaluating its ramifications theologians, the class will consider recent work in the for contemporary theological reflection. field of systematic theology with particular attention to questions of method, theological anthropology, Christology/soteriology, and the mystery of God. 226 227
THEOLOGY
450. Theology and History of Christian Missionaries 456. Martyrs and Monastic Lives 460. Joint Seminar in Philosophy and Theology: (3-0-3) Kollman (3-0-3) Leyerle Aquinas and Scotus on God This course will study the missionary activity of the Early and medieval Christian communities were (3-0-3) Wawrykow church. After a brief look at mission and evange- largely defined by their views not only of God or 461. Joint Seminar Philosophy/Theology: lization in the New Testament and the early church, the personhood of Jesus, but also of the body; under Creation and Freedom we will then explore several important moments of fierce debate were questions of what, when, or even (3-0-3) Burrell missionary contact in the Americas, Africa, and Asia whether, to eat, drink, or engage in sexual activity. Modern Western notions of freedom equate free- in the modern (post-Columbian) period. The course By reading intriguing texts stemming from the expe- dom with choice and exalt “doing what I wanna will conclude with a look at contemporary mission- rience of martyrdom and monasticism, this course do”—something already exposed by Socrates as ef- ary practice and theory. will illustrate how often explicitly theological con- fective bondage to our endless needs. When freedom (Crosslisted as THEO 547A.) cerns (for instance, an understanding of the incarna- turns out to be bondage, and demand exploitation of 451A. Catholic Social Teaching tion) have their roots in just such pressing social other humans and of the earth to satisfy its demands, (3-0-3) Whitmore concerns. Christians were further urged to ponder something seems wrong! We shall examine classical the relationship of the body to theology, by the and modern sources to highlight the contrast, locat- 452A. Religion and Autobiography experience of sporadic persecution launched against ing the signal difference in the presence (or absence) (3-0-3) Dunne them initially by pagans, but after Constantine, in- of a creator. A course on the spiritual journey of the individual creasingly by other groups of Christians. This course 464. Feasts and Seasons person, drawing on diaries and will examine a selection of intriguing texts stemming (3-0-3) Johnson autobiographies. The first half is on the story of the from the experience of martyrdom and monasticism. The Church measures time and lives not by the civic life in terms of feeling and imagination and insight We will begin with the earliest portrait of Christians calendar but according to its own cycle of feasts and choice, and the second half is on the story of left to us, namely that found in the New Testament, and seasons. This course will explore the origins, the person in terms of the life project, the boundary and will end with the Reformation period, which evolution, and theological meaning of the central situations of life, and conversion of mind, of heart, not only saw a reassessment of the goals and good- feasts and seasons of what is called the liturgical or and of soul. Readings: Saint Augustine, Confessions; ness of the monastic life but also a resurgence of Church year: the original Christian feast of Sunday; Martin Buber, The Way of Man; Carolina Maria de persecution. Two further and related concerns will Advent, Christmas, and Epiphany; Lent, Easter, and Jesus, Child of the Dark; John Dunne, Reasons of the also shape this course, namely, the uncovering of the Pentecost; and with some attention to the feasts of Heart and Search for God in Time and Memory; Etty contours of “ordinary” Christian life in these peri- the saints. What do we celebrate on such occasions Hillesum, An Interrupted Life; C. G. Jung, Memories, ods, and a growing appreciation of how Christian and how might we celebrate these feasts and seasons Dreams, Reflections; Rainer Maria Rilke, Letters to women, whose stories have often been eclipsed in “fully,” “consciously,” and “actively?” Of special a Young Poet and Reading the Gospel. Writings: a surveys devoted to intellectual or doctrinal history, interest to those who work with the liturgical year spiritual diary (not handed in), a term paper, and a have shaped Christian tradition through their ascetic in a variety of ways and for all who seek to under- midterm take-home and a final take-home exam. practices, and have been in turn shaped by them. stand the way in which the Church expresses itself 453A. Death and Rebirth Our perspective will be that of social historians. theologically by means of a particular calendar, as (3-0-3) Dunne 456A. Philosophy and Theology of the Body well as for Theology Majors and interested graduate A course on the spiritual journey through the ages: (3-0-3) Reimers students in theology. the figure Gilgamesh (the human quest of eternal Pope John Paul II’s “theology of the body,” presented 469. Post-Holocaust Literature and Theology life), the figure of Socrates (the sense of a deeper life in his weekly public audiences over the course of five that lives through death), the figure of Jesus (the I (3-0-3) Signer years, constitutes a thoroughgoing effort to develop Between 1933 and 1945, the actions of the Nazi and thou with God in Christianity; how this leads an integrated understanding of the human being as to an understanding of death and resurrection, or Government transformed the map of the world po- the “image of God.” John Paul II finds in human litically, aesthetically, and theologically. The ability of Incarnation and Trinity), Dante and the spiritual sexuality an important key to the fundamental signif- the Nazis to gather the cooperation of German citi- journey (the Christian sense of a life that lives on icance of the body as the person’s way of being pres- both sides of death), Kierkegaard and the eternal self zens and the citizens of other occupied countries to ent in the world and to others. Besides examining implement their policies against the Jews has raised (the Christian encounter with the modern sense of the content and structure of John Paul II’s thought, selfhood), and a concluding vision (the experience questions about the claims that European civilization the course will relate these to his intellectual prede- is based on Christianity. How could barbarism flour- of the presence of God). Requirements include a cessors and to alternative conceptions. midterm and a final exam (take home exams) and a ish in Germany, the land of poets and thinkers? personal essay. 459. Love and Sex in the Christian Tradition Both Christians and Jews, for common and (3-0-3) Porter different reasons, look upon the Holocaust as an 454A. Psychology of Religion Christian reflections on sexuality comprise one of the abyss, a dark night of the soul. During this semester (3-0-3) Pope-Davis richest yet most controversial aspects of the Christian we shall attempt to move from horrified silence to See PSY 435. moral tradition. In this course, we will examine insight into the possible frameworks for constructing Christian sexual ethics from a variety of perspectives theology “after the abyss.” We shall also read literary through a study of historical and contemporary works that attempt to describe the undescribable. writings. Topics to be considered include Christian Both literature and theology written after the Holo- perspectives on marriage and family, the ethics of caust present the paradox of how to comprehend the sex within and outside of marriage, contraception, incomprehensible. divorce and remarriage, and homosexuality. Course No single theologian or faith community has the requirements will include four or five short papers answer to the problems raised by the Holocaust. No and a final examination. author writing in German, English, Yiddish, French or Hebrew can describe the horrors and fully trans- mit the fullness of the atrocity. However, we shall attempt to read, evaluate, and—for some of us—ap- propriate what theologians, poets and storytellers have written. 226 227
THEOLOGY
471. The Development of Latino Christianity 477. Educating in Faith 479. Selected Themes in Comparative Theology in the USA (3-0-3) Poorman (3-0-3) Malkovsky (3-0-3) Elizondo This course is designed to assist current or prospec- The purpose of this course is to introduce you to The development of religion in the great “frontera” tive teachers of religion/theology at the junior-high some important recent literature in comparative between Nordic America and Latin America, which and high school levels in the catechesis of young theology. We will attempt to evaluate the possible is in the southwest of the USA. adults in Catholic schools. The course is open to significance of theological ideas and religious experi- 473. Christianity in Africa Theology Department students at the undergraduate ences from Hinduism, Buddhism and Islam for (3-0-3) Kollman and graduate levels (including those enrolled only Christian thinking on God, christology, grace and Soon nearly half the world’s Christians will be Afri- for the Summer Session), to M.Ed. students serv- eschatology. cans. This course will explore the history of Christi- ing in the Alliance for Catholic Education, and to Requirements: Class presentations and two re- anity in Africa, beginning with the early Church but Notre Dame undergraduates with minors in Educa- search papers. with heightened attention to the more recent growth tion, Schooling, and Society. Within class sessions 482. Liturgical Theology in the Roman Mass of Christianity on the continent. We will also partici- designed to be highly dialogical, interactive, and (3-0-3) Fagerberg pate in a conference held in September here at Notre prayerful, participants will explore both theological The principle of lex orandi statuat lex credendi means Dame, titled “A Call to Solidarity with Africa,” orga- and practical/pedagogical dimensions of the process that the law of worship establishes the law of belief. nized to respond to the US Catholic Bishops’ letter of catechesis. Required readings are drawn from The This course will accordingly work from practice to of the same title. Catechism of the Catholic Church, from publications doctrine: in order to do what we do at liturgy, what Particular topics to be addressed in the class in- of the United States Catholic Conference (notably must we believe theologically? The Church’s liturgi- clude: the dynamics of missionary activity before, the General Directory for Catechesis, the National cal reality is unpacked by its teachings, so the course during, and after the colonial period; the rise of Catechetical Directory for Catholics in the United will consider traditional Catholic doctrines (Trinity, African Independent Churches; the interaction be- States, and the Guide for Catechists ) and from the Christology, ecclesiology, anthropology, eschatology, tween Christianity and Islam in the past and present; works of several theologians and educational theo- sin, salvation) as they break surface in the Mass. and contemporary issues surrounding Christianity rists who have contributed significant responses to the two central questions addressed in this course: 497. Directed Readings and the African nation-state. We will also investigate (3-0-3) Herdt theological questions surrounding the relationship “What is Catechesis?” and “How Do We Engage in Catechesis in the Context of Catholic Schools?”. Prerequisites: Senior standing, dean’s list average, between Christianity and culture. In addition to a written consent of instructor. final exam, students will write three five-page papers. During this course, participants will explore all of the central tasks that constitute the holistic process 474. Islam and Muslim-Christian Dialogue The following courses are offered as transfer credit of catechesis as delineated in the general and national courses at Purdue University: (3-0-3) Malkovsky Catholic catechetical directories: communicating This course has a twofold aim. It not only provides knowledge of the mystery of God’s self-revelation; an introduction to the world of Islam but also at- 171P. Introduction to Biblical Theology fostering maturity of faith and moral development; (3-0-3) Ryba tempts a comparison and evaluation of Islamic and sharing and celebrating faith by forming Christian Christian theological themes from both a systematic communities of prayerful people; promoting Chris- 173P. Theological Reflections and historical perspective. Topics such as the nature tian service and social justice; and witnessing to faith (3-0-3) Ryba of God and the process and content of divine revela- through pedagogy and by the example of authentic 176P. Dynamics of Christian Freedom tion; the person and function of Muhammad and spiritual lives. (3-0-3) Ryba Jesus as exemplars of faith; the role and nature of sa- cred scripture and tradition; the place and nature of 477A. Religion and Literature 476P. Advanced Theological Interpretations piety and practice in everyday life; the way that each (3-0-3) O’Regan (3-0-3) Ryba This course has as its essential context the crisis of religion sees itself in relation to other faiths; changes 497P. Directed Readings authority of discourse in the modern period sub- that each tradition has undergone in the modern pe- (3-0-3) Ryba riod: these and other topics will be treated with the sequent to literature gaining independence from intention of deeper understanding and appreciation Christianity. It focuses specifically on the three of the other. Requirements: oral presentations, short main postures literature strikes vis-a-vis confessional analytical papers, one research paper. forms of Christianity no longer thought to have cultural capital. (1) The antithetical posture. Here Christianity is viewed in exclusively negative terms as repressive, authoritarian, and obscurantist, the very opposite of a true humanism that is literature’s vocation. Readings include Voltaire and French exis- tentialism. (2) The retrievalist posture. This posture is fundamentally nostalgic. The loss of Christianity’s cultural authority is mourned, and literature is seen as an illegitimate substitute. Readings will include Dostoyevski, T.S. Eliot, and Flannery O’Connor. (3) The parasitic posture. Here Christianity is criticized but not totally dismissed. Portions of it are savable, especially select elements of the New Testament which emphasize human being’s creative capacities. Readings include Coleridge, Shelley, and Emerson. 228 229
SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS
Program of Studies. The African and African Ameri- AFAM 419C: African-American Poetry and Poetics Supplementary Majors, can Studies Program (AFAM) is dedicated to the AFAM 379A: African Literature Minors, and Special interdisciplinary study of the peoples of Africa and AFAM 413: Art/Politics of Richard Wright the African Diaspora. Its pedagogical commitment AFAM 470B: Joyce and Baldwin Programs is twofold: (1) to create a disciplined and rigorous AFAM 479A: Modern African Literature As indicated above, a supplementary major is one intellectual environment within which the study of AFAM 494B: Writing Whiteness that cannot stand alone in qualifying a student for the histories, literatures, languages, and cultures of AFAM 494E: Slavery Era Afro-American Literature an undergraduate degree but must be taken in con- African and Afrodiasporan peoples can take place; AFAM 591 (grads only): Politics and Literature junction with a primary major. Several departments and (2) to foster an appreciation of the richness, in Francophone Sub-Saharan Africa offer both majors and supplementary majors. They diversity, and complexity of the African-American have been described above. Included below are inter- experience—particularly when it is viewed within History disciplinary non-departmental supplementary majors both national and global contexts. Critical inquiry Majors are required to complete the two-course and minors. and service learning are essential components of the sequence in African American history. AFAM Program It seeks to create opportunities for AFRICAN AND AFRICAN dialogue, reflection, and social engagement within AFAM 270: Civil Rights Movement and beyond the classroom. The AFAM Program AFAM 371: Survey of African-American History I AMERICAN STUDIES offers Notre Dame undergraduates the option of AFAM 372: Survey of African-American History II SUPPLEMENTARY MAJOR electing a supplementary major (24 credit hours AND MINOR of required coursework) or interdisciplinary minor The following courses are AFAM history Director: (15 credit hours of required coursework, with a electives. Hugh R. Page Jr. sub-specialty in literature, history, or social science). AFAM 321: Making of Multicultural America Associate dean for undergraduate studies, Students selecting either option receive thorough AFAM 328: Famine in Africa/Ireland/India College of Arts and Letters; grounding in the analytical methods employed by AFAM 380: U.S. Labor History Walter Associate Professor of Theology scholars in the field as well as exposure to essential AFAM 444: African History Since 1800 Associate Director: sources and critical issues. A “capstone” experience AFAM 453: The New Nation Richard Pierce consisting of a Senior Project or Thesis rounds out AFAM 454: Era of U.S. Civil War 1846–1877 Carl E. Koch Assistant Professor of History the curriculum for the supplementary major. Assistant Director: Upon completion of all requirements, students Social Science Keith D. Lee will have received both a solid introduction to the AFAM majors are required to take the Assistant director for program development discipline of African and African-American studies following social science course. and operations and an appreciation of how it interfaces with other Advisory Committee: areas in the humanities, social sciences, and theo- AFAM 372A: The Archaeology of Africa Fabian Udoh logical disciplines. Assistant professor The following courses are AFAM social science elec- Program of Liberal Studies Supplementary Major tives. Gina Shropshire The AFAM Supplementary Major requires com- Assistant professional specialist pletion of one designated literature course (three AFAM 215: Education, Multiculturalism, Mendoza College of Business credit hours), the two course sequence in African- and Democracy Emily Osborn American history (six credit hours), one stipulated AFAM 221: Introduction to Jazz Assistant professor social science course (three credit hours), and the AFAM 232: Social Problems Department of History Senior Project or Senior Thesis (three credit hours). AFAM 302: American Social Experience: Al Tillery Three additional AFAM elective courses in literature, Traditions of Protest Associate professor history, or social science can be selected (nine credit AFAM 306: Homefronts During War Department of Political Science hours) to complete the 24-credit-hour requirement. AFAM 311: Race/Ethnicity and American Politics Heidi Ardizzone AFAM 319: Sociology of Sport Assistant professor Literature AFAM 322: Black Music, World Market Department of American Studies Majors must take one of the following courses. AFAM 329: Fundamentals of Human Evolution Cyraina Johnson-Roullier AFAM 332: Criminology Associate professor AFAM 384A: Afro-American Literature I AFAM 336: Human Diversity Department of English 1746–1900 AFAM 336S: Poverty, Inequality, and Education Antonette K. Irving AFAM 384B: Afro-American Literature II AFAM 338: Poverty/Inequality/Social Strategy Assistant Professor 1900–1940 AFAM 352: Politics of Southern Africa Department of English AFAM 384C: Afro-American Literature AFAM 359: Peoples of Africa 1940–present AFAM 401: Immigration, Ethnicity, Race AFAM 384E: AFAM Literature in the U.S. and Contemporary Issues AFAM 425: Ethnicity in America AFAM 428: Race, Gender, and Women of Color The following courses are considered AFAM in American Culture literature electives. AFAM 432: Blues in American Culture AFAM 457: American Culture and Subculture AFAM 324: Harlem Renaissance AFAM 444: Anthropology of Cities AFAM 464: Children/Families in Conflict AFAM 473: Christianity in Africa AFAM 478: Stereotyping: Social Psychology 228 229
SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS
Interdisciplinary Minor Social Science The supplementary major seeks not only to offer The AFAM minor offers students an opportunity The following are considered AFAM social science students additional knowledge about gender but also to focus on one of three areas: literature, history, or electives. to shape their overall orientation toward learning. social science. Minors must take one of the following Through advanced coursework on gender, students four AFAM literature courses (three credit hours). AFAM 221: Introduction to Jazz gain the ability to negotiate traditional disciplinary AFAM 302: American Social Experience: boundaries and to attain a deeper understanding of AFAM 384A: Afro-American Literature I: Traditions of Protest the issues of central concern to all who study and 1746–1900 AFAM 306: Homefronts During War work in the field of gender studies. Further, this AFAM 384B: Afro-American Literature II: AFAM 311: Race/Ethnicity and American Politics habit of mind has a transformative impact on the 1900–1940 AFAM 322: Black Music, World Market entirety of academic life, making students more cre- AFAM 384C: Afro-American Literature, AFAM 329: Fundamentals of Human Evolution ative as they undertake work in their primary major 1940–present AFAM 336: Human Diversity and in other areas of the University. AFAM 384E: Afro-American Literature AFAM 352: Politics of Southern Africa Students who undertake the additional course- and Contemporary Issues AFAM 359: Peoples of Africa work of the Supplementary Major in Gender Studies AFAM 372A: The Archaeology of Africa gain a firm grounding in this rapidly developing Minors must also take one of the following two his- AFAM 401: Immigration, Ethnicity, Race field, which serves to make them attractive candi- tory courses (three credit hours): in the U.S. dates to graduate programs and helps ensure their AFAM 425: Ethnicity in America success should they choose to engage gender issues AFAM 371: Survey of African-American History I AFAM 428: Race, Gender, and Women at an advanced academic level. Students who plan to AFAM 372: Survey of African-American History II of Color in American Culture enter the work force immediately after graduation AFAM 432: Blues in American Culture will also benefit from the Supplementary Major in Minors will choose one of the following three areas AFAM 473: Christianity in Africa Gender Studies. As the demographics of the work- of specialization: literature, history, or social science. force have changed, a host of gender issues have The remaining three courses (nine credit hours) will Senior Project emerged that are of pressing concern. The increased be in the area chosen. The Senior Project (or Senior Thesis) is the capstone ability to think critically about gender will prepare of the AFAM Supplementary Major. It provides students to engage these issues responsibly, making Literature seniors with an opportunity to reflect upon the larger them valuable and productive in their future careers. The following are AFAM Literature electives for the implications of their coursework and, should they Course Requirements. Students in the Sup-
minor. desire, to incorporate a service learning component. plementary Major are required to complete 24 A written proposal describing the intended project or credit hours distributed as follows: GSC 100/200: AFAM 324: Harlem Renaissance thesis must be submitted to the AFAM director for Introduction to Gender Studies (three credits)—a AFAM 479A: African Literature formal approval. If accepted, the student will be as- course that maintains a crossdisciplinary approach; AFAM 413: Art/Politics of Richard Wright signed a thesis director. A written summation of the one three-credit critical methods course—a 300- or AFAM 419C: African-American Poetry and Poetics project (or final version of the thesis) is due at the 400-level course whose chief focus is on theory and AFAM 470B: Joyce and Baldwin end of the term. An oral presentation must also be critical methods in the study of gender; one course AFAM 479A: Modern African Literature made to the director and Advisory Committee dur- that links questions of gender to issues of cultural AFAM 487: African and Caribbean Woman Writers ing the week of final examinations. diversity, such as race or class differences; GSC 495: AFAM 494B: Writing Whiteness Gender Studies Senior Seminar (three credits)—a AFAM 494E: Slavery Era of African American GENDER STUDIES course that allows seniors to pursue independent re- Literature SUPPLEMENTARY MAJOR search projects as well as experiential work on gender AFAM 591 (by special permission): Politics AND MINOR issues; four elective courses in Gender Studies (12 and Literature in Francophone Sub-Saharan credits). At least one elective course must be in the Africa Director: Kathleen Pyne humanities and at least one must be in the social sciences. History Assistant Director: In addition to the two required classes, any of the Sophie White Courses: See the Gender Studies Minor under “In- following history courses may be taken as AFAM Administrative Assistant: terdisciplinary Minors Within the College,” later in electives. Tori Davies this section of the Bulletin. AFAM 270: Civil Rights Movement Objectives. The Gender Studies Program was inau- AFAM 312: Slavery in Antiquity gurated in 1988 to foster intellectual inquiry and AFAM 321: Making of Multicultural America discussion of gender issues at the University. AFAM 328: Famine in Africa/Ireland/India The minor offers students the opportunity to ex- AFAM 369: Jacksonian America plore in-depth the rapidly developing scholarship in AFAM 380: U.S. Labor History the areas of gender, women’s studies, men’s studies, AFAM 444: African History Since 1800 feminist theory, queer theory, and sexuality. It aspires AFAM 453: The New Nation to two intertwining pedagogical objectives: first, to AFAM 454: Era of U.S. Civil War 1846–1877 allow students to become proficient in the cross- disciplinary mode of inquiry that is central to the exploration of issues of gender; second, to prepare undergraduates to engage issues of gender after they graduate, whether they undertake advanced study in graduate and professional programs devoted to the study of gender or enter the workforce. 230 231
SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS
The sequencing of courses taken throughout the sophomore, junior and senior years is worked out by ARTS AND LETTERS/SCIENCE ARTS AND LETTERS the student in consultation with the ALPP advisor HONORS PROGRAM PREPROFESSIONAL STUDIES and the student’s departmental advisor so that the best schedule for each individual is arranged. One In the fall semester of 1983, the University inau- possible sequence is the following. gurated an honors program for a small number of Advisor: outstanding students in the College of Arts and Let- Jennifer Ely Nemecek ters and the College of Science. A limited number of Assistant dean The Program of Courses students with academic intents for each college are College of Arts and Letters identified for this program at the time of admission. First Year Although selection criteria include the promise of Program of ALPP. Arts and Letters Preprofessional First Semester outstanding academic performance as demonstrated Program students are required to complete an arts FYC 110: Composition 3 by standardized test scores and high school perfor- and letters primary major in addition to the prepro- MATH 119: Calculus A 4 mance, the program is looking for more than mere fessional supplementary major. The ALPP program CHEM 117: General Chemistry I 4 academic ability. It hopes to identify students with a provides students who intend to pursue a career in Foreign Language 3 deep intellectual curiosity. health science with an opportunity to complete a First Philosophy/First Theology 3 The program offers honors sections to fulfill most major in the College of Arts and Letters while build- Physical Education - of the University and college requirements in the ing a firm foundation in the basics of science. Most — students’ freshman and sophomore years. At present, students elect the ALPP program because they wish 17 there is the yearlong Honors Seminar (satisfying the to go on to medical or dental school; however, there Second Semester writing and literature requirements), Honors Calcu- are students who intend to pursue other health- University Seminar 180 3 lus, Honors Philosophy, Honors Theology, Honors related careers or simply prefer the integration of MATH 120: Calculus B 4 Biology, Honors Physics, and an array of Honors So- science classes into the arts and letters curriculum. CHEM 118: General Chemistry II 4 cial Science courses. Since these courses are restricted Medical schools encourage prospective applicants to Foreign Language 3 to honors students, they are smaller than non-honors seek a broad, liberal arts education, which enables History/Social Science 3 sections and are usually taught in a seminar format. them to develop skills that will be useful throughout Physical Education - The teachers for honors sections are chosen from life. The ALPP program provides students with all of — the most outstanding teachers in each college. After the necessary prerequisites to prepare for the Medical 17 the sophomore year, students’ academic work will be or Dental College Admissions Test. mainly centered in their major field of study, but two The use of Advanced Placement (AP) to fulfill Sophomore Year honors electives are also taken during these years. science coursework is strongly discouraged. As a rule, First Semester There is also an Honors Seminar in the fall of the a student may use no more than eight credits' worth CORE 211: Ideas, Values and Images 3 senior year to bring the honors students from diverse of AP toward the ALPP major. BIOS 201/L: General Biology A 4 majors back together for some topical discussions. Since the Medical/Dental College Admissions CHEM 223/L: Elementary Organic Chemistry I 4 All honors students will also be expected to complete Tests are ordinarily taken in the spring semester of Foreign Language 3 a special six-hour senior research honors project in the junior year, students should have completed the Arts and Letters Major or Elective 3 their major field of study. In science, this is the cul- following courses by that time: MATH 119-120, — mination of a research project that is begun earlier, BIOS 201/L-202/L, CHEM 117/L-118/L, CHEM 17 and in arts and letters, it is a two-semester project 223/L-224/L and PHYS 221/L-222/L. Students culminating in a thesis. Those writing senior theses must also take three upper-level science electives Second Semester work individually under the direction of a faculty ad- (nine credits) to complete the ALPP program. The CORE 212: Ideas, Values and Images 3 visor of their choosing in their major field. Funds are following electives are recommended to provide the BIOS 202/L: General Biology B 4 available for research projects during summers either student with the background necessary for admission CHEM 224/L: Elementary Organic Chemistry II 4 at Notre Dame or other universities. to most medical and dental schools: Genetics (BIOS First Theology/First Philosophy 3 In addition to the more narrowly academic 303), Biochemistry (CHEM 420), Physiology Arts and Letters Major or Elective 3 features of the honors program, students will be (BIOS 344 or BIOS 421), Cell Biology (BIOS 341), — offered various opportunities for broadening per- or Microbiology (BIOS 401). Biochemistry (CHEM 17 sonal, cultural and spiritual growth. Regular col- 420) and Physiology (BIOS 344 or BIOS 421) are Junior Year loquia, informal discussions and cultural excursions strongly recommended. CHEM 204, MATH 214, First Semester are available. and PHYS 210 do not count toward the first three PHYS 221: Physics I 4 Further information on the structure and content upper-level science electives. Science Elective 3 of the honors program or on the criteria for admis- All curricular advising in reference to the ALPP Arts and Letters Major 3 sion may be obtained by contacting Prof. Alex Hahn major is conducted by the ALPP advisor in 105 Arts and Letters Major 3 or Prof. Cornelius Delaney, 210 O’Shaughnessy O’Shaughnessy. Advising in reference to the appli- Social Science/History 3 Hall, Notre Dame, IN 46556, (574) 631-5398. cation process to medical and dental schools in the — spring of the junior year is conducted by the science 16 preprofessional chair in 329 Nieuwland Science Second Semester Hall. All ALPP juniors are invited to a meeting in PHYS 222: Physics II 4 January of their junior year to introduce them to Science Elective 3 the medical/dental school application process. All Arts and Letters Major 3 ALPP supplementary majors are added to a listserve Arts and Letters Major 3 to announce upcoming meetings, seminars, summer Literature 3 internship opportunities and information on other — health-related careers. 16 230 231
SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS
Senior Year The actual courses offered vary from year to year, 316. Systems Analysis and Design First Semester but the structure of the program can be outlined as (3-0-3) Science Elective 3 follows: Administered in two major segments, this course first Arts and Letters Major 3 Hours exposes students to the full scope of analyzing and Arts and Letters Major 3 I. Computer Ethics 3 designing computer systems by covering problem Second Theology/Second Philosophy II. Language courses definition, data collection, documentation of existing (Medical Ethics) 3 (C++, JAVA, etc.) 6 systems and definition of new systems requirements. History 3 III. Statistics 3 We use the methodology of Systems Development — IV. Applications Life Cycle (SDLC). The second segment deals first 15 (Client/Server, Systems Design, etc.) 12 with students working on genuine business projects. Second Semester A part of this segment gets into object-oriented Arts and Letters Major 3 systems analysis, which is a new concept in systems Arts and Letters Major 3 Computer Applications Program analysis and design. Second Philosophy/Second Theology 3 Course Descriptions Fine Art 3 341. Experimental Psychology I: Stats (PSY) Arts and Letters Major or Elective 3 243. Introduction to Computer Systems An introduction to the analysis and evaluation of experimental data, with particular emphasis upon — (3-0-3) measures of central tendency, variability, and covari- 15 As an introduction to Information Processing, this ability and their relationship to psychological theory is a literacy course which explains computer systems and explanation. including hardware, software, systems analysis and COMPUTER APPLICATIONS 365. Introduction to C++ PROGRAM other related topics. The class learns some computer programming, logic, design and documentation us- (3-0-3) Director: ing the BASIC language. The students also work on Although many of today’s information systems are Charles R. Crowell teams to learn some phase of the IS environment, supported by COBOL programs, new development Assistant Director and Director of Advising: learn multimedia software and make presentations has migrated to object-oriented C++. If students ma- Louis J. Berzai to the class. joring in Information Systems are to be competitive Faculty: when they graduate, they need some competence 303. Statistics for Social Research (SOC) Sheri A. Alpert; Robert N. Barger; Kevin Barry; working with the object-oriented paradigm and, in (3-0-3) Paul Berrettini; Louis J. Berzai; Christopher G. particular, C++. This course is designed to teach students how to Clark; Michael J. Coppedge; Charles R. Crowell; interpret and critically evaluate statistics. Social sci- 366. Introduction to Scheme Donald K. Irmiger III; Thomas C. Laughner; ences as well as many areas of business use statistics (3-0-3) A.E. Manier; Lawrence C. Marsh; A.J. to describe, project and evaluate data. The focus is Scheme is a modern programming language which McAdams; Patrick Miller; Philip Mirowski; on a conceptual understanding of the purpose of is both powerful and easy to learn. Scheme teaches Raymond G. Sepeta; John F. Sherman; Jeff statistics, how to interpret them and what assump- many important programming ideas and with a Sucec; Johanes Suhardjo; Anré Venter; John C. tions can be drawn from them. Students will work knowledge of scheme students can readily learn other Treacy; Michael J. Wenger with one of a number of statistical software packages, languages like C++ and Java. The scheme course will usually SPSS. be a beginning course and will not require program- Program of Studies. Computer Applications (CAPP) ming experience. The course will emphasize problem teaches the skills necessary to function in the uses 304. Statistics for Economics (ECON) solving skills and it will demonstrate how data drives of information technology. Its goal is to combine (3-0-3) program development. the diverse background of arts and letters with The main objective of this course is to give you a computer skills in a way that applies to a full realm working knowledge of statistics. This knowledge 367. Introduction to Java Programming of occupations and business fields. CAPP offers includes the ability to recognize which statistical (3-0-3) firsthand experience on applying classroom knowl- technique or test applies in a given situation, how Mostly known as a language of the World Wide edge to actual business applications and focuses on a to perform the test, and how to draw the correct Web, Java is also a versatile, object-oriented, general- purpose programming language. In only six years, conceptual understanding of how to approach tasks conclusions. What appear to the uninformed to be with its “Write Once, Run Anywhere” feature, Java using computer technology. Designed with the arts formulas are actually meaningful and important has earned its place as the most-used programming and letters student in mind, CAPP is a cross-disci- transformations. These transformations when prop- language. This course introduces Java as a general- plinary sequence of courses that provides students erly understood do not require memorization but are purpose programming language, with World Wide with employment opportunities, computer language remembered and expressed easily once their purpose Web applet examples. The approach will be hands- experience, application experience in areas of choice and significance is fully understood. on, with the class conducted in a computer lab. and familiarity with state-of-the-art technology. 315. Management Information Systems CAPP strives to demonstrate the relationship (3-0-3) 385. Artificial Intelligence between computer technology and problem-solving Students are introduced to leadership and man- (3-0-3) and illustrate the value of computers in traditional agement skills in the information processing envi- Artificial intelligence is the effort to create human areas of concern and interest. ronment. Discussions on why and how management intelligence in machines (computers). In this With CAPP available only as a supplementary makes decisions are an important part of the course, endeavor, we come to better understand the nature major, students must have a traditional field of study as are discussions of current problems of man- of intelligence. Along the way, we discover clever and within the college. As its title implies, CAPP stresses agement in the business world related to computer ingenious solutions via computer science. We will the application of technology to organizational, applications. consider various positions on AI ranging from strong institutional and interpersonal issues and problems. support to total opposition. Topics covered are the CAPP aims at giving students an understanding of history of AI, the Turing Test, the Chinese Room, how technology can be applied to diverse areas of life state spaces and search, heuristics, games, knowledge by giving them experience in applying contemporary representations and reasoning, expert systems, plan- technology to problem solving. ning, neural networks, and program evolution. 232 233
SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS
The course procceds through a progression 405. Foundations of Business Thinking 471. Computer Ethics of artificial intelligence systems or “agents” that (3-0-3) (3-0-3) react to their environment with increasing This course is designed to provide an integrated un- Restriction: CAPP seniors only. sophistication. derstanding of the foundational business disciplines The course concentrates on the theory and practice 386. Chinese Pop Songs: Global/Local (LLEA) of accounting, finance, marketing, and management, of computer ethics. To facilitate this study, especially for CAPP majors planning a career in busi- (3-0-3) students will first learn several UNIX utilities ness. Fundamental leadership and consulting skills This course explores pop songs since the 1980s from and such Internet applications as e-mail and listserv. will also be addressed. Case analysis, coupled with a China, Taiwan, and Hong Kong to examine vari- Methodologies used in the course include in-class highly interactive format, will be employed to ensure ous ways Chinese construct images of the self. As a case analysis, in-class discussions, and examinations. practical exposure to today’s business environment. means of analyzing the material and expressing their 475. Current Trends Primary areas of focus will address the critical ele- own viewpoint, each student will build a series of (3-0-3) ments for success in the corporate environment, the media-rich Web pages including clips from the pop Restriction: CAPP seniors only. knowledge and preparation necessary to facilitate songs introduced. Students will become proficient This course involves discussions on new directions your interviewing process, and the business funda- with Web authoring programs and streaming audio and developments in the information technology mentals for those with entrepreneurial aspirations. applications such as SoundForge. environment. Discussion of management, computer, 413. The Computer as an Economic 389. Visual Basic and social ethical issues are integral parts of the class. and Social Phenomenon (ECON) (3-0-3) (3-0-3) 480. Computers in Psychological Research Prerequisite: CAPP 243. and Education (PSY) This course attempts an overview of the computer The course will investigate object-oriented data (3-0-3) as a social phenomenon without committing to the processing concepts using Microsoft’s Visual Basic CAPP 480, along with its counterpart in psychology viewpoint of a single discipline. We will survey the (PSY 388), is a project-oriented class. It is not an Programming Language. Terminology and technique issue from historical, sociological, science-studies, introductory course on computer applications. will be combined to explore the object-oriented and economic perspectives and will engage with Students need to already have (or learn during the paradigm. Object-oriented will be compared to tra- developments from artificial intelligence to techno- semester) the skills needed to complete whatever ditional procedural paradigms wherever logical innovations, legal controversies, and political appropriate. questions about the relationship of cyberspace to project is defined. Generally, projects are applications or systems that fit into the broad spectrum of Profes- 391. E-Commerce democracy. sor Crowell’s interests in organizational psychology (3-0-3) 457. Computer, Ethics, and Public Policy (STV) or learning and performance technology. Once Electronic commerce is a system that includes not (3-0-3) a project is defined, students work on it over the only those transactions that center on buying and Restriction: CAPP seniors only. course of the semester, reporting to Professor Crowell selling goods and services to directly generate rev- The profound impact computer technology has on on a weekly basis. Since this is a three-hour class, stu- enue but also transactions that support revenue gen- society is difficult to overstate; it has changed the na- dents are expected to put in an effort equivalent to eration, such as generating demand for those goods ture of our interactions in the social, economic and other three-hour courses. Planning and developing a and services, offering sales support and customer political realms and will continue to do so. These functional application requires a considerable effort. service, or facilitating communications between busi- changes often raise important ethical questions about 481. World Wide Web Programming ness partners. Electronic commerce builds on the personal and professional responsibility, intellectual advantages and structures of traditional commerce by property, personal privacy, crime, and security. They (3-0-3) adding the flexibility offered by electronic networks. also raise questions about the changing relationships Prerequisite: Knowledge of some programming lan- guage, i.e., EG 120, CAPP 331, CAPP 361, CAPP 395. Applied Multimedia Technology between individuals and institutions (i.e., private 365, CAPP 389. (3-0-3) sector corporations and public sector agencies). This course covers several languages which are used Students learn to use several multimedia software This course examines these trends and changing to construct sites on the World Wide Web. These packages, such as Director, Toolbook, Power Point relationships, and the ethical issues that are faced by languages are: (1) HyperText Markup Language and Persuasion. These, along with other forms of computer professionals, policymakers, and computer (HTML), a scripting language used to control the multimedia technology, can assist you with class users in trying to grapple with them. format of Web pages; (2) JavaScript, an object-based projects, working with faculty and preparing presen- 465. CAD for the Stage (FTT) scripting/processing language use to provide client- tation software. (3-0-3) side interactivity for Web pages; (3) Java, an object- 400. Advanced Multimedia The study of the use of the computer to design oriented compiled processing language which can (3-0-3) scenery for the stage. The course will begin at a create applets which are platform-independent. The Advanced Multimedia course will be using rudimentary level of understanding of computer 482. Multimedia Design I (Art) Macromedia Director to explore the development aided design and progress to 2D and then 3D design of Multimedia applications using an object-oriented techniques. A basic understanding of the Macintosh (3-0-3) approach. In addition to the object-oriented ap- computer system is necessary. Prerequisite: Permis- This advanced design course gives the studio or de- proach to development of complex projects, we will sion of instructor. sign major the opportunity to investigate digital in- terface design. Topics include multimedia CD-ROM learn how to use net lingo and exploit the ability of 470. Ethics Practicum director objects to communicate with one another development with Macromind Director, basic user (0-0-1) interface design considerations, and some Internet across networks. Acquisition of media to be used in This course is for students who have difficulty fitting the creation of projects by digitizing and editing still design. Skills with various graphics software, such as the 471 Computer Ethics or 475 Current Trends Adobe Photoshop, are very important. images, audio, and video will be part of the course, course into their schedules. This one-credit-hour and we will explore some advanced techniques in self-directed readings course requires that students 483. Digital 3-D Modeling (Desn) video editing. read material and write a 15-to-20-page paper deal- (3-0-3) ing with an agreed-upon topic that deals with ethics The focus of this class is to learn how to use software in technology use. to generate 3-D virtual models with an emphasis on industrial design concerns as well as creating manu- facturable data for rapid prototyping. 232 233
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485. Democracy in the Age of the Net (POLS) 494. Mathematical Economics (ECON) University Requirements Credit Hours (3-0-3) (3-0-3) Philosophy 6 This course focuses on the Internet’s potentially This course uses calculus and matrices to formulate Theology 6 paradoxical impact on liberal democracy. We will simple mathematical models of dynamic optimiza- Composition 3 consider both the positive contributions the Internet tion. Students learn to solve problems through a University Seminar+ (3) revolution may have upon our system of government term project that involves optimization over time. History 3 as well as its possibly negative implications. Topics to 496. Internship Social Science 3 be considered include: the contending theory’s of the (3-0-3) Literature or Fine Arts* 3 Net’s impact; the digital divide; the role of the state Restriction: CAPP seniors only. Mathematics (MATH 125, 126) 8 in cyberspace; the rise of the Net communities and This encompasses working with various civic, public Natural Science (CHEM 121, 122) 7 new forms of social mobilization; authoritarianism in and/or private organizations using acquired com- — an age of virtual transparency; and various utopian puter applications knowledge and skills. Credit is 39 and dystopian images of Web-based cultures. given only if work is done in the information systems Arts and Letters Requirements 486. Quantitative Political Research (POLS) area of an organization. AL 211, 212 6 (3-0-3) Literature or Fine Arts* 3 498. Special Studies Students in this course will learn to understand the History or Social Science* 3 (V-0-V) most common statistical techniques used in politi- Language** 6/9 Individually designed coursework between a stu- cal science and acquire the skills necessary to use Major (minimum) 24 dent and the advisor in the Computer Applications these techniques and interpret their results. Mastery — Program. This course involves working on a project of these techniques is essential for understanding 42/45 either involved in programming or working with research on public opinion and voting behavior, elec- multimedia tools. toral studies, comparative and international political Engineering Requirements
economy, the causes of war, regime change, legisla- MATH 225, 228 7 tive success, and many other topics. We will use DUAL DEGREE PROGRAM WITH PHYS 131, 132 8 as examples two central topics in political science: THE COLLEGE OF ENGINEERING EG 111, 112 6 American voting behavior and comparative research Advisors: — on the causes of democracy. For each topic, students John J. Uhran Jr. 21 will read works to orient them to the key issues and Associate dean debates. They will learn the reasoning behind the sta- College of Engineering Engineering Program tistical analysis in these readings and create their own Engineering degree program spreadsheet programs to execute such analyses. They Ava Preacher (required courses and program will then download and clean data sets actually used Assistant dean or technical electives) 65/72 in the published research, replicate selected analyses College of Arts and Letters ——— from these readings using a statistical package, and Total 167/177 write short papers evaluating the inferences defended Program of Studies. The dual degree five-year in the published research. program between the College of Arts and Letters and Schematic Program of Studies 488. Introduction to Relational Databases using the College of Engineering enables the student to First Semester Oracle acquire degrees from both colleges — the bachelor ENGL 110: Composition 3 (3-0-3) of arts from the College of Arts and Letters and the History/Social Science* 3 This course provides the student a working knowl- bachelor of science degree in a chosen program from MATH 125: Calculus I 4 edge of enterprise relational database systems and the College of Engineering. CHEM 121: General Chemistry—Fundamental how they can be used in the development of applica- This combination program, instituted in 1952, Principles 4 tions. The course will utilize the Oracle enterprise re- offers students the advantages of both a liberal and EG 111: Introduction to Engineering Systems I 3 lational database, but the principles and skills learned Physical Education — a technical education. The student completing one in this course will apply to other relational database of these combination programs has a background 17 systems. The student will learn the terminology and in the humanities and social sciences as well as a Second Semester fundamental concepts of relational database design degree from one of the programs offered by the University Seminar+ 3 and Structured Query Language (SQL) and develop College of Engineering. Because it is a demanding PHYS 131: General Physics I 4 a relational database for an application. program, only students who have both the aptitude MATH 126: Calculus II 4 489. Client/Server Technology and motivation necessary for the five-year program CHEM 122: General Chemistry—Biological (3-0-3) should apply. Advisors for the program are available Processes 3 Client/Server Technology is a relatively new concept for consultation about the advisability of entering EG 112: Introduction to Engineering Systems II 3 that promises to dramatically change the information the program and about meeting the particular needs Physical Education - technology industry. Client/Server Technology is a of each student already pursuing this program. — paradigm or model for the interaction between con- Qualified students are eligible to receive modest 17 currently executing software systems. scholarship support from the John J. Reilly Endowed Scholarship Program during their fifth year of study. Third Semester 490A. Special Project Arts and Letters The decision to enter the program ordinarily Theology/Philosophy 3 (3-0-3) should be made before beginning studies in the First Modern Language 3 This course gives students an opportunity to apply Year of Studies, although students can also enter PHYS 132: General Physics II 4 their information technology skills to create a project the program at a later stage. There are three sets MATH 225: Calculus III 3.5 in their first major. Students will work with a faculty of requirements that must be met by the program: AL 211: Ideas, Values, Images 3 member in their first major to design and develop a University requirements, College of Arts and Letters Engineering Program† 3 functional application (including, but not limited to, requirements, and requirements of the College of — a Web site, database, or CD-ROM). Engineering, as the following table indicates. 19.5 234 235
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Fourth Semester +The University Seminar may be selected from an ap- WASHINGTON PROGRAM Theology/Philosophy 3 propriate history, social science, fine arts, or literature AL 212: Ideals, Values, and Images 3 course, or the first course in theology or philosophy. Notre Dame Director: Modern Language 3 *The University degree requirement is one course in John Eriksen MATH 228: Introduction to Linear Algebra literature or fine arts. The College of Arts and Letters Executive Director in Washington: and Differential Equations 3.5 requires a minimum of one course in each subject area, Thomas Kellenberg Engineering Program† 3 plus one additional course in history or social science. Engineering Program 3 **Two courses in the intermediate or advanced series Students in the Notre Dame Washington Program — complete the requirement. Beginning or elementary live, study, and work in the nation’s capital in either 18.5 series require three semesters’ work to fulfill the language the fall or spring semester. The program seeks stu- Fifth Semester requirement. dents who are interested in Washington, D.C. It in- Philosophy/Theology 3 †Courses specified by the student’s major engineering vites applications by students interested in studying History/Social Science 3 department. Minimum total for the five-year program amidst the high energy and excitement of national Engineering Program 3 to fulfill degree requirements in both colleges is 167 to politics and policy. Arts and Letters Major‡ 3 177 credit hours. The program combines coursework with intern- Engineering Program 3 ‡Courses necessary to fulfill the requirements for a ma- ships in government organizations, Congress, non- Engineering Program 3 jor in the student’s major arts and letters department. governmental organizations, the media and cultural institutions. The program is located in a historic and — secure neighborhood in northwest Washington, and 18 EDUCATION Sixth Semester students have easy access to their internship sites, re- Philosophy/Theology 3 Elementary Education search facilities, and cultural opportunities. Students Arts and Letters Major 3 The Notre Dame student taking elementary educa- live in modern, well-fitted apartments in a building Arts and Letters Major 3 tion at Saint Mary’s College also must complete that includes study space, computers, and classroom Engineering Program 3 a Notre Dame major along with the appropriate facilities. Engineering Program 3 college requirements. Those interested in the el- Students earn 15 credit hours in the Washington Engineering Program 3 ementary education program are encouraged to take program. They take a six-credit seminar and two — the prerequisite course, EDU 201, at Saint Mary's other three-credit courses and earn three credits for 18 in the second semester of their first year of studies. the internship. Students can do an independent Seventh Semester With approproate planning, and possibly summer- project related to their interests or an internship that Literature* 3 school coursework, both the Notre Dame major and substitutes for one of the three-credit courses. Stu- History/Social Science 3 elementary teaching certification can be completed dents work with the program staff on campus and in Engineering Program 3 in four years. Washington to locate internships that will be most Engineering Program 3 suitable for their interests and experiences. Engineering Program 3 Secondary Education Students of any major and college are encour- Arts and Letters Major 3 (including middle school) aged to apply for the Washington Program. The program is open to sophomores, juniors, and — The following Notre Dame majors have been ap- seniors. There is no additional charge for the Notre 18 proved for secondary education licensing through Dame Washington Program beyond regular Notre Eighth Semester the Education Department at Saint Mary’s College: Fine Arts* 3 Dame tuition and room-and-board fees. Engineering Program 3 In the College of Science: biology, chemistry, math- For more information, see our Web site at Engineering Program 3 ematics, physics. www.nd.edu/~semester, or visit our office in the Hurley Building. Arts and Letters Major 3 In the College of Arts and Letters: English, languages Engineering Program 3 (French, Spanish, Latin), art, music, social studies Engineering Program 3 (history and political science). Students interested in — a secondary license in social studies also must com- 18 plete additional coursework in political science or Ninth Semester history (depending on the major) and in one other Engineering Program 3 area: either economics, sociology, or psychology. Engineering Program 3 Notre Dame undergraduates interested in one of Engineering Program 3 the professional teacher education programs must Engineering Program 3 apply to the department NO LATER than the first Arts and Letters Major 3 semester of the sophomore year. Arts and Letters Major 3 Please contact Dr. Julianne Turner, Notre — Dame advisor for education, for more informa- 18 tion and help with planning at (574) 631-3429 or Tenth Semester [email protected]. Engineering Program 3 Engineering Program 3 Engineering Program 3 Arts and Letters Major 3 Engineering Program 3 — 15 234 235
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all spheres of social life from the family to the state EDUCATION, SCHOOLING, Interdisciplinary Minors to the church. The U.S. bishops have made sophis- Within the College ticated application of these teachings to the specific AND SOCIETY circumstances of the United States. The primary goal of this interdisciplinary minor in During the junior and senior years, students may Unfortunately, many Catholics are unaware of is to serve students who want to understand learning elect to complete one or more interdepartmental mi- this tradition. Pope John Paul II writes, “It must and education as complex and challenging aspects nors in addition to the departmental major sequence. be asked how many Christians really know and put of human and societal experience. Education is one Composed of 15 hours of class work chosen from into practice the principles of the church’s social of the central and shared experiences of people in at least two departments, these minors encourage doctrine.” The U.S. bishops concur. While “Catholic contemporary societies in the United States and students to think from an interdisciplinary perspec- social teaching is a central and essential element of around the world. It is both an end in itself and a tive about a given issue or topic. Requirements for our faith,” it is still the case that “our social heritage means to many personal, professional, and spiritual completion are determined by the faculty director is unknown by many Catholics.” At the same time, goals. Thus, understanding its history and traditions, in consultation with the relevant college committee. graduates of Notre Dame move on to assume leader- analyzing its processes, and critiquing its goals are of Current offerings include Catholic Social Tradition; ship positions, often quite advanced ones, in a broad great importance to all of us. Education, Schooling, and Society; Gender Studies; spectrum of social spheres, including in politics, law, Most societies rely on education to work funda- Hesburgh Program in Public Service; Journalism, business, education, the media, and the military. mental changes in students and in society. We will Ethics, and Democracy; Latino Studies; Medieval (For example: national security advisor, president of use the tools and resources of a liberal arts perspec- Studies; Peace Studies; Philosophy and Literature; Panama, attorney general of California, CEO of Mo- tive to help students reflect on, understand, and in- Philosophy, Politics, and Economics; Philosophy bil Corporation, president of the Chicago Mercantile fluence the role of education in society. In addition, Within the Catholic Tradition; Religion and Litera- Exchange, presidents of nine universities other than the program will provide a rich body of resources ture; and Science, Technology, and Values. These Notre Dame, executive producer of “Nightline,” and for students who may want to pursue careers in edu- were formerly called concentrations and are de- secretary of the Air Force.) The Program in Catholic cation after graduation, including the Alliance for scribed in detail below. Social Tradition serves as a resource for Notre Dame Catholic education, certification to teach, or research undergraduates to learn the tradition so that it can and teaching careers at the university level. CATHOLIC SOCIAL TRADITION inform life both before and after graduation. Normally, students apply for admission to the Director: The Minor in Catholic Social Tradition in- minor late in their freshman year or early in their Todd David Whitmore volves 15 credit hours of coursework, including sophomore year. Students will be admitted through Executive Committee: a core course (three credits), three electives (each the first semester of their junior year. Students R. Scott Appleby (history); Michael Baxter, three credits), and three one-credit colloquia/ should be in good academic standing and demon- strate a strong interest in issues related to the causes C.S.C. (theology); Jay Dolan (history); Rev. social concerns seminars. The core course will and consequences of learning, schooling, and educa- Patrick Gaffney, C.S.C. (anthropology); Maura have three components: tional policy. A. Ryan (theology); Robert Sullivan (history); 1. The close reading of classic texts of the Cath- The minor in Education, Schooling and Society Paul Weithman(philosophy); Charles Wilbur olic Social Tradition, particularly but not exclusively involves 15 hours of coursework. The introductory (economics) the papal and conciliar documents from Pope Leo XIII’s Rerum Novarum to John Paul II’s Centesimus course to the program is ESS 301, Education, Schools and Society, normally taken in the soph- The Minor in Catholic Social Tradition is an inter- Annus. Other texts will include source documents omore year. At the middle level of the program disciplinary program that serves as a resource for (e.g., writings by Thomas Aquinas and Augustine) (nine hours), students will select one course from a Notre Dame undergraduates to learn Catholicism’s and contemporary appropriations (e.g., writings by set of approved courses that are focused exclusively social tradition. liberation theologians and neo-conservatives). on educational issues and two courses from a set of Catholicism offers a longstanding and profound 2. Immersion in professional context. Each approved courses that include education as one of tradition of thought and teaching that addresses, student will find a placement in a location similar several course foci. During the senior year, students from a normative standpoint, the full range of social to that student’s anticipated profession. The student will participate in a capstone course, ESS 495, Senior spheres. It does so through a constellation of con- is to observe, interview and, to the extent possible, Seminar. cepts that, taken as a whole, give articulation to a co- participate in the life of the setting. For instance, The faculty work closely with students on post- herent yet variegated vision of the good society. Such the students can observe a law or architectural firm or a medical practice. Here, the student will keep an graduate planning, including employment, graduate concepts include those of solidarity, the common or professional school, or service opportunities. good, the just wage, human rights, the free economy, ongoing journal as a “pastoral ethnography” of the setting (an interpretation of the practice in the set- subsidiarity, and the option for the poor. Person to see: Dr. Julianne Turner, Institute for Sources for the tradition go back as far as the ting in light of the Catholic social tradition). 3. Final project: Students are to articulate or Educational Initiatives. Bible and develop even in the early church fathers. E-mail: turner.37 @nd.edu. Medieval writings on topics such as usury and the construct a setting in their anticipated profession in origins and proper exercise of kingship bring an light of the Catholic social tradition (e.g., imagine unprecedented level of detail to Christian analy- and construct what a law firm/health clinic/ad sis of the just society. Pope Leo XIII inaugurates agency would look like if it practiced in light of the Catholicism’s effort to bring its social tradition to Catholic social tradition). bear on industrial society in his 1891 encyclical, The electives will be chosen by the student in Rerum Novarum (The Condition of Labor). Since consultation with the director from among courses then, popes have drawn upon Rerum Novarum and offered in the University. The one-credit courses the social tradition to broaden and develop Leo’s set will be devoted to the critical reading and discussion of concerns in encyclicals often titled—as with Pius of one or two major works each semester. Social XII’s Quadragesimo Anno, Paul VI’s Octogesima Adve- concerns seminars are one-credit courses lodged first niens, and John Paul II’s 1991 Centesimus Annus—in within the Department of Theology and often cross- accordance with their relationship to the earlier listed with other departments. document. In doing so, the popes and the Second Contact: Prof. Todd David Whitmore, Vatican Council have addressed issues ranging across E-mail: [email protected] 236 237
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GENDER STUDIES MINOR The Hesburgh Program in Public Service pre- JOHN W. GALLIVAN PROGRAM pares Notre Dame students for a life of active and Director: IN JOURNALISM, ETHICS, AND effective citizenship as well as for the possibility of DEMOCRACY Kathleen Pyne careers in public service. The program honors the Assistant Director: principled, dedicated public service of Notre Dame’s Director: Robert Schmuhl Sophie White president emeritus, Rev. Theodore Hesburgh, C.S.C. Administrative Assistant: The Hesburgh Program offers an interdisciplinary The John W. Gallivan Program in Journalism, Eth- Tori Davies curriculum designed to inform students about the ics, and Democracy offers several courses for students dimensions of policymaking, public administration interested in careers in print and broadcast journal- Objectives of the Minor. The Gender Studies Pro- and policy evaluation, and to develop skills in re- ism. Begun in 1997 with a grant from the John S. gram was inaugurated in 1988 to foster intellectual search, sensitivity to ethical issues, and appreciation and James L. Knight Foundation and now endowed inquiry and discussion of gender issues at the for the character and limits of constitutional democ- by the family of John W. Gallivan, this minor com- University. racy. bines professional training in journalistic skills along The minor offers students the opportunity to ex- First-year students and sophomores of all colleges with examination of philosophical concerns related plore in-depth the rapidly developing scholarship in are invited to apply to the interdisciplinary minor, as to the practice of journalism. For example, what the areas of gender, women’s studies, men’s studies, well as first semester junior transfers. To be admitted, ethical issues arise in preparing a particular story? Or feminist theory, queer theory, and sexuality. It aspires students will need to be in good academic standing what role does — and should — journalism play in a to two intertwining pedagogical objectives: first, to and demonstrate a strong interest in public policy self-governing society? allow students to become proficient in the cross- and public service. An introduction to American The journalism minor requires completion of disciplinary mode of inquiry that is central to the government course (POLS 140, 240 or equivalent) 15 hours in addition to a student’s major require- exploration of issues of gender; second, to prepare and an introduction to economics (ECON 225 ments and a news-related internship during either undergraduates to engage issues of gender after they or equivalent) are prerequisites to the Hesburgh the summer or the academic year. Fundamentals of graduate, whether they undertake advanced study in Program course of study. At the time of admission, Journalism is the first, or gateway, class for students graduate and professional programs devoted to the students should have completed or be in the process participating in the program. Other courses that study of gender or enter the workforce. of completing these requirements. count for the concentration include The Craft of The minor in the Hesburgh Program involves Journalism, Writing and Editing, Writing for Publi- Requirements. 15 credits (five courses) including 15 hours of coursework. The “gateway” course to cation, Persuasion, Commentary, Criticism, and GSC 100/200: Introduction to Gender Studies, the program is HESB 350, “Introduction to Public Broadcast Journalism. In addition, new courses which maintains a cross-disciplinary focus (three Policy,” normally taken in the second semester of the are currently being developed No more than two credits); and four three-credit courses from a list of sophomore year. At the middle level of the program, courses beyond Fundamentals of Journalism concen- approved selections. students will take one course drawn from each of trating on journalistic techniques will count for the Courses include GSC 100/200: Introduction to three categories of courses approved by the program. required 15 hours. Gender Studies, GSC 495: Gender Studies Senior These are research skills, values, and institutions and The director of the program is Robert Schmuhl Seminar, and GSC 496: Gender Studies Internship. processes. During the senior year, students who have of the Department of American Studies. An advisory Crosslisted courses include Marriage and the Family; been on a summer internship will register for the committee of Notre Dame graduates in journalism Women in the Christian Tradition; The Anthropol- research seminar, HESB 450, that builds on their helps guide the program. Members include Tom ogy of Gender; Today’s Gender Roles; Christianity field experience. Other students will take one of Bettag, executive producer, ABC News Nightline; and Feminist Ethics; Japanese Women Writers; several senior-level policy seminars identified by the Bill Dwyre, sports editor, Los Angeles Times; John Afro-American Literature 1940-present; Gender and program each semester. W. Gallivan, former chairman of the board of the Science; Sex Inequality in the Work Place; Feminist The Hesburgh Program offers students the op- Kearns-Tribune Corporation and publisher emeritus Theory; Gender, Race, Class, Sexuality; American portunity for summer internships in public policy of the Salt Lake Tribune; Monica Yant Kinney, metro Men, American Women; Woman and the Avant- contexts through the Gary Lyman Internships in columnist, The Philadelphia Inquirer; John McMeel, Garde; The Feminine in Modern Art; History of Public Service. In the fall of their junior year, Hes- chairman and president, Andrews McMeel Universal; American Women; Women: Alternative Philosophi- burgh students may apply for the Lyman Internship. Bill Mitchell, online editor/marketing director, Poyn- cal Perspectives; Women in Antiquity; Sociology Up to 20 students are selected in a competitive pro- ter Institute for Media Studies; Anne Thompson, of Masculinity; Romanticism: Gender Crossings; cess. Students selected as Lyman interns are aided by national correspondent, NBC News; Kelley Tuthill, Gender in International Relations; Gender Issues in the program’s director in securing appropriate intern- reporter, WCVB-TV, Boston, Massachusetts; Don the Law; Feminist and Multicultural Theologies; and ships, usually in Washington, D.C. Lyman interns Wycliff, public editor, Chicago Tribune. Gender/Sexuality/Power: Medieval Europe. receive a taxable stipend to defray their cost of living while in their internship. HESBURGH PROGRAM During the course of the academic year, the IN PUBLIC SERVICE Hesburgh Program sponsors student public-policy- related forums and activities and campus visits to Director: Notre Dame by public figures. They give public Martine De Ridder addresses, teach in the classroom and are available for conversations with students and faculty. The staff The health of American society is closely related to works closely with students on postgraduate plan- good public policy and competent, ethical public ning, including employment, professional schools service. Thus, awareness of public policy and public such as law and public policy and academic graduate service is not only the foundation for public-sector programs. careers, but it is also a necessity for those who will Person to see: Dr. Martine De Ridder, director, work in the nonprofit sector or in the private sector Hesburgh Program in Public Service. and seek to be knowledgeable citizens. 236 237
INTERDISCIPLINARY MINORS WITHIN THE COLLEGE
LATINO STUDIES In addition to the teaching program, Latino Students who are pursuing Spanish language minor students are exposed to the Institute’s research proficiency (not minor or major) may replace one Director and Assistant Provost: and community outreach components. In sum- elective (three credit hours) with a 200 level Spanish Gilberto Cárdenas mary, students will be able to take advantage of the course. Students may also replace one elective (three Julian Samora Chair in Latino Studies resources of ILS, which also include two specialized credit hours) from a field comparable to Latino Director, Undergraduate Studies and Academic Affairs: units that conduct pioneering programs in Latino studies (e.g., gender studies, Latin American studies, Yolanda Lizardi Marino theology and spirituality. or African American studies) as long as at least one- Advisory Committee: As an interdisciplinary program, the minor in La- fourth of the course content includes Latino studies. Louis Ayala tino studies will complement and provide a broader A list of appropriate courses will always be available Department of Political Science cultural and social background to students in the for students. The following represents a sample list of Jorge Bustamante various departments and colleges at the University. courses offered in previous terms and in fall 2003. Eugene Conley Chair in Sociology The minor is open to all undergraduate majors. Timothy Matovina Participants in the program will be prepared to work ILS 211. Spanish for Heritage Speakers Department of Theology in a myriad of professional settings and to serve an ILS 228 U.S. Latino Spirituality Director, Cushwa Center for the Study of increasingly diverse society. ILS 297. Introduction to Latinos in American Society American Catholicism ILS 316. Latino/Latina American Literature Orlando Menes Minor in Latino Studies Curriculum. The minor in ILS 316A. Border Crossings: Mexican and Canadian Department of English Latino studies consists of fifteen (15) credit hours, Literature including a required gateway course (three credits), ILS 350. Latinos, Wealth Inequality, and Asset Program of Studies. The Institute for Latino Stud- practicum course (three credits), and nine (9) credit Building Policies ies (ILS) offers Notre Dame undergraduates the hours of elective coursework. Although there is no ILS 359C. Hispanic Leadership Intern Program minor in Latino studies. Latino Studies is a field of language requirement for the minor, students are ILS 368. Nations in Motion: Latino/Latina Literature academic inquiry that rigorously examines the his- encouraged to study and acquire fluency in the Span- in the United States torical and contemporary experiences of Latinos in ish language. All Latino studies courses are open ILS 370. Caribbean Diaspora the context of American society and its institutions. to all students. ILS 390. Women in the Americas Latinos include people who trace their heritage to ILS 393J. Icons and Action Figures in Latino/Latina Mexico, Puerto Rico, Cuba, the Dominican Re- Introductory "Gateway" Course: Literature public, and Central and South American countries. ILS 403A. Social Demography of the U.S. Latino In addition to providing opportunities for focusing ILS 279. Introduction to Latinos in American Society Population intellectual inquiry on specific groups (e.g., Mexicans (3 credit hours; required for Latino studies minor) ILS 403B. Latino Economic Development: Research or Cubans), Latino studies also analyzes the Latino This course will examine the sociology of the Latino and Policy population as a whole through courses, lectures, re- experience in the United States, including the his- ILS 404. International Migration: Mexican and U.S. search, and other academic activities. Latino studies torical, cultural, and political foundations of Latino II aims to give students—both Latinos and non-Lati- life. We will approach these comparatively, thus at- ILS 411. Legacy of Exile: Cubans in the United nos—and scholars from diverse disciplines a context tention will be given to the various experiences of a States for exploring the historical, literary, social, economic, multiplicity of Latino groups in the United States. ILS 429. Introduction to Post-Colonial Studies religious, and political experiences of this vastly ILS 431. Race, Ethnicity, and Power heterogeneous population. Students who pursue the Practicum Course ILS 441. Theology and Popular Piety in U.S. minor in Latino studies will have the opportunity Catholicism to be at the forefront of the study of one of the 21st (3 credit hours, required for Latino studies minor) ILS 442. Culture, Religion, and Evangelization century’s most significant demographic changes in In this yearlong course usually taken during their ILS 447. Latinos and Christianity the United States. senior year, students w,ill complete a practicum that ILS 462A. Aesthetics of Latino Cultural Expressions The Institute for Latino Studies is committed to will include directed research/reading on an Institute ILS 470. International Migration and Human Rights scholarship that will promote critical thinking about project, class discussion, and experiential work in the ILS 473. Latinos in American Society such issues as spirituality, social action, language, Latino community. Students will have the option ILS 479. International Migration and Human Rights race, ethnicity, class, assimilation/acculturation of choosing and designing a project, regardless of ILS 487. New Readings in Caribbean Literature paradigms, and indigenous traditions, to name a their major, in keeping with their interests. They will ILS 493B. Latino Poetry few. Literary and visual arts, which often function as carry out the project under the direction of a faculty ILS 493 A. The Politics of Memory in Contemporary vehicles for social change and creative empowerment, mentor starting in the fall semester. A written report Latino/Latina Literature constitute another focus of our curriculum. Overall, and a class presentation will complete this academic Latino studies aims to strike a balance among the experience. Methods and analytical frameworks will MEDIEVAL STUDIES social sciences, humanities, and arts in its teaching, vary depending on the student and faculty advisors. research, and service. The Minor in Medieval Studies allows students As the Latino diaspora evolves, so does the field Elective Courses who are committed to other programs of study to of Latino studies. Latino studies recognizes the value pursue interests in European culture of the Middle of a comparative, cross-border perspective for arriv- (9 elective credit hours) Ages and to cross the limits of individual disciplines ing at an in-depth understanding of Latinos’ histori- Students must take two out of three courses at the as a means of understanding the changing social, cal roots and multi-ethnic heritages. It promotes 300–400 level unless they receive special permission economic, legal, intellectual, and artistic systems of research and analyses of new issues such as emerging from their faculty advisor. In addition, students must medieval Europe. transnational communities, changing immigration choose their electives from within at least two major patterns, remittances, and cultural flows between subjects in Latino studies, e.g., health, business, so- Latinos in the United States and the Caribbean and cial science, theology, political science, literature, and South and Central America. While the emphasis is visual arts, except for the following two cases. on domestic Latino communities, the discipline’s focus inevitably becomes internationalized when we consider globalization, immigration, and border is- sues. 238 239
INTERDISCIPLINARY MINORS WITHIN THE COLLEGE
Students may declare their intention to undertake Notre Dame’s Peace Studies program divides its The Minor a minor in medieval studies to the director of under- curriculum of more than 50 courses into three over- The Minor in Peace Studies requires completion of graduate studies at any time before the end of their lapping but distinct areas: the introductory course in Peace Studies (three credit third year. The undergraduate director will then act hours), one course in each of the three areas of study as their minor advisor and help them select a set of Area A: The role of international norms, insti- (nine credit hours), and the Senior Seminar (three courses that form a coherent program of study, often tutions, and states in a peaceful world order. An credit hours). The program for a minor in peace in conjunction with their major if possible. Students exploration of ways of making governmental and Studies follows. must take five courses in three of the 10 departments intergovernmental institutions more effective and affiliated with the Medieval Institute (Anthropology, representative, and of strengthening governmental IIPS 320 Introduction to Peace Studies Art History, Classical and Oriental Languages, Eng- compliance with fundamental norms of peace and Area A one course from list lish, German and Slavic Languages, History, Music, human rights. Area B one course from list Philosophy, Romance Languages, and Theology). Area C one course from list Courses counted toward the major may not be used Area B: The impact of religious, philosophical, and IIPS 490 Senior Seminar for the minor. A list of course offerings is available cultural influences on peace. The study of the ethics from the Medieval Institute. of the use of force, theological and philosophical vi- Courses in the areas are available on the Kroc In- Minors, like majors, are invited to participate sions of global justice, the ways in which the world stitute Web site: www.nd.edu/~krocinst/programs/ fully in the life of the Medieval Institute. They are religious traditions foment violence or encourage undergraduate/index.html. welcome to attend institute lectures and to partici- peace, the practice of nonviolence, and the linguistic, pate in the institute’s own graduation ceremony, held literary, and historical dimensions of cultures of Information on Peace Studies. Peace Studies at each year before the Baccalaureate Mass. peace. Notre Dame is centered in the Joan B. Kroc PEACE STUDIES Institute for International Peace Studies (in the Area C: The promotion of social, economic, and en- Hesburgh Center for International Studies). Undergraduate Director: vironmental justice. The study of social change, with Information on courses available, faculty fellows J. Daniel Philpott specific attention to the role of nongovernmental in Peace Studies, and ongoing activities in Peace Assistant Professor of Political Science organizations, commercial enterprises, and states in Studies can be found there as well as on the Fellow, Joan B. Kroc Institute for fostering sustainable economic development, respect Institute’s Web site, www.nd.edu/~krocinst. International Peace Studies for human rights, conflict resolution and nonviolent Undergraduate Advisory Committee: conflict transformation, support of gender and fam- PHILOSOPHY AND LITERATURE R. Scott Appleby ily issues, and protection of the environment. Professor, Department of History In both the Supplementary Major (24 credit The Minor in Philosophy and Literature is designed Director, Joan B. Kroc Institute hours of required coursework) and in the Minor (15 for students who want to pursue an interdisciplinary for International Peace Studies credit hours of required coursework), students will course of studies that focuses on the intersections Mary Beckman complete an introduction course, explore the three between literature and philosophy. Majors from any Associate Director, Academic Affairs key areas of Peace Studies, and participate in an inte- literature department or from philosophy are eligible and Research, Center for Social Concerns grative Senior Seminar. for the concentration. Ruthann K. Johansen Literature and philosophy have always shared Professional Specialist, College of Arts The Supplementary Major many of their concerns, and the minor is designed and Letters The Supplementary Major in Peace Studies requires to explore this common ground and to establish an Fellow, Joan B. Kroc Institute completion of the introductory course in Peace Stud- interdepartmental forum for both formal study and for International Peace Studies ies (three credit hours), one course in each of the informal contacts. The minor should also be excel- George A. Lopez three areas of study (nine credit hours), three elective lent preparation for students interested in graduate Professor, Department of Political Science courses in Peace Studies (nine credit hours), and the studies. Senior Fellow, Joan B. Kroc Institute Senior Seminar (three credit hours). The program for The curriculum of the Minor in Philosophy for International Peace Studies a Supplementary Major in Peace Studies follows. and Literature consists of 15 credit hours, dis- Maura Ryan tributed as follows: Associate Provost IIPS 320 Introduction to Peace Studies • A core course: “Studies in Literature and Phi- Associate Professor, Department of Theology Area A one course from list losophy,” taken with the permission of the director Fellow, Joan B. Kroc Institute Area B one course from list of the P/L Minor and crosslisted in English and for International Peace Studies Area C one course from list philosophy, and/or the department in which it orig- [elective] inates. This course is to be taken in the first semester Program of Studies. Peace Studies is defined as the [elective] of the minor (spring of the sophomore or junior interdisciplinary examination of the conditions that [elective] years). This gateway course is an intensive seminar make for peace. It also investigates the obstacles IIPS 490 Senior Seminar and will help students and faculty from the various to the realization of these conditions, drawing on disciplines to speak a common language. Four credit theories and methods from diverse disciplines to hours. focus on what makes for the development of a just • At least two one-credit colloquia in the semes- and peaceful world order. Peace Studies relates schol- ters following the core seminar. The colloquia will be arship to praxis and challenges those who engage in devoted to the critical reading and discussion of one it to develop new ways of thinking and acting in the or two major works each semester. The colloquia will world. build on the esprit de corps and intellectual common ground established in the core course. • Three three-credit courses approved by the minor committee, at least two in the disciplines in which the student is not a major. This part of the curriculum will require written approval of the di- rector of P/L. 238 239
INTERDISCIPLINARY MINORS WITHIN THE COLLEGE
Students are encouraged, though not required, to PHILOSOPHY WITHIN RELIGION AND LITERATURE write a senior essay (in the department in which they THE CATHOLIC TRADITION are majoring) that in some way reflects the interdisc- Director: iplinary concerns developed in P/L. Director: Alasdair MacIntyre Kevin Hart For further information, students should contact This minor is only open to undergraduates who The interdisciplinary minor in Religion and Lit- Prof. Alain Toumayan, Department of Romance are majors in either philosophy or theology and who erature offers an intellectually rigorous and scholarly Languages, [email protected]. wish to add to their knowledge of philosophy and approach to formalized study of the interrelations PHILOSOPHY, POLITICS, theology an understanding of what the distinctively between “Religion” and “Literature” broadly con- Catholic tradition in philosophy is. It is unlike most AND ECONOMICS strued. The minor will draw on the rich resources interdisciplinary minors in being restricted in this Notre Dame offers, including the faculty and in- The Minor in Philosophy, Politics, and Economics way; work in this minor presupposes a background tellectual traditions of Theology and the various (PPE) is designed for students and faculty with of some significant work in either philosophy or literature departments that exist at Notre Dame. The serious interests at the intersection of political theology. A central task assigned to philosophy minor’s focus is both broad and refined. Its breadth theory, political philosophy and economic theory. within the Catholic tradition has been that of under- offers students the opportunity to investigate the The minor integrates these three fields, and standing the relationship of theology to the secular interanimating and cross-disciplinary influences of through seminars and colloquia strives to create disciplines, so that the relevance both of theology to “Religion” and “Literature.” As broad coverage inevi- an intellectual community among students and these disciplines and of those disciplines to theology tably leads to sharpened questions, students will en- faculty that goes beyond formal coursework. To becomes clear. In this minor, political science will be joy the freedom to pursue a specific interest through be eligible for PPE, students normally must major the secular discipline whose relationship with theol- a refined senior thesis. in either philosophy, political science, economics, ogy provides a subject for philosophical enquiry. The minor enjoys a special consultative and or the Program of Liberal Studies (who for PPE The Catholic philosophical tradition is one of de- working relationship with many of the university’s requirements are treated as philosophy students). bate and constructive disagreement and the philoso- already identified centers of excellence, capitalizing The Justice Seminar, the gateway course into phers whom it will be possible to study in satisfying on both their long-term faculty and other resource the minor, is always offered in the fall semester; the requirements for this minor will include thinkers expertise as well as making full use of their visiting applications for the Justice Seminar are taken in the of very different standpoints: Augustine, Anselm, fellows, special seminars, and general lecture pro- middle of the preceding spring term. Aquinas, Pascal, Arnauld, Newman, Edith Stein and grams. To this end, students who choose the Religion others. Because these thinkers have in common an The PPE faculty committee consists of David and Literature concentration have extensive and allegiance to the Catholic faith, they agree in reject- O’Connor (philosophy), Paul Weithman (phi- first-rate scholarly resources available to support their ing philosophical positions incompatible with that own intellectual development. losophy), Mary Keys (political science), John Roos faith. But they also disagree with each other and in (political science), Philip Mirowski (economics), both cases what matters is the quality of their philo- Jennifer Warlick (economics), and Esther-Mirjam CURRICULAR REQUIREMENTS sophical arguments. Sent (economics). Committee members also serve as The requirements of the minor are satisfied by advisors for PPE students. Normally, students apply for admission to the minor taking 15 credit hours, beginning with Philosophy late in their freshman year or early in their soph- The PPE curriculum consists of 15 credit 326, crosslisted as Theology 326, “God, Philosophy hours, usually distributed over four semesters, as omore year. The minor requires students to complete and Universities.” Students have to take two ap- 15 credit hours of approved coursework; of these no follows: propriate courses in political science and one course A. The Justice Seminar (crosslisted as POLS 471, more than three, and in special cases six credit hours on a major Catholic philosopher or set of Catholic at the 200 or sophomore level will be accepted to- ECON 333, and PHIL 433), an intensive three- philosophers, either in the Theology Department credit seminar that is the gateway course into the ward fulfillment of the concentration’s requirements. (for philosophy majors) or in the Philosophy De- The balance of the course work must be completed minor, taken in the fall semester of sophomore or partment (for theology majors). No course can junior year. Three credit hours. through course work at the senior (300–400) level. count both as satisfying one of the requirements Of the overall 15-hour requirement, three credit B. Three one-credit PPE Colloquia, each usually for the student’s major and as satisfying one of the devoted to the critical reading and discussion of one hours will be awarded for completion of the senior requirements of this minor. All students are required thesis. It is intended that students will, in effect, do or two major works, normally taken in the three to take a capstone seminar in which the question semesters following the Justice Seminar. Three credit a thesis inspired by issues which have arisen in their of what part philosophy can play in the integration course work for the minor. hours. of the secular disciplines with theology will be ad- C. Three approved three-credit courses from One entry-level “gateway” course will be required dressed through discussion of texts and arguments of each student desiring a minor concentration in the two fields outside the student’s first major, with encountered in earlier courses. Lists of philosophy, at least one course in both non-major fields. Nine Religion and Literature. Several courses will serve theology, and political science courses that will satisfy this function, and students must take one of them in credit hours. the requirements of the minor will be available each Total credit hours: 15. order to complete the minor. Ideally, the student will semester from the director. For further information, complete the required class early in his or her course PPE students are also encouraged (but not re- please contact the director, Prof. Alasdair MacIntyre, quired) to write a senior thesis in their major field of study. Flanner 1042. In addition to the gateway course and senior that reflects the interdisciplinary focus of the minor. thesis, students will be required to complete three Persons to contact: PPE directors John Roos, three-credit courses approved by the Religion and Department of Political Science, and David Literature committee, at least two in a discipline O'Connor, Department of Philosophy. other than the student's major. 240 241
INTERDISCIPLINARY MINORS WITHIN THE COLLEGE
In order to promote intellectual cohesiveness Science and technology are pivotal forces in Cluster Two: Science, Technology, and Ethics within the minor, participating students will be modern society and play key roles in shaping cul- 238. Ethics at the End of Life required to take part in a series of seminars and talks tural sensibilities in the modern world. Indeed, our 245. Medical Ethics organized by the Religion and Literature committee. technologies are reflected in our institutions, our 247. Environmental Ethics 248. Modern Science and Human Values These events will be structured to take advantage work, our expectations, even in our moral prob- 250. Issues in Justice of offerings by Notre Dame faculty members or lems. Science, Technology, and Values (STV) is an 270. Religious Ethics and the Environment lectures by visiting scholars whose topics relate to interdisciplinary minor within which faculty and 282. Health Care Ethics for the 21st Century the program’s focus. The seminar or lecture presen- students from a variety of disciplines and different 416. Ethics of Scientific Research tations will serve to function as either a point of colleges can reflectively explore the nature of science 417. Biomedical Ethics and Public Health departure or a concluding event in a short, focused and technology as human enterprises, interacting in 443. Ethics and Science study which will include some preparatory reading of complex ways with our values and social 462. Ethics of Development material salient to the presentation. institutions. 480. Ethics and Risk Person to see: Prof. Kevin Hart. Decio 361. The program helps sponsor a wide range of cross- listed courses taught by faculty representing the hu- Cluster Three: Science, Technology, SCIENCE, TECHNOLOGY, manities, the social sciences and the natural sciences. and Public Policy 204. Energy and Society AND VALUES Students electing an STV minor can focus their 205. Nuclear Warfare work on areas of particular interest, such as Science, Acting Director: 206. Environmental Chemistry Technology and Public Policy; Ethics, Ecology and Sheri Alpert, associate professional specialist 208. Chemistry and Public Policy Environment; Medical Ethics; Ethical Issues in Sci- 311. Introduction to the American Health Care Affiliated faculty: ence and Technology; Humanistic and Social Aspects System Chairholders: of Medicine; Science and Technology As Cultural 382. Technology in War and Peace Michael J. Crowe, Program of Liberal Studies Phenomena; History and Philosophy of Technology. 419. Self, Society, and the Environment and history (concurrent); Rev. John J. The development of a strong environmental sci- 430. American Spaces Cavanaugh I Chair (emeritus) ences program at Notre Dame has provided a new 456. Tradition/Modernization in China Philip Quinn, philosophy; Rev. John A. and Japan opportunity for students to combine the STV minor O’Brien Chair 457. Computers, Ethics, and Public Policy with an environmental sciences major or minor. In Kristin Shrader-Frechette, philosophy and 460. Appropriate Technology and the Third recent years, the STV program is collaborating with biology; O’Neill Family Chair World the Environmental Sciences Program in sponsoring a Professors: Notre Dame “semester abroad” program at the Bio- Cluster Four: Optional Electives Rudolph Bottei, chemistry sphere 2 facility in Arizona. (Satisfy fifth course requirement) Michael DePaul, philosophy 228. Neurobiology and Narrative Students electing a minor in STV must take at Christopher Fox, English 241. Environmental Studies least five courses (15 hours) from among those of- Don Howard, philosophy 242. Architectural History fered under the sponsorship of the STV program. David Ladouceur, classics 246. History of Communications Technology These must include the core course (STV 256). 251. Visual America Edward Manier, philosophy Students are urged to satisfy this requirement early in 263. Science and Religion Peter Moody, political science the program. At least one course also must be taken 306. History of Modern Economic Thought Dian Murray, history from each of clusters one, two, and three below, 312. Philosophical Importance of Darwin Thomas Schlereth, American studies 352. Ethics, Ecology, Economics, and Society and either one additional course from these clusters, Phillip Sloan, Program of Liberal Studies 357. Introduction to Philosophy of Biology or from the elective list in Cluster Four. All STV and history (concurrent) 435. Philosophy of Science courses are crosslisted. James Sterba, philosophy 446. Technology and Medicine Andrew Weigert, sociology Cluster One: Human Dimensions of Science and 447. History/Design: Form, Values, Technology 467. Global Food Systetms Technology Associate Professors: 469. Darwinian Revolution 215A. Gender, Politics, and Evolution Matthew Ashley, theology 471. History of Photography 221. Philosophy of Human Nature Dennis Doordan, architecture 479. Environmental Risk Assessment 225. Scientific Images of Humanity Janet Kourany, philosophy 481. Philosophy of Human Biology 227. Ways of Knowing 485. Philosophy of Social Science Marya Lieberman, chemistry 237. Philosophy and Classical Physics 490. Literature and Science Gerald McKenny, theology 239. Minds, Brains, and Persons 495. Topics in Philosophical Anthropology Vaughn McKim, philosophy 254. Modern Physics and Moral Response William Ramsey, philosophy 279. Science and Theology Maura Ryan, theology 310. Health, Healing, and Culture Because individuals attracted to the STV mi- David Solomon, philosophy 342. History of Ancient Medicine nor have diverse interests and differing academic Leopold Stubenberg, philosophy 354. Gender and Science backgrounds, the program advisor works closely 375. Environmental History Robert Wolosin, anthropology (adjunct) with each student to help select courses that will 383. Introduction to Philosophy of Science Assistant Professors: complement the student’s major program or be most 389. Philosophical Issues in Physics relevant to particular career aspirations. Lenny Moss, philosophy 395. Technology and Social Change Cecilia Van Hollen, anthropology 444. Religion and Science Contact Dr. Sheri Alpert, STV Program Of- 454. Cultural Aspects of Clinical Medicine fice, 346 O’Shaughnessy Hall. Web address: 466. History of Modern Astronomy www.nd.edu/~stv. 472. History of Chinese Medicine 474. Philosophy and Psychiatry 478. Do Faith and Reason Clash? 481. Philosophy of Human Biology 484. American Material Culture: Topics in the History of American Technology 486. Medicine in History 487. Technology in History 240 241
AREA STUDIES MINORS
Area Studies Minors AFRICAN STUDIES IRISH STUDIES A. Peter Walshe, director Christopher Fox, director Program of Studies. The College of Arts and Letters Students wishing to develop their understanding of The Keough Institute for Irish Studies provides offers its students the opportunity to pursue an Africa may pursue the undergraduate African Stud- students with a unique opportunity to explore interdisciplinary sequence of area studies minor that ies minor. This involves taking four courses in three Ireland’s extraordinary tradition in literature (in may supplement the major. Currently, there are mi- departments. In addition, a research essay must be both the English and Irish languages) and distinctive nors in African studies, Asian studies, Irish studies, completed (AL 495A Area Studies Essay: Africa). historical development, including its influence on Latin American studies, Mediterranean/Middle East While no additional language instruction beyond the history of the United States. The Irish Studies studies, Russian and East European studies and West the college requirement is expected, students wishing faculty includes leaders in several fields, including European studies. to continue their interests in Africa at the graduate Literature, History, Film, and Northern Irish The purpose of these minors is to assemble the level are encouraged to study French. Students who politics. The Irish Studies Program also organizes courses dealing with the language, literature, history, anticipate working toward the African Studies minor a calendar of intellectual and cultural activities in politics, anthropology, philosophy, sociology and should contact Prof. Peter Walshe, Director of Afri- which undergraduates are encouraged to participate; economics of each area. In this way a meaningful can Studies, Room 123, Institute for International recent visitors to campus have included Seamus course structure is available to students who wish to Peace Studies. Heaney and John Hume, both Nobel Prize winners, and other leading Irish writers and public figures. concentrate their scholarly interest upon a cultural or ASIAN STUDIES geographical area as well as upon an interdisciplinary Liangyan Ge, director Minor approach. Such programs can be especially useful to This minor provides opportunities for students to The core of the Program is a Minor in Irish Stud- students who plan a career in international business, develop an interdisciplinary understanding of Asia. ies. The Minor helps students develop their un- international organizations or government service Students may satisfy the requirements for the mi- derstanding of Irish society, culture, and politics or who intend to do graduate work in one of these nor by taking four area-related courses (12 hours) through both coursework and firsthand experience of areas. distributed over three departments and by writing Ireland. To qualify for the Minor, students must (a) The student who wishes to complete one of the an essay (AS 495 Area Studies Essay: Asia) with one demonstrate proficiency in Irish language (by taking area studies minors is required to take at least four of the Asian studies faculty. The student must also IRST 101, 102 and 103); (b) complete four Irish area studies courses (12 hours) distributed over complete one year of intensive or three semesters of Studies courses (mainly in the fields of history, Eng- three different departments. These courses must be non-intensive Chinese or Japanese language. Those lish, film, television and theater), and (c) write a cap- taken in addition to those required for the major. wishing to declare this minor should do so with stone essay in their senior year that links the Minor The student must also take courses in a language of Liangyan Ge, Director of Asian Studies, 268 Decio, with their Major. Qualifying courses are listed in the the area being studied (Russian or an East European and those already enrolled in the program should Schedule of Classes under IRST; the list is available language for the Russian studies program; Spanish or meet with him during the pre-registration period of each semester from 422 Flanner Hall. Portuguese for the Latin American studies program; each semester for advising. French, German or Italian for the West European Dublin Program studies program; a Mediterranean language for the EUROPEAN STUDIES The home of the Dublin program is the Keough- Notre Dame Centre in Newman House on St. Mediterranean/Middle East studies program; Irish A. James McAdams, director Stephen’s Green in the historic heart of Ireland’s for the Irish studies program; and Japanese or Chi- Stretching from the Atlantic Ocean to the Ural capital. Each semester, some 35 Notre Dame stu- nese for the Asian studies program). In most cases Mountains, Europe plays a critical role in global dents enroll for courses in the Centre and at Trinity the required number of courses will be equivalent affairs. The ongoing enlargement of the European College Dublin, University College Dublin, and the to those required to satisfy the arts and letters lan- Union is helping to unite many countries and peo- National College of Art and Design. The program guage requirement, but students should check with ples in an otherwise diverse region. As future leaders, includes several field trips and a variety of social and program directors for the specific requirements of Notre Dame students will need to know about Eu- cultural activities. Students taking the Minor in Irish a given area. While not required to take additional rope to make sense of our world. Studies have a distinct advantage when applying for language instruction for the African studies program, Administered by the Nanovic Institute for Euro- this highly competitive program. students who plan to continue their African interest pean Studies, the European Studies minor takes an at the graduate level are encouraged to develop a interdisciplinary approach to the study of Europe. Irish Internships competency in Swahili, French, Portuguese, or Ara- Students take courses in a variety of fields, such as The Keough Institute for Irish Studies annually bic. In the senior year, each student must submit a politics, history, economics, literature, culture, theol- awards Keough Irish Internships, which place under- satisfactory essay based upon research that combines ogy, and philosophy. European Studies advisors help graduates in internship positions in Dublin relating the major discipline with the area studies curricu- students design their program of study. to Irish politics and commerce, culture, and society. lum. Language is an essential element of the European In the past, students have been placed in the Irish Students interested in an area studies minor Studies minor. There is a basic European language parliament, government departments, the Irish Film should consult the director (listed below). requirement of two semesters; however, students are Centre, and various social service organizations. The encouraged to take as many courses as necessary to Internships last for a period of seven weeks. Two In- achieve proficiency in their chosen language. ternships are reserved for students taking the Minor Each year, the Nanovic Institute offers study/ in Irish Studies. research/internship grants. Students hoping to pur- For further information, students should con- sue a career in international politics, business, or the sult Prof. Christopher Fox, director; telephone Foreign Service, or who have a project that they wish 631–3555. to research should apply for support. Students completing the Area Studies Minor will receive a European Area studies certificate at gradu- ation. For more information, interested students should consult the Web page of the Nanovic Insti- tute for European Studies, www.nd.edu/~nanovic. 242 243
AREA STUDIES MINORS
LATIN AMERICAN STUDIES COURSES IN MEDITERRANEAN/ RU 379. The Brothers Karamozov RU 381. Russian Women Memoirists PROGRAM MIDDLE EAST STUDIES RU 393. Dostoevsky Christopher Welna, director MEAR 101-104. Arabic Language RU 394. Tolstoy This program promotes opportunities for students MELC 235. Arabic Literature in English In Russian: to deepen their understanding of the region through Translation RU 451: St. Petersburg as Russian Cultural a variety of courses, campus activities, internships, MELC 240. Middle East History Icon and firsthand overseas learning experiences. Through MELC 255. Women’s Memories, Women’s RU 461. Survey of 19th-Century Russian the Kellogg Institute, the program offers a calendar Narrative Literature MELC 260. The Golden Age of Islamic of cultural events, summer research and internship RU 462. Survey of 20th-Century Russian Civilization grants, current affairs panels and regular talks on Literature MELC 300Y. Zion in the American-Israeli RU 471. An Introduction to Russian Poetry Latin America by Notre Dame faculty and visiting Imagination RU 482. Russian Romanticism lecturers. In addition, the institute brings several MELC 325. Christians and Muslims RU 492. Chekhov Visiting Fellows each semester who are from Latin MELC 350. Christianity in the Middle East RU 493. Pushkin and His Time America or who specialize in the region; these Fel- MELC 360. Canon and Literature of Islam RU 494. Tolstoy lows visit classes and meet with students. MELC 390. Islam: Religion and Culture The core of the program is a minor in Latin CLAS 305/HIST 305. Greek History Political Science American Studies. The minor aims to give students CLAS 308/HIST 319. Roman Law and Governance POLS 347. The Nuts and Bolts of Russian well-rounded training that complements their major CLAS 450. Greek and Roman Mythology Politics area of study and to make this training easily recog- POLS 331. IR of the Middle East POLS 358. Comparative Politics of East Europe nized on a graduating student’s transcript. In order HIST 248. Martyrs, Monks, and Crusaders History to qualify for the minor, students must demonstrate HIST 491N. Jerusalem proficiency in Spanish or Portuguese (through the MI 390/HIST 394A. Medieval Middle East HIST 250. Modern Russia to the Present ROFR 235. French Civilization and Culture HIST 380. East-Central Europe I three-course sequence in the Romance Languages HIST 381. East-Central Europe II Department or advanced placement), complete four ROSP 234. Civilization and Culture: Spain ROIT 345. Introduction to Italian Literature HIST 382. Eastern Europe Since 1945 courses on Latin America that are distributed across HIST 383. 19th- and 20th-Century Polish at least three departments, and write a senior essay. Other courses may apply with the permission of History Qualifying courses are listed each semester in the director. HIST 414. Late Imperial Russia, 1861–1917 the Schedule of Classes under LAST. They include HIST 414A. Early Imperial Russia, 1700–1861 Contemporary Latin American History, Economic RUSSIAN AND EAST EUROPEAN HIST 415. 20th-Century Russian History Development of Latin America, Latin American STUDIES HIST 417. Dostoevsky’s Russia HIST 418. Modern Russian Society Politics, Liberation Theology, Sociology of Devel- Thomas Gaiton Marullo, director and Culture I opment, and Spanish-American and Brazilian Litera- The program in Russian and East European Studies HIST 422. Russia Since World War II ture. The program offers the John J. Kennedy Prize enables students to enrich their understanding of HIST 495. Russian Thinkers annually for an outstanding senior essay dealing with the region through a variety of courses in language, HIST 495. The Russian Revolution a Latin American topic. The summer research fellow- literature, history, politics, and economics while ships are offered through Kellogg to students after also encouraging and supporting the acquisition of their junior year to encourage undergraduates to firsthand experience in the culture of the area. Its undertake original research on international subjects. largest initiative provides grants for summer courses The summer internships aim to provide undergradu- taken from accredited programs, either in the United ates real-world experience in dealing with Latin States or abroad. Traditionally, this has meant lan- American issues. For more complete information guage study in Moscow, St. Petersburg, Warsaw, and about courses that qualify each semester for the Kraków, but language study elsewhere in Eastern minor degree, the calendar of events or the summer Europe as well as cultural programs and internships research and internship competitions, please consult may also qualify for support. The program’s lecture the LASP Web page at www.nd.edu/~kellogg/ series allows students to expand their knowledge of LASP.html, or call Christopher Welna, director, at Russia and Eastern Europe beyond the scope of their 631–3636. coursework by supplying a continuous source of MEDITERRANEAN/MIDDLE EAST fresh ideas about the region. Each year, the program STUDIES invites nationally and internationally renowned Joseph Amar, director scholars to campus to share their latest research in This is a broad-based program that includes all fields pertinent to the minor. By virtue of their com- aspects of the ancient and modern cultures that petence in Russian or an East European language, surround the Mediterranean. Courses from three participants in the program also are eligible to study regions apply. In Europe, this includes the study of language abroad for a semester during the school Classical Greece and Rome as well as modern Italy, year and to work in the region as business interns Valerie Sayers France, Spain and Portugal. Courses on the Middle and teachers during the summer. Professor of English East are related to the study of Semitic peoples and COURSES IN RUSSIAN their cultures, languages, religions, and politics. In AND EAST EUROPEAN STUDIES North Africa, Arab, and Francophone history and civilization are the focus. Russian Language and Literature 2003 Recipient of the Charles E. Sheedy Award for Excellence in Teaching In English: RU 371–372. The Literature of Imperial Russia I and II RU 375–376. 20th-Century Russian Literature I and II 242 243
OFFICERS OF ADMINISTRATION
Officers of Administration
In the College of Arts and Letters JAMES McKENNA, Ph.D. JOHN T. McGREEVY Chair of the Department of Anthropology Chair of the Department of History MARK W. ROCHE, Ph.D. AUSTIN COLLINS, C.S.C., M.F.A. PAUL JOHNSON, Ph.D. I.A. O’Shaughnessy Dean of the College of Arts Chair of the Department of Art, Art History, Acting Chair of the Department of Music and Letters and Design PAUL WEITHMAN, Ph.D. GREGORY E. STERLING, PH.D. MARTIN BLOOMER, Ph.D. Chair of the Department of Philosophy Associate Dean of the College of Arts and Letters Chair of the Department of Classics RODNEY E. HERO, Ph.D. GREGORY E. DOWD, Ph.D. LIONEL JENSEN, Ph.D. Chair of the Department of Political Science Associate Dean of the College of Arts and Letters Chair of the Department of East Asian Languages CLARK POWER, Ph.D. CINDY S. BERGEMAN, Ph.D. and Literatures Chair of the Program of Liberal Studies Associate Dean of the College of Arts and Letters RICHARD JENSEN, Ph.D. JEANNE DAY, Ph.D. AVA PREACHER, M.A. Chair of the Department of Economics Chair of the Department of Psychology Assistant Dean of the College of Arts and Letters CHRIS VANDEN BOSSCHE, Ph.D. Pre-Law Advisor DAYLE SEIDENSPINNER-NÚÑEZ Chair of the Department of English Chair of the Department of Romance Languages JENNIFER ELY NEMECEK, M.A. DONALD CRAFTON, Ph.D. and Literatures Assistant Dean of the College of Arts and Letters Chair of the Department of Film, Television, Preprofessional Advisor MICHAEL WELCH, Ph.D. and Theatre Chair of the Department of Sociology DOROTHY PRATT, Ph.D. ROBERT NORTON, Ph.D. Assistant Dean of the College of Arts and Letters JOHN CAVADINI, Ph.D. Acting Chair of the Department of German Chair of the Department of Theology BENEDICT F. GIAMO, Ph.D. and Russian Languages and Literatures Chair of the Program in American Studies REV. HUGH R. PAGE Associate Dean of the College of Arts and Letters 244 245
ADVISORY COUNCIL
Advisory Council
EDWARD M. ABRAMS C. ROBERT HANLEY CHRISTOPHER J. MURPHY III Atlanta, Georgia Naples, Florida South Bend, Indiana FRANK J. ANNESE PAUL M. HENKELS ROBERT S. NANOVIC Cooperstown, New York Blue Bell, Pennsylvania North Yarmouth, Maine RUSSELL G. ASHBAUGH JR. THOMAS A. HERBSTRITT JR. THOMAS J. O’DONNELL Elkhart, Indiana Franklin Park, Illinois Chicago, Illinois JAMES T. BARRY JR. LAURA G. HOEY JEREMIAH P. O’GRADY Milwaukee, Wisconsin Cambridge, Massachusetts New York, New York ROBERT L. BERNER JR. WILLIAM P. JOHNSON MICHAEL D. O’HALLERAN Winnetka, Illinois Goshen, Indiana Chicago, Illinois DAVID L. BOEHNEN J. COLLIS JONES TIMOTHY J. O’SHAUGHNESSY Minneapolis, Minnesota Washington, D.C. Alexandria, Virginia MATTHEW BOMBERGER PATRICK J. KEOUGH LISA MARIE PORCHE-BURKE New Castle, Washington Warren, Michigan Alhambra, California BRIAN R. BRADY B. ROBERT KILL DONALD V. POTTER Elkhart, Indiana South Bend, Indiana Moraga, California CORDELIA CANDELARIA PAUL G. KIMBALL PAUL A. RAMSEY Tempe, Arizona New York, New York New York, New York CHRISTOPHER WAI-CHE CHENG EDWARD D. LEWIS ROBERT T. ROLFS Kwung Tong, Kowloon, Hong Kong Palm Beach, Florida West Bend, Wisconsin KATHRYN H. COLLETT EARL L. LINEHAN FRANKLIN D. SCHURZ JR. Bettendorf, Iowa Towson, Maryland South Bend, Indiana MORRISON A. CONWAY JR. F. JOSEPH LOUGHREY DAVID F. SENG Wilsonville, Oregon Columbus, Indiana Dawsonville, Georgia WILLIAM J. DEVERS JR. CAROL LYMAN BRIAN O. SHANNON Chicago, Illinois Winnetka, Illinois Chicago, Illinois JAMES F. FLAHERTY III JOHN R. MADDEN CHARLES E. SHEEDY Los Angeles, California La Grange, Illinois Houston, Texas DANIEL K. FLATLEY LUCIA RODARTE MADRID MARK S. SHIELDS Basking Ridge, New Jersey Phoenix, Arizona Washington, D.C. BADI G. FOSTER JOSEPH F. McCANN JEFFREY J. SPEAKS Beachwood, Ohio Purchase, New York Princeton, New Jersey MICHAEL D. GALLIVAN F. GERARD McGRATH F. QUINN STEPAN Salt Lake City, Utah New York, New York Northfield, Illinois JOHN W. GLYNN ANDREW J. McKENNA JR. MATTHEW V. STORIN Atherton, California Morton Grove, Illinois Boston, Massachusetts CHARLES L. GRACE JOHN P. McMEEL GEORGE W. STRAKE JR. Charlotte, North Carolina Kansas City, Missouri Houston, Texas ROBERT N. GRECO M. ROSE MEISSNER THOMAS A. SULLIVAN Spokane, Washington South Bend, Indiana New York, New York MARK A. GREEN KENNETH R. MEYER KELLY J. TUTHILL Vernon Hills, Illinois Chicago, Illinois Boston, Massachusetts JANE SWIHART HAGALE JOSEPH E. MORAHAN III MARK E. WATSON JR. Houston, Texas Denver, Colorado San Antonio, Texas SUSAN DARIN HAGAN JAMES A. MORSE SR. NOEL DON WYCLIFF Pittsburgh, Pennsylvania Muskegon, Michigan Chicago, Illinois 244 245